Technical

English
Teacher’s Book

★ B2-C1 *
Contents

Introduction page 5

Unit 1 Innovations page 8

Unit 2 Design page 16

Review Unit A page 24

Unit 3 System s page 28

Unit 4 Procedures page 36

Review Unit В page 44

Unit 5 Processes page 48

Unit 6 Planning page 56

R eview Unit С page 64

Unit 7 D evelopm ents page 68

Unit 8 Incidents page 76

Review Unit D page 84

Unit 9 A greem ents page 88

Unit 10 Testing page 96

R eview Unit E page 104

Unit 11 A ccidents page 108

Unit 12 Evaluation page 116

Review Unit F page 124

W ord list page 128

 future developm ents in technology, and are designed to
Introduction
stimulate students’ interest and m otivation to find out
m ore about them. From the beginning of the course,
Technical English is a four-level course for students in
students are encouraged to use their technical knowledge
technical or vocational education, and for com pany
and problem -solving skills. The approach also takes into
em ployees in training at work. It covers the core language
account the fact that m ost teachers of technical English
and skills that students need to communicate successfully
will have no training (though m ost will have a keen
in all technical and industrial specialisations. Level 1 is
interest) in technology. As much background information
for students with a basic knowledge of general English
as possible about each topic is therefore p rovided both in
who require an elem entary course in English for specific
the teaching material itself and in the Teacher’s Book.
purposes. This is benchmarked against CEF level A l.
Level 2 is for students w ho have com pleted Level 1, or
have an elem entary knowledge of general English, and now Course Book 4
require a pre-intermediate course in English for specific
purposes. This is benchmarked against CEF level A2.
The Course Book contains tw elve core units and six
Level 3 is for students w ho have com pleted Level 2, or
review units. Each core unit is divided into three sections.
have a pre-interm ediate level of general English and now
Each section (corresponding approxim ately to a 60-90
require an interm ediate course in English for specific
minute lesson) is contained on tw o facing pages, unified
purposes. This is benchmarked against CEF level B l.
by a single theme, which may be a function, a concept, a
Level 4 is for students w ho have com pleted Level 3, or
topic, or a genre, such as a report. There is a four-page
have an interm ediate level of general English and now
review unit after e v e ry tw o core units.
require an upper interm ediate course in English for
specific purposes. This is benchmarked against CEF
level B2. C ore units
The course uses a multi-thread syllabus consisting mainly
of communicative functions, notions, grammar, vocabulary
Start here
and skills. The work-specific communicative functions
This is a warm-up activity which begins each double-page
(e.g. giving instructions, making recommendations') and
section. It is often a question (such as How do you think
technology-specific notions or concepts (e.g. causation,
this works?) based on a photograph or diagram, which
resistance) are selected on the basis of relevance to the
pairs or groups discuss b efore th ey begin a reading or
needs of students in technical training and work contexts.
listening activity. The warm er is intended to activate
Grammatical exponents of functions and notions are
students’ existing knowledge about the topic of the unit
selected on the basis of frequency and relevance to needs.
and stimulate their interest in finding out more.
In Level 1 the grammar is sequenced; in Level 2 a more
cyclical approach is taken, in which functions and notions Listening
reappear with m ore com plex grammatical exponents. In
Levels 3 and 4, the syllabus organisation is increasingly Listening skills are developed through a variety of activities
driven by topics, skills and genre or text type, within which using audio texts set in both work and training contexts.
appropriate grammar, vocabulary, functions and notions The listening activity requires students to carry out a
are introduced or recycled. practical task during or after listening, such as completing
The vocabu lary of the course is a selection of common- a causation diagram or a risk assessment chart. Audio
core lexical items that have a high frequency of use texts set in w ork contexts include discussions of work
across a range of technical and industrial contexts. Many procedures, presentations, talks, phone conversations,
of these items can be found in general contexts, but have news reports about technology, practical demonstrations,
a greater frequency and often a m ore specific meaning training workshops, crisis and planning meetings,
in technical contexts. Many of them are the kind of product launches, safety talks, proposals to a client, press
words which a specialist in one field might use to explain statements, communication in an emergency, project
technical concepts and specialised terms to the general evaluations, appraisal interviews and brainstorming
public, or to specialists in other fields. For students w ho sessions. Audio texts set in a training context include
need additional exposure to a m ore specialised industry- extended passages in m onologue form such as lectures,
specific vocabulary, it is recom m ended that Technical presentations and technical demonstrations. Students
English be supplem ented by a course book from the listen for the main idea, specific information and
appropriate Vocational English series, also published by discourse markers.
Pearson Education.
Speaking
The m eth odology is transparent and straightforward,
with a practical task-based approach. Activities are Speaking activities at this level aim to equip students
firm ly rooted in shared meanings and clear contexts. with the skills to com m unicate effectively with fellow
The approach recognises that the students m ay have professionals, colleagues, trainers, contractors,
differing m otivations towards learning English, but clients and customers. The tasks reflect real-world
assumes that th ey have a knowledge of, and interest situations such as group presentations, question and
in, tech n ology and wish to d evelop their careers and answer sessions, practical dem onstration, discussing
technical skills. The topics and texts reflect current and industrial processes, risk assessment, explaining new
г

developm ents, fact finding, making proposals, appraisal technical brochures, process explanations, persuasive
interviews, collaborative problem -solving and decision­ memos, product recall notices, writing up notes,
making, arguing a case, speculating about causation, writing a summary, risk assessments, press statements,
brainstorming, chairing and participating in meetings. recom m endations, follow-up memos, definitions and
At this level, students are guided towards preparing and writing for both technical and non-technical readers.
giving longer talks and presentations based on notes and Peer-correction of written w ork is develop ed at this level,
diagrams. Speaking activities are conducted in pairs, small as w ell as collaborative group w ork leading to individual
groups or individually to the class. In addition, there are writing. W here such writing tasks are set as homework, it
speaking activities in the Task section (see below ). is im portant to allow tim e in class for the group w ork to
be com pleted.
Reading
Task
The written texts that technologists have to read in real
life can v a ry enorm ously in length, com plexity and genre. The Task feature provides students with opportunities
R eaders’ purposes v a ry from in-depth understanding to to com bine and use their language, skills and technical
follow ing instructions or searching for technical details. knowledge to com m unicate in contexts that reflect real-
The reading texts in Course Book 4 reflect real-life texts life w ork or training situations. Tasks require different
and purposes, and are all based on authentic sources. com binations of skill, knowledge and procedure. Some ar
These sources include product design specifications, in fact problem -solving or cogn itive exercises designed
product recall notices, technical brochures, project to activate their background knowledge to help them in
proposals, review s of prototypes, com plex definitions, a reading, writing, listening or speaking activity. Others
contracts, plans for tests, test reports, report abstracts, com bine one or m ore skills, for exam ple deciding with a
investigative reports, descriptions o f systems, group how to im prove an existing product, brainstorming
explanations of process, technical descriptions, operating specifications for m odifying the product, making notes
manuals, user guides, articles from technical journals, of the group’s decisions, and then (w orking individually)
memos from w ork colleagues, technical fact sheets and writing a form al design specification for the new product.
specifications. Labelled diagrams and photographs are Some tasks can be done individually, but most are done
liberally provided to aid com prehension of technical using pair work, group discussion, brainstorm ing and
data, and students are always given som e background collaborative problem -solving leading to a joint output,
inform ation o r asked to think about a topic (often in the for instance when groups prepare for a m eeting (the
Start here activity) b efore th ey start reading, so that they w hole group reading the same document, then individual
are using the texts actively. For exam ple th ey m ay be reading separate appendices to b ecom e ‘exp erts’ in
asked to look at a diagram of a d evice and discuss how different areas), then conduct the m eeting to decide wha
it might w ork using their own knowledge before reading to put into a proposal, taking notes when possible, then
about how the device works. The texts use carefully collaborate to produce a single set of notes, and finally
controlled language and are accom panied b y sim ple and (individually) w rite the group’s proposal.
practical tasks such as checking information, labelling a
Language
diagram, correcting details or com pleting a specification
chart. Awareness of coh esive devices and discourse T he language b ox draws students’ attention to the
markers is further develop ed at this level. key grammar of a lesson. The grammar is presented
in a simple, straightforward manner and gives only
Scanning
the basic minimum of information necessary. The box
The skill of scanning a text at speed for information is intended for reference or study only, and norm ally
is further developed. In e very unit there is a scanning follow s a reading or listening activity in which the
activity which consists of questions asking for short, student has understood the grammar point in context.
factual information. Students find this inform ation in a W here necessary, the language b ox is accom panied b y a
tim ed activity by scanning quickly through a number of short language practice exercise. If students need m ore
texts on the Speed search pages (s e e b elow ) at the back inform ation about grammar, or for revision, th ey can refe
of the book. In these activities it is im portant to set the to the Language summary at the back of the Course Book
questions and start the tim er (fo r exam ple the stopwatch
V ocabulary
function of a m obile ph on e) before the students open the
book at the Speed search pages.
Vocabulary activities develop students’ knowledge and
use of com m on-core technical or sub-technical vocabulary
W riting
Diagrams clarify the key technical terms associated with a
W riting skills are d evelop ed through a va riety of tasks process. Items are recycled in different technical contexts:
in realistic contexts, reflecting a m ore advanced range transducers reappear in touch screens, smoke alarms and
of text types which students might have to produce in ultrasonic testing. Contexts clarify the meanings of lexical
a w ork context or as part of their technical training. sets such as relinquish / regain / retain / override (in the
W riting activities include concise technical writing, context of control). Sub-technical terms are linked with
incident reports, investigative reports, product informal synonyms, as in initiate / trigger / set off. A phrasa
com parison reports, test reports, design specifications, verb bank is provided and there is detailed w ork on
hyphenated adjectives such as piston-powered.
 Reference Teacher’s Book 4

Language sum m ary Unit sum m ary

This gives m ore inform ation about all the language points The first page of each core unit in the Teacher’s Book sets
dealt with in the core units. It can be used as a reference out the key objectives of the core unit of the Course Book.
during a lesson, or for revision.
Briefing
Extra m aterial
Each core unit in the Teacher’s Book has a briefing which
This contains the materials needed b y one side of a gives background inform ation about the technical topics
pair of students, or m em bers of a group, to enable them in the core units, and highlights the key vocabu lary which
to carry out the communication activities in the Task needs special attention in the unit. It also suggests how to
sections. research m ore in-depth inform ation about the topics.

Teaching notes
Audio script
Each double-page spread in the teaching notes
This is a com plete transcript of all the listening material corresponds to a double-page section in the Course Book.
in the Course Book. It can be used in different ways Each main unit of the Teacher’s Book contains procedural
according to the levels and needs of your students. notes for each activity in the Course Book, ideas for extra
Students can use it to check their answers after they activities if appropriate, answer keys and audio scripts.
have com pleted a listening task. Every review unit contains answer keys for the review
units in the Course Book plus a ph otocopiable Quick test
Speed search of the preceding tw o main units, to test lexis, grammar,
functions, reading and writing.
This is a double-page spread which contains a number of
reading texts of different styles, topics and formats. The W ord list
texts do not show any reference to the pages or units
they are related to. Students are given a short tim e to This is at the end of the Teacher’s Book. It contains all
scan quickly through the tw o pages to find the specified the key w ords used in the Course Book. It is sorted into
information. (See Scanning a b o ve) alphabetical order with references to the unit w here each
w ord appears.
Review units
T estM aster CD-RO M
Each R eview Unit revises and practises material from
the preceding tw o core units. In addition it contains a This contains entry and exit tests, progress tests and
Project section, which gives the students opportunities individual unit tests which can be dow nloaded and
to do som e sim ple further research into topics linked edited as required. Tests can be custom ised for specific
to the topics of the core units. T h ey are encouraged to purposes and institutions. The TestM aster CD-ROM is
use the internet or a library to carry out the research as enclosed with the Teacher’s Book.
homework, and present the results to the class either
individually or as group tasks.
Additional support

Course Book CD This contains all the recordings for

the listening exercises in the Course Book.
W orkbook with A udio CD This provides additional
material based on the Course Book, which can be
set as class revision or hom ework. It also contains
a unit-by-unit w ord list.
Companion W ebsite The Companion W ebsite
contains supplem entary teaching activities and
industry-specific material to support the Course
Book and the Workbook.

D a v id B o n a m y
 ............ ^._.......................I
■j Innovations
, ..
а*-...,,, • ■ «a »

in te n ts 3 Lasers
Objectives
1 Eureka! In this section students w i l l ...

Objectives • talk about lasers

In this section students w i l l ... • listen to the first part of a talk about lasers to match
words with labels in a diagram
• talk about accidental discoveries and inventions
• order parts of the talk before listening to the second
• revise and practise the past continuous and past simple
part to check answers
tenses
• study and practise using phrases to signpost sections
• w rite sentences using the past continuous and past
of a talk
sim ple tenses
• prepare and give a talk
• listen to a talk and answer questions
• w rite a description of how a machine works
• revise and practise question forms
• revise and practise the present perfect continuous
• role play an in terview betw een a rep orter and a
representative from an oil com pany

Smart wells
Objectives
In this section students w i l l ...
• answer questions about a diagram showing a m ethod of
extracting oil
• read an article about the snake w ell m ethod and answer
questions
• match reference w ords in a text with the words and
ideas they refer to
• match w ords with their synonyms
• study and practise past participial phrases
• rew rite sentences using the past participle
 T he type of laser described in this section is the ruby
Briefing
laser, which uses a cylinder m ade of a ruby crystal. A fully
This unit looks at innovations, inventions and new ways of reflecting m irror is placed on one end and a partially
solving old problems. reflecting m irror on the other. A high-intensity light tube is
coiled around the ruby cylinder to provide an intermittent
Section 1 deals with the ‘eureka’ moment, or sudden flash
(non-continuous) flash of white light that triggers the laser
of inspiration, which can help solve a problem or get an idea
action. The flashes excite electrons in the atoms in the ruby
for an invention. Unexpected or accidental d iscoveries are
to a higher energy level. Upon returning to their normal
featured in this unit: antibiotic medicines, X-rays, vulcanised
state, the electrons emit photons of ruby-red light. At first
rubber, inkjet printers, safety glass and co-ordinate
the photons are em itted in all directions. The mirrors reflect
geometry. Raw rubber is useless for practical purposes; it is
som e of the photons up and dow n the cylinder. Photons
too soft and viscous (stick y) when it is hot, and to o rigid and
from one atom stimulate emission of photons from other
brittle when cold. Vulcanisation is the process of heating
atoms and the light intensity is rapidly amplified. The
a mixture of raw rubber and sulphur to create a processed
mirrors reflect the photons back and forth inside the ruby
rubber which remains tough and flexible at all temperatures.
crystal, continuing this process of stimulated emission and
Safety glass, used on car windscreens, consists of layers of
amplification. Finally, the photons leave the cylinder through
glass and plastic film which prevent the glass from breaking
the partial mirror. This is a beam of laser light.
into large pieces when struck. Co-ordinate geom etry is a
method of locating an ob ject in space b y specifying only
Accidental inventions: Find Discovery Channel w eb page
three dimensions.
and search for ‘Accidental inventions’
The eureka m om ent leading to the invention of the ‘snake’
The Shell com m ercial vid eo about Jaap Van Ballegooijen’s
well by Shell engineers was dram atised in a com m ercial
invention of the snake well: Find YouTube w eb page and
video (s e e below ). In the film, an engineer, Jaap van
search for ‘Shell Eureka extended (o r 9 m inute) version ’.
Ballegooijen, is trying to w ork out how to extract oil from
multiple isolated pockets of oil. As he watches his teenage Oil and gas projects: Find Shell w ebsite and search for
son steer his bendy straw around a glass of milk shake, ‘Our m ajor projects’ .
Jaap gets the inspiration for the ‘snake’ drill, which drills Snake wells: Find E & P (Exploration and Production)
down vertically from a single platform and then bends magazine w ebsite and search for ‘Shell Brunei Smart field
horizontally or laterally (sid ew ays) to the other nearby succeed’ .
pockets of oil. Laser technology: Find H ow Stuff Works w ebsite and
Details about the four oil and gas projects featured in search for ‘How lasers w ork’.
Exercise 9 on page 5 can be found on the Shell w ebsite (see
below): search for the Athabasca Oil Sands Project (Canada),
:he Sakhalin II LNG (liquid natural gas) Project (Russia), the
Pearl GTL (Gas-to-Liquids) Project (Q atar) and the Parque
das Conchas Deepwater Project (Brazil).
Section 2 deals with ‘smart’ oil wells and includes a diagram
:f a ‘snake’ w ell stretching up to five km horizontally below
die seabed. The term ‘sm art’ in this context refers to the
remote control of steerable drills (drills that can be steered)
ising underground sensors which com m unicate digital
information to com puters in control centres on the surface.
The data about temperature, flow, pressure and other factors
? transmitted via a network of fibre-optic cables. The
: omputers use imaging software, which can give a visual
image of the geology and condition of the well, and the
location of the drill. If there are any problem s (fo r example
a leak of w ater into a section of the w ell), hydraulic valves
can be activated rem otely from the control centre, which
■rill seal off that section of the well. M ore inform ation about
•me Champion West smart oilfield in Brunei, featured in this
section, can be found on the Shell w ebsite (s e e below ).
re-dion 3 deals with laser technology and includes a
Description of how a laser beam is generated. The acronym
_A5ER stands for Light Am plification by the Stimulated
Emission of Radiation. Laser light differs from ordinary light
г three ways: (a ) it is monochromatic, that is, it consists of
■ f ingle wavelength (colou r); (b ) it is coherent (organised),
г it is, all the photons vibrate in phase with one another in
L a c e and time; and (c ) it is highly directional, em itted as a
eetatively narrow beam in a specific direction.
T each er’s notes ene Descartes was watching an insect flying around
his room when he suddenly realised that he could
Eureka! specify the fly’s position in 3D space by specifying the
distance (o f the insect) from tw o walls and the ceiling
This is how co-ordinate geom etry was invented.
Start here
ilhelm Roentgen was projecting light from a
Tell students that this lesson focuses on accidental cathode ray generator onto a wall when he suddenly
d iscoveries and inventions. Ask students to read through saw the outline of the bones of his own hand
the exam ple sentence. Check th ey understand vocabulary (p ro jected ) on the wall. This is how he discovered
then put students into pairs and ask them to discuss any the existence o f) X-rays.
other accidental d iscoveries or inventions that th ey know hiro Endo, an engineer, was working with a hot
about. Following the discussion, rank the im portance of iron and a syringe full of ink, when he accidentally
the inventions and d iscoveries on the board as a class. touched the neck of the syringe with the hot iron,
N ote that som e ideas about accidental d iscoveries and which forced the ink out o f the syringe. That is
inventions are given in the Briefing section on page 9. how Endo invented the inkjet printer. (Endo was an
engineer working at Canon in the late 1970s.)
Task
Edouard Benedictus was putting away a glass
Tell students that th ey are going to read notes about flask which contained liquid plastic when he
som e accidental discoveries. Put students into pairs. Ask (acciden tally) dropped the flask on the floor. The
them to look at the w ords and match them with the notes flask didn’t break, because a thin plastic film was
on the discoveries. Tell them to use their dictionaries to holding the broken pieces together. That is how
help them. safety glass was invented.

1 antibiotics 4 X-ray W riting

2 vulcanised rubber 5 inkjet printer
3 co-ordinate geom etry 6 safety glass
4 Ask students to w rite about the discoveries they talked
about in 1. For weaker groups, th ey can w ork with their
partner in 1 to do this.
Extra activity
Scanning
Ask students w here th ey can find these discoveries
being used, e.g. safety glass is now used in car In e v e ry unit of the Course Book there is a Speed search
windscreens, am ong other things. exercise in which students scan a text to com plete a
task as quickly as th ey can. Treat these exercises as a
Language com petition.
Go through the instructions with the class first and give
Refer students to the exam ple sentence in 1, which students a little time to read and understand the paragra]
describes the first note in 2. Explain to students that on page 4 before starting the timed scanning activity.
they are now going to w rite sentences about the other
Then ask students to turn to pages 116-117 and find the
discoveries (2 -6 ) in 2, using the past continuous and
relevant text to com plete the paragraph on page 4. Tell
the past sim ple tenses. Do the second question as a
them to read the text quickly to find this information an<
class. Then get students to w ork in pairs to w rite up the
to ignore everything else. Ask students to put up their
other discoveries. Tell students that th ey’ll find more
hand when th ey’v e finished. Then check the answers wi
inform ation about the past continuous and past sim ple
the first person to put up their hand. Ask them to read
tenses in the Language summary on page 101 of the
out the text. Check with the class to see if th ey complete
Course Book. Check answers as a class.
the text correctly.

Possible answers:
1 rose 3 (A rch im ed es) screw
1 Alexander Fleming was growing som e bacteria in
2 buoyant (pu m p)
his / a lab when som e penicillium fungus fell on the
4 (A rch im edes) claw
bacteria and killed them. That is how he accidentally
discovered antibiotics.
harles G oodyear was working with a raw rubber
p o w d e r containing sulphur. W hen he brushed the
p ow der off his hands, the pow d er fell onto a hot
stove and form ed a tough elastic substance. That’s
how he invented vulcanised rubber. (See Briefing
note on page 9.)
 Listening Speaking

6 1Д^ы 8 Explain the situation and go through the instructions with

the class. You m ay need to revise question forms and the
Tell students that th ey are going to listen to a talk in
present perfect continuous first before students begin the
which an engineer from the oil industry describes how
exercise. See Language below.
his colleague, Jaap, accidentally m ade a discovery. As
students listen, th ey should ch oose the correct picture, Students w ork on their own to w rite the questions for the
which shows what Jaap was looking at when he made the answers (1-8). M onitor and give help if needed. T h ey then
discovery. N ote that students will read m ore about this take turns to ask and answer the questions in pairs before
d iscovery in the next lesson. you check their questions as a class.

the bendy straw Possible answers:

1 W hat is the main reason for using snake well
technology?
Щ) 02
2 Does the tech n ology (a ls o ) have an environmental
G o o d m o rn in g . M y n a m e is W ill a nd I’m th e C h ie f E n gineer fo r
benefit?
D rilling O p e ra tio n s here in B runei. T h a n ks fo r co m in g .
3 Are you using the tech n ology right now / at this
For th e last fe w years, w e ’ve been try in g to so lve a big
moment?
p ro b le m . T he p ro b le m is th a t here in B runei, in o u r o ilfie ld ,
4 How deep is the oil b elow the seabed (in the Brunei
you c a n ’t fin d th e oil in o n e sin g le large re se rvo ir lo c a te d in
field)?
o ne p la ce u n d e rg ro u n d . Instead, th e oil is b ro ke n up into
5 How long have you been drilling snake wells there /
th o u s a n d s o f sm all p o c k e ts , w h ic h are sp re a d o ve r a large
off the Brunei coast?
area o f h u n d re d s o f s q u a re kilo m e tre s. U n fo rtu n a te ly, w e
6 W hen did you / your com pany start exploring the
ca n n o t b u ild o ne o il p la tfo rm fo r e ve ry sm all p o c k e t o f oil.
Brunei field?
We c a n ’t b u ild th o u s a n d s o f oil p la tfo rm s . T h a t w o u ld be to o
7 Has your com pany been d evelopin g any other smart
e xp e nsive fo r th e co m p a n y , and ve ry b ad fo r th e e n viro n m e n t.
technologies (in addition to the snake w ell)?
T his is th e p ro b le m th a t w e ’ve been try in g to s o lve fo r years.
8 W hat’s you r next project going to be?
Then, n o t lo n g ago, a c o lle a g u e o f m ine ca lle d Ja a p to o k
so m e leave fro m w o rk , and w e n t b a c k fro m B ru n e i to his h o m e
h th e N e th e rla n d s. O ne d a y he w a s sittin g w ith his yo u n g Language
son in a c a fe w h ile his son w a s fin is h in g his m ilk shake. Ja a p
w a tc h e d his son b e n d th e s tra w a n d ste e r it a ro u n d th e sid e s To revise questions forms, ask students to look back at
o f th e g la ss to s u c k th e last d ro p o f m ilk fro m it. the questions in 7 and tell you what tense is used in each
S uddenly, w h ile he w a s w a tc h in g his so n , Ja a p had a eureka question (1 present simple, 2 present perfect continuous,
m om e n t. He realised th a t yo u c o u ld use a fle x ib le drill, ju s t like 3 past continuous, 4 past simple, 5 present sim ple). Then
ask them how you form questions in these tenses. You
a b e n d y straw , to reach all th e oil. Instead o f d rillin g d o w n o ve r
may need to refer students to the Language box on the
th re e k ilo m e tre s to e ve ry tin y p o c k e t o f oil u sin g h u n d re d s
present perfect continuous. Go through the examples
o f w ells, you c o u ld d rill v e rtic a lly d o w n to o ne s in g le p o c k e t
with the class and point out that you form this tense with
using o n ly o n e drill, a nd th e n b e n d it to d rill h o rizo n ta lly into
has / have follow ed by the past participle of the verb be
th e o th e r p o c k e ts o f o il nearby.
and the -ing form of the main verb.
As a resu lt o f his eureka m o m e n t, Ja a p and his te a m in ve n ted
Tell students that th ey’ll find m ore inform ation about the
a ne w ty p e o f fle x ib le d rill, ca lle d a ‘sn a ke w e ll d rill’ . From a
present perfect continuous and question form s in the
single o ffsh o re oil p la tfo rm th e sn a ke d rill can b e n d a nd tw is t
Language summary on pages 101 and 102.
th ro u g h m a n y sm all p o c k e ts o f oil.
Ask students to read through the questions first, so Speaking
that th ey know what to listen out for. Play the recording
again for students to answer the questions. Tell them to 9 Put students into pairs. Go through the instructions with
com pare their answers in pairs b efore you check with the the class first and make sure th ey understand that they
class. will take turns to act the role of a reporter and an oil
com pany representative. Ask students to turn to their
1 Chief Engineer for Drilling Operations relevant pages at the back of the book and make sure
2 how to get oil from thousands of small underground they know what to do. Remind them about the w ork they
pockets w ithout building many oil platforms did in 2 and 3, on making sentences from notes. W hile
3 Jaap’s son was bending a straw to suck the last bit of th ey are doing the activity, go round the class, m onitoring
milk from his milk shake the students. Go through any errors with the class at the
end of the activity.
4 the snake w ell drill
5 a single drill can go vertically downwards, then bend
to a horizontal direction and twist through many oil
pockets from one single offshore platform

Innovations 11
ID
 Reading______________________________________
2 Smart wells
W arm er 2 Ask students to look at the title of the article and ask
them what they know about ‘smart oil fields’. Elicit a few
Ask students to discuss a technical problem th ey have
ideas, but don ’t go into any detail. Students read through
had at w ork or at home, and how th ey found a solution to
the article then w ork with their partner in 1 to com pare
the problem.
their notes with the information in the article. When they
have finished, check the answers to 1 as a class.
Start here

1 Ask students to read the questions and allow them a 1 A single oil platform can access many small pockets
few minutes to look at the illustration. Then tell them to of oil (and achieve output equivalent to several
work in pairs to discuss the questions and make notes. individual wells).
Don’t go through their answers yet as th ey will be reading 2 Imaging software generates detailed com puter
about this m ethod of oil extraction in the article in 2. m odels of underground geology; sensors steer the
drill; sensors allow engineers to control valves and
seals.
3 Ask students to w ork individually to answer the 6 Go through the instructions and the exam ple with the
questions. Then ask them to com pare their answers in class to show them how to manipulate the sentence.
pairs b efore checking with the class. Remind students that they must begin each sentence with
the past participle in italics and that the participle must
Mixed-ability classes have the same subject as the main clause. Ask students
Weaker students could do this exercise in pairs. to w ork alone to do the exercise, then check answers with
the class.

1 It reduces cost because you only need to build one 1 Isolated in small pockets, the oil can’t be extracted
drilling platform for many oil pockets; it increases using vertical wells.
production, because no oil is overlooked. 2 Connected by fibre-optic cable, the sensors collect
2 Very accurate: it can hit a target far underground data from inside the snake well.
that is less than tw o m etres wide. 3 Guided b y rem ote controllers, the drills can hit a
3 For 30 years; because the oilfield consists of many target only 2 m wide.
small reservoirs, and the snake drill did not yet exist. 4 Locked 4,0 00 m beneath the seabed, the oil couldn’t
4 b y means of (a ) sensors (b ) fibre-optic cables be extracted for 30 years.
5 b y closing valves via rem ote control 5 Attached to the drill bit, the sensors allow the
controllers to guide the drill.
4 Ask students to first look at the options a-j, and explain 6 D eveloped by GeoSolutions, the software generates
that th ey w on ’t need to use four of them. Tell them to find com puter m odels of the geology.
the reference w ords in the article in 2 and underline them
then read the sentence (o r w ord s) b efore the reference
words they underlined. Here th ey will find what the
reference w ord refers to. Then ask students to com pare
their answers in pairs before checking with the class.

Id 2a 3i 4g 5f 6c

Vocabulary

5 Tell students to look at the w ords listed. Explain that

they should look back at the article on page 6 again and
match the w ords with their synonym highlighted in bold
in the text. Remind them to read the sentence before and
after the sentence that contains the w ord to help them
understand the meaning.

1 sw ellable (line 60)

2 com plex (lin e 33)
3 steerable (line 21)
4 adjacent (line 63)
5 conventional (line 11)
6 dual (line 18)
7 locked (line 32)
8 isolated (line 7)
9 laterally (line 13)
10 equivalent (line 17)

Language

Go through the first paragraph and exam ple in the

Language box with the students on past participial
phrases. Then go through the second paragraph and ask
students to find the three exam ples in the article in 2,
(lines 14, 28 and 42). Tell students that they can find m ore
information about linking and participial phrases in the
Language summary on pages 103-104.
г

Ask students to listen to the first part of the talk, and

3 Lasers match the w ords with the labels in the diagram. Play the
W arm er first part of the talk for students to match the w ords with
the labels.
You could start this lesson off by asking students how
many different ways a laser might be used (e.g. eye
Mixed-ability classes
surgery, CD players, bar cod e scanners).
Stronger students could try to match the w ords in
Start here the box with the diagrams b efore they listen to the
recording. Then play the recording for them to check
% 03 their answers.
Before students read the questions, focus their attention
on the w ords in the box. Play the recording once through. 1 p ow er source 4 ruby crystal 7 partial mirror
Then play it again, pausing after each w ord or phrase
2 light tube 5 photon 8 laser beam
for students to practise saying them. You could then ask
3 atom 6 m irror
students to listen again and underline the main stressed
syllable in each word.

1 L T itl
... and as Je n n y said, m y n a m e is Lee. So, J e n n y has been
laser
e xp la in in g w h a t la se r lig h t is, a nd if th e re are no q u e s tio n s , w€
light amplification...
can n o w tu rn to th e n e xt s e c tio n o f th e ta lk, in w h ic h I’m g o in t
s tim u la te d e m issio n o f rad ia tio n
to o u tlin e |h e b a sic c o m p o n e n ts o f a laser a nd a t th is po in t__
o rg a n ise d
I’d like you to lo o k at th e d ia g ra m w h ic h is c o m in g u p on th e
d is o rg a n is e d
d ire c tio n a l scree n now.

in o ne d ire c tio n R ight, b a sica lly y o u ’re lo o kin g a t a lo n g red c y lin d e r w ith a
in all d ire c tio n s y e llo w zig za g tu b e c o ile d a ro u n d it. C an you all see th a t?
c o h e re n t W ell, th e red c y lin d e r a c tu a lly re p re se n ts a ru b y c ry s ta l, and
c o n c e n tra te d th e y e llo w zigzag re p re se n ts a tu b e o f lig h tin g , ra th e r like a
p h o to n flu o re s c e n t lig h t tu b e . It co ils a ro u n d th e ru b y c ry s ta l and is ol
c o lo u rs o f th e s p e c tru m co u rs e c o n n e c te d to th e p o w e r s o u rc e [S n W te p
w a v e le n g th th e laser is w o rk in g , th is lig h t tu b e fla sh e s in te rm itte n tly , on
N ow ask students to read the questions. Point out a nd off, like a series o f ca m e ra fla sh e s. A nyw ay, w e ’ll c o m e tc
that th ey can use the w ords and phrases in the box in th a t iater.
their discussions. T h ey can consult their dictionaries if T he g re y d is c to th e le ft o f th e ru b y c rysta l is a m irro r and th e
necessary. A llow students time to look at the diagrams one to th e rig h t o f th e c rysta l is a partial m irror, w h ic h m eans
before you put them into pairs to discuss their ideas and th a t it re fle cts pa rt o f th e light, a b o u t 9 9 % o f it, in fa c t, b u t
make notes. When th ey are ready, discuss their ideas as a a llo w s a b o u t 1 % o f th e lig h t to p a ss th ro u g h it to th e right.
class and check their answers. I th in k I’ve co ve re d th e m ain c o m p o n e n ts . T he large green
circ le s in sid e th e c rysta l rep re se n t a to m s, a nd th e sm all blue
1 Light Am plification b y Stimulated Emission of circ le s re p re se n t p h o to n s, o r p a rtic le s o f light. Finally, th e larg
Radiation
red a rro w c o m in g o u t o f th e rig h t h and sid e o f th e m a c h in e is
2 (1 ) Laser light contains only one specific wavelength, a laser beam .
or colour, of light, w hile ordinary light contains many OK, so b e fo re I h and o ve r to Z ak, are th e re a n y q u e s tio n s at
different wavelengths, or colours of the spectrum.
th is p o in t? T here w ill be a ch a n c e a t th e end o f th e c o m p le te
(2 ) Laser light is coherent, or organised with each
ta lk to a s k q u e stio n s, so th e re ’s no rush. R ight, s o n o w I’m
photon m oving in the same direction, which is not
g o in g to h and o ve r to Z ak, w h o ’s g o in g to c o v e r th e next
the case with ordinary light, which is disorganised.
se c tio n o f th e ta lk, w h ic h ...
(3 ) Laser light is v e r y directional which means
that it has a v e r y tight beam, i.e. is v e ry strong and 3 Put students into pairs o r small groups. Draw their
concentrated, whereas an ordinary light source attention to the notes A -H and explain that the items in
releases light in all directions, and the light is v e ry these notes correspond to the eight points in the diagran
weak. at the top of the page. Ask them to w ork in their pairs or
small groups to put the notes into the best order.
Do not check their answers y e t as th ey w ill check their
Listening order in the next exercise b y listening to the next section
of the talk.
2 Н Д И
% 05
Tell students that th ey are now going to listen to a talk
about lasers. Explain that th ey will hear the talk in tw o Play the next part of the talk fo r students to check their
parts. Draw their attention to the diagram on page 9 order in 3. Ask them to com pare their order in their pairs
and the w ords in the box. Make sure that they are or groups. If necessary, play the recording again before
pronouncing partial /'pa:Jal/ correctly. checking answers with the class.

Th e correct order is:

IE 2С 3B 4H 5F 6G 7D 8A
 Ц§ 05 M oving to next topic: 2, 4
T h a n k yo u , Lee. O K, so if e v e ry o n e ’s happy, le t’s m o ve on Referring to previous to p ic(s): 1, 6
to th e n e x t s e c tio n o f th e ta lk, s e c tio n 2, in w h ic h I’ll try to Handing over to next speaker: 7, 8
a n s w e r th is q u e s tio n : H o w d o e s th e laser m a ch in e w o rk?
Referring to a visual: 3, 5
Well, if yo u lo o k at p o in t one on th e d ia g ra m , you w ill see th e
p o w e r so u rce , w h ic h is lo ca te d b e lo w th e ru b y c rysta l. T his
h ig h -v o lta g e e le c tric s u p p ly m a ke s th e tu b e fla sh on and off. Speaking
The tu b e , w h ic h yo u can see at p o in t tw o on th e d ia g ra m ,
Put students into groups of at least three students
fla sh e s on a nd o ff v e ry rapidly, and e ve ry tim e th e tu b e
according to the size of your class. Tell them that they
flashes, it p u m p s e n e rg y in to th e ru b y crysta l. T h e fla sh e s
are now going to prepare a talk in groups on lasers. N ow
in je ct e n e rg y in to th e c ry s ta l in th e fo rm o f p h o to n s , w h ich
divid e each group into three sub-groups (sm aller classes
y o u ’ll re m e m b e r are p a rtic le s o f light. m ay only have one student in each sub-group). Tell the
Now, if w e m o v e on to p o in t three on th e d ia g ra m , yo u can see sub-groups to ch oose a different section from the other
an a to m in th e ru b y c ry s ta l is so a kin g up, o r a b s o rb in g , th e tw o sub-groups and prepare this section of the talk. When
energy fro m th e lig h t tu b e . W hen th e a to m a b s o rb s a p h o to n , students are ready, th ey return to their main group and
it b e c o m e s m ore e x c ite d fo r a fe w m illis e c o n d s a nd th e n it make final preparations for their talk.
retu rn s to its o rigina l s ta te and e m its a ne w p h o to n . I Before students start giving their talks, refer them back to
As yo u can see in p o in t four on th e d ia g ra m , th e p h o to n s the signpost phrases from 5, which they should try and use
w h ic h are e m itte d fro m th e a to m s zo o m up a nd d o w n in sid e during the talk. Th ey then give their talk to another group.
th e ru b y c ry s ta l, tra v e llin g a t th e sp e e d o f light. Tell students listening they should make a note of any
Som etim es, as s h o w n at p o in t five on th e d iagram , o n e o f th e se questions they would like to ask the speakers at the end of
p h o to n s h its an a lready e xcite d a to m . W hen th is happens, th e the talk. M onitor students as they are giving their talks and
excite d a to m g ive s o ff tw o p h o to n s o f lig h t instead o f one. This make notes on any good language use for feedback.
is ca lle d s tim u la te d em ission. N o w o ne p h o to n o f lig h t has
p ro d u ce d tw o , s o th e lig h t has been a m p lified o r increased in W riting
strength. The lig h t has been d o u b le d . Im agine th e lig h t d o u b lin g ,
Students now w rite a description of how a laser machine
over and o ve r again m illio n s o f tim es.
works. Tell them that the description should be based on
N ow le t’s lo o k a t p o in t six on th e d ia g ra m . T he p h o to n s keep
the second part of the talk. (T h e y could look back at the
h ittin g th e m irro r at th e le ft-h a n d s id e a nd th e y keep on audio script for help.) Remind students to refer to the
b o u n c in g b a c k and fo rth alo n g th e in sid e o f th e crysta l. diagram at the top of the page and to use past participles.
A nd as yo u can see a t p o in t seven, th e p a rtia l m irro r a t th e W hen th ey have finished, tell students to swap their w ork
o th er e n d o f th e tu b e re fle cts m o s t o f th e p h o to n s , a b o u t 9 9 % with a partner, and ask them to check for any mistakes in
o f th e m , b a c k in to th e c ry sta l b u t le ts a sm all num ber, a b o u t grammar, spelling and punctuation.
1 % , e sc a p e fro m th e m ach in e .
A nd finally, as s h o w n a t p o in t eight in th e d iagram , th e e scaping M odel answer:
p h o to n s fo rm a ve ry co n c e n tra te d beam o f p o w e rfu l laser light. Here is a brief outline of how a laser works:
OK, I th in k I’ve c o v e re d th e m ain p o in ts , so w o u ld a n yo ne First of all, the high-voltage p ow er source, located
like to a s k a q u e s tio n ? W o u ld yo u like m e to g o o v e r a n yth in g below the ruby crystal, makes the tube flash on and off
again? O K g o o d , s o if e ve ryo n e is cle a r a b o u t h o w th e laser rapidly. These flashes inject particles of light, known as
w o rks, I’ll n o w a sk R a sh id a to ta k e over. R a sh id a ’s g o in g to photons, into the ruby crystal.
m ove on to th e th ird and fin a l p a rt o f o u r ta lk, on h o w w e Next, the energy em itted by the light tube is absorbed
believe th a t lasers are g o in g to be used in oil d rillin g in th e by an atom, shown as a large green circle at point 3 in
futu re , a nd h o w w e th in k ... the diagram. Excited for a short time, the atom then
returns to its normal state and emits a new photon.
Draw students’ attention to the phrases 1-8. Explain that all
T h e photons em itted from the atoms then m ove up
these phrases are useful linking devices to make a talk flow
and down inside the ruby crystal at the speed of light.
well. Explain that som e of the phrases have been used in
the second part of the talk. Ask students to tick the phrases If a photon hits another atom stimulated by the energy
they hear as they listen to the second part of the talk again. from the tube, the second atom gives off tw o photons
of light instead of one. T h e light created by this
Extra activity process doubles and doubles millions of times.
The photons are reflected up and down the inside of
You could play the first part of the talk again for
the crystal by the tw o mirrors, located at the tw o ends
students to identify the other phrases.
of the crystal and shown as grey discs on the diagram.
One of these m irrors is partial.
The follow ing should be ticked: 2, 3, 5, 6, 7 The partial mirror, positioned at one end of the tube,
(1, 4 and 8 are in Audio 04) reflects about 99% of the photons back into the crystal,
but allows the other 1% to escape from the machine.
Th e photons allow ed to escape by the partial m irror
Ask students to w ork individually to group the phrases
form a v e ry concentrated beam o f light, called a
from 5 under the four headings. T h ey can then com pare
laser beam.
with a partner b efore you check with the class.

Innovations 15
Contents
Objectives
1 Spin-offs In this lesson students w i l l ...
Objectives • discuss roofing fabric develop ed from space technology
In this lesson students will ... • listen to a brainstorming session about the properties
• talk about tech n ology that was originally develop ed for of roof fabric to put properties in a table in the order
use in space they are mentioned
• revise and practise the present sim ple passive and past • read a text and match words and phrases with
sim ple passive properties of roof fabric from the table
• read about tech n ology develop ed from space • decide on a product to m odify and make notes on how
programmes to m odify it
• study and practise ways of expressing the use or • w rite a product design specification for the new
function of a device product
• w rite sentences from notes to express the use and
functions of technological devices

2 Specifications
Objectives
In this lesson students w i l l ...
• talk about a product o r facility that th ey use and
discuss im provem ents for it
• study inform ation and an illustration about a product
and make notes on possible com plaints about it
• listen to a brainstorm ing session to com plete a product
requirem ents form
• check that an illustration of the product matches the
requirements on the form
• read a design specification and identify items not
mentioned in the listening
• match w ords and phrases with adjectives which have
the same or similar meaning
• revise and practise using modals for expressing
obligation and ability
• rew rite parts of a design specification, using present
participial phrases
 Section 3 deals with tensile ijoof fabrics, another spin- & P*
Briefing
off from space research, and their properties (essential # " t
“ his unit looks at the process of design, particularly of attributes or characteristics). The roof structures illustrated
:onsumer products based on technologies originally on page 14 are m ade o | fT E E fibreglass fabric. The fabric
designed for space exploration. consists mainly of v e r y fine glass filaments (th reads) which
are tw isted into yarns and w oven into fabric. The fabric
section 1 deals with spin-offs, or by-products (secon d ary
is then coated with polytetrafluoroethylene (PTFE, more
products), of space research. Th ere are a number of myths,
com m only known as Teflon). The material was originally
r false beliefs, about spin-offs: for example, many people
used for making space suits for astronauts, but is now in
wrongly believe that Teflon, Velcro and m icrowave ovens
com m on use as an architectural roofing material on Earth, •-
*ere invented for space flight, but this is untrue (s e e answer
The properties of the fabric are striking. It is kilo-for-kilo e - i f . - * 7*" ,
-:ey to Exercise 1). However, satellite TV, bar codin j^j^ptick
stronger them steel w hile weighing less than 1.5 kg per <T/fd£t7Z- 'WrJtySL.
.ontrollers, smoke d e t e c ^ ^ la p t o p computers, translucent
square metre. It offers up to 24% solar translucency while
ceramics ( n o w ^ e d , a » m y[sim e braces for children’s teeifiJT
providing as much as 75% solar reflectance, meaning the
-nd portable cordless p o w er fools (originally d eveloped
fabric lets in natural light w hile keeping out heat, making it
to help A p ollo astronauts drill for m oon sam ples) w ere
an energy-efficient roofing option. It is also cost-effective
;pin-offs from NASA space program m es. O lder Apollo-era
due to its durability and low maintenance characteristics.
;pin-offs include com puterised check-out tills, freeze-dried
A properly maintained PTFE fibreglass roof could provide
foods, coolin g suits, automated measurement and calibration
30-35 years or m ore of useful service life, com pared
systems for refineries, insulation for pipelines, smart
with the 20-25 years offered by conventional (ord in ary)
lightning detectors, heat-shield coating for steel support
roofing materials. As a non-flammable fabric with a high
beams in buildings and flame-resistant textiles. Further
melting pyint, the material is safer than many roofing
details of these and other spin-offs can be found in the
materials. Tensile strength is naturally one of its most
NASA S pin off brochures which can be dow nloaded from the
im portant properties, as well as thermal protection and
NASA w ebsite (see b elow ). M ore details about the spin-offs /
good acoustics.
featured in the text in Exercise 5 (th e ‘robo-clim ber’, etc.)
can be found in a New Scientist article Down to garth: Gadgets
Spin-offs from NASA space research: Find NASA
from outer space (see below ).
w ebsite and search for the latest NASA S pinoff
Section 2 deals with the processx>f designing a specific brochure.
product, an anti-gravity treadm ill’, which is a spin-off from
N ew Scientist article Down to Earth: Gadgets from outer
space research, and focuses on producing a product design
space: search for this on the N ew Sciential w ebsite
specification, a docum ent that specifies the features that a
(payw all).
newly-designed product must have. The machine designed
by the team is an enclosed treadm ill (see illustration in Anti-gravity treadmill: Find the NASA w ebsite and
Exercise 4 on page 12). It uses air pressure to help patients search for ‘Spinoff 2009’ then ‘Anti-gravity treadmills
feel up to 80% lighter in weight, reducing discom fort and speed rehabilitation’.
possible injury w hile th ey are recovering from an accident or Tensile roofing fabrics: On Х\щJN^SA /
surgery. If the patient wants to increase their weightlessness for ‘Spinoff 2009’ then ‘Tensile fabrids enhance
while using the treadmill, they sim ply touch a screen and architecture around the w o rld ’ .
the air pressure increases, lifting the body. The machine
evolved from the original idea of using air pressure for
the op posite effect - to add w eight to an astronaut’s body
during exercise in the low gravity of space. An important
feature of the machine is that the patient can adjust the air
pressure incrementally (in stages), increasing or decreasing
the pressure in 1% steps. The design team look at factors
including erg<mpgii^s (dc^sF-fuing equipm ent to reduce
operator faiigue, cfis to mf OTtan d injury), perform ance (h ow
well the machine fulfils its main function), and operating
range, the maximum and minimum ambient (surrounding)
temperature and relative (com p arative) hum idity in which
it can operate. The footprint of the machine is the area of
the total floor space it takes up. The treadm ill can simulate
a variable (changeable) incline (s lo p e ) of up to 15°. Details
of the original product on which this anti-gravity treadm ill is
based can be found on the NASA spinoff w ebsite (s e e below ).
T eacher’s notes Possible answers:
1 was originally developed, is often found
2 was first invented, are usually seen
1
3 are frequently used, w ere prim arily created
W arm er 4 w ere originally utilised, are com m only installed
Tell students to close their books. Explain that this
lesson is about space technology. Ask them to w ork in Speaking
groups to discuss tech n ology that has been develop ed
from som ething that was originally invented for space 4 Draw students’ attention to the three technological
exploration. Do not ask for their ideas yet. inventions for space programmes, then put students into
pairs to discuss what applications on Earth are spin-offs
Start here from these. Ask them to use the language th ey studied
in 2 and 3, as in the example. Do not check answers at
1 W ith books open, explain what a spin-off is (som ething
this stage as students will see the answers in the reading
that has been develop ed from som ething else). Tell
exercise which follows.
students to read the paragraph about space technology.
Then put students in pairs and ask them to read the
four statements and say if th ey are true or false. Then go
through the answers with the class and ask students if
any of the answers surprised them.

The only true statement is about laptop computers.

Teflon (invented in 1938) and Velcro (invented in 1948)
w ere existing products that NASA m erely popularised
by using them.
T he first m icrow ave ovens appeared in 1954, the
by-product of radar research. However, m icrowaves
can’t be used on spacecraft as th ey would affect other
electronic equipm ent on board. C onvection ovens are
used on space shuttles. / (v . / r f
О
Language

2 Tell students that the four statements in 1 include

examples of the present simple passive and the past
simple passive. Ask them to find and underline four
examples of each in the statements.

Present sim ple passive: is ... added, are ... used,

is ... used, are ... used
Past sim ple passive: was ... invented, w ere ... developed,
was ... developed, w ere ... invented

Tell students that th ey’ll find m ore inform ation about the
present sim ple passive and past sim ple passive in the
Language sum m ary on page 100.
3 Go through the instructions and exam ple with the class
and make sure that th ey know what to do. Explain that
th ey should use the present sim ple passive or past simple
passive of the verb in brackets, plus an adverb from the
box. Explain that th ey can use an adverb m ore than once.
Students can then check their answers with a partner
before checking with the class.
Reading 8 Explain to students that th ey are now going to w rite full
sentences from the notes 1-6. Read through note 1 and
Ask students to read the text and com pare their ideas the exam ple sentence to show them what to do. Tell
in 4 with the spin-offs in the article. Ask students if any of them to use the language form s from 7, as w ell as present
their ideas in 4 w ere m entioned in the article. sim ple passive, past sim ple passive and the adverbs in 3.
Students w ork on their own. T h ey then com pare their
Items from Exercise 4 are illustrated in 1, 3 and 5 of the answers with a partner b efore checking with the class.
article.
Possible answers:
1 A solar panel is a panel of PV cells which is used for
Ask students to w ork individually to match each
tech n ology originally used in space to its use on Earth. generating electrical pow er from the sun’s rays.
2 A stress sensor is an instrument for m onitoring
le 2f 3d 4b 5a 6c changes in the load on a structural com ponent such
as a girder.
3 Stress sensors w ere originally designed to m onitor
Extra activity
problem s with external system s on spacecraft.
You could ask students if any of their ideas in the 4 A clean air system, which was originally invented for
warm er w ere m entioned in the text in 5. Discuss any cleaning air in spacecraft, is now com m only found in
other ideas that have not been mentioned and w hether portable sterile room s in hospitals.
the class thinks these are actual spin-offs o r myths.
5 A ‘robo-clim ber’ is a m obile robot that is deployed
T h ey could check on the internet later.
to prevent landslides from occurring in mountain
zones.
Language 6 An airbag inflation mechanism is a special detonator
for pumping air into a special bag on a boat to
Go through the three ways for expressing the use or
stabilise it.
function of a device in the Language box with the class.
Tell students that th ey can find m ore inform ation about
expressing function in the Language sum m ary on
page 104.
Draw students’ attention to the examples in 7 and refer
them back to item 1 in 6. Elicit how the statements can
be expressed in different ways. (Item 1 in 6 uses to +
infinitive. It can also be expressed using for + -ing: A visor
for protecting ... or that + present simple: A visor that
protects N ow ask them to express the other items
(3 -6 ) in tw o different ways. Do the task as a class or in
pairs depending on the ability of the class.

1 a visor that / which protects / to protect / for

protecting astronauts’ eyes from the sun
2 a fabric that / which protects / for protecting / to
protect astronauts from fire
3 solar panels that / which provide / to provide / for
providing pow er for a satellite
4 a viso r that / which resists / to resist / for resisting
cuts and scratches from stones
5 a com puter program that / which controls / to
control / for controlling satellites
6 a detonator that / which separates / for separating /
to separate space modules after launch
2 Specifications Weight Com pared with normal treadmill:
about the same
Start here
Operating Temperature: 10 to 29°C
1 Put students into pairs. Explain that th ey are going to range
discuss a product or facility th ey both use. Tell them
to look at the exam ples to give them ideas on types of Safety Standards: (1 ) BS (2 ) EU
products or facilities th ey could choose. Tell them to
make notes and when th ey are ready, to join another pair
to exchange their ideas on any problem s or features that Ф 06
th ey w ould like to im prove. A : So w h a t w e need to d o n o w is to b ra in s to rm s o m e id e a s fo r
a n e w p ro d u c t d e sig n . W h o ’d like to k ic k off? Yes, K athy?
Task
C : W h y d o n ’t w e use a s p in -o ff fro m s p a ce research? I’ve

2 Focus students’ attention on the illustration and ask heard a b o u t a ne w te c h n o lo g y th a t th e s p a c e a g e n c y has

them to say what it is. Tell them to read the text about d e ve lo p e d . It’s like an in fla ta b le bag th a t e n c lo s e s th e body.
the TreadAir and elicit what sort o f feedback has been A : T h a t’s ve ry in te re stin g , Kathy. Can w e b ra in s to rm around
given about the product (n egative). Ask students to w ork th a t idea?
in small groups and discuss what the com plaints w ere B: H o w a b o u t u sin g a ir p re ssu re in th e in fla ta b le b a g ? The
specifically about and make notes under the headings in fla te d bag has to be ca p a b le o f s u p p o rtin g th e ir w e ig h t,
given. Refer students to the actual feedback for the w ith o u t u sin g a w in c h o r harness.
TreadAir, which is summarised on page 112, and com pare D: A n d th e p ro d u c t s h o u ld be ca lle d s o m e th in g like
their answers. M oonW alker o r SpaceRunner. T h a t s u g g e s ts th e id e a o f
w e ig h tle ssn e ss, and s p a c e w alks.
Listening
A : G reat idea! S o w h a t d o e s th e ne w p ro d u c t have to be able
to d o ? L e t’s fo c u s on p e rfo rm a n c e first.
Ф 06
B: It n e e d s to be ca p a b le o f s u p p o rtin g th e p e rs o n ’s w e ig h t
Tell students that th ey are now going to listen to a q u ite w ell.
m eeting in which a product design team discusses how to C : Y o u ’re rig h t. I w o u ld su g g e s t it m u st be a b le to s u p p o rt up
im prove the TreadAir. Ask them to read through the form
to 8 0 % o f b o d y w e ig h t, I th in k.
so that th ey know what inform ation to listen for. Tell them
B : Yes, a nd th e u se r has to be a b le to a d ju s t th e a ir p ressure
to com plete the form as you play the recording.
in sm all s te p s. I’d s u g g e s t th e in c re m e n ts have to be 1 %
Note: in the safety standards mentioned towards the each.
end of the audio, BS refers to British Standards and EU D: R ight! A n d th e s p e e d ’s g o t to be a d ju sta b le , ju s t like on
means European Union. The product has to com ply with
a no rm a l tre a d m ill. T h e m a ch in e has to be c a p a b le o f
these standards because it will be exported and sold
d e live rin g sp e e d s up to 16 kilo m e tre s an hour.
throughout Europe, including the UK.
A : O K. Can w e lo o k a t e rg o n o m ic s n o w ? H o w can w e d e sign
th e n e w m a c h in e to m a ke it sa fe a nd s im p le fo r th e u se r to
Requirements for n ew product o p e ra te ?
В: I kn o w ! T o u ch -scre e n c o n tro ls!
Description An inflatable airbag enclosing the
C : Yes - y o u ’ve g o t to be a b le to c o n tro l e ve ry th in g by
b o d v which can suDDort bodv
to u c h in g a screen. A n d it n eeds to have a d ig ita l display.
w eight without the use of a winch or
B: A n d th e c o n tro ls have to a llo w yo u to a d ju s t sp e e d , and air
harness
p re ssu re in sid e th e a ir bag.
Perform ance Maximum support: 80% of body D: A n d - hang on a m in ute ! - th e u se r has to be a b le to a lte r
weight th e s e ttin g s d u rin g th e w o rk o u t, w ith o u t n e e ding to s to p
Air pressure adjustable in th e m ach in e .
increments of 1% y ' A : R ight. Do w e have a n y id e a s a b o u t d im e n s io n s ?
Maximum speed:'254<ph B : Yes. It’s g o t to fit in sid e a fo u r b y tw o p o in t fiv e m etre
fo o tp rin t to a llo w s p a ce a ro u n d th e m ach in e .
Ergonomics DisDlav tvDe: ( П touch-screen f2 )
C : A n d it m u s t w e ig h a b o u t th e sa m e as a no rm a l run n in g
dieital
m achine.
A ble to control: fT> speed Г21 air
D: We have to th in k a b o u t th e o p e ra tin g e n v iro n m e n t in w h ich
Dressure in the bag
it w ill w o rk . A no rm a l e n viro n m e n t, d o yo u th in k ?
A ble to alter settings during
D: Yes, it has to be a b le to o p e ra te in a te m p e ra tu re ra n g e of,
workout without needing to ston
say, 10 to 29 d e g re e s C elsius.
machine
A : T h a t m a ke s sense. A ll rig h t, le t’s m o ve on. W h a t a b o u t
Dimensions 4 x 2 jj m footprint sa fe ty?
B : It’s g o t to be th e sa m e as fo r a no rm a l run n in g m ach in e .
T he m a ch in e n e e ds to c o m p ly w ith B S a nd EU s ta n d a rd s ,
o f co u rse .
A : G reat. OK.
4 Put students in groups. Focus their attention on the It must be able to provide unrestricted m otion for the
illustration and read through the question with the
legs and upper body.
class or ask a student to read it. Ask them to discuss the
It has to be capable of running at a variable speed
question in their groups, then feedback with the class.
adjustable up to 16 kph. U ^scsW -L
Reading It must be able to present a variable incline which can
be set up to 15 degrees.
5 Focus students’ attention on the draft design specification The user should be able to touch a button on screen to
for the TreadAir. Explain that there are four items that increase / reduce support for b od y weight.
w ere not mentioned in the brainstorm ing session in 3.
(A ll the recom m ended features use should + ability
T h ey should read through the specification and identify expression)
the items which w ere not m entioned, referring to the
form th ey com pleted in 3 as th ey do so. T h ey can then
com pare answers with a partner before checking with the Extra activity
class.
Ask students to w rite the final draft of the full product
specification in 5, using the modals practised orally
The follow ing were not mentioned in the brainstorming
in this exercise. This could be set as hom ework. For
session:
answers, see exercise 9 from Course Book page 15.
• provide unrestricted m otion for legs and upper body
• present a variable incline (o r slop e) up to 15°
• attach b od y safely to machine using special shorts W riting
that zip into airbag
• a relative hum idity range of 20-95% Go through the instructions with the class and the
exam ple which shows how to link phrases togeth er using
gerunds or present participial phrases (s e e Language
6 Ask students to match the w ords 1-8 with the words in note below ). Draw their attention to the sentence giving
bold in 5 with the same or similar meaning. them an exam ple of how to begin their memo. Remind
them that the product already exists and that their
1 variable 5 enclosed m em o has to be persuasive. W hile th ey are writing their
2 adequate 6 incremental — memo, m onitor and give help if needed. W hen they have
3 ambient 7 relative finished, ask students to swap their m em o with a partner
4 unrestricted 8 precise and check it for grammar, spelling and punctuation. Tell
students to focus especially on the use of gerunds. Ask
students to make final corrections before you check their
Language work.

Focus students’ attention on the Language box, which M odel answer:

revises m odal verbs for obligation, recom m endation and The new SpaceRunner is capable o f reducing the
ability. Tell students that th ey can find m ore information person’s w eight by up to 80%, giving precise measured
about m odals in the Language sum m ary on pages 102 support and allowing 1% incremental adjustment of
and 106. air pressure. It can provide unrestricted m otion for
the patient’s legs and upper body, and has a variable
Speaking speed, which can be adjusted up to 16 kph. It also has
a variable incline, which can be set up to 15°.
Put students in pairs and ask them to decid e the eight
The user can easily increase or reduce the amount
most im portant specifications in the docum ent in 5.
of support for their b od y at the touch of a screen.
Draw students’ attention to the exam ple and ask them to The speed, incline and air pressure can be easily
find the sentence it refers to in the docum ent in 5. Explain controlled, and the user can easily alter settings during
to students that th ey are now going to talk about the eight a workout without needing to stop. The user’s b od y is
specifications th ey have chosen, using a variety of items attached b y means of zipping the special shorts into
from the Language box and a com bination of m odal forms the airbag.
as in the instructions. Remind students to use must, need
to and other similar modals when explaining obligations
/ requirements, and use should, ought to when explaining Language
recom m endations.
Tell students that th ey’ll find m ore inform ation about
present participial phrases in the Language summary on
Possible answers:
page 103.
The new product must be capable of reducing the
user’s b od y w eight by up to 80%.
It has to be able to give precise measured support.
It needs to be capable of allowing increm ental^
adjustment of air pressure.
Ш \ф М Л
Г о
 С : I agree, yo u d o n ’t w a n t th e ro o f to b u rs t in to fla m e s and
3 Properties s ta rt b u rn in g . A n d w h a t a b o u t m e ltin g p o in t? T he fa b ric
W arm er has to have a high m e ltin g p o in t, so th a t a n y fire in sid e
w o n ’t m e lt th e ro o f un til it rea ch e s e xtre m e te m p e ra tu re s .
Tell students that in this lesson they will be discussing
W h y d o n ’t w e s p e c ify a m e ltin g p o in t o f o v e r 6 50 d e g re e s
roof fabric. Ask them to brainstorm problem s you could
have with roofs as a class. Then ask them to w ork in C elsius?

pairs or small groups and discuss what could cause these A : G o o d p o in t. Now , h o w a b o u t s u n lig h t? A n y th o u g h ts on

problem s and possible ways to fix these problem s. Then th a t? W e w a n t th e fa b ric to re fle ct s u n lig h t a nd h e a t aw a y
ask for feedback from the class. fro m it, d o n ’t w e?
D: Yes, b u t n o t all o f it! W h y d o n ’t w e a llo w s o m e o f th e
Start here su n lig h t to pass th ro u g h th e fa b ric ? T hen th e b u ild in g w o n ’t
need so m u ch a rtificia l lig h tin g .
1 Focus students’ attention on the photos at the top of
C: T h a t’s ve ry in te re stin g . S o th e fa b ric m u s t let som e o f th e
the page and explain that the fabric used for the roofing
lig h t a nd h e a t c o m e in to th e b u ild in g , b u t re fle c t m ost o f it
on the buildings is a spin-off from space technology. Put
away.
students into pairs and tell them to answer the questions.
A : Y o u ’re d e a d rig ht. H o w m u ch s u n lig h t and heat d o w e w a n t
T h ey can check their answers to the first question in the
to a llo w th ro u g h th e fa b ric ? 2 5 % ?
follow ing exercise.
B: Yes, th a t m ake s sense. So th e fa b ric w ill re fle c t th e o th e r
1 (A list of properties can be found in 2 below.) 7 5 % a w a y fro m th e b u ild in g .

2 It was originally used for spacesuits (s e e 4 below ). C: S o in o th e r w o rd s, th e fa b ric m u s t have a p p ro x im a te ly 2 5 %

3 (A list of the most famous buildings using this s o la r tra n s lu c e n c y and 7 5 % so la r refle cta n c e . T h a t w a y it

roofing is given in the Briefing section.) w ill let in e n o ug h natural lig h t b u t keep m o s t o f th e heat
out.
A : B rillia n t! S o y o u ’re a lso sa ying th a t th e fa b ric m u s t have
Listening g o o d th e rm a l p ro te c tio n ?
C : R ight! N o w h e re ’s a n o th e r th in g to th in k a b o u t. T he fa b ric
ф 07 w ill p ro b a b ly be used as ro o fin g fo r c o n c e rt halls, s o th e
Explain to students that th ey are going to listen to a q u a lity o f th e so u n d m u s t be g o o d .
brainstorm ing m eeting about the design of a new roofing A : Yes, th a t’s rig ht. G o o d a c o u s tic s are esse n tial. S o h o w are
fabric. Tell them that the designers will talk about the w e d o in g on th is? Do yo u th in k w e ’ve c o v e re d e ve ryth in g ?
properties of the roofing fabric which are listed in the
table in 2, but th ey are not in the same order. W hile Vocabulary
students are listening to the meeting, th ey should w rite
the number in the b ox next to the properties in the order 3 Ask students to read through the text and match the
the designers mention them. Ask students to check phrases (1 -8 ) with the words or phrases that are the
their answers in pairs. Play the recording once m ore if closest in meaning in 2.
necessary then check answers with the class.
1 non-flammable
thermal protection 7
2 high melting point
kilo for kilo stronger than steel 1
3 solar translucency
solar translucency _
non-flammable 3 4 solar reflectance
solar reflectance 6 5 thermal protection
good acoustics 8 6 kilo for kilo stronger than steel
low maintenance 2 7 good acoustics
high melting point 4 8 low maintenance

ш ш а zft-M v'
A : O K, w e need to b ra in sto rm s o m e id e a s fo r th is n e w jg rjs ilfi--
roo fin g fa b ric th a t w e ’re g o in g to d e sig n . W h a t p ro p e rtie s
s h o u ld th e fa b ric have? W h o ’d like to k ic k .o ffjf,J . A :: C
B: W ell, I’d s u g g e s t th a t it’s g o t to be Iig h tw e ig fj't,,b u t a lso
s tro n g . K ilo fo r kilo, it has to be s tro n g e r th a n steel.
C : Y o u ’re a b s o lu te ly rig ht. A n d it n e e ds to be d u ra b le . We
w a n t th e ro o f to last a t least 30 ye a rs w ith o u t ha vin g to be
repaired.
D: Right! So, it’s g o t to be lo w m a in te n a n ce as w e ll as du ra b le .
A : G o o d . Now , safety. L e t’s fo c u s on s a fe ty fo r a m in ute . A n y
id e a s on th a t?
В : I kn o w ! N o n -fla m m a b le . It has to be to ta lly n o n -fla m m a b le
and n o n -c o m b u s tib le .
 Scanning W hen th ey have finished, students can then com pare
their w ork with,the other students in their group,
4 Ask students to read through the questions first. Then w ho can check for mistakes in grammar, spelling and
ask them to turn to pages 116-117 and find the text to punctuation, as w ell as make suggestions on any other
answer the questions. Tell them to scan the text to find im provements.
the answers to the tw o questions. Ask students to put up
their hand when th ey’v e finished, then check the answers Product Design Specification
with the first person to put up their hand to see if they 1 Product Name
w ere correct.
The product-name should reflect the fact that it is a
1 strong, lightweight, flexible, non-combustible, space spin-off and suggest weightlessness, for example
durable M oon Walker or SpaceRunner.

2 650°F 2 Product Description

The design should consist of an enclosed treadm ill that
uses air pressure in an inflatable bag to support body
Listening
weight, without the use of a winch or harness.

5 Ш ГШ А 3 Perform ance

Focus students’ attention on the three sets of phrases The machine must
and ask them to read through them. Elicit the meaning • be capable of reducing a person ’s w eight by up to
of W ho’d like to kick off? (W h o would like to start?).Tell 80%
students that they are going to listen to the brainstorming • be able to give precise measured support
session again and tick the phrases they hear. Play the
• allow incremental (1% ) adjustment of air pressure
recording for students to identify the phrases, then check
answers with the class. • be capable of providing unrestricted m otion for legs
and upper body
Students should tick all the answers except: • have a variable speed adjustable up to 16 kph
(a ) W hat do you think? (§ ) Great idea! (&) I’ve got an • have a variable incline which can be set up to 15°
idea!
4 Ergonomics
T h e user should
Task • be able to increase or reduce support for b od y by
touching a button on touch screen
6 Put students into small groups. Explain to students that
they will be asked to w rite a product design specification • be capable of easily controlling speed, incline and air
for a new product. In their groups, tell them to decide pressure
on a product that they all know som ething about and of • have no difficulty changing settings during a workout
which the design needs m odifying in their opinion. Draw without needing to stop
their attention to the ideas given.
• find it easy to attach self to machine by zipping
7 Ask students in their groups to make a list of current main special shorts into airbag
features, capabilities and properties of the product they
5 Operating Environment
have chosen, both good and bad. Students should each
The equipm ent must be capable of efficient operation
keep a co p y of their notes, as th ey will need them in the
writing activity to follow. at
• an ambienUtgmperature range of 10-29° С
8 N ow ask the students to brainstorm the features,
capabilities and properties that you think the im proved • a relative hum idity range of 20-95%
product should have. Refer students back to the phrases 6 Dimensions and Weight
in 5 and ask them to use these in the brainstorming
The equipm ent must
session. Remind them that they should all make notes
• fit inside a 4 x 2.5 m footprint to allow for adequate
on the groups’ decisions in preparation for the writing
space around machine
activity to follow.
• have a similar w eight to a normal running treadmill
W riting 7 Safety

9 Tell students that they are now going to w rite up the It is essential that the equipment must com p ly with all
product design specification for their new product, using applicable BS and EU standards.
the notes th ey m ade in 7 and 8. Tell them to w ork alone to
write the description.
Extra activity
Note: below is a version of the design specification used
in Lesson 2, using m odal expressions of obligation and Students may like to present their new product design
ability. This can be used as a m odel for the specification to the rest of the class.
to be used b y the students when writing about their own
design ideas. Remind students to use the m odal verbs
th ey studied in Lesson 2.
 Review Unit A
A nsw er key Possible answers:
1 During which period / When was Arm ando working
Possible answers: on an oil rig?
1 Between 1975 and 2005, consum ption fell and then 2 How long has he been doing jobs within the
started to rise again. Production during this period petroleum industry?
rose (until the mid 1990s), and then began falling. 3 When was he studying for a university degree in
During the same period, net exports rose (until the petroleum engineering?
mid 1990s) and then remained roughly at the same 4 Since when has he been producing technical articles
level (until 2005). on oil exploration?
2 Since 2005, production has remained at roughly the 5 During which period was he researching exploration
same level, but consum ption has been rising and techniques for his engineering doctorate?
(s o ) net exports have been falling. 6 How long has he been specialising in consultancy
and training for the oil industry?

1 The su rvey team w ere exploring the eastern region 7 When was Arm ando’s consultancy business
when, on day 3, the aerial photos show ed an unusual expanding rapidly?
rock formation. 8 H ow long has Arm ando been acting as a consultant
2 The m orning’s drilling operation was proceeding and trainer for the top petroleum companies?
without incident until, at noon, alarm bells started
ringing and the hydraulic well valves closed
automatically. 1 The weak light, which was am plified by the
3 The detonators w ere sending sound w aves telescope, was clearly visible.
through the rock layer as usual when, at 08.36, the 2 The laser light tube, which is coiled around the ruby
underground sensors detected an oil reservoir. crystal, flashes intermittently.
4 Jaap was conducting research into small pockets of 3 The photons, which are em itted by the flashes of the
oil when suddenly, last year, he had a eureka moment light tube, excite the atoms in the ruby crystal.
and invented the snake well. 4 The drill, which is suspended from a sw ivel and
5 The drill bit was approaching the oil zone laterally hook, is low ered gently into the oil well.
when, without warning, w ater and gas broke into 5 The workers, w ho w ere organised into groups of
the well. four, began repairing the drill pipe.
6 We w ere preparing to close the dorm ant w ell when, 6 The drilling team, w ho are isolated on a rig in the
unexpectedly, our imaging software indicated a m iddle of the desert, w ork in difficult conditions.
network of small oil pockets.

9 1 look at 5 as you can

1 From 2001 to 2003 Arm ando was working in different 2 can be seen 6 covered the main
jobs on an oil rig off the coast of M exico. 3 let’s look 7 hand o ver to
2 Since 2003 he has been doing different kinds of jobs, 4 like to m ove on 8 dealing with
but always within the petroleum industry.
3 From 2003 to 2006 he was studying for a university
degree in petroleum engineering. 10 1 w ere first discovered 9 are pow ered
4 He has been producing technical articles on oil 2 w ere carrying out 10 w ere not invented
exploration since 2006. 3 develop 11 w ere first designed
5 Between 2006 and 2008 he was researching 4 noticed 12 was then
exploration techniques for his engineering doctorate. 5 was passing manufactured
6 Since 2008 he has been specialising in consultancy 6 is com m only utilised 13 is used
and training for the oil industry. 7 making 14 extracting
7 From 2008 until 2010 Arm ando’s consultancy 8 do not have 15 be found
business was expanding rapidly.
8 Since 2010 Arm ando has been acting as a consultant
and trainer for the top petroleum companies.
11 Possible answers: Q uick test answ er key
1 RoofAir is a tensile, non-combustible fabric made
Part 1: Vocabulary and gram m ar
of fibreglass that has excellent solar reflectance
and wind resistance and is used for coverin g and
protecting stadiums. 1 lb 2a 3b 4c 5b 6c 7b
2 A laser beam is an optical d evice that produces
an intense beam of coherent light at the same 2 If 2d 3g 4a 5b 6c 7e
w avelength and is used for many applications such
as cutting, w elding and drilling.
3 A snake well drill is a flexible drill string which is 3 1 enclosed 3 precise 5 step-by-step
able to change direction vertically, horizontally and 2 variable 4 surrounding 6 adequate
laterally, and is used for gaining access to multiple
pockets of oil.
4 Tungsten is a m etallic elem ent with a v e ry high
4 1 was working 6 realised

m elting point which is used for making heat-resistant 2 made 7 was invented
com ponents such as rocket engine nozzles. 3 was carrying 8 was made
5 K evlar® is a tough, flexible polym er fibre which 4 began 9 to prevent / for preventing
is kilo for kilo stronger than steel but lightweight 5 was happening 10 enabled
and im pact resistant and is therefore used for
manufacturing bullet-proof vests.
1 has been using 5 d rilled / been drilling
6 A fibre-optic cable is a group of optical fibres (o r
threads) made of glass or polym er bundled together 2 are w ere 6 for m onitor / to
in a cable, and is capable of transmitting large 3 ought to / must / has to m onitor / for
amounts of digital inform ation at the speed of light. 4 capable t e of m onitoring

13 Possible answers: 6 1 Built from tensile roof fabric, the roof is extrem ely
1 The new joystick has to be capable o f rem otely cost-effective and durable. / The roof, built from
controlling the throttle, gears and steering tensile roof fabric, is extrem ely cost-effective and
m echanism of the m obile robot. durable.
2 T h e im proved laser drill for oil well drilling must 2 Located in the Gulf of Mexico, the Perdido Spar
be able not only to cut into rock, but also to melt it offshore oil platform is the deepest oil spar in the
when necessary. w orld. / The Perdido Spar offshore oil platform,
3 The new type of sm oke d etector needs to have the located in the Gulf of Mexico, is the deepest oil spar
ability to detect smoke b y ‘seeing’ it optically and by in the world.
‘feeling’ its heat. 3 Attached to the TreadAir by this harness, patients
4 T h e new ly designed solar panel ought to have the can use the machine to help them reco ver from their
capacity to harvest solar p ow er using nano-antennas injury safely. / Patients, attached to the TreadAir
' To absorb the infrared radiation of the sun. by this harness, can use the machine to help them
5 The updated internet search engine algorithm has recover from their injury safely.
got to have the capability of processing hundreds of 4 Guided b y a controller, the robot can clim b into
thousands of pages in parallel e very second. places which are potentially dangerous for humans.
6 T h e m odified laser should be capable of targeting a / T h e robot, guided by a controller, can climb into
single cell in the human b od y without damaging the places which are potentially dangerous for humans.
other cells around it.

Part 2: Reading and w riting

15 M od el answer: See page 136
Reading

Project 1 Archim edes claw: 2, 5 Archim edes principle: 4

Archim edes screw: 1, 3
16 At the end of e v e ry R eview Unit is a project. Go through
the instructions with the students.
2 1 im m ersed 4 leaks
W hen they have com pleted this task, th ey could ask
2 buoyant 5 hull
another student in the class to check through their work
3 displaced
for grammar, spelling and punctuation errors and suggest
any im provem ents to it.

W riting

See Page 136 for a guide to marking the w - - _ - »m.

 Review Unit A Quick test
Part 1: Vocabulary and gram m ar 3 Match the w ords and phrases in the box with their
synonyms in italics.
1 Choose the correct option to complete these sentences.
adequate enclosed precise step-by-step
1 In a snake w ell you will fin d __________ pockets of oil
surrounding variable
which are difficult to find.
a) adjacent b) isolated c) com plex
1 The products w ere sealed in the container during
2 A __________ oil w ell will be drilled vertica lly into the
transportation.
seabed.
2 It has a changeable temperature, which can range from
a) conventional b ) concentrated c) stimulated
80 to 95 degrees Celsius.
3 Snake w ells connect pockets of o i l across a
3 We don’t know the exact location of the blockage.
number of different sections of the oil field.
4 The am bient tem perature of the room was to o cold for
a) directional b ) laterally c) equivalent
the machine to operate.
4 The m aterial serves a __________ purpose of allowing
5 T h ey m ade incremental adjustments to the seat to
you unrestricted m ovem ent and also protecting the
make it m ore com fortable.
b od y from sudden impact.
6 This material doesn’t give sufficient protection against
a) coherent b ) partial c) dual
fire.
5 These instruments a r e __________used in hospitals, but (6 marks)
can also som etim es be found in homes.
a) originally b ) prim arily c) com m only Complete the text with the correct form of the verbs in
brackets.
6 The advantage of a llo w in g __________ m ovem ent of the
legs is that it helps the patient to recover quicker. Percy Spencer 1__________ (w o rk ) on magnetrons for the
Raytheon Cooperation in the USA when he 2_________
a) relative b ) constrained c) unrestricted
(m ake) a discovery. A chocolate bar h e 3_________
7 A: We could use a snake drill. (c a rry ) in his p o c k e t4_________ (b egin ) to melt. W hile
B :_________ this 5__________ (h appen ) h e 6__________ (realise) that
a) W hat do you think? b) Yes, that makes sense, m icrow aves had caused the chocolate to melt, and that
this could potentially lead to a faster w a y of cooking food.
с) I know!
(7 marks) A type of diving s u it7__________ (in ven ted ) by Leonardo
da Vinci. I t 8__________(m ake) of leather. It had a coiled
2 Match the phrases 1-7 with the definitions a-g. armour p la te s . (p reven t) com pression of the
chest, and there was a snorkel attached to the suit which
1 low maintenance a) will not burst into flames
10_________ (en a b le) the diver to breathe under water.
2 solar translucency b) w on ’t be dam aged by the
(10 marks)
heat of the sun
3 solar reflectance c) excellent sound quality 5 Correct the mistakes in these sentences.
4 non-flammable Ф sunlight can pass through it 1 In recent years Shell has using Smart Fields
5 thermal protection e) w on ’t turn to liquid until the tech n ology in the Champion West oilfield.
tem perature is v e r y high 2 M icrow aves are originally used on Skylab.
6 good acoustics f) w on ’t need repairing for 3 The requirem ent is that the product ought to allow
years the user to m ove their legs easily.
7 high melting point g) sunlight is reflected away 4 It should be capable to running at a speed of up to
25 kph.
(7 marks) 5 A: H ow long have you drilled off the coast of Brunei?
B: Since 2005.
6 A stress sensor is an instrument that can be used for
m onitor changes in the load in girders.
(6 marks)
6 Rewrite these sentences using participial phrases.
1 The roof, which is built from tensile roof fabric, is
extrem ely cost-effective and durable.
2 The Perdido Spar offshore oil platform is located in
the Gulf of M exico. It is the deepest oil spar in the
world.
3 Patients are attached to the TreadAir by this harness.
T h ey can use the machine to help them recover from
their injury safely.
4 The robot is guided by a controller. The robot can
clim b into places which are potentially dangerous for
humans.
(4 marks)

Part 2: Reading and w riting

Reading

Read the text about Archim edes on page 116 again and
answ er the questions.

1 Match the items b elow with what they could be used

for.

Archim edes claw Archim edes principle

Archim edes screw

1 to w ater crops
2 as a weapon
3 to rem ove excess water
4 to check the real w orth of an object
5 to lift h eavy objects

2 Match these w ords and phrases with the w ords in the

text which have the same or similar meaning.
1 put in liquid so that it is com pletely covered by it
2 floating
3 took the place of som ething else
4 liquid pours out of som ething through a hole
5 main b od y of a ship
(10 marks)

W riting _____________________

Write a memo to your m anager on a product from

your industry or technical field which you think
could be modified. Choose a different one from the
writing task on page 15. Briefly describe its current
features, capabilities and properties, as w ell as the
improvements you think should be made.
(10 marks)
 Systems

1 Problems 3 Controls
Objectives Objectives
In this section students w i l l ... In this section students will ...
• discuss product recalls • talk about the similarities and differences betw een
• listen to a radio news item and com plete product manual and com puterised car acceleration systems
information about a car • read a text about com puterised control system s and
• revise and practise present continuous passive, writing answer questions
a text using this form • match w ords and phrases which have the sam e or
• read tw o drafts of a product recall notice and discuss similar meaning
the im provem ents m ade to the final draft • listen to a lecture and com plete notes
• study phrases used to suggest that a negative event is • study and practise ways of contrasting ideas using
unlikely to happen, then rewrite tw o texts using these conjunctions and non-conjunction linkers
phrases
• w rite tw o paragraphs from the lecture notes they have
made
2 Solutions
Objectives
In this section students will ...
• discuss a diagram about a car braking system
• read briefing docum ents about the braking system and
categorise them according to their function
• w rite a sum m ary of the main points of the briefing
documents
• w rite a product recall notice solving the problem in the
summary
• study and practise relative clauses + present participial
phrases
Briefing
Section 3 deals with electronic controls in cars and
This unit looks at control systems in cars and aircraft, and aircraft. The term ‘by-w ire’ (as in ‘drive-by-wire’) refers to
faults in the system s o r their com ponents which m ay lead to a computerised control system w here digital information
a product recall. passes electronically (along a w ire ) from sensors to the
Section 1 deals with a product recall, the process b y which controller, and from the controller to actuators (small
the manufacturers of a product notify all owners about a electronically-controlled m otors). Throttle-by-wire systems
defect (fau lt) in the product, usually safety-related, that use a pedal, a controller, sensors and actuators. The pedal
will be repaired at the manufacturer’s expense. Product position sensor measures how much the driver m oves the
recalls are particularly com m on in the autom otive and pedal, and sends the inform ation to the controller. At the
pharmaceutical industries. In the case of the (fictitiou s) same time, the throttle position sensor tells the controller
car manufacturers in this section, the product recall notice the position of the throttle valve. The controller interprets
mentions the make (K o m o d o ) and the model (D25A) of the (p rocesses) this data and determines (d ecid es) how much
faulty car, and specifies that it has a 2.5 litre diesel engine fuel is required, and ‘tells’ the actuator, which then adjusts
and an automatic gearbox. The defect is that after t h e , ° the throttle valve. A fly-by-wire aircraft control system
d river’s foot has released the thronle (accelerator) peual, sim ilarly controls the aircraft electronically. When the pilot
the pedal som etim es fails to return fu liy to theTdle position, m oves a flight control, this m ovem ent is con verted into an
that
L X X C IL is,
I O , the
LX XV. pposition itL Oshould
u a i L IU IX X I I U U I U be
U V , in
1 IX when the jaedal is not electronic signal, which is passed to the controller. Input
being depressed. (T h e i d l e 'h p e ^ of sen engine is ------- from sensors about speed, wing position and so on is also fed
engine speed when there is zero load.) The technical solution to the controller. From all this data, the controller determ ines
for this ‘sticky’ acceleration pedal is outlined on page 33 how to m ove the actuators at each control surface (such as
Exercise 6 (R eview Unit B). There is a friction device wing flaps) to provide the expected response.
betw een the pedal and the firewall (th e fireproof barrier When a pilot switches on the autopilot (autom atic pilot)
betw een the engine and the passenger com partm ents of systerri she may, for example, instruct the com puter to
the car). The friction device purposely m oves with a small maintain the wings in a horizontal position. If the wings m ove
amount of resistance so as to give som e tactile (using the slightly away from the horizontal, sensors on the wing detect
sense of tou ch ) feedback to the driver through the pedal. this change and send a signal to the computer. The com puter
This is because the pedal does not physically pull or push processes the input data and determ ines that the wings
the throttle open or closed: it is part of a drive-by-wire are no longer level. It then sends a sign^ljq,tj?g,actpators,_
t~-(n_
system (s e e Section 3) which is controlled by sensors and instructing them to adjust the ailerons^slightly. eW
computers. The ‘sticky’ accelerator pedal problem is caused the wings m ove back to horizontal, the sensor ‘tells’ the
by condensation and humidity in the friction device. The computer, which then ‘tells’ the actuators to stop adjusting
solution is to install a small steel bar betw een the pedal and the ailerons. The cruise control system on a m otor veh icle
the firewall (s e e diagram on page 33) to reduce the distance works on a similar principle: a sensor detects the car speed
travelled by the pedal. and ‘tells’ the controller. If the actual speed is different from
Section 2 deals with a fault in an autom otive anti-lock the pre-set speed, the controller ‘tells’ an actuator to adjust
braking system (ABS). If normal brakes are applied in an the throttle valve. When the speed sensor detects that the
em ergency on a slip p ery road, the w heels m ay lock (stop speed is correct, the com puter ‘tells’ the actuator to stop
suddenly) and the veh icle may skid (slid e uncontrollably). adjusting the valve.
An ABS system prevents the wheels from locking. T h e system
has a speed sensor at each wheel, a valve in each brake line Car control systems: Find the. H ow Stuff Works w ebsite
(p ip e), a pump next to each brake cylinder (at each w heel), and search for )AB^_system’, ‘drive-by-wire’ and ‘cruise...
and a controller (central com puter). The controller m onitors сш Ш Л ^
the speed sensors. Just before a w heel locks, it decelerates ^Fly-by-wire aircraft control systems: Find the Skybrary
rapidly. The controller detects this unusual deceleration w ebsite, and search for ‘Flight technical’ then ‘Fly-by-
and reduces the pressure on the brake cylinder, using the w ire’ .
valve to allow som e hydraulic fluid to escape from the Autopilot (autom atic pilot): Find the H ow Stuff Works
cylinder. Then, when it detects an acceleration, it increases w ebsite and search for ‘autopilot’.
the pressure again. It pumps and releases and pumps again
v e ry quickly so that the w heel slows down at the same
rate as the car. The driver experiences this as a pulsing or
vibrating sensation in the brake pedal. The problem with
the ABS system of the fictitious Prim aro Hybrid car is that
drivers experience a slight delay just before the ABS system
is activated. This problem arises in hybrid cars (w hich
com bine an internal-combustion engine with an electric
m otor). In a hybrid, the electric m otor is recharged through
regenerative braking, w here the w heels are slow ed not
by the brake callipers but by the resistance of the electric
motors. The slight delay is caused by the com puter having to
switch from regenerative braking to ABS. The solution is to
update the software, through a product recall.
 Teacher s notes M o to ris ts are be in g a d vise d to c o n ta c t th e ir local K o m o d o
d e a le rs fo r fu rth e r in fo rm a tio n .
3 Ask students to read the statements first, then play the
Problems
recording for students to com plete them.

Start here 1 are being recalled

1 W rite the w ords product recall on the board and elicit 2 are being inform ed
the meaning. Then ask the students to discuss the tw o 3 are being placed, are being contacted
questions in pairs. Brainstorm a list of products that are
likely to be recalled. W rite them on the board and leave
them there for this lesson. Mixed-ability classes
Stronger students could try to com plete the sentences
Possible answers: first in pairs. Explain that they should use verbs in the
1 because th ey have d iscovered a serious fault in their present continuous passive (s e e below ). T h ey then
product which could cause death, injury or damage listen to the recording to check their answers.
to p roperty
2 pharmaceuticals, vehicles, children’s clothing or Language
toys and food and drink are the m ost likely
Go through the information in the Language b ox with the
class, which revises the present continuous passive.
Extra activity Tell students that th ey’ll find m ore information about the
Ask students if they can name any products that have present continuous passive in the Language sum m ary on
been recalled recently and why. Then ask them if pages 100 and 102.
th ey have ever had any products that th ey have used
recalled, w hy they w ere recalled, and how th ey felt W riting
about the situation.
4 Ask students to read through the text carefully first, then
ask them what product is being recalled and why, and
Listening what the com pany is doing about their problem . Then ask
them if th ey mentioned pharmaceutical drugs in the list
of products in 1. Clear up language problem s, then ask
Focus students’ attention on the photo and tell them that students to rew rite the text in the passive. Remind them
th ey are going to listen to a radio item about a product to make all the changes as listed in the instructions.
recall for this vehicle. Ask students to read through the
inform ation first b efore you play the recording, then The MegaFarma pharmaceutical com pany has just
com plete the inform ation as they listen. Check answers announced that all stocks of their new drug Zypo are
as a class. being recalled around the w orld. About 25 million
packets o f the drug are being returned by pharmacies
1 diesel, automatic in Asia, Europe and Africa. The recall is being
2 accelerator pedal conducted because the drug can cause dangerous
levels of tiredness. Information about the drug is
3 not return fully to the idle position (o r jam in the
currently being gathered from thousands of doctors.
halfway position o r b ecom e fixed in the halfway
All hospitals are being contacted, and an investigation
position)
is being carried out by a team of five specialists.
A dverts are being put in newspapers to warn everyone.
% 08 Several news conferences are being held tod ay b y the
K o m o d o M o to r C o m p a n y has ju s t a n n o u n ce d th a t m ore President of MegaFarma, Dr Hans Jorgen.
th a n ten m illio n K o m o d o ca rs are be in g reca lled a ro u n d th e
w o rld . T h is m a ssive p ro d u c t recall o p e ra tio n is be in g m o u n te d Speaking
b e c a u s e o f fe a rs a b o u t th e re lia b ility o f a c c e le ra to r p e d a ls in
o n e m od e l. 5 Draw students’ attention to the exam ples and explain that
T h o u s a n d s o f K o m o d o a g e n cie s are be in g in fo rm e d to d a y these are som e of the large-scale operations which are
a b o u t th e recall. A d v e rts are be in g p la ce d in n e w sp a p e rs, currently taking place in the w orld today. Ask students
a nd all K o m o d o d rive rs are b e in g c o n ta c te d p ersonally. T he to w ork in pairs and talk about these operations, or any
a ffe c te d m o d e l is th e larger D 25A, w h ich has a 2 .5 litre diesel
other exam ples of large-scale operations that th ey know
about, which are being carried out at the moment.
e n g in e and an a u to m a tic g e a rb o x.
T he p ro b le m is th a t, u n d e r ce rta in c o n d itio n s , w h e n you
release th e a c c e le ra to r p e d al, it m ay n o t retu rn fu lly to th e idle
p o s itio n . In o th e r w o rd s , it m ay ja m , o r b e c o m e fixe d , in th e
h a lfw a y p o s itio n .
6 Focus students’ attention on the texts. Explain that they 8 Ask students to discuss in pairs the different effects the
are tw o drafts about the product recall of the Kom odo words and phrases w ould have on the reader. Then ask
D25A in the listening activity in 2. Tell them to imagine them if they know of any other w ords or phrases that
that th ey are the ow ner of a K om odo D25A. Explain that th ey could use to suggest that a negative event is unlikely
the text on the right is the first draft of the product recall to happen.
and the text on the left is the final draft. Ask students
to read the final draft before th ey go on to read the first 1 in the unlikely event that this happens implies that the
draft. When they have read both drafts, tell them to problem w ill probably not occur; if is neutral
underline any differences betw een the tw o drafts in the 2 even though emphasises the fact that there have
final draft and make notes on the effects the differences been no accidents and yet, despite that, the
would make on them as the reader. Then ask students to inspection will be carried out; it implies that the
w ork in pairs to com pare their answers and discuss the com pany wants to take no risks; although is neutral
effect the changes w ould have on the reader. 3 any suggests that there m ay have been no
inconvenience; the accepts that there definitely was
The underlined phrases are the differences between the som e inconvenience
final and first drafts:
K om odo M otor Com pany announces the recall o f the
K om odo D25A due to a potential problem with the 9 Students now have the chance to rewrite a text using the
reliability of the accelerator pedal. expressions that they have just studied. Ask students to
There is a possibility that, under certain conditions, read through the tw o texts. Check that they understand
what the problem is and how the people who are affected
som e accelerator pedals m ay not operate correctly.
by the problem will feel. Then ask them to read through the
The problem m ay arise because, in v e r y rare instances,
texts again and identify and underline the parts that they
the accelerator pedal mechanism can b ecom e worn.
could change, then decide which phrases they could use to
There is a slight possibility that this could increase the
suggest that the negative events are unlikely to happen.
friction in the mechanism, which might result in the
accelerator pedal m oving too slowly.
Possible answers:
In the unlikely event that this happens, the driver m ay
1 TransAm Airlines announces that under certain
notice that the pedal returns to o slow ly to the idle
circumstances, there is a possibility that a small
position, or, in a few isolated cases, m ay remain in a
num ber o f flights could be cancelled or delayed due
partially depressed position.
to bad weather. In the unlikely event that you r flight is
Even though no accidents have been reported, w e delayed, please contact the check-in staff. We would
advise all our custom ers to contact their K om odo like to apologise for any inconvenience that you may
dealer, w ho will carry out a free inspection o f their have been caused.
veh icle as a precaution.
2 Turino Cars announce that the Frodo D5 m odel (all
At K om odo M otor Company, w e take the safety of our years) is being recalled to check a potential fault in
cars v e ry seriously, and would like to ap ologise for any the engine filter. There is a slight possibility that in a
inconvenience caused to our customers. few isolated cases a small quantity o f engine oil could
Effects on reader: enter the com bustion cham ber and, in rare instances,
The underlined w ords and phrases suggest to the act as additional fuel. This could lead to maintained
reader that the negative events are only a possibility or increased engine speed. When you take your
not a certainty, and are rare and v e ry unlikely to foot off the accelerator, under certain conditions,
happen. T h ey also suggest that the com pany treats the car m ight stay at the same speed, or could even
safety as a priority. occasionally speed up. In the unlikely event that
you notice that your oil level has risen ab ove the
maximum, please contact your Turino agent.
Vocabulary

7 Go through the vocabu lary categories А, В, С and D

with students. Ask them if th ey can rem em ber any other Mixed-ability classes
words from the final draft in 6 which could fit in these Weaker students could do this exercise in pairs and
categories. Then ask students to look back at the final discuss the changes with a partner.
draft and w rite the correct letter next to the underlined
word according to its category.

A may, can, could, might

В potential, there is a (sligh t) possibility that
С under certain conditions, in v e r y rare instances, in
the unlikely event that this happens, in a few isolated
cases
D even though no accidents have been reported, as
a precaution, w e take the safety of our cars v e ry
seriously

Systems
 \ ** - f lu J /

2 Solutions 1A 3 В, С and part of D

2 C, D 4 E
W arm er
Explain to students that in this lesson th ey will be looking Task
at information about a product recall of another car
and will be asked to w rite a product recall notice for it. 3 Explain that students are now going to summarise the
Revise or teach som e vocabulary. Ask what the opposite main points of the briefing document, explaining the
o f acceleration^is (d eceleration). Then ask them w hy problem with the car. Go through the tips for writing the
th ey would skid on a road, and elicit slippery road. Ask summary with the students, give help with vocabu lary
them what a brake disc is (a device for slowing dow and answer any questions th ey may have. Ask them to
stopping a w heel that is in m otion), what callip e r/ are w ork on their own to w rite the summary. Point out that it
(th ey hold the brake discs in place), and what happens is im portant that the summary is no m ore than 200 words
when brakes lock. Finally, with stronger classes, ask and remind them to use headings to indicate topics.
students if th ey can explain.the difference betw een a Give students plenty of tim e to w rite their summary, and
hydraulic braking system,-^/regenerative braking system when th ey have finished, ask them to go through their
and arwanti-locking braking system. / summaries carefully and check that th ey have follow ed
the advice given.
Start here
M odel answer:
1 Focus students’ attention on the diagram on the next
Problem
page w hich shows the anti-lock braking system (ABS). Put
students into small groups and ask them to discuss the • com plaints have been received from 26 Hybrid
questions about the diagram. W hile th ey are doing this, customers
go round m onitoring and giving help if needed. • custom ers com plain of slight delay using ABS system
on slip p ery roads
Possible answers:
• no accidents have been reported but custom ers are
• Purpose: T h e anti-lock braking system (ABS) is concerned
designed to prevent the wheels from locking when
Test results
the brake pedal is applied with strong pressure on
wet, icy or oily road surfaces. • tests on ABS system confirm all com ponents are
working correctly
• H ow it works: Th e controller m onitors the speed
sensors. Just b efore a w heel locks, it decelerates • problem is probably caused b y softw are fault
rapidly. The controller detects this, and tells the • there m ay be a conflict betw een hydraulic and
va lve to release the pressure on the brake. Then, regenerative braking systems
when it senses that the w heel is accelerating again, it
Technical background
tells the pump and th^ valve-to increase the pressure
in the brake. • slight delays in switching betw een tw o system s are
com m on in hybrids
The system pumps and releases o ver and o ver again
v e ry quickly so that the w heel slow s down but does • delays d o not actually reduce braking power, and are
not lock. not dangerous
• W hat the driver hears or feels when the system is • car has three braking systems: regenerative,
working: The driver experiences a pulsing sensation hydraulic and ABS (anti-lock)
in the brake pedal, caused by the rapid opening and 1 regenerative: during light braking, resistance of
closing of the valves. electric m otors (n ot brakes) slows the car
2 hydraulic: during harder braking, mechanical
Scanning brakes are activated
3 ABS: during maximum braking on slippery
2 Go through the instructions with the class first. Ask them roads, com puter may switch to ABS system after
to read the four descriptions of the types of documents receiving inputs from w heel sensors
that th ey need to find before th ey read the documents
• switch from regenerative to ABS system m ay cause
on page 23. Ask them to read the docum ents as quickly
slight delay
as they can and match them with their descriptions 1-4.
Tell them that the documents can go in m ore than one • delay is not dangerous, but may w o rry the driver
category. Ask students to put up their hand when th ey’v e Solution
finished. Then check the answers with the first person to • sim ple softw are fix will speed up the com puter’s
put up their hand to see if they w ere correct and are the switching action
winner of the com petition.
• during product recall, software will be dow nloaded
into car’s com puter
• no new parts will need to be fitted
4 Ask students to w ork in the sam e groups as in 1 and to Language
com pare their summaries. As th ey do this, th ey should
check through the main points covered in the summaries Go through the Language box with the students before
and d ecide which points th ey will use in the product students com plete their answers in 5. Here students are
recall notice. shown how to make their w riting m ore concise, by joining
tw o shorter sentences into one. Tell them that they can
5 Students now produce the product recall notice for the
do this by using a relative clause or a present participial
Primaro Hybrid in their groups. Ask them to read through
phrase. Or they can express contrast by using Although
the instructions and check that they know what to do.
at the beginning of the sentence. Remind them that
Point out the length the recall notice should be, and
th ey could also use Even though here to im ply that the
that students should consider the effect the notice will
com pany wants to take no risks and that although is m ore
have on their reader, using language that a non-technical
neutral. Tell students that th ey can find m ore information
reader can understand and phrases th ey studied in
about linking in the Language sum m ary on pages 103-104.
the previous lesson to suggest that a negative event is
unlikely to happen. Draw their attention to the examples
in the Language b ox which show how to join tw o shorter
sentences into longer ones to make their writing m ore
concise.

M odel answer:
Product recall notice
Primaro M otor Com pany announces that the Primaro
Hybrid (all years) is being recalled.
A small number of custom ers have reported a slight
delay w hile activating the ABS braking system on
slippery roads. Even though no accidents have been
reported, the situation causes som e concern.
Full tests have been carried out, confirm ing that all
ABS brake com ponents are working correctly. However,
there may be a software fault causing a possible
conflict betw een the regenerative and ABS systems.
Slight delays in switching betw een the tw o systaeas are
com m on in all hybrids, not only the Primaro. T h S e
delays do not actually reduce braking power, and are
not dangerous in them selves.
Like other hybrids, the Primaro has three braking
systems: regenerative, hydraulic and ABS (anti-lock).
In the first, during light braking, the resistance of the
electric m otors (n ot the brakes) slows the car.
In the second, harder braking by the driver engages
the mechanical brakes.
In the third system, during maximum braking on
slippery roads, the com puter m ay switch to the ABS
system after receiving inputs from the w heel sensors.
Under certain conditions, and in v e ry rare cases, the
switch betw een system s can lead to a slight delay,
which is not dangerous in itself but may w o rry the
driver.
As a precaution, Prim aro has decided to recall
all Hybrids for a softw are update to speed up the
com puter’s switching action. N ew softw are will be
dow nloaded into the car’s computer, but no new parts
will need to be fitted.
In the meantime, custom ers are advised to contact
Primaro Customer Relations in their country for
assistance.
All information will be posted at www.Prim aro-group.
com.
At Primaro, w e care for our customers, and w e
apologise for any inconvenience caused.
 Listening
3 Controls
09
Start here
Focus students’ attention on the notes. Tell them that as
1 Ask students to discuss the questions about the diagrams th ey listen to the lecture about the com puterised control
briefly in pairs before you have a whole-class discussion. systems they will have to com plete the notes in the form.
Do not check their answers at this stage, but the Explain to students that this is a long lecture and they
inform ation b elow m ay be helpful for you. w ill only listen to it once to com plete the notes, as it is
intended to s^ n i^ la ^ t^ e ^Lecture situation and that it has
In the manual system, the m otion of the foot on the additional redundancy built in. Ask them to look through
pedal actually creates the force on the cable which the form, which will help them focus on the im portant
then pulls the throttle open. information th ey need to listen out for - and so that they
In the com puterised system, the pedal m otion sim ply w ill ignore everything else. Then play the recording for
acts as data for the sensor, which sends this data to students to com plete the notes. If you wish, play the
the controller. The controller then calculates how recording again for students to see how much of the form
much m ovem ent is required on the throttle va lve and th ey w ere able to com plete correctly on one listening.
sends this inform ation to a small motor, which makes
the precise adjustment-required. Section 1: Difference:
• fly-by-wire: input = joystick, output = wing surfaces
R eading • drive-by-wire: input = steering wheel, output =
wheels
2 Tell students that they are now going to read a text about
Similarity: use sensors, com puters and actuators
com puterised and manual control system s used in cars
and aircraft. Ask them to read through questions 1-4 first Section 2: Difference:
so that th ey know what information to look for. Then ask • fly-by-wire: pilot control
them to read the text quickly and find answers to the
• automatic pilot: com puter control
questions.
Similarity: use sensors, com puters and actuators
1 they both use a pedal as the input mechanism and a Section 3: Difference:
va lve as the output mechanism • automatic pilot: sets direction for com puter
2 to p rovid e data to the sensor about the d river’s
• cruise control: driver always controls direction
intention
Similarity: can overrid e the system
3 (controlling the m ovem ent o f) wing surfaces
4 from the details set in advance by the pilot
ф 09
Vocabulary G o o d m orning, and th a n k you very m uch fo r co m in g to th is
lecture today.
3 Ask students to w ork individually and match the nouns The co m p le te lecture series is a b o u t co m p u te rise d co n tro l
and verbs 1-10 with the w ords in the text in bold which system s, w hich, you m ay recall, are also called by-wire system s.
have the same or similar meanings. W hen checking T h a t’s be ca use th e y use a w ire o r ca b le to carry ele ctro n ic
answers, ask one student to read out one of the nouns or signals to and from a central com puter.
verbs and another student to say w hich phrase has the
A n d I’m sure yo u ’ ll rem e m be r th a t in th is series o f lectures w e ’re
same or similar meaning.
also looking at h o w th e se co m p u te rise d syste m s are used on
bo th aircraft a nd land vehicles.
1 actuator 6 retain
So le t’s begin to d a y ’s lecture. A nd in th is firs t part, se ctio n 1,
2 throttle 7 override
I w a n t to lo o k at th e sim ilarities and d ifferences b etw een the
3 mechanism 8 interpret
co m p u te rise d syste m s used in a ircra ft and th o s e used in cars
4 controller 9 relinquish
and o th er land vehicles. In o th er w o rd s I w a n t to c o m p a re fly -b y -
5 regain 10 establish w ire syste m s w ith d rive -b y-w ire ones.
O f course, aircraft and ca rs use diffe re n t in p u t and o u tp u t
W arm er m echanism s. For exam ple, to ch a n ge direction, a c a r uses
Tell students that th ey are going to listen to a lecture w heels as th e m ain o u tp u t m echanism , w hereas an aircraft
about com puterised control system s and take notes, uses w in g surfaces. A ca r uses a steering w heel as an input
which th ey w ill then use to expand on in a writing activity. m ech a n ism to co n tro l d irectio n , w h ile an aircraft uses a jo ystick.
In pairs, students discuss their experiences of taking Nevertheless, there is an im p o rta n t sim ila rity b etw een fly -b y -
lecture notes and exchange any advice on taking them. w ire syste m s in aircraft and d rive -b y-w ire syste m s in cars. A nd
th a t is th a t b o th syste m s use sensors to d e te c t th e o p e ra to r’s
intentions, and, w h a t’s m ore, bo th syste m s use c o m p u te rs to tell
th e actu ato rs, o r tin y m oto rs, w h a t to do.
 So, to repeat th e last p o in t slig h tly differently, w e c o u ld p u t it
(N ote: Other ordering of the items is possible. See
like this: a lthough c o m p u te rise d ca rs and a ircra ft use different
exam ples in Language box.)
input m echanism s, bo th s yste m s use sensors to d e te c t them .
Possible answers:
And th o u g h th e y b o th use diffe re n t o u tp u t m echanism s, both
1 A manual accelerator system uses cables and
system s use co m p u te rs and a ctu a to rs to co n tro l them .
springs, whereas a com puterised one uses sensors
OK. So n o w le t’s m ove on to th e se co n d section. Here I w o u ld
and actuators.
like to fo c u s on a ircra ft s yste m s alone, and I’m g o in g to co m p a re
2 A manual pedal physically pulls and releases the
co m p u te rise d, o r fly -b y -w ire , co n tro ls w ith th e a u top ilot, or
valve. However, a com puterised one sim ply provides
a u tom a tic p ilo t system .
inform ation for the sensor.
A lthough b o th syste m s use sensors, co m p u te rs and actuators,
3 Although both com puterised and manual accelerators
they d iffe r in o ne im p o rta n t w ay: and th a t is p ilo t co n tro l. In the
use throttles and valves, only the computerised one
fly -b y -w ire system , th e p ilo t retains control, th a t is, keeps co n tro l
uses actuators to control the valves.
o f all th e m ove m e n ts o f th e aircraft. The pilo t co n tin u e s to m ove
4 A car uses a steering wheel as an input mechanism to
th e in p u t co n tro ls and keeps on m aking all th e d e cisio n s. In
control direction. An aircraft, however, uses a joystick.
a u to p ilo t m ode, however, th e p ilo t e stablishes th e co rre ct course
5 W hile pilots use throttle levers to control speed, car
o r directio n o f travel and th e n h ands o ve r co n tro l to th e a ircra ft’s
drivers use accelerator pedals.
co m p u te r system . The c o m p u te r th e n m akes all th e d e cisio n s to
6 Cruise control system s are v e ry convenient. Many
m aintain th e co u rse w h ic h th e p ilo t has already set.
car drivers nevertheless avoid using them because
So, to recap quickly, w e can say th a t alth o ug h bo th fly-b y-w ire
they like to be in full control of the car.
and a u to p ilo t s yste m s use sensors, c o m p u te rs and a ctu a to rs to
control th e aircraft, th e y d iffe r in one im p o rta n t feature: in fly -b y -
wire, th e p ilo t retains fu ll control, w hereas in a u to p ilo t, th e pilo t 6 Ask students to look at audio script 09 on page 119 and
relinquishes co n tro l to th e com puter. highlight or underline the different ways of contrasting
N ow finally, I’d like to m ove on to th e th ird and final section, ideas.
in w h ich I w ill very briefly co m p a re th e autopilot system o f an
aircraft w ith th e cruise control syste m o f a ca r o r o th e r land W riting
vehicle.
7 Put students into pairs. Refer them back to sections 2
Essentially, th e tw o s yste m s o perate in a sim ila r way, a lthough
and 3 o f their lecture notes in 4 and the Language box. In
the s p e cific se n so rs and m ech a n ism s w ill d iffe r in detail, o f
pairs, students discuss ways they could expand the notes
course.
into tw o paragraphs.
In an aircraft, if th e p ilo t s w itch e s on a u top ilot, he can override
8 Students now w ork on their ow n to w rite up their lecture
the system , th a t is, he can c o u n te ra ct it at any tim e, and regain
notes for sections 2 and 3. Remind them that they
control. Sim ilarly, in a car, w hen th e d river a ctiva tes cruise
should be in tw o paragraphs and that th ey should use
control, a lthough th e c o m p u te r co n tro ls th e speed, th e d river
contrasting linkers w here appropriate.
can o ve rrid e th e syste m a t any tim e.
O ne im p o rta n t d ifference b etw een th e tw o syste m s is th a t in M odel answer:
au top ilot m ode, th e pilo t se ts th e direction o f th e a ircra ft and
Fly-by-wire vs autopilot
then relinquishes co n tro l o f directio n to th e com puter, w h ereas in
Although both system s use com puters, sensors and
cruise co n tro l o f course, th e driver retains co n tro l over th e actual
actuators, they differ in pilot control. In the fly-by-wire
direction in w h ich th e c a r is travelling, a t all tim es.
system, the pilot retains control o f all the m ovem ents
And th a t c o n c lu d e s m y lecture. Now, d o e s a n yone have any o f the aircraft, continuing to m ove the input controls
questions? and making all the decisions, in the autopilot mode,
however, the pilot establishes the correct course and
Language
then relinquishes control to the aircraft’s com puter
Go through the exam ples in the Language box with the system. The com puter then makes all the decisions to
students, which show different ways of contrasting ^ maintain the course which the pilot has already set.
ideas. Draw attention to the position of the c o n ju n c tio n s ^ 'r Autopilot vs cruise control
for linking clauses in the sentence, and the position Th e autopilot system of an aircraft and the cruise
and punctuation o f how ever and nevertheless in non­ control system of a car or other land veh icle operate
conjunction linkers. Tell students that th ey can find in a similar way, although the specific sensors and
more inform ation about ways of contrasting ideas in the mechanisms may differ. In an aircraft, the pilot
Language sum m ary on page 105. switches on autopilot, but can overrid e the system
5 Students could w ork on their own to rew rite the at any time. Similarly, in a car, when the driver
sentences, and then com pare their answers with a activates cruise control, although the com puter
partner. Alternatively, students could do this exercise in controls the speed, the driver can overrid e it at any
pairs. Tell them to be careful with punctuation when they time. One im portant difference betw een the two
are doing this; they should refer to the Language box if systems, however, is that in autopilot, the pilot sets
the direction of the aircraft in addition to its speed,
they are unsure.
whereas in cruise control the driver retains control
over the direction of travel at all times.
4 Procedures
Contents Instructions
Objectives
1 Shutdown In this section students w i l l ...

Objectives • talk about applications which need soldering and what

th ey know about soldering
In this section students w i l l ...
• listen to a dem onstrator giving a trainee instructions
• talk about the Large Hadron Collider (LH C) and what
and match illustrations with three of the instructions
happened when it was first sw itched on
he gives
• read an extract from an engineering magazine to check
• listen to the dem onstration again and order
answers
instructions
• listen to a talk and answer questions
• match tw o transcripts of oral instructions with written
• listen again to com plete sentences with the correct versions of the same instructions
figures
• discuss the differences betw een written and spoken
• study and practise using phrasal verbs instructions
• study expressions for giving instructions to d o tw o or
2 Overhaul m ore actions at the same tim e and then practise using
them
Objectives
• w rite a set of instructions to explain a procedure
In this section students w i l l ...
• role play a dem onstration of the procedure to a trainee
• discuss what problem s there w ould be to repair the
LHC and how th ey would overcom e them
• read another article from the engineering magazine
about repair w ork to the LHC and answer true / false
questions
• match w ords and phrases with synonyms
• study and practise using nouns derived from phrasal
verbs
• reduce a description of a repair procedure to eighteen
short instructions
• role play a discussion in which an engineer gives a
colleague instructions on how to repair m achinery
 Section 3 deals with the procedure to be follow ed when
Briefing
preparing to solder a component (such as a resistor) to a
This unit looks at procedures and instructions for carrying PCB (printed circuit board), such as the ones found inside
out large-scale and small-scale repairs. computers. Solder is a fusible metal alloy used in a process
called soldering w here it is m elted to join m etallic surfaces
Section 1 deals with the sequence of events that led to an
together. The instructions in this section deal with how to
accident in the Large Hadron Collider (LH C) at CERN (the
prepare the com ponent and the PCB before starting to solder.
European Organisation for Nuclear Research) near Geneva,
The procedure is as follows: Fix the board securely with a
Switzerland, resulting in the closure of the facility a few days
clamp to stop it from m oving during soldering. Bend the
after it was first switched on in 2008. The LHC is housed
com ponent wires using long-nosed pliers so that the wires
in a circular tunnel about 27 km long and 100 m deep,
can be inserted through the correct holes in the board. Insert
and contains an inter-connected chain of o ver 1000 v e ry
the com ponent on the correct side of the PCB, pushing the
large magnets. The magnets are designed to steer beams
wires through the holes, making sure that the com ponent is
of protons travelling at close to the speed of light around
flush (flat and parallel) to the board’s surface. Place a foam
the tunnel in op posite directions so that th ey can collide,
pad o ver the com ponent to stop it falling out, and turn the
providing experim ental data for teams of scientists. The
board upside down. Secure the board again with the clamp.
powerful magnetic fields o f the magnets are generated by
Push the com ponent slightly aw ay from the board so that
superconductive cables carrying over 11,000 amperes of
it is not actually touching the surface of the board. (This is
current. (Superconductivity is the ability of som e materials
because com ponents can b ecom e v e ry hot when in use, so
to lose electrical resistance at v e r y low tem peratures.) The
the small gap betw een the com ponent and the board will
temperature inside the LHC tunnel is maintained at about
allow air to circulate.) Then bend the com ponent wires
minus 271°C, or 1.9 degrees above absolute zero. Inside each
outwards with the long-nosed pliers to stop the com ponent
magnet, the pipes carrying the proton beams are surrounded
from falling out, and rem ove the sponge pad. Trim (cut
by a container filled with liquid helium, which maintains
o ff) the ends of the com ponent wires that are protruding
the tem perature in this super-cool state. The accident
(extending or sticking out) using w ire cutters. Finally, clean
occurred when a faulty soldered joint betw een tw o of the
all the parts that are about to be soldered. Once the above
superconductive cables m elted down, caused a spark (o r
procedure has been follow ed, the soldering can begin.
electric arc) and punctured the liquid helium container,
causing it to vaporise rapidly. Because the gas could not
General inform ation about the CERN LHC: find the CERN
escape (v ia pressure release valves) quickly enough,
website.
cciis set off a violen t explosion in the tunnel that damaged
r.eighbouring magnets, lifting them off their mountings (o r The LHC accident: Find the New Scientist w ebsite
supports) and destroying their interconnections. T he tunnel (payw all) and search for the article Large Hadron Collider
.„ as closed down for extensive repairs (see next section). •[ gears up fo r July restart.

>ection 2 deals with the aftermath of the accident in the Podcast of engineers discussing the LHC accident: find
runnel, and the procedures that w ere follow ed in carrying the Open University podcasts w ebsite and search for
cut an overhaul (m ajor repairs and renovation) of the LHC. ‘The Relaunch of the LHC’.
“ he first m ajor task was the month-long process of raising Procedure for repairing the LHC: Find the Popular
the tem perature of the machine from super-cool (s e e ab ove) Science magazine w ebsite and search for ‘Repairing the
: э normal working tem perature so that the w orkforce could LHC’.
start work. Once at room tem perature, the dam aged magnets How to solder: Find the Electronics Club ( ‘kpsec’) w ebsite
»e r e isolated from each other and lifted horizontally up and search for ‘Soldering guide’.
a 100-metre shaft to a nearby location above ground for
jvspection and repairs. The electrical inter-connections
-e re repaired or replaced, and the beam tubes (th e pipes
:arrying the proton beam s) w ere cleaned out. In addition
to these essential repairs, som e new features w ere added
I » the magnets to help avoid similar accidents in future.
These included the addition of hundreds of new pressure
-eiease valves to prevent rapi^ m CTO^e^^^r^gs.uRe in the
i : aid helium, and additional restraint systems to hold the
nagnets dow n on their mountings and prevent them from
:e:ng thrown upwards by future explosions. In addition,
the warning system was upgraded with the addition of
- undreds of new sensors capable of detecting problem s with
the interconnections and initiating a com plete automatic
power shutdown if necessary. Following the repairs, the
—ignets w ere low ered into position in the tunnel, and the
interconnecting cables w ere soldered togeth er (carefully
trus tim e!) b y applying heat and pressure to a copper
coating. After a full test of the system, the magnets w ere
igain super-cooled to just above absolute zero and the
rach in e was successfully switched on again.
 Teach er’s notes 1 to create a magnetic field pow erful enough to bend
the proton beams and propel them at the speed of
light around the tunnel
1 Shutdown
2 it punctured the helium container and vaporised the
Start here liquid helium
3 the pressure va lve failed to open because the
1 Put students in small groups. Tell them to look at the expansion happened to o quickly
photo of the Large Hadron Collider and discuss the 4 because of the shock w ave of the explosion, and
questions. Don’t check answers yet, as students will be because the magnets w ere all connected together
checking them against the text in 2.

Reading
W ell, as yo u can see, th e s e m a g n e ts are huge, th e y ’re
2 Tell students that th ey are going to read about the 15 m e tre s long, a nd th e y have to be c o o le d d o w n b y liq u id
problem the Large Hadron Collider had when it was h e liu m and k e p t a t a ro u n d m in u s 270 d e g re e s C e lsiu s. T his
switched on for the first time. Focus students’ attention e xtre m e ly lo w te m p e ra tu re m a ke s th e m s u p e r-c o n d u c tiv e ,
on the heading of the article, elicit the meaning and check in o th e r w o rd s , it a llo w s th e m to lo se e le c tric a l resista n ce .
key vocabulary, i.e. faulty, solder and shutdown. Pre-teach T h is is v e ry im p o rta n t, b e ca u se th e s u p e r-c o n d u c tiv ity a llo w s
other possible unknown words and phrases. Then ask a high c u rre n t - te n th o u s a n d a m p s - to flo w th ro u g h th e m .
students to read the article and check their answers to 1. T his c u rre n t se ts up p o w e rfu l m a g n e tic fie ld s th a t ca n bend
th e beam o f p ro to n s a ro u n d th e tu n n e l a t a lm o s t th e sp e e d
1 It is in a tunnel b elow CERN, the European o f light.
Organization for Nuclear Research, near Geneva in
W h a t a c tu a lly h a p p e n e d w a s th is. T he re w a s a little b it o f
Switzerland. It propels beams of protons in opposite
s u p e r-c o n d u c tin g w ire b e tw e e n tw o o f th e m a g n e ts. A n d one
directions to smash into each other so that scientists
o f th e s o ld e re d jo in ts on th is w ire fa ile d , it ju s t m e lte d d o w n ,
can study the effects of the collisions.
a nd th is m e ltd o w n cre a te d an e le c tric a l arc, o r s p a rk, w h ic h
2,tbM & p u n c tu re d th e helium c o n ta in e r and v a p o ris e d th e helium .
3 A soldered joint m elted down and set off an T he p re ssu re va lve c o u ld n ’t o p e n in tim e , so th e e x p a n s io n
explosion.
o f th e h e liu m ju s t b u ilt up th e p re ssu re in th e c o n ta in e r until
th e p re ssu re b ro ke it o p e n, a nd th re w m ore th a n a to n n e o f
Scanning helium o u t in to th e tu n n e l. In th e s p a c e o f a b o u t o n e th ird o f
a se c o n d , th is e n o rm o u s b u ild -u p o f p re ssu re a n d o u tb u rs t o f
3 Ask students to look at the table first so that they know e n e rg y se t o ff a p o w e rfu l e xp lo sio n .
what inform ation th ey need to find. Then ask students A lth o u g h th e s e m a g n e ts w e ig h b e tw e e n 20 a n d 30 to n n e s
to turn to pages 116-117 and find the relevant text to each, th e s h o c k w a ve w a s e n o u g h to lift th e m up so th a t
com plete the table. Tell them to scan the text to find
th e y w e re h a lf a m etre o r so o ff th e ir m o u n tin g s . It w a s like a
the inform ation and put up their hand when th ey have
d o m in o e ffe ct, o ne m a g n e t a fte r th e other, b e c a u s e th e y ’re all
finished. Then check the answers with the first person to
in te rc o n n e c te d . T h is c lo s e d d o w n th e o p e ra tio n o f th a t se ctio n
put up their hand.
o f th e tu n n e l co m p le te ly.

1 27 km 5 Tell students that th ey are now going to com plete

2 100 m sentences with the correct figures b y listening to the
talk again and writing in the numbers. Ask them to read
3 o ver 99.99% of the speed of light
the information th ey need to com plete. Then play the
4 just ab ove absolute zero
recording for students to w rite in the numbers.
(N ote: The actual tem perature in the CERN tunnel is
-271°C, which is just above absolute zero. Absolute 1 15
zero is -273.15°C, or 0 К on the Kelvin scale.)
2 10,000
3 0.33 (o n e third of a secon d )
Listening 4 20-30
5 0.5
<SM0
Tell students that th ey are going to listen to an engineer
giving a talk about the problem with the LHC. Ask them
to read through the questions so that th ey know what
inform ation to listen for. Then play the recording for
students to answer the questions. Ask them to discuss
their answers with a partner before you check with
the class.

38 Procedures
Vocabulary 8 Students could w ork in pairs to rew rite sentences 1-4.
Tell them to replace the w ords and phrases in italics with
Focus students’ attention on the extract from the the correct phrasal verbs in the box, as in the example.
recording in 4. Draw their attention to the underlined
words in the text and point out that the ones with thin 1 W e’v e got to bring the gas pressure down quickly to
underlines are phrasal verbs and the ones with thick just ab ove zero, and w e need to keep it dow n for as
underlines are nouns which are derived from phrasal long as w e can.
%-erbs. Students then turn to page 120 and underline the 2 The chief engineer has decided not to ca rry out
other phrasal verbs and nouns. the equipm ent test today, but to put it off until
tom orrow, because it w ill take up to o much valuable
The follow ing w ords should be underlined:
time.
Phrasal verbs: cooled down, sets up, m elted down, 3 I’d like you to slow the m otor dow n by a few rpm for
built up, set off, closed down a moment, and then speed it up again b y the same
Nouns from phrasal verbs: m eltdown, build-up number of rpm.
4 The va lve at the top of the tank lets the fluid in, w hile
Focus students’ attention on the article and the phrasal the one at the bottom lets it out.
verbs in bold. Ask them to w ork alone and match the
words and phrases 1-8 with the phrasal verbs in the
text. You m ay want to go through the inform ation in the
Language b ox with them b efore th ey do the exercise (s e e
b elow ). Then check answers as a class.

1 let out
2 rule out
3 bring down
4 brought about
5 shut down
6 set off
7 keep down
8 carry out

Mixed-ability classes
Ask weaker students to do this activity in pairs, then
discuss the answers with the class.

Language___________________________________

Go through the Language box with the students. Point

out that the meanings of many phrasal verbs bear v e ry
little relation to the sum of their parts. Go through the
examples and elicit other examples of phrasal verbs
from the students. Explain that th ey need to learn
phrasal verbs in the same w ay as th ey do with any
other vocabu lary items. Tell students that th ey can find
more information about phrasal verbs in the Language
summary on page 104.

Extra activity
Ask students to find an article in a magazine related to
their w ork and underline any phrasal verbs th ey find.
Tell them to w rite these down with their definition and
an exam ple sentence. Ask them to teach their phrasal
verbs to a partner in the next class.
 2 Overhaul 1 upgrade
2 m eltdown

.Л
Start here
f Г i t j f ' l I______________________________________________________________________ __________
3 shutdown
A rt № 4 clean-out
students in pairs. Ask them to imagine that th ey work
5 check-up
[ } 4 <or CERN in Geneva. Focus their attention on the photo
and explain that it shows part of the process of the repair 6 warm-up
of one o f the magnets discussed in 4.1. Then tell students 7 build-up
to answer the questions.
N ote that the answers to the questions are in the reading Language
text on the next page and also in the Briefing section at
Go through the exam ples in the Language box with
the beginning of this unit. An obvious difficulty would
students. Draw their attention to the w ords overhaul,
be repairing the magnets at absolute zero temperatures:
upgrade and downgrade, and explain that som e phrasal
clearly the magnets w ould have to be raised to the
verbs have the same form as the noun. Tell students that
surface (as shown in the ph oto), which would be a
th ey can find m ore inform ation about nouns d erived from
difficult operation.
phrasal verbs in the Language sum m ary on page 109.

Reading Go through the instructions and the exam ple with the
class. Ask them to suggest how to com plete the example.
2 Explain to students that th ey are now going to read an Go through the answer with them, pointing out the
article about the repair w ork on the LHC and answer changes in grammar and vocabulary. Elicit another w ord
som e true / false questions on it. Tell them to read for take place (occurred or happened). Then ask them to
through the questions before th ey start. Answer any rew rite the other sentences so as to give similar meanings
questions th ey may have. Revise vocabu lary such as to the sentence given. Tell them to use the nouns from
beam tube, to solder, coating, faulty, interconnector. Then the exam ples in the Language box in place of the phrasal
ask them to read the text on page 29 and answer the verbs in italics and to make any other necessary changes
questions. Ask them to com pare their answers in pairs in grammar and vocabulary. Encourage students to check
before checking with the class. answers in pairs b efore checking them with the class.

1T Possible answers:
2 T 1 T h e build-up of pressure took place because the
3 F (T h e magnets w ere set up with equipm ent to tie inflow of the fluid was to o quick and the outflow was
them dow n and prevent them being thrown off their to o slow.
supports in future, and also with special outlets 2 The roll-out of new software will take place next
(v a lv e s ) to prevent the helium in the magnets from week, and the start-up of the new system will happen
increasing in pressure.) soon.
4 T 3 A slow dow n in production happened soon after the
5 F (Im provem ents in the warning system mean takeover of the fa ctory by the new owner.
that hundreds of detectors will check the 4 Problem s (in the aircraft) began soon after take-off,
interconnections and cause the p ow er supply to and continued until touchdown.
switch off during an incident.) 5 Your equipm ent has a good set-up, but the wiring
needs an upgrade.
6 With a com puter system, an input of garbage will
Mixed-ability classes cause an output of garbage.
You could ask students to discuss the answers to the
questions in pairs first and then to read the text to
check.

3 Focus students’ attention on the nouns in bold in the

article on page 29. Ask them to w ork alone and match the
nouns with the words and phrases 1-7. You may wish to
go through the inform ation in the Language box with the
class b efore they d o the exercise (s e e below ). Then check
answers as a class.
 Task Now we should ... / Now le t’s ...
The next thing we have to do is to ...
5 Focus students’ attention on the magazine article again
What w e’ve got to do now is to ...
and explain that th ey are going to reduce the article into
18 short instructions. Read through the first paragraph The next step is to ...
and the first exam ple with the class and ask students Right, ou r next jo b is to ...
how the text has been altered. Then ask them to look
OK, next on the list is to ...
at paragraphs 2, 7 and 9 and go through the other three
In o r f e r taiJiake the dialogue sound natural, Student $
examples with them. Point out that the instructions
should not ask a question after e very instruction, but
should be one sentence and the w ord limit of 4-8
only at perhaps three or four points. Make sure that they
words. A lso remind them to start the sentence with an
understand that Got you and Got it are other ways to say
im perative and express a key action.
Understood or I understand.
Possible answers: W hen they switch roles, tell Student A to ask different
1 Heat up the magnets. questions at different points.
2 Isolate the magnets from one another.
Possible questions for the first seven instructions:
3 Lift each dam aged magnet up to the surface.
How long do you think it will take to heat them (the
4 Inspect the dam aged magnets.
m agnets) up?
5 Repair the electrical interconnections.
How are w e going to isolate them from each other?
6 Clean out the beam tube.
How high is the shaft? - f
7 Fit restraints / a restraint system to the magnets.
Do w e have to be careful to keep the magnets parallel
8 Install helium pressure release valves around each
to the floor?
magnet.
W here are w e going to do the repairs and inspections?
9 Take the magnets back to their original locations.
H ow many interconnections do you think w e ’ll have to
10 Low er the magnets into position betw een their
repair?
neighbours.
How should w e clean the tube out?
11 Connect the electrical cables betw een the magnets.
W h y do w e need to do that (fit restraints)?
12 Coat the connections in copper.
13 A p p ly heat and pressure to the copper. W hile th ey are doing the roleplay, go round m onitoring
14 Connect up all the magnets. and giving help. Make a note of any good language use to
15 Test the magnets. feed back with the class when th ey have finished.
16 Cool the magnets down to absolute zero.
17 Upgrade the w h ole warning system.
18 Install detectors around the magnets.

6 Put students into pairs. Tell them to decide w ho is

Student A and w ho is Student B. Explain that they are the
team which is going to repair the LHC. Student A should
explain to Student В what th ey have to do. Ask them to
read their roles.
Point out to Student As that they must not use imperatives
when giving the instructions. (N ote: Although the
im perative (fo r instructions) is appropriate in written
instructions, as in the previous exercise, it w ould sound a
little brusque, o r possibly even rude, if used all the time
to a colleague. This exercise aims to give an indication
of som e of the differences betw een spoken and written
instructions.)
Remind students that when giving instructions they
should use sequence markers to help make the
instructions clear to follow and less direct. You c ould .ask.___
them to find the sequence markers in the article and then
write these examples on the board:

Procedures ID
 /
) : E xce lle n t. Y o u ’ve c a rrie d o u t s te p four. So n o w lo o k at
3 Instructions th e w ire s o f th e c o m p o n e n t th a t are s tic k in g up, be ca use
y o u ’re g o in g to b e n d th e m o u tw a rd s a little to m a k e th e
S tart here
c o m p o n e n t sta y on th e boa rd . Is th a t O K?
1 Elicit the meaning of to solder from the class and ask them T: Yes, u n d e rsto o d .
w here th ey saw this w ord before (in the article about I: B u t d o n ’t d o it yet. B e ca u se it ’s a resistor, it’ ll g e t h o t w h e n
the LHC on page 26). Ask them to look at the photo and it’s b e in g used on th e b oard, so ju s t p ush th e w ire s in a
discuss the questions in small groups. (N o te that there is little b it and lift th e c o m p o n e n t a w a y fro m th e b o a rd slightly,
inform ation about soldering in the Briefing section at the e n o u g h to let air m o v e a ro u n d u n d e r it. U n d e rs to o d ?
beginning of this unit.) T: Yes, g o t it.
I: Now , a t th e sa m e tim e as y o u ’re p u sh in g th e w ire s slightly,
Listening
ta k e yo u r p lie rs a nd b e n d th e w ire s o u tw a rd s a little, like
th is, so th a t th e c o m p o n e n t w ill s ta y on th e b o a rd . Have
2 Ш Л П
yo u b e n t th e m ?
Tell students that th ey are going to listen to a T: Yes, I’ve d o n e th a t.
practical dem onstration on soldering. Explain that the I: T h a t’s ve ry g o o d . So, y o u ’ve ju s t c o m p le te d s te p five . T h a t
dem onstration consists of seven steps. Draw students’
w a s a little b it c o m p lic a te d , b e ca u se yo u had to d o tw o
attention to the grey vocabu lary b ox at the bottom of the
th in g s a t th e sa m e tim e . W ell d o n e. jj)
page. Then focus their attention on the three illustrations
T: Thanks.
and ask students to fabel them with the correct step
I: N o w th e n , y o u ’re rea d y fo r s te p six, w h e re yo u can s n ip o ff
number as th ey listen to the demonstration.
th e e n d s o f th e w ire s w ith a p a ir o f w ire c u tte rs . J u s t leave

A Step 5 В Step 6 С Step 3 a fe w m illim e tre s o f w ire a b o ve th e hole. J u s t s n ip th e m off,

c u t th e e n d s off. D one th a t?

l l i t l T: Yep, d o n e it.
I: T h a t’s really g o o d . So n o w all yo u have to d o is s te p seven:
[I = In s tru c to r; T = T ra in e e ]
cle a n up th e b o a rd a nd th e c o m p o n e n t. F inishe d ? O K, no w
I: R ight, s o n o w y o u ’re g o in g to p ra c tis e p re p a rin g th is
y o u ’re rea d y to solder.
c o m p o n e n t, th is sm all resistor, fo r so ld e rin g to th e p rin te d
T: G reat. Thanks.
c irc u it b o a rd , and I’m g o in g to ta lk yo u th ro u g h it. O K? Are
you rea d y? 3 Play the recording again for students to w rite the number
T: Yes, I’m ready. in the boxes to show the correct order of the written
I: All rig ht, so firs t o f all I’ll s h o w you h o w to p re p a re th e instructions. You m ay want to pause the recording after
c irc u it b o a rd and th e c o m p o n e n t. Y o u ’ ll need to 'fe ia n ip th e each step to allow students to identify the instruction.
b o a rd d o w n so th a t it d o e s n ’t m o ve w h ile y o u ’re so ld e rin g Ask them to com pare their order with a partner. If
and s p o il y o u r w o rk. O K ? H ave yo u cla m p e d it d o w n ?
necessary, play the recording one m ore tim e before you
check with the class.
T: Yes, I have.
I: Very g o o d , so y o u ’ve a lready d o n e ste p one. N o w you need that although using imperatives alone can sound
to p ic k up th e tra n s is to r a nd try to g e t th e tw o leads o r w ires usque when giving instructions to a w ork colleague (see
th ro u g h th e c o rre ct holes in th e board. W ill th e y g o in? Lesson 4.2, note in 6 ), their use (m ixed in with other forms
T: No th e y w o n ’t fit. , such as m odals) by a trainer demonstrating something
to a trainee or apprentice would seem normal. The audio
I: N o? W ell, b e n d th e m s lig h tly w ith y o u r p lie rs un til th e y fit
contains a mixture of im perative and other forms.
th e holes. Do th e y fit no w ?
T: Yes, th e y ’re g o in g in all right.
The correct order is:
I: Fine, th a t w a s s te p tw o . S o n o w s te p 3 is w h e re yo u push
1 Secure the circuit board with a clam p to avoid
th e w ire s th ro u g h .the h o le s ia th e b o a rd . M ake .su re th a t
th e
* i
c o m p o n e n t is flu sh - yo u
И * ечш п ш т
know , fla t a n a 'c lo s e -
.
to
m ovem ent during soldering.
2 Bend the com ponent wires using pliers to allow
th e b o a rd ’s su rfa ce and th a t it’s on th e c o rre c t sid e o f th e
insertion into the correct location on the board.
bo a rd . H ave yo u d o n e th a t? Is it flu sh ?
3 Insert the com ponent on the correct side of the
T: Yes, it ’s fla t a g a in st th e boa rd .
board, flat and parallel to the board’s surface.
I: O K, th a t’s great. So n o w y o u ’re g o in g to tu rn th e b o a rd
4 W hile holding the com ponent in place with a pad or
u p s id e d o w n , b u t yo u d o n ’t w a n t th e c o m p o n e n t to fa ll o u t
sponge, turn the board o ver and secure it.
o f th e holes, so firs t o f all you need to p u t th is p ad on to p
o f th e b o a rd . All rig ht?
5 W hile pushing the com ponent slightly aw ay from the
board (to perm it air circulation when hot), bend the
T: Yes, no p ro b le m .
com ponent wires outwards.
I: N ow , ta k e th e b o a rd o u t o f th e c la m p a nd keep on h o ld in g
6 Trim the protruding wire ends using wire cutters.
th e p ad a g a in st th e b o a rd and a t th e sa m e tim e tu rn th e
b o a rd o v e r and c la m p it again. O K ? Is it cla m p e d tig h tly ? 7 Clean all the parts to be soldered.
T: Yes, it’s tig h t.
 Language
Mixed-ability classes
Depending on your students and their knowledge Go through the expressions with the class. Ask them
of soldering, you could try and get them to put the which expressions you would norm ally use for giving
instructions in the correct order first. Then th ey can w ritten instructions.
com pare their answers with a partner b efore listening 7 Refer students to the notes 1-6 and point out that the
to the recording again to check.
actions in the notes happen at the same time. Explain
that students are going to com bine the notes into a
Focus students’ attention on the text and explain that single sentence. Refer them to the exam ple and explain
these are tw o extracts from the audio script o f the that should use expressions from the language box, plus
dem onstration on soldering. Refer them back to the sequence markers (e.g. first, then, next and finally).
instructions in 3 and tell them to match an instruction
from 3 to each of the extracts. 1 To take a sharp photo, first adjust the focus, and
then gently press the button while holding your
1 Step 5 (W h ile pushing the com ponent slightly breath.
away ...) 2 To save a file, first press the CTRL key, and then, as
2 Step 4 (W h ile holding the com ponent in place ...) you ’re holding it down, press the S key and finally
release both keys.
3 To paint a car panel, first shake the paint can and
Ask students to w ork in the same groups as in 1. Tell them
then, at the same time as yo u ’re pressing the button
that they are going to discuss the differences betw een the
on the can, spray paint sm oothly o ver the panel.
written instructions in 3 and the spoken instructions in
4 and in the audio script on page 120. Refer them to the 4 To change gear in a car, first press the clutch pedal
examples in the box. You could ask them to underline the and then, w hile holding t : pedal down, m ove the
differences in the tw o styles. A lso draw their attention to gear lever into p o s itio n ,; d then finally release the
the note under the boxes. Do not discuss the differences ' -,jedai
P
with the class yet as th ey will be dealt with in 6. 5 To ‘tin a soldering iron, a ile heating up the iron,
co ver the w h ole tip with m olten solder.
Students now report their group’s findings on the * i- ■'/ , ; f :%

differences betw een the written instructions in 3 and the 6 To solder a joint, first touch the joint with the hot
spoken ones in the audio script. soldering iron, and then, w hile applying heat to the
joint, feed som e solder to it, and continue doing this
Possible answers: until the solder has m elted on the joint.
The speaker (S ) som etim es gives the step number after
explaining the step: that was step two. So now step three S peaking
is ...
S describes the situation before giving the instruction: 8 Go through the instructions and exam ple with the
now look at the wires o f the com ponent that are sticking students and make sure th ey understand what to do.
up ... Ask them to w ork on their own to w rite the instructions.
S explains what’s going to happen: You’re going to bend Encourage students to make their dem onstration similar
them outwards a little to make the com ponent stay on to the style of the dem onstration in 2. Remind them to
the b o a rd ... but d on ’t do it yet. use language from the Language box as w ell as phrasal
S checks:,/s it clam ped tightly? OK? verbs w here possible.
■
S recaps what has happened: That was a little bit 9 Put students in pairs. Tell them that they are going to
complicated, because you had to do two things at the take it in turns to explain the procedure th ey w rote
same time. instructions for in 8 to their partner. Remind the trainee
to respond to the dem onstrator by asking questions
S gives feedback and praise: Well done.
w here appropriate.
W uses im peratives, but S also uses modals: You can
snip o f f .. ‘ '( 7't>
Mixed-ability classes
S uses m ore phrasal verbs: clam p it down; pick up the
transistor If possible, arrange to record the students’ work. It will
be useful to play it back in a later lesson for remedial
S uses make sure that / check that
language work.
S gives reason for instructions: You d on ’t want the
com ponent to fall out o f the holes, so ...; Because it ’s a
resistor, it’ll get hot when it’s being used on the board,
s o ...
S explains unusual w ords to help the trainee
understand: Flush - you know, flat and close.
 Review Unit В
A nsw er key 1 maintain 5 interprets 9 override
2 relinquishes 6 adjusting 10 indicating
1 are recalled 7 is held 3 established 7 regained
2 undergo 8 are being practised 4 is detected 8 retain
3 are com pletely 9 are ringing
overhauled 10 are being given
M odel answer:
4 are being called in 11 is taking place
Description of device
5 is being carried out 12 are being low ered
The friction device is a m oving partNlocated between
6 is conducted
the accelerator pedal and the .firew all of the car. At
the top of the d evice there is a set o f gear teeth. These
1 complaints 4 subject 7 precaution teeth engage with another set of teeth at the top of the
2 perform ance 5 instances 8 event accelerator pedal.
3 conditions 6 possibility 9 inconvenience H ow it works
When the pedal is pressed towards the firewall, the
tw o sets of teeth m ove together and engage with each
3 Pi ble answers: other.
n the Velox, the cruise control is operated by Purpose of device
pressing five buttons on the steering wheel, whereas The action of the teeth has no effect on acceleration
on the Tacho it is done by m oving a lever on the
(w hich is controlled by the position sensor, the
steering column.
com puter and the actuators). Instead, the purpose
The Velox CC system is activated by pressing the of the device is to give feedback to the driver. When
start / stop button, w hile on the Tacho system you the driver feels resistance in the pedal, caused by the
press the lever in. friction of the teeth, he releases it.
You raise or low er the set speed on the Velox by Problem with device
pressing the + or - button. On the Tacho, however,
The problem with the device is that, in rare instances,
you m ove the lever up or down.
excessive friction can occur on the contact points of
W hereas the speed is changed in increments of 1 kph the teeth.
on the Velox, the speed increments on the Tacho are
Causes of problem
5 kph.
The excessive friction may be caused by condensation
To deactivate the Velox CC system but retain the set
and humidity.
speed in memory, you press the 0 button. However,
Effects of problem
to do the same on the Tacho, you push the lever
As a result of the friction, the pedal may
forward. , F ft r n е Ж
return to the idle position Joo slowly. In som e cases,
W hile on the Velox you reactivate the set speed by
the pedal can jam in a partially depressed position.
pressing the refresh button, you do it on the Tacho
Solution
by pulling the lever towards you.
The solution to the problem is to insert a small
precision-cut steel reinforcem ent bar, a few millimetres
Possible answers: long, between the pedal and the firewall.
1 Although the cruise control lever is easy to use, the Effects of solution
lever is positioned too close to the indicator lever.
T he effect of this is that the bar changes the relative
2 The driver doesn ’t need to look at the CC lever, position of the tw o sets of teeth. Since the teeth are
though it is easy to m ove the CC lever by mistake further from each other, there is less friction between
instead of the indicator lever. them. As a result, there is no jamming or slowness of
3 When the engine is switched off, it retains the last pedal movement.
set speed in memory. The driver may nevertheless
prefer to start each new journey with no set speed in
memory.
4 The large increments (5 kph) save tim e when setting
the speed. Nevertheless, the driver may find it
inconvenient to change the speed by a small amount.
8 1 switch off the cruise control / switch the cruise 3 lb 2c 3b 4a 5c 6a 7c
control off; pushing the lever forwards; pressing the
brake pedal down; switch it on; pull back the lever /
pull the lever back 4 lb 2c 3c 4a 5b

2 carry out a stress test; rule out the possibility / rule

the possibility out; find out; put it off
5 Possible answers:
3 build up your speed / build you r speed up; keep up
1 The cars are being recalled by the manufacturer.
that speed / keep that speed up; bring it down; use
2 An announcement is being made on the news by the
up all our petrol / use all our petrol up
president of the company.
3 The com m ittee received the report, explaining the
9 la , с 2b 3 b, с 4a 5 a, b differences betw een the designs.
4 The shut-down of the factory lasted for three hours
due to the p ow er failure.
10 1 over, off 3 up, off 5 on, down
5 Simultaneously, pour in the liquid and stir it.
2 off, away 4 down, back 6 in, apart; out
6 An expert team has been assembled, which includes
the engineer w ho designed the software.

11 1 outflow, 2 touchdow n 4 build-up 7 At the same tim e as yo u ’re pressing dow n on the
pedal, get ready to change gear.
inflow 3 upthrust 5 input, output

6 1 T h ese cars run on d iesel, h ow ever diesel. However,

12 1 Hold the soldering iron near the base of the handle. this one is p ow ered ... / diesel. This one, however, is
2 A p p ly a small amount of solder to the tip of the pow ered ...
iron. 2 H ow ever Although / Though, w e checked ...
3 A p p ly the iron to the joint, contacting both the wire 3 The flight data was examined, which showing
and the track. show ed ...
4 Heat up the joint for a few seconds. 4 th ey arc recalling all stocks of the drug are being
5 Feed the solder w ire onto the joint w hile holding recalled
the iron against it. (D o not feed the solder w ire onto 5 The pipe is been being repaired this afternoon.
the iron.) 6 ... I’ve used ©trt up all the cleaning fluid.
6 A p p ly the solder for a few seconds w hile continuing 7 ..., show ed showing that there was ...
to heat the joint.
7 Make sure that the correct amount of m elted solder
is used (th ere should be a volcan o shape at the Part 2: Reading and w riting
joint).
8 Rem ove the solder w ire first, and then the iron. Reading
9 A llow the joint to cool before m oving the circuit
board.
1 1 ... on the Franco-Swiss border outside Geneva.
10 Return the iron safely to its stand, and inspect the
2 ... if everything works according to plan in the next
joint.
few days, it will becom e the most pow erful particle
collider in the world.
3 ... at tem peratures just above absolute zero.
Project
4 ... on the lookout for tiny subatom ic particles that
14 Go through instructions with the students. W hen they are so small that they are literally alm ost nothing.
have com pleted this task, they could ask another student 5 ... was shut dow n in Septem ber 2008 sh ortly after
in the class to check through their w ork for grammar, opening, as a result of a leak ...
spelling and punctuation errors and suggest any
im provem ents to it.
2 1 is situated 4 enormous

Quick test answ er key 2 caused 5 similar

3 travelling
Part 1: Vocabulary and gram m ar

1 1 possibility 2 conditions 3 event 4 cases W riting

5 potential 6 precaution See Page 136 for a guide to marking the Writing section.

2 lg 2f 3b 4e 5h 6c 7a 8d
 Review Unit В Quick test
Total _/6t

6 There was a . of dirt in the pipe which caused

Part 1: Vocabulary and gram m ar
the pump to stop working.
1 Complete the sentences with the w ords in the box. a) build-up b ) shutdown c) m eltdown
7 I need t o __________m y com puter system. It’s v e ry old
cases conditions event precaution possibility
now.
potential
a) overhaul b ) input c) upgrade
(7 marks'
1 There is a s lig h t____ that this could cause an
explosion.
Choose the correct option to complete these sentences.
2 You can only operate this machine under certain
1 T h ere’s a lot of oil in this oil fie ld _________ it’s difficult
the extract.
3 In the u n lik ely. . of a fire, please evacuate the
a) h ow ever b ) but c) while
building using the nearest exit.
2 All our com pany cars have cruise c o n tro l._________ ,
4 In a few is o la te d __________som e people becam e ill.
1 prefer driving cars with gears.
5 There is t h e __________for the experim ent to go wrong
a) W hile b ) Though c) H ow ever
if w e are not careful.
3 You m ay not notice any p ro b lem s._________ , you
6 As a _________ , w e will be carrying out safety checks
should have the car inspected.
on all the recalled vehicles.
a) But b ) W hereas c) N evertheless
(6 marks)
4 __________there was a lot of damage, the engineers
2 Match the w ords 1-8 with the definitions a-h. w ere able to repair the engine.

1 establish a) give aw ay (o r hand o v e r) a) Although b ) H ow ever c) Whereas

2 regain b) m oving part 5 The autopilot can take control of a flieht.

the pilot can take control of it again at any time.
3 mechanism c) small m otor
a) W hereas b ) H ow ever c) But
4 retain d) accelerator
(5 marks
5 overrid e e) keep (o r maintain)
6 actuator f> take back (o r take o ver again) 5 Rewrite the second sentence to give similar meanings.
7 relinquish Ф set (o r fix) Include the w ord in brackets.

8 throttle h) counteract (o r cancel) 1 The manufacturer is recalling the cars.

(8 marks) The c a r s _____________________________________ ■(b y )

The president of the com pany is making an
Choose the correct option to complete these sentences.
announcement on the news.
1 You need t o __________the temperature. It’s to o hot.
An _. (m ad e)
a) keep down b ) bring down c) slow down
The com m ittee received the report. This report
2 The petroleum com pany w ill_________ the oil spill on explained the differences betw een the designs.
the beaches.
________________________________________ (explaining)
a) check up b ) rule out c) clean up
The factory shut dow n lasted for three hours due to
3 Don’t ________ all the paper. I need som e to print this the p ow er failure.
report.
________________________________________ (shut-down)
a) take up b ) use up c) clean out
5 As yo u ’re pouring in the liquid, stir it.
4 We couldn’t __________the m eeting again. E veryone
________________________________________ (Sim ultaneously)
wanted a decision to be made.
6 An expert team has been assembled, including the
a) put off b ) keep dow n c) slow down
engineer w ho designed the software.
5 T h e y ________ an explosion in the mine to test the
________________________________________ (w h ich )
explosive pow er of the substance.
7 W hile pressing down on the pedal, get ready to chang<
a) brought about b ) carry out c) set off
gear.
______________________________________________ (sam e)
(7 marks
46 PHOTOCOPIABLE
z Correct the mistakes in these sentences.
1 Th ese cars run on diesel, h ow ever this one is pow ered
b y electricity.
2 However, w e checked the softw are last week, w e ’re
still experiencing problems.
3 The flight data was examined, which showing that
there was a problem with the airspeed sensor.
4 Sold in pharmacies throughout the w orld, th ey are
recalling all stocks of the drug.
5 The pipe is been repaired this afternoon.
6 Sorry, I’v e used out all the cleaning fluid. Could you
order som e more?
7 The investigation was conclusive, show ed that there
was corrosion in som e of the com ponents.
(7 marks)

Part 2: Reading and w riting

Reading

Read the text on the Large H adron Collider on page 116

again and answer the questions.

1 Find the evidence in the text for the statements below.

1 The headquarters of CERN is located on the border
betw een France and Switzerland.
2 The scientists aim to p rove that their collider is the
best.
3 The tem perature in which the collider operates is
extrem ely cold.
4 The particles the collider is hoping to find are
extrem ely small.
5 The scientists initially experienced problem s with the
collider.

2 Find these w ords in the text and replace them with

another w ord or phrase which has the same meaning.
1 lies
2 set off
3 circulating
4 m assive
5 com parable
(10 marks)

W riting __________

Write a summary contrasting two types of system or

device in your technical field or that you know about,
e.g. auto braking systems vs conventional brake systems
for cars. Use linkers for contrasting ideas from Units 3
and 4 w here appropriate.
(10 marks)
 Processes
Contents Stages
Objectives
1 Causes In this section students will ...
Objectives • discuss the process of making aluminium
In this section students w i l l ... • use a diagram to put steps in the aluminium process in
• read an article about the steelmaking process and the correct order
answer questions • read an extract from a text book to check answers
• match numbered arrows in a fishbone diagram showing • make captions for each of the stages in a diagram of a
problem s in the steelmaking process with w ords to refining process b y changing a verb or a verb phrase
describe these problem s into a noun or a gerund
• listen to participants at a w orkshop discussing • identify what phrases refer to in the text
problem s outlined in the diagram to check answers
• find different names for the raw material in the text as it
• com plete sentences about the discussion by choosing goes through the refining process
cause and effect phrases, then listen again to the
discussion to check answers
• study and practise ways of expressing cause and effect
• study and discuss a diagram showing how an industrial
process works
• com plete statements about the process
• brainstorm possible causes and effects of a problem,
record the ideas using a fishbone diagram, then present
their ideas to the class

2 Steps
Objectives
In this section students w i l l ...
• study another diagram on the steelmaking process and
discuss questions
• study a draft brochure and notes on the BOS process to
check answers and then answer further questions
• match diagrams with stages in a process described in
a draft brochure extract and notes, then w rite captions h#jhsKccA->
for the diagrams
• find synonyms and / or information in the draft
brochure and notes for steelmaking terms
• practise identifying when to use the active or passive
verb forms
• w rite up the notes to com plete the brochure using
active and passive forms
 I
' Ш
Briefing Section 3 deals with the alumiriium industry: reAning
(pu rifying) the raw material bauxite (an o re) into alumina
This unit looks at industrial processes in the iron, steel and (a p o w d er) and smelting alumina into aluminium (a
aluminium industries. m etal). (In the USA and Canada, the spelling aluminum u fr**
is used). (1 ) ReAnm g: A f^ - b q p ig extracted from mines,
Section 1 deals with the environm ental problem of carbon
bauxite is w ashedTffionnd and dissolved in caustic, soda
emission which is a by-product of traditional m ethods of iron
(sodium h ydroxide) at high pressure and tem perature in
and steel making, and suggests a potential solution. Carbon
the digester (a special tank). The resulting liquid contains
dioxide is emitted during iron making because carbon is
a solution of sodium aluminate and undissolved bauxite
added to create the heat needed to extract iron from iron
residues (w aste produ cts) containing iron, silicon, and
oxide (iron ore). Then the carbon rem oved from iron during
titanium. These impurities are Altered out. The clear sodium
steel making com bines with oxygen to form carbon dioxide,
which then leaves the furnaces. Carbon emissions can also ^ а]>4^ ] п ^ . ^ 1цЬоп is; ipumped into a huge tank called a
precipitator. Fine: particles
par of alumina are added to trigger
be caused by leaks from older furnaces, poor quality raw
the precipitation (form ation of solid particles) of pure
materials (containing to o much carbon ) and inadequate
alumina crystals in the solution as it cools. The crystals sink
Alters. The potential solution is carbon-free, o r ‘green’
to the bot|oi^i of^the ta jtk ^ re г е т о у ^ ^ ^ е Шрп passed
steelmaking, which uses jdectrolysis (instead of combustion)
through a rotary calcin er,(fu rfiace) at 1100°C to rem ove the
to convert iron ore directly into steel, em itting only oxygen
chem ically com bined water. The result is a w hite powder,
as a waste product. In electrolysis, an electric current passes
pure alumina, which is the raw material for the sm elting- if ^
through an electrolyte (a solution that conducts electricity)
stage. (2 ) Smelting: The alumina p ow der is dissolved in a
to cause a chem ical change. In electrolytic steel-making, iron
m olten electrolyte inside a large steel container, lined with
oxide is fed into an electrolysis cell w here it is dissolved
carbon and iron, known as a pot. An electric direct current
in a solution of other molten oxides. An electric current
Y is, passed through the cell from tbepositiye terminal (the
is passed through the electrolyte at low vo lta se but .yerv
high current, typically 200,000-350,000 amperes. The current
' y anode) to the negative one (th e cathode). Pure liquid iron
flows from a carbon anode (p o s itiv e ) through the electrolyte
(s te e l) is form ed w here the m olten oxides m eet the cathode,
to a cathode (n egative), form ed b y the thick carbon and
and oxygen bubbles off the anode. Small amounts of carbon
iron lining of the pot. M olten aluminium (b ein g heavier than
would still be added to som e steels, but it would not be used
the electrolyte) is deposited at the bottom of the pot and is
in large quantities to extract the iron from its ore.
tapped periodically into aJadle and then taken to a furnace
A ‘Ashbone’ diagram, also called an Ishikawa diagram after
for later processing. 4 '
its inventor, is a management and training tool used to help
identify possible causes of a problem . Carbon-free electrolytic steel-making: Find the MIT
Section 2 deals with the basic oxygen steelmaking (BOS) w ebsite and search for the article ‘Engineers forge greener
process, w hose purpose is to rem ove m ost of the carbon path to iron production’.
from the hot metal (m olten iron), which is done by pumping Basic Oxygen Steelmaking (BOS): Find the Tata Steel
high-purity oxygen under high pressure into the hot metal Europe w ebsite and search for the brochure ‘Making and
in the BOS converter (Airnace) through an oxygen lance Rolling Steel brochure’.
(p ip e). The function of the oxygen is (a ) to produce heat
Electric Arc Furnace (EAF): see ‘Making and Rolling Steel’
to separate carbon from iron, (b ) to form a chemical bond
brochure (a b o ve).
with impurities (unwanted elem ents) and rem ove them as a
slag (w aste), and (c ) to com bine with carbon atoms to form Aluminium refining and smelting: Find the International
carbon dioxide and m onoxide, which are then em itted as Aluminium Institute w ebsite and search for ‘refining’ and
waste, although they can be Altered, cleaned and ‘sm elting’.
,\p
re-cycled as fuel. During the b lo w (injection of oxygen), T trrt? Ш
lim eis added as a Aux (a material that a s sisisijo w in g) to U/1A
help carry off the Im purities as s la g K e fi m n gis assisted by
the injection of inert gases through the base of the furnace.
Near the end of the blow, a sub-lance is low ered into the
0 "L > St
con verter to measure the carbon and tem perature, and allow
for final adjustment. The con verter can be tilted or rotated
to different angles. First, the con verter is tilted towards the
charging aisle (a platform above the con verter), from which
first scrap steel is charged (poured in) into the converter,
follow ed by hot metal. The con verter returns to the upright
position for the blow (s e e ab ove). After the blow, the
con verter is tilted to one side (рД щ ^ф ои г out) the molten
steel through a tap hole into a ladle, and .then the con verter
is turned upside dow n to pour out thesfag. T h e Electric
Arc Furnace on page 49 Exercise 6 (R eview Unit C ) uses a
powerful electric current from three electrodes instead of
oxygen to create high temperatures.
T eacher’s notes Ш Ш
A: G o o d m o rn in g , I’ m J a c e k , y o u r w o r k s h o p le a d e r, a n d

Causes I’d lik e to s ta rt b y w e lc o m in g y o u all t o th is c o n fe re n c e

w o r k s h o p s e s s io n e n title d Is ca rb o n -fre e s te e lm a kin g
W arm er p o s s ib le ? T im e is s h o rt, s o le t’s g e t s ta rte d . L e t’s b e g in
Brainstorm things m ade from steel that are used in b y b ra in s to rm in g th e c a u s e s o f c a rb o n e m is s io n s fro m
industry. Ask students what they know about the process s te e lm a k in g . W e c a n u s e th is fis h b o n e d ia g ra m o n th e
of making steel. What are the negative effects of the w h ite b o a r d to h e lp us.
process? Elicit ideas but do not go into detail as students B: W h a t’s th e fis h b o n e d ia g ra m fo r?
will be reading about this in the text in 1. A : It’s a u s e fu l a id . It’ ll h e lp u s t o th in k o f a ll th e p o s s ib le
c a u s e s a n d e ffe c ts in v o lv e d in th e p ro b le m . R ig h t, w h o
Start here w a n ts to k ic k o ff?
B: A lo t o f fu rn a c e s a ro u n d th e w o r ld a re q u ite o ld . C a rb o n
Tell students that th ey are going to read a news article
g a s e s c o u ld b e le a k in g fro m th e fu rn a c e s b e c a u s e o f
about steelmaking. Ask them to read the heading of the
th e ir a g e .
article. Did they mention this issue in their discussion
in the warm er activity? Ask them to read the questions C: O r b e c a u s e o f p o o r m a in te n a n c e . T h e le a k in g fu rn a c e s
before th ey read the text and then discuss their ideas m ig h t b e c a u s e d b y p o o r m a in te n a n c e . It’s a c o m m o n
with a partner. p ro b le m .
B: Yes, p o o r m a in te n a n c e c o u ld re s u lt in le a k s n o t b e in g
Check students’ answers to questions 1 and 2, and elicit

their ideas for question 3. At this stage, don’t correct

A: A ll rig h t, I’ ll p u t le a k in g fu rn a c e s , a n d th e t w o c a u s e s
W w a w , ,v.-, \ \ \4 - n ча \ \ \ \ \ \ \ V . V -':,A A .N \X ,
- a g e a n d p o o r m a vrke rra rro e - o o P e r m a c h in e ry o r\W \e

1 to p rovid e the high tem peratures needed to extract fis h b o n e . A n y o th e r id e a s ?

pure iron from iron ore B: W e ll, m a y b e th e real c a u s e o f th e e m is s io n s is th e
filtr a tio n p ro c e s s . T h e h ig h c a rb o n e m is s io n s c o u ld b e г
2 it produces v e ry high carbon emissions (5% of all
greenhouse gases produ ced) d ir e c t re s u lt o f an in a d e q u a te filte rin g p ro c e s s .
A: Y o u ’ re rig h t. O K , s o I’ ll ju s t p u t th a t o n th e fis h b o n e . S o
3 A ccep t any idea. (T h e solution is in the use o f
electrolysis to separate pure iron from iron oxide and th e filtr a tio n p ro c e s s w o u ld g o u n d e r m ethods, rig h t, no

releasing oxygen, instead o f the traditional method, m a c h in e ry ?

which uses high<arbon coke to provide heat fo r the C: T h a t’s rig h t. B u t p e rh a p s a n o th e r p ro b le m is th e
same purpose; m ore information about this is in 6 and a c tu a l filte rs th a t a re u s e d . S o fa u lty filte rs w o u ld b e a
in the Briefing section.) m a ch in e ry p ro b le m .
B: C o rre c t. C a n I g o b a c k t o th e m a in te n a n c e is s u e ?
M a in te n a n c e is n o t ju s t a m a c h in e ry is s u e . It ’s a ls o a
Listening
m a n p o w e r is s u e , is n ’t it?
2 Focus students’ attention on the fishbone diagram. C: A b s o lu te ly . P o o r m a in te n a n c e is u s u a lly th e re s u lt o f
Explain that a fishbone diagram is used to analyse the p o o r tra in in g .
causes and effects involved in a problem in order to find A: N o t o n ly in a d e q u a te tra in in g . W e a k s u p e rv is io n c a n a ls
a solution to it. Go through the labels in the diagram with re s u lt in c a re le s s m a in te n a n c e .
the students. Elicit the four main problem areas of carbon C: Y eah, y o u ’re rig h t.
emissions in the steelmaking process. Point out that the A: O K . S o w e ’v e lo o k e d a t m a c h in e ry , m e th o d s a n d
arrows within these areas indicate a specific cause and m a n p o w e r. B u t w e h a v e n ’t c o n s id e re d ra w m a te ria ls
that som e of the arrows (1 -5 ) are missing their labels. Ask y e t.
students to match the arrows with the w ords in the box.
B: N o w t h a t ’s a th o u g h t. M a y b e h ig h c a rb o n e m is s io n s an
Don’t check their answers yet, as th ey will be doing so in
d u e to th e h ig h c a rb o n c o n te n t o f th e iro n t h a t ’s o fte n
the follow ing exercise.
u s e d in s te e lm a k in g .
There is m ore inform ation in the Briefing section about С: I a g re e , a n d h ig h -c a r b o n iro n c o u ld b e th e re s u lt o f
the Ishikawa fishbone diagram for brainstorming u s in g p o o r q u a lity c o k e .
solutions to problem s through analysing causes. B: Y o u ’ re rig h t, th e fa u lt m a y lie in th e c o k e . O r m a y b e th e
3 *8» 12 p ro b le m is c a u s e d b y th e o th e r ra w m a te ria l - th e se ra i
s te e l, y o u k n o w , th e s c r a p s te e l w h ic h is re c y c le d to
Tell students that th ey are now going to listen to
m a k e th e n e w s te e l. P e rh a p s th e c a rb o n c o n te n t o f the
participants at a w orkshop discussing the problem s from
the fishbone diagram in 2. As you play the recording, tell s c r a p s te e l is to o h ig h .
students to check their answers. A: S o th e h ig h c a rb o n e m is s io n s c o u ld re s u lt fro m h ig h -
c a rb o n s c r a p s te e l b e in g u s e d a s th e ra w m a te ria l. I’ ll
1 filtration process 4 weak supervision ju s t w r ite th a t o n th e fis h b o n e . S o , th a t c o v e rs th e m air
2 faulty filters 5 high-carbon scrap steel c a u s e s o f ...
3 p o o r maintenance
 Speaking
Refer students to the diagram in 2 then ask them to read 6 Put students in pairs. Tell them that they are going
sentences 1-5. Tell them that these sentences are extracts to discuss green steelmaking. Ask them to study the
from the recording about the causes of high carbon illustration and answer the questions. As th ey are
emissions in steelmaking. Tell them to note the direction discussing, go round m onitoring and giving help if
of the arrows in the diagram and decide which action is needed. Further information can be found in the Briefing
the cause of an action and which the effect of another section.
action. Ask them to w ork alone to ch oose the correct
7 Tell students to use the notes 1-6 to make statements
answers. Then play the recording for students to listen
about the process of green steelmaking. T h ey should use
and check their answers.
the expressions from the Language box and make any
other changes. Go through the exam ple with the class
Mixed-ability classes
to make sure th ey know what to do. W hen th ey have
W eaker students could do this exercise in pairs. finished, they can check their answers with a partner
b efore checking with the class.

1 be caused by
Possible answers:
2 result in
1 The w eight o f the molten steel results in the steel
3 be a direct result of sinking to the bottom of the cell.
4 due to 2 The flow of current through the electrolyte leads to
5 result from the break-up of iron oxide into iron and oxygen.
3 The form ation of bubbles of oxygen on the anode is
(§M 3 due to the separation of the oxygen m olecules from
1 The leaking furnaces might be caused by poor the electrolyte.
maintenance. 4 The conversion o f m olten oxide into m olten steel
2 Yes, p o o r maintenance could result in leaks not being results from the separation of oxygen from iron
repaired. oxide.
3 The high carbon emissions could be a direct result of 5 The use of electrolysis instead of com bustion gives
an inadequate filtering process. rise to the em ission of oxygen as a by-product.
4 M aybe high carbon em issions are due to the high 6 Oxygen is separated from iron in the electrolyte as a
carbon content of the iron that’s often used in result of an electric current passing through it.
steelmaking.
5 So the high carbon emissions could result from high-
carbon scrap steel being used as the raw material. Mixed-ability classes
Weaker students could do this exercise in pairs.
Language

Go through the expressions on cause and effect in the 8 Put students into small groups. Tell them to think of a
Language box with the students. You could ask them problem and brainstorm possible causes and effects.
to draw causation arrows -*■ next to ‘A causes B’ and ■*- T h ey will then record their ideas on a fishbone diagram
next to ‘B is caused b y A to help them. Point out that and report back to the class on their findings. Tell them
modal verbs are often used with these phrases, e.g. ‘The that th ey can use any of the exam ple suggestions or
leaking furnaces might be caused b v poor m aintenance’. another problem that th ey share. Depending on the size
Draw their attention to the prepositions that can be used of the groups, students could divide up the tasks so that
after the w ord result. Tell students that th ey can find one person is leading the group, another is taking notes,
more inform ation about cause and effect in the Language another is annotating the fishbone diagram and so on.
summary on pages 105-106.

Extra activity
W rite the headings with arrows ‘A causes B’ and ‘B
is caused by A’ on the board and the expressions
for cause and effect in a random order b elow the
headings. Ask students to w rite the expressions under
the correct headings.

5 Ask students to w ork on their own to summarise the main

causes and effects that w ere mentioned in the discussion
in the recording in 3. Tell them to use their com pleted
fishbone diagram to remind them of the main points and
use the expressions from the Language box.
 4 Ask students to read through the questions then scan the
2 Steps incom plete draft and the notes to find the answers. When
they have finished, they can check their answers with a
S tart here partner before checking with the class.

1 Focus students’ attention on the illustration. Ask them

1 (a ) scrap steel and m olten iron
to w ork in pairs and discuss the three questions. Don’t
(b ) m olten steel
ask for answers yet as th ey will be checking their answers
in 3. 2 slag; b y turning the vessel upside down and pouring
it out into a ladle
N ote that there is m ore information on the steelmaking
3 to allow scrap steel and hot metal to be poured in,
process in the Briefing section at the beginning of the unit
and to allow the m olten steel to be poured out and
and in the reading text in 3.
the slag to be rem oved
Scanning 4 (a ) to inject inert gases to agitate the m olten iron
and assist the refining process
2 Ask students to look at the table first so that th ey know (b ) to measure the carbon content and the
what inform ation to look for. Then ask them to turn to
tem perature of the mixture
pages 116-117 and find the relevant text to com plete the
table. Tell them to scan the text to find the information
5 Focus students’ attention on the diagrams A -E on
then put up their hands when they’v e finished. Check the
page 39. Explain that the diagrams illustrate stages in
answers with the first person to put up their hand to see
the draft and in the notes. Point out that A matches five
if they w ere correct.
consecutive stages, and B-E each match with only one
1 over 10 m stage.

2 about 650 tonnes

A (sta ges) 3-7
3 8m
В 10
4 230 m3
С2
5 about 1700°C
D 1
6 faster than Mach 1 (i.e. supersonic)
E 11

Reading
Tell students that th ey are going to w rite a caption for
3 Focus students’ attention on the text on page 39. Explain
that a technical w riter is in the m iddle of writing a draft
brochure on the BOS process. The draft includes five of
Г each of the diagrams A-E. Go through the exam ple for
diagram A with the students and point out that they must
use a gerund plus noun object in their headings.
the 11 stages o f the process. Draw their attention to the
notes about the six remaining stages which he will use Possible answers:
to com plete the draft. Ask them to read the incom plete A Blowing oxygen / Pumping in oxygen
draft and the notes to check their answers to 1. Tell them В Tapping (m olten ) steel (and adding alloys)
not to w o rry about any steelmaking terms that they don’t С Charging hot metal / M olten iron
know as th ey will be studying these in 7. You may want to
D Charging scrap steel
pre-teach or revise tilt, p ou r and feed though.
E Rem oving slag

1 to increase the tem perature inside the converter, and

to form a chem ical bond with the carbon in the iron.
The results are that the scrap steel is m elted and the
carbon is released from the iron (to escape as gas).
2 to allow the m olten steel to be poured out when the
con verter is tilted to the side
3 carbon gases
 Language
Ask students to w ork on their own to answer the Tell students that th ey’ll find m ore inform ation about
questions. Tell them to look through the text quickly to active and passive verb form s in the Language summary
find the words and underline them. T h ey will find the on page 100.
synonym or explanation in the same sentence or in the
follow ing one. W hen checking answers, ask them how W riting
they found the answers in the texts.
9 Explain to students that th ey are now going to w rite up
1 m olten iron the notes on page 39 in order to com plete the brochure.
2 recycled steel Tell them that th ey should use the active or passive form
as appropriate.
3 furnace
4 to feed
Possible answers:
5 pipe (fo r pumping oxygen at high pressure)
6 During the oxygen blow, lime is added as a flux,
6 the oxygen pumping stage which is a substance that bonds with impurities
7 a substance that bonds with impurities so that th ey so that th ey can be rem oved easily. The addition
can be rem oved easily of flux results in the oxidised impurities form ing a
8 oxidised impurities (bon ded with flux) layer of slag, which floats on top o f the liquid steel
9 special sensor for measuring carbon content and and can be poured aw ay easily at a later stage.
tem perature (o f m olten m etal) 7 In addition, during the blow inert gases (such as
10 to pour out (through a tap h ole) nitrogen) are injected through the base of the
furnace to agitate the mixture. This leads to a
better refining process.
Ask students to look at the w ords in the box at the 8 As soon as the blow is about 85% com plete, a sub­
bottom of page 39. Check th ey understand the meaning of lance, which is a special sensor, is low ered into the
these words and refer them to the labels in the diagram con verter to measure the carbon content and the
in 2 to help them. Play the recording for students to hear tem perature of the m olten metal, w hich provides
the pronunciation of the words. Then drill the words, data for the final adjustment. К - = ./
checking their pronunciation as th ey do so.
9 Once the steel has been com pletely refined, a
014 small sam ple is rem oved and tested to check its
m o lte n iron tem perature and quality.
BO S fu rn a c e 10 The con verter is tilted to the side again and the
c o n v e rte r steel is tapped (pou red out) into a ladle, and som e
c h a rg in g aisle metals or alloys are added (if required).
ladle 11 Finally, after all the steel has been tapped, the
o xy g e n lance con verter is rotated upside down and the slag is
h ig h -p u rity o xyg e n tapped into a ladle for rem oval and recycling.
o x id is e d im p u ritie s ft <A c4 ,
in e rt gases
s u b -la n c e
residu a l slag
8 Refer students back to the draft brochure on page 39 and
focus their attention on the phrases in italics. Go through
these phrases, asking students w hy the active or passive
is used in each case.

In stages 1, 2 and 3 the passive is used to focus on the

action.
In 4, the active is used in the main clause ( The blow
produces a great amount o f heat) because w e need to
know what causes the heat. In the follow ing relative
clause ( which melts the scrap), which refers to heat and
has to be subject of an active verb to make sense.
In 5, the active is used in the first clause ( which leave
the vessel through a pipe at the top) because w e need
to know what leaves the con verter ( carbon gases), but
in the second clause the passive is used to keep the
subject ( which / carbon gases) the same.
3 Stages Mixed-ability classes
To help weaker students do this activity, ask them to
W arm er
find the step for the first example in 2 (c ) to show them
It might be a good idea to ask students to prepare for how the verb is extracted has been changed to a noun
this lesson by finding out som ething about aluminium in the caption, and the step for the second example (b )
processing on the internet beforehand. N ote that to show them how the verbs crushed and is pulverised
information on aluminium processing is in the Briefing have been changed into a gerund and a noun.
section at the beginning of the unit, in the Course Book
text on page 40 and also in the audio script on page 121.
Possible answers:
Start here 1 Extraction (o f bauxite)
2 Crushing / Pulverisation
1 Put students in small groups. Ask them to discuss what
3 Digestion
th ey know about the process of making aluminium or
what they found out about aluminium processing (if they 4 Filtration
did the w arm er), and how it com pares with steelmaking. 5 Precipitation
6 Calcination / Drying out
Task 7 Formation of alumina

2 Focus students’ attention on the diagram and ask them (N ote: If students have access to com puters and
in their groups to put the steps a -g in the correct order. Pow erPoint or similar presentation software, you
Don’t check answers at this stage, as th ey will be doing so could suggest as hom ew ork that th ey prepare a slide
in 3. showing the diagram and add the captions to it in the
appropriate locations.)
Reading
5 Students could w ork in pairs to do this exercise. Ask
<|И5
students to look through the text in 3 and circle the six
Ask students to read the text and check their answers in 2. phrases. Then ask them what the phrases refer to. To
help them explain what the words refer to, tell students to
Correct order: c, b, f, d, g, e, a
read the sentence (o r w ord s) before the reference words
th ey circled. Here th ey w ill find what the reference word
Ask students to look at the w ords in the box. Play the
refers to. Ask them to check their answers with another
recording for students to hear the pronunciation. Then
pair b efore checking with the class.
drill the w ords chorally. Finally, ask individual students
to say the words, checking their pronunciation as 1 dissolving, heating, pressurisation
th ey do so. Make sure that they pronounce bauxite
2 the solution of aluminium oxide in sodium
/'boiksait/ correctly and put the correct stress on
hydroxide, minus the impurities
alumina, alum inium and aluminum and precipitator
3 crystals of pure alumina form ing and sinking to the
and precipitation. Explain that aluminum is AmE for
bottom of the tank
aluminium. Ask them what siphoned o ff (to m ove a liquid
4 what is left in the solution (in 2) minus the crystals
from one place to another through a tu be) and smelting
(heating a metal until it m elts) mean. Refer them back to 5 w hite alumina p ow der
the text if necessary. 6 the w h ole refining process described in the text

*0 15 6 Ask students to find and underline eleven different names

b a u xite that are used for the raw material in the text in 3 as it
a lu m ina goes through the refining process from bauxite to pure
a lu m in iu m alumina. Then elicit the words on the board for students
a lu m inu m to check. Point out that the use of m ultiple synonyms
a lu m in iu m o x id e in this w ay in a text is a key aspect of cohesion. The
p re c ip ita to r ta n k s repetition of terms and synonyms relating to key topics
p re c ip ita tio n p ro ce ss in the text creates a ‘lexical chain’ that helps link the text
s ip h o n e d o ff together.
s m e ltin g
1 bauxite 7 the solution
4 Refer students back to the diagram in 2. Tell them 2 the rock 8 crystals of pure
to make a short caption for each of the stages in the
3 the mineral alumina
diagram. Explain that th ey should change a verb or verb
4 the aluminium oxide 9 the crystals
phrase from the steps in 2 into a noun or a gerund. Go
5 the mixture 10 a w hite pow der
through the examples with the class.
6 the resulting solution 11 pure alumina
 Task A s soon as th e alu m ina has been d isso lve d in th e e lectrolyte,
sta g e fo u r ta ke s place. In th is stage, an e le ctric current, a d ire c t
7 Focus students’ attention on the diagram. A llo w them to
current, flo w s th ro u g h th e m ixtu re from th e a n o d e at th e to p ,
look at the diagram for a few moments on their own. Then
th ro u g h th e m ixture o f e le ctro lyte and alum ina, to th e ca th o d e
ask them to w ork in the same groups as in 1 and 2 and tell
fo rm e d b y th e ca rb o n layer and iron bar a t th e b o tto m .
them to discuss the process shown in the diagram and
N ow sta g e five ta ke s place. A s a result o f th e current flow, th e
how it com pares with conventional steelmaking and green
te m p e ra tu re inside th e p o t rises to a p p ro xim a tely 950 degrees
steelmaking which th ey have discussed in this unit.
Celsius. This causes each m olecu le o f alum ina to break d o w n into
The use of electrolysis makes this like green separate m olecules o f alum inium a nd oxygen.
steelmaking. Then in sta g e six, th e p u re m o lte n a lu m in iu m b e c o m e s m uch
heavier, b e ca u se th e o xyg e n has been released fro m it. The
8 Explain that students are going to listen to a lecture about w e ig h t o f th e pure m o lte n a lu m in iu m ca u se s it to be d e p o s ite d
the aluminium smelting process in order to com plete the a t th e b o tto m o f th e pot.
notes. First they should read the notes individually and Finally, a fte r sin kin g to th e b o tto m , th e m o lte n a lu m in iu m is
com plete as much of them as possible based on their ta p p e d , in o th e r w o rd s p o u re d o u t o f th e p o t th ro u g h a ta p hole
discussion in 7. Go through the points that they need to in to a ladle and th e n tra n sfe rre d to a fu rn a c e w h e re it can be
make a note on first and answer any questions they may c a s t o r w o rk e d in to d iffe re n t sh a p es. R ight, so th o s e are th e
have. Explain that in the ‘Details of equipm ent’ section they seven sta g e s o f th e ...
should make a note of any information about the topics in
brackets for each of the bullet points. In ‘Stages in smelting
10 Students could w rite up their notes for homework. Point
process’ they should expand on the notes given.
out that they should use numbers when describing the
g stages, Tell them to make sure that th ey use the language
Students now listen to the lecture and amend or com plete they have been studying in the unit: active and passive,
their notes. You m ay need to play the recording twice. and the language of cause and effect.

Possible answer:
In m y le ctu re today, I’m g o in g to e xp la in h o w a lu m in a is
The main equipm ent is the smelting pot, a huge
s m e lte d , o r c o n v e rte d , in to th e m eta l th a t s o m e o f us call
container with a steel outer shell, in which the
alum inium , and o th e rs call aluminum, d e p e n d in g on w h ic h sid e
electrolysis process takes place. A thick layer of
o f th e A tla n tic y o u c o m e from .
carbon blocks lines the bottom part o f the inside of the
The m e th o d uses e le c tro ly sis, w h ic h Is th e p ro ce ss o f u sin g an pot. Below the carbon layer is an iron bar. Both iron
e le c tric a l c u rre n t to c re a te a c h e m ic a l rea ctio n a nd in th is w a y and carbon conduct electricity, and togeth er th ey form
it is s im ila r to green s te e lm a kin g . the cathode, or negative terminal, for the electrolysis г ,|.Г’
First, le t’s lo o k at th e e q u ip m e n t w h ic h is used in th e process. The anode, or positive terminal, for the ^ *
e le c tro ly tic s m e ltin g p ro ce ss. T he e le c tro ly s is ta ke s p la ce process consists of tw o large carbon blocks suspended
1 • 1
in sid e a h u g e co n taine r, ca lle d a pot. A n d as yo u can see on from the top o f the pot.
th e d ia g ra m , w h ic h is on th e scree n now, th e sm e ltin g p o t has Th ere are seven stages in the sm elting process:
a steel o u te r shell. 1 The alumina p ow der is fed into the smelting pot
If yo u lo o k a t th e lo w e r p a rt o f th e in sid e o f th e p o t, you can through a large hopper located at the top of the pot.
see th e c a rb o n layer. T his is a th ic k layer o f ca rb o n b lo cks, 2 Inside the pot, the alumina is inserted through the
w h ic h line th e b o tto m o f th e pot. T hen yo u can see th e iron layer o| frozen electrolyte, which is in the form of a
b a r s itu a te d b e lo w th e layer o f ca rb o n b lo cks. T he iron a nd th e hard c rife fo n the surface o f the electrolyte.
c a rb o n o f c o u rs e are h ig h ly c o n d u c tiv e o f e le ctricity, a nd in 3 Below the crust, the alumina is dissolved in the
fa c t th e c a rb o n layer and th e iron b a r a c t to g e th e r to fo rm th e molten electrolyte.
c a th o d e , o r n e g a tive te rm in a l, fo r th e e le c tro ly s is pro ce ss. 4 When the alumina is com pletely dissolved in the
A n d o f c o u rs e you k n o w th a t if th e re is a cathode th e re m ust electrolyte, a DC electrical current flow s from the
also be an anode, in o th e r w o rd s a p o s itiv e te rm in a l fo r th e anode down through the mixture to the cathode at
ele c tro ly s is . Here th e a n o d e is in th e fo rm o f tw o large ca rb o n the bottom.
b lo c k s s u s p e n d e d fro m th e to p o f th e pot. T he se b lo c k s are 5 As a result of the current flow, the tem perature
la b e lle d th e c a rb o n a n o d e on th e d ia g ra m . inside the pot rises to approxim ately 950°C. This
So n o w le t’s g o th o u g h th e seven s ta g e s o f th e a lu m inium gives rise to alumina m olecules breaking down into
s m e ltin g p ro ce ss. In th e firs t sta g e, th e a lu m in a p o w d e r is fe d separate m olecules of aluminium and oxygen.
into th e p o t th ro u g h a large h o p p e r a t th e to p , as yo u can see 6 Due to the release of oxygen, the pure molten
at th e to p o f th e d ia g ra m . aluminium becom es heavier, and as a result it sinks
O n ce it is in sid e th e p o t, s ta g e tw o begins. Here th e a lu m ina to the bottom of the pot.
is in se rte d th ro u g h th e layer o f froze n e le c tro ly te w h ic h you 7 The m olten metal can now be tapped from the
can see on th e d ia g ra m . T his layer fo rm s a hard c ru s t on th e bottom of the pot through a tap hole into a ladle and
su rfa c e o f th e e le c tro ly te . then transferred to a furnace for casting, working
S tage three is w h e re th e alu m ina pow der, a fte r pa ssin g th ro u g h and shaping.
th e frozen e le ctro lyte layer, is d isso lve d in th e m olte n e lectrolyte.
In th e d iagram , th is m ix tu re is labelled m olten e le ctro lyte plus
alum ina, ju s t b e lo w th e layer o f frozen e lectrolyte.
Processes 55
Contents Projects
Objectives
1 Risk In this lesson students w i l l ...

Objectives • discuss a bridge building project with a partner and

describe the interesting features to the class
In this lesson students will ...
• read a project sum m ary about the bridge and produce
• discuss negative consequences that arise from an
a chart giving the key specifications of the bridge
offshore oil spill
• answer questions on the text
• read an extract from a news article about an oil spill
and com plete a risk assessment chart • match phrases with their synonym s in the text.

• match w ords and phrases in the risk assessment chart • prepare notes for a m eeting on the construction project
with their synonyms in the news article u .л • u • , /
• hold a m eeting about the p roject and amalgarrtate their
• study and practise ways of expressing degrees of notes
uncertainty • w rite a m em o summarising the main points of the
• com plete a risk assessment chart about a possible meeting
disaster in their country or in the country that they are
in now and explain it to a partner
• w rite up the risk assessment for the disasters

2 Crisis
Objectives
In this lesson students will ...
• discuss a problem arising from an explosion on an
offshore oil rig and possible solutions to stop the oil
spill
• listen to a m eeting discussing possible solutions to
the oil spill and put the solutions in the order th ey are
mentioned
• listen to the m eeting again to decid e how likely each
solution is to succeed and then discuss this with a
partner
• put activities in a planning diagram in the order that
th ey should take place, then listen to check their
answers
• com plete sentences from the listening
• study and practise passive forms for talking about the
future
W rite a press statement explaining the steps being
taken to deal with an oil spill
 These m ethods continued while the underwater procedures
Briefing
w ere going on. Drilling for tw o relief w ells (from temporary
This unit looks at aspects of planning to control risk, to rigs) was begun, the purpose of which was to connect with
manage a crisis and to carry out a m ajor infrastructure the original w ell both to relieve (release) the pressure of
project. oil from it, but also to pump in h eavy liquid to stop the oil
flow. Since these wells would take 2-3 months to com plete,
Section 1 deals with risk assessment. Risk is an interaction
other m etfiods w ere attem pted w hile drilling continued. An
between (a ) the degree of probability or certainty that a
insertion tube was pushed into the broken riser, allowing oil
n e g ^ jv e e v e n t will or will not occur, and (b ) the degree of
to flow up a new riser to a ship. However, oil continued to
^sdyentyyjf"fh e impact (o r dam age) caused by the negative
leak from the damaged blowout preventer ГВОР1. the main
event if and when it does occur. Risk assessment charts
valve w hich was supposed to (but failed to ) shut off the oil
similar to the one on page 42 can be used for this purpose.
flow. Using remotely-operated underwater vehicles (ROVs),
The events featured in this unit are based on a number of
engineers tried and failed to repair the BOP, so they then
offshore oil spills such as those from the Exxon Valdez oil connected a manifold (s ystem of pipes and v a lves) to the
tanker (1989) and the BP D eepw ater Horizon o il rig (2010).
BOP and pumped heavy mud and clay into the BOP under
A BBC report (see b elo w ) on the environmental impact of
high pressure. Other materials - golf balls, rubber and rope -
Deepwater on coastal regions around the Gulf of M exico
w ere also pumped down. These attem pts also failed. Finally,
stated that although 4.9 m illion barrels of oil leaked into the a small cap and then a larger one w ere fitted o ver the top of
'Gulf, about three-quarters of it bcjspalready vanished frj the BOP, sealing in all the leaking oil and allowing it to flow
W.
area - through evaporation, capture, burning, or dispersion
up through a riser to a ship. This m ethod finally stopped the
- but that still leaves m ore than a million barrels at sea. The
oil flow.
most severe damage is caused when oil reaches the shore
Section 3 deals with plans and proposals for a major
because it is extrem ely difficult to clean up, and coastlines
infrastructure project: the Hong Kong - Zhuhai - Macau
are v e ry sensitive ecosystems for wildlife, especially
bridge in China. С т ^ 1 ги ф о п m this b r i d ^ which w
seabirds. O ver 3,000 seabirds have been found dead on the
Hong Kong with Zhuhai and MacauT'and span the estuary
coast (com pared to 600,000 after Exxon Valdez), and over 500
(m ou th ) o f the Pearl River, began in 2009 and is expected
sea turtles and 64 dolphins. Winds and tides have helped to
to be com pleted in 2015-16. A total of 29.6 km in length, the
clear oil from the main fishing grounds, and fishing has been
structure will com bine three distinct types of construction:
able to restart (after being closed down during the spill) in
(1 ) sections of viaduct, a type of bridge with many short
large areas of the Gulf. However, the im pact on blue fin tuna
spans and piers,. (2 ) sections of cable-stayed bridge, a
is potentially serious, as their breeding grounds have been
type of bridge w here the road deck is supported by cables
covered in oil at times. The use of dispersants (chem icals
attached directly to pylons (to w ers), and (3 ) a 6.7 km
that break up and disperse the o il) is controversial: when
underwater tunnel section linking tw o artificial (man-made)
mixed w ith th p se chemicals, the oil becom es h eavy and sinks
islands created as terminals for tw o sections of the main
in large lum ps to the seabed
bridge, and providing a bridge-free passage betw een the
is not yet known. But at least
islands for large ships to pass through. The islands are being
reaching the shore, w here it w ould do m ost damage.
constructed b y jM d j^ eclm n a tio ru th e process of creating
Section 2 deal with plans made to deal with the im m ediate new land (reclaim ing it) from the sea"or a river.
crisis caused by an oil spill, using a Critical Path Analysis
chart (s e e reference b e lo w ) in Exercise 6 on page 45. The The D eepwater Horizon oil spill: Find the BBC News
solutions discussed in the fictitious planning meetings are w ebsite and search for !BP_oil disaster’^'Assessing the
based on the general approach follow ed in m a i ^ m ^ | b ^ dam age’ and ‘Stopping the o il’.
spill from the D eepwater Horizon offshore oil rig- On 20
Critical Path Analysis: Find the Bright H ub w ebsite and
April 2010 an explosion destroyed (the rig andJractured the '>
search for ‘Critical path exam ples’.
riser (vertical oil p ip e) froni the seabed to the rig, causing
:t to pour out huge quantities of oil into the sea. Various The Hong Kong - Zhuhai - Macau bridge: Find the
methods w ere tried to contain and stop the flow of oil, Independent (L on d on ) news w ebsite and search for the
some of which w ere unsuccessful, until finally .the flow of article ‘China’s bridge of size’ .
il was stopped on 15 July 2010. Tin: m ethods featured in
:his section include both surface containment (lim iting the
spread of oil on the sea surface) and underwater procedures.
Surface containment m ethods in с Iud e laying boom s (chains
of floats held onto the surface by weights) to contain the oil
:n specific areas, skimming the oil off the surface, burning
:t. and dispersing it by spraying chem icals (like soa p ) onto
the oil to break it dow n and make it sink (s e e Section 1).
 T eacher’s notes Reading

2 Tell students that they are going to read an extract from

1 Risk a news article about an oil spill. Focus their attention
on the list of things that may be affected by the oil spill
S tart here and the risk assessment chart. Students should read the
article alone and com plete the chart with a -e showing
1 Ask students to look at the photo and elicit what they can how badly each might be affected. T h ey can then
see. Put them in small groups and ask them to discuss the com pare their answers with a partner before checking
question. with the class.
N ote that details of a similar oil spill to the one featured
in this unit can be found in the Briefing section. Probability -*■ very almost
unlikely possible probable
Damage ^ unlikely certain
Extra activity Catastrophic b
If an oil pollution disaster has recently taken place, Severe a
it might be useful to have som e details ready for
Moderate d
discussion with the students, after th ey have finished
Minor с
talking about the negative consequences of offshore
oil spills in 1. Insignificant e
 Vocabulary Possible answers:

3 Ask students to find the words and phrases in the news l 9

article and underline them. Then refer them back to the 2 3
risk assessment chart in 2 to match the underlined words 3 7
and phrases with the closest synonym in the left-hand 4 1
column of the chart. Point out that the w ords in the chart 5 2
can match up to m ore than one of the w ords and phrases
6 10
underlined in the article.
7 2
N ote that the m atching task is to som e extent a matter of

00
9
judgement and relative degree. For example, m inim al is
probably closest in meaning to m inor, but a case could
be m ade for insignificant as a synonym. Here, and in 2, 5 Go through the instructions and the exam ple with the
w e are dealing with a sliding scale of intensity and subtle students so that th ey know what to do. You could elicit
differences of meaning. another alternative for 1 on the board. Then ask students
to rew rite the sentences in 4 using a variety of forms
1 severe from the Language b ox to express different degrees of
2 catastrophic certainty.
3 severe
Speaking
4 catastrophic
5 minor W arm er
6 m oderate Brainstorm a list of different types of disaster with the
7 insignificant students b efore th ey start the activity, to get ideas of the
8 insignificant kinds of disaster com m on in their own country or the one
that th ey are in now.

Language 6 Explain to students that th ey are going to com plete a

risk assessment chart for five different types of disaster.
Go through the Language box with the students and Refer students back to the risk assessment chart in 2
point out in the first row that virtually means ‘alm ost’ and and ask them to draw a similar one in their notebooks.
highly means ‘extrem ely’ and that these adverbs express Alternatively, prepare a risk assessment chart yourself
an extrem e degree. Explain that som e adverbs collocate before the lesson and make a p h otocop y for each
with som e adjectives but not with others, and th ey will m em ber of the class. Then ask students to w rite a list
need to learn these. Tell students that they can find m ore of five disasters similar to the ones in 4 and / or in the
inform ation about ways of expressing degrees of certainty Warmer to replace the list of effects of the oil spill. Then
in the Language summary on page 106. ask them to w rite 1-5 in the boxes in the chart according
to how they see the risk level of these disasters either to
their own country or to the one that th ey are in now.
Extra activity
You could draw a table on the board to dem onstrate
7 Put students in pairs. Ask them to explain their five risk
assessments to their partners. As the partners listen,
which adverbs collocate with which adjectives, For
th ey w rite numbers for the disasters in their own chart
example, w rite the follow ing adverbs on the board,
according to how th ey assess the level of risk, circling the
and draw the table under them, with a column for
numbers that relate to their partner’s list to distinguish
each adjective. Ask students to add the adverbs to the
them from their own. Then ask them to com pare their
columns of the adjectives th ey collocate with in the
charts and discuss their assessments of the risks for both
chart. Remind them that an adverb may collocate with
m ore than one adjective. their sets of disasters.

alm ost highly very virtually W riting

certain probable likely possible unlikely impossible
8 Students could w rite up their risk assessments for
almost
their five disasters as homework. Tell them to use the
virtually
sentences in 4 as a m odel for their writing.

4 Ask students to look at the numbers and labels on the

dial. Ask them to use the dial and number the sentences
according to the possibility of the events happening. You
could do the first one as an exam ple with the students.
Then ask students to w ork on their own to do the activity.
Explain that the actual number is subjective (apart from
6 - definitely), so the students should com pare with a
partner and discuss any differences.
 C: T h a t’s a ls o w o r th try in g , b u t th e p r o b a b ility th a t it w ill
Crisis
1 s u c c e e d is v e ry lo w . It ta k e s tim e to s e t u p th e p u m p s
W arm er s o le t’s tr y th a t o n c e o th e r o p tio n s h a v e fa ile d .
A: O K . S o h o w a b o u t d rillin g a s e c o n d w e ll to m e e t th e
Focus students’ attention on the tw o diagrams at the top
of the page and elicit what has happened and if th ey know o rig in a l w e ll - a re lie f w e ll? Y o u k n o w , to re lie v e th e

of any similar disasters that have happened recently. p re s s u re o f th e o il a n d s to p it p o u rin g o u t?

D: T h a t’s d e fin ite ly th e b e s t s o lu tio n a n d it ’s v irtu a lly c e rta ir
Start here t h a t w e c a n s to p th e le a k th a t w a y. T h e o n ly p ro b le m is
t h a t it ’ ll ta k e tw o to th re e m o n th s to s e t u p th e rig a n d
Put students in pairs. Tell students to read about the
d rill th e w e ll. W e ’ ll h a v e to tr y o th e r o p tio n s w h ile w e ’ re
problem with the oil w ell illustrated in the top tw o
d rillin g .
diagrams and the six possible solutions. Ask students
A: H o w a b o u t lo w e rin g a h e a v y c o n ta in e r o r c a p o v e r th e
to discuss the possible solutions with their partner and
fr a c tu r e d ris e r? T h e n w e c o u ld p u m p th e o il u p fro m th e
say what kind of things might make it difficult for the
c a p to a s h ip ?
solutions to work. Then ask the pairs to discuss their
C: I’d g iv e th a t a s c o re o f th re e o u t o f fiv e . It’s p o s s ib le th a f
ideas as a class.
a c o n ta in e r w ill w o rk . B u t it ’s h a rd to p o s itio n a la rg e
Possible answers: c a p c o rre c tly . A n d s o m e tim e s h y d ra te c ry s ta ls fo rm ,

A Hurricanes could hamper surface operations and lik e ice , c a u s e d b y th e g a s le a k in g in to c o ld w a te r. T h e

disperse the oil m ore widely; dispersion o f chemicals c r y s ta ls c a n b lo c k u p th e c a p .
causes pollution and could affect fishing and wildlife. A: S o , c a n w e lo w e r a s m a lle r c o n ta in e r fir s t a n d u s e it to
В T he relief w ell (th e safest option ) would take time p u m p in m e th a n o l t o s to p th e c ry s ta ls fro m fo rm in g ?
(up to three m onths) to drill and operate. C: T h a t m ig h t w o r k ... y e s th e re ’s a p o s s ib ility th a t it w ill

C, D, E, F All operations on or near the seabed could w o rk , b u t a s m a ll c o n ta in e r w o n ’t b e h e a v y e n o u g h to

be ham pered by the great depth of the sea (1500 m), se a l in th e oil c o m p le te ly .
which means high pressure so that human divers A: S o w e s h o u ld s e n d d o w n th e s m a ll c a p firs t, p u m p in
would not be able to w ork there. Rem otely-operated th e m e th a n o l, th e n lo w e r th e b ig c a p o v e r it?
vehicles (R O V s) would have to do the work, which C: Y ep, th e tw o c a p s to g e th e r w ill p o s s ib ly s u c c e e d . B u t
would be difficult to control from the surface. w e n e e d t o k e e p d rillin g a t th e s a m e tim e in c a s e th e y
С / F The collection of oil on the sea surface could be d o n ’t.
ham pered by hurricanes. A: Y o u ’re rig h t, le t’s k e e p th e d rillin g g o in g a s a b a c k u p
С / E / F Inserting tubes, pumping in mud and capping p la n . H e re ’s a t h o u g h t ... w h a t a b o u t ju s t in s e rtin g a lone
could result in build-up of oil pressure and result in p ip e o r tu b e in s id e th e b ro k e n ris e r?
even m ore oil leaking out. D: It ’s a n ic e id e a , b u t it w ill ta k e tim e to b u ild th e tu b e .
W e ’d n e e d a b o u t tw o k ilo m e tre s o f tu b in g , a n d a s tro n g
se a l. I’d s a y th a t it ’s h ig h ly lik e ly th a t th e tu b e w ill w o rk ,
Listening
b u t w e s h o u ld tr y o th e r o p tio n s firs t.
A: W h a t a b o u t s o lu tio n s o n th e s e a s u rfa c e ? B o o m s ,
Щ» 17
b u rn in g , s k im m in g , s p ra y in g ?
Tell students that th ey are going to listen to part of a
B: W e n e e d to k e e p o n d o in g th e m all th e tim e , w h ile w e ’ re
m eeting about possible solutions to the crisis. Refer
w o r k in g s u b s e a . B u t it’s h ig h ly u n lik e ly th a t b o o m s a n d
students back to the possible solutions in 1 and ask
o th e r s u rfa c e o p e ra tio n s c a n s to p th e o il re a c h in g th e
them to number the solutions in the order that they are
la n d .
mentioned in the recording. Play the recording, then
A: O K , le t’s s ta rt m u lti-ta s k in g ...
ask students to com pare their answers in pairs before
checking with the class. Focus students’ attention on the chart and explain that
the boxes indicate on a scale from 1-5 how likely each of
A 6 ВЗ С5 D 1 E2 F4 the solutions in 1 is to succeed, according to the speakers
in the recording. Ask students to listen to the recording
again and w rite in the letter for the solution (A -F ) in the
A: R ig h t, O K . L e t’s lo o k a t all th e p o s s ib ilitie s a n d q u ic k ly correct boxes, according to the chances of succeeding.
a s s e s s th e ir c h a n c e s o f s u c c e s s . F irst, w h a t a b o u t
Then ask students to com pare their answers with a
s e n d in g d o w n s o m ,e
e remotely operated u n d e r w a t e ^ > ^ A ^ artner before checkin§ with the class'
v e h ic le s , y o u kn o w ,, R O V s to activate the B O P ? ' What/’ ' Pn^ ;hlo .
Possible answers:
a re th e c h a n c e s o f s u c c e s s ? O n a s c a le o f o n e to fiv e ?
ID 2 A, E 3F 4 С 5 В
B: O n ly o n e , I’m a fra id . W e s h o u ld tr y it a s a fir s t o p tio n ,
b u t it ’s h ig h ly u n lik e ly th a t it w ill s u c c e e d . O n c e a B O P
h a s fa ile d , it ’s h a rd to re p a ir it. Speaking
A: O K . S o if w e c a n ’t a c tiv a te it, w h a t a b o u t p u m p in g m u d
in to it, u n d e r h ig h p re s s u re ? Students discuss the likelihood of success of each of the
solutions in small groups.
Scanning A: G o o d , b u t w e ’ll s till n e e d th e o th e r o p tio n s .
B: Yes. B y th is tim e , th e tw o - k ilo m e tr e in s e rtio n tu b e w ill
Ask students to read the tw o sentences first so that they
h a v e b e e n c o n s tru c te d , s o if th e c a p s h a v e fa ile d to
know what inform ation th ey need to look for. Then ask
s to p th e le a k, a tte m p ts w ill b e m a d e to in s e rt th e tu b e
students to turn to pages 116-117 and find the text with
in to th e b ro k e n riser.
the relevant inform ation to com plete the sentences. Tell
A: W e ll, le t’s h o p e th a t w o rk s . B u t if th e tu b e fa ils ...?
them to read the text as quickly as th ey can to find this
B: W e ll, b y th e n , th e m u d p u m p w ill a lre a d y h a v e b e e n
information and to ignore everything else. Ask students to
p re p a re d s o it w ill b e re a d y t o b e g in o p e ra tin g . T o n s o f
put up their hand when th ey’v e finished. Then check the
m u d w ill b e p u m p e d u n d e r h ig h p re s s u re in to th e BOP.
answers with the first person to put up their hand to see
A: O K . A n d th e lo n g -te r m p la n ?
if they w ere correct.
B: W e ll, b y th is tim e , th e rig w ill h a v e b e e n tr a n s p o r te d to
1 23,000 2 42 million th e s ite a n d w ill h a v e b e e n in s ta lle d , s o if th e m u d p u m p
fa ils to s to p th e le a k, d rillin g o n th e re lie f w e ll w ill b e
a b le to s ta rt im m e d ia te ly .
Task
A: G o o d . A ll rig h t, le t’s g e t to it.
Put students in small groups. Focus their attention on You could go through the inform ation in the Language
the planning diagram fo r dealing with the oil leak and box first, then ask students to com plete the sentences
the list of activities on the right of the diagram, which on their own. Play the recording again for them to check
are intended to stop the leak. Ask students to look at the their answers.
headings at the top of the diagram, which indicate the
estimated tim e in which to com plete these activities, and 1 to be 3 be made 5 have been
go through the activities in the first column with them. 2 being sent 4 be fitted
Focus their attention on the white exam ple marked ‘C’.
Remind them that in the recording the first option was to
Language
send the ROV down to activate the BOP and explain that
the activities in circles A, G and N are being done on the Go through the Language box with the students, which
same day and at the same time. Tell students that they revises passive form s for talking about the future. Point
should follow the path of the w hite circles and decide out that after the expression on the p oin t of, w e use in
in their groups which activities should be done when in verb (o n the verge o f could also be used here), and after
relation to the other activities. about to, w e use the infinitive. Tell students that they can
frntTmoreTrifо rmatiо n about the future and the future
From left to right: perfect in the Language summary on pages 100-101 and
Start - C - E - F - I - K - M - P - Q 101 - 102 .
9 Ask students to com plete the sentences using the correct
form of the w ords in brackets. T h ey can then check their
Listening
answers with a partner before checking with the class.

1 will be made
Play the next section of the planning m eeting for students 2 is going to be pumped
to check their answers.
3 are about to be dropped, is on the point of being
activated
A: R ig h t, K e n , g iv e m e a q u ic k u p d a te o n s u b s e a 4 will already have been prepared
o p e ra tio n s , w o u ld y o u ? 5 is about to be transported
B: S u re , S a y e e d . T h e r e m o te s u b s e a e q u ip m e n t is a b o u t to 6 will have been tow ed, will have been installed
b e a c tiv a te d .
A: T h a t’s th e R O V s, rig h t?
W riting
B: Y eah.
A: O K , s o w e c a n g e t s o m e im m e d ia te s u b s e a a c tio n ? 10 Go through the situation and instructions with the class.
B: Yes, th e R O V s a re o n th e p o in t o f b e in g s e n t d o w n to Tell students that they should use future passive forms
th e B O R T h e y ’ ll b e m o b ilis e d a t fir s t lig h t to m o rro w . in the Language box to explain the steps their com pany
W h e n t h e y ’re a t th e s ite o f th e le a k, s e v e ra l a tte m p ts a re is going to take to deal with the spill in their press
g o in g to b e m a d e t o a c tiv a te th e B O P re m o te ly . conference. While they are writing their statements, go
A: G o o d . A n d if th e B O P c a n ’t b e a c tiv a te d ...? round monitoring and giving help as needed. When they
B: W e ll, if th a t d o e s n ’t w o rk , a s m a ll c a p is g o in g to b e have finished, put students in small groups to read out
lo w e re d t o th e s ite , w h e re it w ill f it e x a c tly o v e r th e their statements. You could suggest that the listening
b ro k e n riser. M e th a n o l is g o in g t o b e p u m p e d in to th e students take the part of journalists while the statement is
c a p t o s to p h y d ra te c ry s ta ls fo rm in g o v e r th e g a s le a k. being read out and make a note of any follow-up questions
they might like to ask the student when they finished.
A: A n d fa ilin g t h a t ...?
B: F a ilin g th a t, a la rg e r c a p w ill b e fitte d o v e r th e s m a ll M odel answer: See page 136
o n e . W e ’ re q u ite h o p e fu l th a t th e le a k w ill b e c o m p le te ly
c o n ta in e d b y th e t w o c a p s .
 3 Tell students to answer the questions about the Hong
3 Projects Kong - Macau sea bridge project, and then check answers
as a class.
Start here
1 reduction of travel tim e betw een three main cities of
1 Put students in pairs. Focus their attention on the
the region; im portant as manufacturing and tourist
illustration and ask them if th ey recognise the p roject that
centres
it shows. Then ask them to discuss the project with their
2 starting the construction o f the bridge; com pleting
partner, making a note of any interesting features about
land reclam ation of the first artificial island
it. When th ey are ready, ask the pairs to tell the class
about the interesting features they talked about in their 3 high probability; risk-reduction strategies
discussion. Some of these features students m ay mention, 4 location of bridge turning into tunnel; location for
based on the illustrations alone, could include the great border and customs checkpoints
length (29 km) of the bridge com plex, its use of artificial 5 limiting the size and number of columns in the water
islands, the use of a tunnel for part of the length to allow 6 when it is com pleted; when finished; once
ships to pass, and the com bination of low viaduct, cable- constructed; on com pletion
stayed bridge and tunnel.
M ore inform ation about the Hong Kong - Macau sea
bridge p roject can be found in the Briefing section, as
w ell as information on som e other big civil engineering
projects around the w orld, including the artificial islands
projects in Dubai.

Extra activity
You could finish off by giving the students an
opportunity to talk about any of their own real-life
projects.

Reading

2 Tell students that th ey are now going to read a summary

about the proposed Hong Kong - Macau sea bridge
project and produce a chart giving key specifications
about it. You could draw a blank specification chart up
on the board or provide a p h otocop y and elicit one of
the key specifications to get them started. Point out that
th ey should ignore references to appendices. W hen they
are finished, th ey could check their specifications with a
partner before you check with the class.

Possible answer:
(N ote: T h e first five rows here are the m ost im portant
specifications; students m ay include the last two, but
these are not exactly specifications.)

Structure type bridge + tunnel

Overall bridge length 29.6 km
Pier height 170 m
Maximum earthquake resistance 8.0 Richter
Maximum impact resistance 300,0001
Estimated completion date 2016
Maximum speed allowed 100 kph
 Vocabulary
M od el answer:
4 Refer students back to the text in 2 and ask them to To: Director, Highways Dept, HKSAR Governm ent
match phrases 1-5 with words and phrases in the text From: A d viso ry Expert Panel (AEP), Civil
which have a similar meaning. Point out these are Engineering Projects
com pound nouns, som e of which include w ords joined Subject: Hong Kong - Macau bridge project:
by hyphens. T h ey can then check their answers in pairs summary o f panel meeting
before checking with the class. On [date of students’ m eeting] the panel met to discuss
the proposed Hong Kong - Macau bridge project. Here
1 man-made is a summary of the main points of the meeting.
2 bridge-cum-tunnel Need for the project
3 manufacturing hub
T he new bridge will definitely im prove the transport
4 aesthetically stunning system of the region by reducing the HK - Macau road
5 land-reclamation operation journey from 4 hours to about 30 minutes. Traffic
will flow across the bridge 24 / 7 on tw o three-lane
carriageways, one above the other. As a result, the
Task panel expects that the project will add to tourism and
econom ic grow th in the region.
5 Explain to students that they are civil engineers and th ey
are going to hold a m eeting with the Hong Kong Highways Technical details
Department about the proposed project for the bridge. T he bridge will com bine three structures: cable-stayed
Put students into small groups. Ask them to read the text bridges, a viaduct and a tunnel. It will be earthquake-
and follow the instructions. W hen setting up this task, proof (up to 8.0 on the Richter scale) and impact-
mention to students that in addition to using material resistant (up to ЗЭДТ000 togijgs). At the same time, the
from the reading text in 2 and their own appendices, they design (sm aller piers) vriil create no problem s for river
should make notes about possible riskF or problem s that flow, and the tunnel will allow normal shipping.
could face the project, th ere isT'no reading" material for Aesthetic considerations
this Topic, but th ey should use their own ideas here. The com pleted bridge, at 29.6 km, will be the longest
6 "A sk the groups to hold their meetings. Point out that in the world. The v ie w of the long, curving bridge from
they should not look at the text in 2 or the appendices HK airport and from ZhuhaLwjll be breathtaking. The
while holding the meeting. Tell the listening students to com bination of low _viaducts aricl elegant саш ё-stayeid
make notes of what is being discussed when th ey are not bridges (balanced between tension and com pression)
speaking, as they will need these notes for the follow ing will be visually stunning.
exercises. Environmental impact
7 Tell students to com pare the notes th ey took during the There are som e concern:? tl^atritjg bridge m ay have a
meeting and to com bine them into a single set of notes negative impact on th ejrajfilem arin e ecosystem of the
for the w h ole group. You could tell them to appoint Pearl River Delta. In particular there is a possibility that
one person as a secretary to com bine the notes, and the breeding patterns of the Chinese w hite dolphin may
then organise p h otocopies of the final draft for all the be affected by construction noise, pollution from the
members of their group. IT^ . I a|rogd-Ian d_and chem ical spillage.
Environmental risk-reduction strategies
W riting To reduce the risks m entioned above, the city has
set up a reserve for the white dolphin and the design
8 Ask students to w ork individually. Tell them to use
specifies barriers and silencers to reduce noise. In
their group’s notes and summarise the main points of
addition, there are plans for cleaning up spills and
the m eeting in a m em o to the D irector of the Highways
pollution in the waters around the bridge.
Department in order to persuade him / her to accept the
Risks and potential problem s
panel’s recom m endation.
T he panel identified three main risksl It impassible that
You could ask students to do this writing activity at
"th e cost of the project may exceed, estimates. There
home. T h ey can then exchange their draft c o p y with a
is also a slight risk that the viaduct m ay interfere with
partner, to check for grammar, spelling and punctuation,
river flow despite the use of sm aller bridge piers.
before writing a final draft.
Thirdly, damage to the environm ent may be greater
than expected. However, the panel b elieves that these
risks are minimal, and that the benefits are likely to be
greater than the risks.
Recommendation
T he panel believes that the proposed bridge will
bring enorm ous benefits to the econ om y and to the
well-being of the p eop le of the region. We therefore
recom m end that the project should proceed to the
next stage.
 Review Unit С
A nsw er key Possible answer:
(N ote: In many cases it is not incorrect, but m ay be
1 causing it to less elegant, to use a different v o ic e (a ctive or passive)
from the one in the Possible answer.)
2 caused by
This is how aluminium is rolled into a new shape.
3 because
The aluminium slab (a thick, rectangular shape) is
4 results from
first heated to make it m ore malleable and then it is
5 results in
passed backwards and forw ards betw een large heavy
6 as a result of using rollers which com press and squ eeze the metal until
7 as a direct result of it becom es thinner and longer. Usually the metal is
8 and as a result hot-rolled first to a thickness of 2-4 mm, and then
cold-rolled into a sheet less than 1 mm thick. Finally
(N ote: As an alternative, this task could be done in pairs the sheet is annealed, that is, (it is) heated and then
or small groups; if com puter display facilities are not slow -cooled, a thermal process which toughens it and
available, the students should produce a diagram large reduces its brittleness.
enough for the audience to see.)
N ote that the ‘Swiss ch eese’ m odel helps to explain that
this accident was not on ly the result of a single human lg 2i 3a 4j 5f 6e 7c 8k
error or a single chance event in the boiler room . It 9b 10 d 11 h
was also caused by p o o r management decisions and
weak supervision, which led to careless attitudes in the
w orkforce and faulty equipment. The failure to enforce 1 the roof
the ban on m obiles was one cause of the accident; others 2 charging the furnace with steel scrap
w ere the decisions to delay the installation of a new 3 passing an electric current through the m olten metal
audible alarm system and to reduce the safety training 4 blow ing carbon and oxygen into the melt
budget. T h e ‘Swiss ch eese’ m odel shows that this was an
5 the com position and tem perature
accident waiting to happen.

1 B, F, H, L 8 steel scrap, m olten metal, scrap; metal, melt; steel,

2 E, I, M m olten steel
3 С
4 J, О
Possible answers:
5 A, G, N
1 It is likely that the trapped miners will be rescued
6 D
within the next month.
7 G, N
2 The likelihood that the relief w ell will be com pleted
8 К
ahead of schedule is v e ry low.
3 T h ere’s an extrem ely high probability that deepw ater
drilling will be banned because of the oil spill.
1 The developm ent of a new tech n ology has resulted
in the production of a stronger type of aluminium. 4 T h ere’s only a rem ote chance that new oil will be
found in this old oilfield.
2 The / A build-up o f pressure in the tank led to the
explosion of the mixture. 5 The new tunnel project will definitely be v e ry
innovative.
3 The introduction of m ore wind farms will bring about
a reduction in carbon emissions. 6 T h ere’s no doubt that this new bridge will reduce
travelling tim e betw een the islands.
4 The / An increase in the number of accidents has
given rise to the form ation of a special investigation
team.
5 The flow of (an ) electrical current through the
electrolyte results in the separation of oxygen from
the mixture.
6 Poor supervision of the maintenance staff was a
m ajor factor in the failure of the project.
10 Possible answers: Q uick test answ er key
1 In both normal and deepw ater drilling, it is highly
Part 1: Vocabulary and gram m ar
unlikely that there would be an explosion in the
well. However, if it happened in normal drilling
the im pact would be only m oderate, whereas in 1 1 Flux 2 lance 3 Slag 4 siphon off 5 charge
deepw ater drilling, if it happened, the im pact would 6 blow 7 tap
be disastrous.
2 In normal drilling, there’s a v e r y small chance of 2 1 severe 2 catastrophic 3 m oderate 4 minor
an oil spill, and if it happens the impact will be 5 catastrophic 6 insignificant 7 insignificant
insignificant. However, in deepw ater drilling, there’s 8 severe
a strong probability of an oil spill, and if it happens,
the damage w ill be calamitous.
3 BOP failures are unlikely to happen in either normal 3 lc 2d 3e 4b 5a
or deepw ater offshore drilling. But if a BOP failed
b elow a deepw ater platform, the dam age w ould be 4 1 slim 2 highly 3 possibly 4 virtually
v e r y severe indeed, possibly disastrous, w hile in 5 probably 6 v e ry 7 high 8 im possible
normal drilling, the damage from a failed BOP would
cause a certain amount of damage but would not be
critical. 5 lb 2a 3c 4b 5c 6b

4 In normal drilling, there is (alw ays) a possibility that

a pipe will be fractured, but if it happens, the impact 6 1 extracts is extracted
will be minor. On the other hand, in deepw ater 2 are sunk sink
drilling, a fractured pipe is highly likely (because o f 3 will have been built
the increased pressure) and if a pipe does becom e
4 is about to be started
fractured, the damage will be severe ( because o f the
5 is going to c h o se be chosen
difficulty o f carrying out repairs at depth).
6 is on the point of being will be made

Part 2: Reading and w riting

11 1 about to
2 going to be Reading
3 w ill be
4 is ready to
1 I F Basic Oxygen steelmaking plants are so big
5 will already have been because of the size of the con verter vessels and the
6 will already have length of the oxygen lances.
7 is on the point of 2 T
8 is going to 3 F Multiple con verters can be used simultaneously in
9 about to be a basic oxygen steelmaking plant.
10 will already have 4 T
11 will already have been 5 F The carbon content of m olten iron falls after the
12 will finally be scrap is melted.

12 M odel answer: See page 137 2 1 scrap 4 simultaneously

2 m olten 5 house
3 handle
Project________________________________________

13 Go through the instructions with the class. Encourage

each student to aim at a concise and ‘snappy’ W riting
presentation. It might be useful to give them a strict time
See Page 136 for a guide to marking the Writing section.
limit for their talk: 500 w ords should mean about five
minutes of talking, plus a few minutes to allow for slide
changes, questions and speaker changeover. W hen th ey
have com pleted this task, remind them to check their
w ork for grammar, spelling and punctuation errors.
As an optional extra hom ew ork activity, students could
be asked to ch oose one of their colleagues’ presentations
and w rite a short rep ort on it, based on the notes they
have taken.

Review Unit С 65
 Review Unit С Quick test
W fe чШ 8!г

T o tal /60

Part 1: Vocabulary and gram m ar 3 Match the phrases 1-5 with the definitions a -e.
1 man-made
1 Complete the definitions with the appropriate
2 manufacturing hub
steelmaking terms.
3 aesthetically stunning
1 F is a substance which is m ixed with metal.
4 land reclam ation project
2 A 1 is a special pipe which supplies oxygen.
5 bridge-cum-tunnel
3 S is a term used to describe impurities left when
substances have been oxidised.
a) com bining bridge and tunnel
4 To s________ о means to rem ove liquid from
something. b) process of creating new land in the sea

5 If you с________ scrap steel into a vessel, you feed or c) artificially created
put it into the vessel. d ) centre for making goods
6 The b is a pumping action, e.g. when oxygen is e) strikingly beautiful
pumped onto metal at high pressure. (5 marks)
7 When you t m olten metal from a vessel, you pour
4 Complete the sentences with the w ords in the box.
out the m etal from a hole.
(7 marks)
highly high possibly probably slim im possible
v e ry virtually
2 Match the w ords and phrases in the b ox with their
synonyms in italics.

1 I’m not sure but th ere’s a chance that w e can

catastrophic insignificant m inor m oderate
repair the engine.
severe
2 It’s ________ unlikely that w e will have a similar
disaster again.
1 The earthquake caused very serious damage to the
building. It had to be knocked down. 3 We m ig h t__________be able to plug the hole if w e are
quick.
2 The results of the investigation w ere disastrous for the
company. 4 It’s ________ im possible to open the lid.

3 There is a certain am ount o f risk in investing in this 5 It’s ________ not a good idea to use a blow torch on
new technology. the pipe.

4 There needs only to be a m inim al adjustment to the 6 The likelihood that th ey might not like the design is
tem perature gauge for it to work. _________ high.

5 The pollution caused b y the oil spill will have a 7 The roof is unstable. There is a __________ probability
calamitous effect on the wildlife in the area. that it will collapse.

6 Don’t worry. The danger of anything being harmed is 8 This is the latest design. It’s a lm o s t that it
negligible. will fail.
(8 marks)
7 The likelihood that this m odification to the product
will im prove it is virtually zero.
8 We don’t need to do anything now but if the situation
becom es critical w e will take action.
(8 marks)
Choose the correct option to complete these sentences. Part 2: Reading and w riting
1 The fall in the number of to u rists__________ the oil spill.
Reading
a) leads to b ) is due to c) results in
2 Carbon dioxide is one of the greenhouse gasses which Read the text on the Basic Oxygen Steelmaking process
i s _________ pollution. on page 116 again and answer the questions.
a) caused b y b ) a cause in c) a cause of
1 Decide if these statements are true (Г) or false (F).
3 The crash happened as a resu lt__________ poor Correct the false ones.
maintenance.
1 Basic Oxygen steelmaking plants are so big because of
a) from b ) in c) of the length of the oxygen lances.
4 Strong w in d s __________turbulence on planes but this is 2 About 350 tonnes of iron can be con verted into steel
not the only factor. in a single ‘b lo w ’.
a) bring b ) cause c) make 3 Only one con verter can be used at one tim e in a basic
5 The injection of nitrogen to agitate the mixture oxygen steelmaking plant.
_________ a better refining process. 4 In the blow stage carbon from the steel is burnt off
a) is a direct result of b ) makes c) gives rise to and becom es carbon m onoxide and carbon dioxide.
6 The success of the bridge proposal resu lts_________ 5 The carbon content of m olten iron increases after the
the quality of its design. scrap is melted.
a) in b ) from c ) of
2 Find synonyms in the text for the w ords in italics.
(6 marks)
1 The recycled material has been rem oved.
Underline the errors in these sentences. Then rewrite 2 The solid material was mixed with the hot metal and
the sentences. has com pletely melted.
1 First the bauxite extracts from the ground. 3 We can deal with the large amount of m aterial in this
2 The crystals are sunk to the bottom of the precipitator plant.
tank. 4 We are able to operate several machines at the same
3 By the end of next year, the bridge will have built. time.

4 Right now, the clean-up operation on the beaches is 5 This is the building w e use to keep the converting
about started. vessels.
(10 marks)
5 The bridge design is going to ch oose by an expert
panel.
W riting
6 An assessment of the damage is on the point of being
made once w e have all the data. Write a short report on the causes and effects o f oil
(6 marks) spills. Prepare for this by recording your ideas on a
fishbone diagram first.
(10 marks)
 Contents 3 Products
Objectives
1 Prototypes In this section students will ...

Objectives • discuss a problem about using radio aerials and

brainstorm som e possible solutions
In this section students w i l l ...
• listen to a product launch of a new type of aerial and
• discuss applications for the perfect sm artphone
answer questions. Then identify six useful properties of
• read a review about a new prototype sm artphone and the new aerial that are m entioned and four stresses that
answer questions an aerial is subjected to
• match functional headings with information from the • listen to the product launch again to com plete
text sentences with w ords and phrases
• match appropriate language forms for describing • study and practise using words and phrases to signal
functions with functional headings that you are about to explain som ething
• describe the augmented reality (A R ) concept using the • discuss the differences betw een a speaker’s technical
same headings and language description and a description for a non-technical
• discuss a prototype, using data from a table, language audience, and discuss the strategies used
from the lesson and the passive w here appropriate • study ways of using com parisons to help explain
• w rite a description of a prototype, follow ing the order technical terms or ideas
of the inform ation and headings in the table • w rite a brief explanation in pairs about tw o areas of
tech n ology for a non-technical audience, using the
2 Com parisons strategies and testing it out on another pair for them to
guess the concepts
Objectives
• w rite an explanation using the same inform ation for a) a
In this section students w i l l ... technical and b ) a non technical audience
• listen to a discussion about touch screens and answer
questions
• study diagrams and identify w hether the features
in them are resistive, capacitive, both resistive and
capacitive or neither
• listen to the discussion again to check their answers
• study ways of com paring and contrasting
• discuss the advantages and disadvantages of different
systems, using phrases for com paring and contrasting
• read information about tw o systems, study notes about
them and com plete information
• w rite a product com parison com paring the tw o systems

68
 The human b od y is a conductor, so when a user touches the
Briefing
1 -/• ; и...... screen surface with a finger, it acts as the other plate of the
This unit looks at new developm ents in telecom m unications capacitor, changing the electrostatic field on the s c r e e n ^
iik I ICT. This change is m easurable as a change in capacitance which
varies according to the location of the finger. This data is
lection 1 deals with innovative applications for smart
sent to the controller, which calculates the coordinates
nhones in the field of augmented (in creased) reality (AR ),
of the touch location. (3 ) An infrared (IR ) touch screen
yhich adds digital value to the real w orld. Tw o prototypes
uses a grid pattern of LEDs (light-emitting diodes) and
working m od els) are featured. (1 ) T h e first is based on
light-detector photocells arranged on op posite sides of
s’okia’s M obile Augm ented Reality Applications (M A R A )
the screen. The LEDs shine infrared light (invisible light
project. If a cam era’s location and orientation (direction in
at the red end of the colour spectrum ) across the surface,
vhich it is pointing) are known, along with the properties
and the detectors receive it. A finger touching the screen
rf the lens (such as its focal length), it is possible to
interrupts som e beams, so the detectors receive a reduced
ieterm ine what the cam era is pointing at. The prototype
signal. The controller calculates the location from this
jses accelerometers (sensors that measure acceleration) in
data. (4 ) A surface acoustic w ave (SA W ) touch screen uses
ill three fixes (dim ensions) to determ ine the orientation of
ultrasonic (inaudible) sound waves. The w aves are em itted
he camera, a compass and GPS for positioning (location ),
by transducers (sound w ave transm itters) located along
-rom this data, the device can annotate (add labels to )
the edges of the screen, and reflected across its surface by
he display screen with data about the real w orld objects
reflectors. W hen the screen is touched, the acoustic energy
vhich the cam era is pointing at. Users can also use live
of som e sound is absorbed by the finger. The controller
real-time) data such as positioning data, which would
measures the change in amplitude (s iz e ) of the sound waves
illow tw o users to find each other in a crow ded street. The
and calculates the location of the touch.
riend’s name is superimposed (p laced on top o f) the image
)n the screen pointing to their location. (2 ) The SixthSense Section 3 deals with a flexible aerial for portable radios made
prototype pioneered by MIT M ediaLabs projects digital data of a metal which is fluid at room temperature. The metal, an
jnto the physicaJ w orld. It consists of a small cam era and alloy of gallium and indium, has all the electrical properties
jrojector worn around the user’s neck. A sm artphone runs that aerials need to function, but is much m ore flexible than
he SixthSense software, and connects to the internet. The copper. M ore importantly, at room tem perature it was liquid,
;amera acts as a digital eye, seeing what the user sees. It also and so flow ed and changed shape instead of breaking under
racks the m ovem ents of the thumbs and fingers (w earing pressure. W hen a liquid aerial is housed (con tain ed ) in an
coloured caps) of the user’s hands. The software searches elastic material (w hich protects it and adds elasticity) it can
he internet for relevant inform ation about the object, and be tuned in an unusual way. For good reception, the length
he p rojector projects the live data onto any surface in the of an aerial needs to correspond with the wavelength of the
nutside w orld, such as a wall or a table, for exam ple checking radiation it is receiving. This m atching of aerial length to
;mail on a blank wall by making an @ gesture (m ovem en t) w avelength is the process known as ‘tuning’. A traditional
n the air, checking the time b y using that same finger to aerial does not actually change length, but uses external
ira w a circle, producing the image of a watch on the wrist, circuitry to change its effective length. However, a rubber-
эг displaying the reason for a flight delay d irectly onto a coated liquid aerial can be tuned by sim ply stretching it,
Doarding pass held in the hand. which makes it quick to use in an emergency.
Section 2 deals with types of touch screen. (1 ) A resistive
Nokia M obile Augm ented Reality Applications (M AR A):
:ouch screen has a plastic layer with a metallic conductive
Find the Nokia Research Centre w ebsite and search for
mating (co verin g). Next to it is a glass layer which also
‘MARA’
las a coating of metallic conductive material. Th ese tw o
:onductive layers are separated from each other b y dots SixthSense p rototyp e augmented reality (M IT M edia Lab):
'small hem ispheres) of an insulating (non-conductive) Find the BBC News w ebsite and search for ‘SixthSense
material. W hen the user presses on the screen (using a blurs digital and the real’
linger or a stylus as user input), the tw o conductive layers Four types of touch screen: Find the Explain That Stuff
ire forced to touch each other and com plete an electrical w ebsite and search for ‘How touch screens w ork’
circuit. A controller (m icrochip) connected to the screen
Liquid aerials: Find the Economist m agazine w ebsite
;alculates the co-ordinates (distance from each axis) of (payw all) and search for ‘Well received: making antennas
the contact. (2 ) A capacitive touch screen consists of an from liquid metals should mean robust reception ’
insulator such as glass, coated with a single transparent
metallic conductive overlay (layer). A small voltage is
applied to the corners of the screen so that the m etallic layer
acts as one plate of a capacitor, storing electrical charge.
Teach er’s notes 2 Tell students that th ey are going to read a review about
new developm ents in sm artphone technology. Then ask
them to read the text ^fid answer the questions.
Prototypes f
N ote that inform ation about the Augm ented Reality (A R )
W arm er and SixthSense system s featured in this spread can be
found in the Briefing section at the beginning of the unit.
Tell students that in this lesson th ey w ill be looking
at new developm ents in sm artphone technology. As a
warmer, you could ask students to discuss what features Extra activity
their sm artphones have in pairs. You could then ask students what the pros and cons
w ould be of having this type o f smart phone in their
Start here everyd a y lives.

Put students in pairs or small groups and ask them to

discuss the question, then feedback from the class, 1 Figure 1
writing up their suggestions on the board. You could 2 The AR system identifies a location or building w h a
then ask them to d ecide on the five most important the cam era points at it, and displays this informat: :■
applications as a class. next to the im age on the screen; it uses GPS data ar.
inform ation from tilt sensors to identify the location
R eading of a building when the cam era points at it; then it
retrieves data from the internet which is relevant to
that location o r building.
Extra activity
3 Possible answers: tilt sensors, orientation sensors,
Ask students to give the full name for the follow ing
GPS, internet seW eirt
abbreviations: V R (virtual reality), ICT (inform ation
and com m unication technologies), AR (augm ented
reality), GPS (global positioning satellite) and SatNav
(satellite navigation). Ask them if th ey can explain
what th ey are.
3 -Jk students to match the items А- I with 1-9, based on W riting
■tie information in the text in 2.
Explain to students that they are going to w rite a
A 7 В9 C3 D2 E8 F4 G1 description of the SixthSense prototype. Tell them to
H5 16 use the phrases in the left-hand column of the table as
headings and w rite com plete sentences from the notes.
Refer students to the language in 4 for help and remind
Language them to use the passive w h erever possible. W hile they
are doing the task, go round m onitoring and giving help.
4 Co through an exam ple with students first so that
they know what to do. Ask them to look back at item
M odel answer:
I A in 3. Ask them what language form would be the
—ost appropriate to use when explaining the function Aim
in A. Students could do this exercise on their ow n then Although AR tech n ology is v e ry powerful, a new
: umpare their answers with a partner b efore checking system is now being develop ed to overcom e the
■ ith the class. limitations of sm artphone screen size. This is the
SixthSense AR smartphone, which aims to project
АЗ В5 С9 D8 E7 F2 G1 images and labels onto any type of surface.
H6 14 Components
The system consists of a cam era (w orn round the
neck), a projector, a sm artphone and a set of coloured
Speaking__________________________ ____________
caps (w orn on the fingers).
5 Students could w ork with a partner and describe Operation
the system in the reading text on page 52, using the This is how it works: when the camera is pointed at
information in the table in 3 and the language forms an object and gestures are m ade with the coloured
m 4. Tell them not to look back at the text w hile they are finger caps, relevant inform ation about the object is
i io in g this and remind them to use the passive where projected onto the surface of the object.
appropriate. Method
T he d evice works by using GPS co-ordinates to locate
Model answer: the object, by obtaining data about the object from the
The aim of the system is to add digital value to the internet, and by recognising the finger gestures.
real w orld (n ot to present an artificial reality). The Outdated technology
system consists of a phone, a camera, GPS, tilt sensors,
In the past, only static data was provided on small
a compass, w ireless broadband, and (access to ) the
sm artphone screens.
internet. This is how it works: the cam era is pointed
Recent development
at an object, and then inform ation is displayed as a
However, recently ways have been found to provide
label superim posed on the im age (o f the ob ject). The
device works by obtaining data from GPS and sensors live data and to p roject it outside the smartphone.
to locate the object, retrieving data from the internet W ork in progress
to identify the object, and finally finding relevant data At the moment, the device is being taught to recognise
:rom the internet to add value to the object. In the many m ore finger gestures, such as a circle for a clock
past, only static data was found in augmented reality and the @ sign to dow nload email.
A R ) applications. But recently, live data has been Further w ork required
tested in A R prototypes. Currently, ways to include However, m ore w ork has to be done: the size of the
data about people from social websites are being equipm ent needs to be reduced so that it can be worn
studied. However, the problem of the small display as glasses.
(on a m obile ph on e) still needs to be solved. In the Future target
future, devices w ill probably be able to locate people
In the long term (according to the researchers), the
anywhere (in the w o rld ) and are probably going to be
w h ole w orld is going to be turned into an interactive
able to show inform ation about everyon e you meet.
screen for the smartphone. In addition, the amount of
live data will no doubt be increased.
6 Put students in groups. Ask them to discuss the different
aspects of the SixthSense p rototyp e in 2, using the data in
the table to help them. Remind them to use the language
in 4 in their discussions.
 A: O h ? W h y is th a t?
2 Com parisons B: T h a t’s b e c a u s e th e m e ta llic la y e rs o f a re s is tiv e s c re e n
a re p re s s e d to g e th e r th o u s a n d s o f tim e s a d a y.
S tart here
E v e n tu a lly th e c ir c u itry w e a rs d o w n .

1 Н / И
Listening
Focus students’ attention on the photo and ask them
what it shows (som eon e using a touch screen). Ask them 2 Ask students to read the list of features 1-7 and w rite the
where they can find touch screens and what problem s correct cod e next to each according to the information
you might have with them. Then explain that the in 1. Students can then check their answers in pairs. Do
diagrams show tw o different types of touch screen and not check answers as a class yet, as th ey will be checking
that they are going to listen to a discussion about these them in 3.
screens and answer questions. A llo w students tim e to 3 Play the recording again for students to check their
study the diagrams first, then play the recording for them answers to 2.
to answer the questions.
1 electrical circuit - R / stored electrical charge - С
1 1 Resistive touch screen; 2 Capacitive touch screen 2 light contact - С / pressure - R
2 capacitive: one; resistive: tw o 3 pushes m etallic layers togeth er to close circuit at
contact point - R / pulls current to contact point on
(Si 19 screen - С
A: S o w h a t d o y o u re c k o n ? W h a t k in d o f to u c h s c re e n 4 finger on ly - С / any object - R
s h o u ld w e in s ta ll in a ir p o r ts a n d ra ilw a y s ta tio n s ? A
5 poor (m ore light filtered out) - R / less light filtered
r e s is tiv e ty p e , o r a c a p a c itiv e o n e ?
out - С
B: D o y o u n e e d a b rig h t s c re e n w ith g o o d c la rity ? If so ,
6 good scratch resistance - N / poor scratch resistance
y o u m a y h a v e p ro b le m s w ith th e re s is tiv e s c re e n . T h e
-B
tw o m e ta llic la y e rs o n th e s c re e n filte r o u t m o re lig h t.
7 w ears dow n less quickly - С / wears down m ore
T h e c la r ity o f th e c a p a c itiv e s c re e n is m u c h g re a te r th a n
quickly - R
th a t o f th e re s is tiv e o n e .
A: W h y is th a t? D o n ’t c a p a c itiv e s c re e n s h a v e m e ta llic
la y e rs ?
Language
B: Yes, b u t, u n lik e th e re s is tiv e s c re e n , th e c a p a c itiv e o n e
Go through the exam ples in the Language b ox with the
h a s o n ly on e m e ta llic layer, w h ic h a c ts a s o n e p la te o f a students. Ask students to look at the audio script on page
c a p a c ito r. Y o u r fin g e r a c ts a s th e o th e r p la te . 122 and find and underline these phrases. Tell students
A: H a n g o n a s e c . W h a t’s th a t a b o u t c a p a c ito r s ? that th ey can find m ore inform ation about com paring and
B: S h a ll I e x p la in h o w th e tw o s y s te m s w o rk ? contrasting in the Language sum m ary on page 105.
A: G o o d id e a , th a n k s , th a t w o u ld b e u s e fu l.
B: B a s ic a lly , th e tw o m e ta llic la y e rs o f th e re s is tiv e s c re e n Speaking
fo rm an e le c tric a l c ir c u it. Y ou p re s s th e la y e rs to g e th e r
4 Put students in pairs. Explain that th ey are going to
to c o m p le te th e c ir c u it a t th e p o in t o f c o n t a c t ...
discuss the advantages and disadvantages of the tw o
A: A h a .
systems. One of them must argue in favour of the resistive
B: ... w h e re a s w ith a c a p a c itiv e s c re e n , in s te a d o f u s in g
system, and the other in favour of the capacitive one. Tell
p re s s u re , y o u to u c h it v e ry lig h tly . T h e s c re e n s to re s an
them to use the com paring and contrasting expressions
e le c tric a l c h a rg e a n d y o u r fin g e r a c ts a s a c o n d u c to r,
from the Language box.
p u llin g c u rre n t to w a r d s th e c o n ta c t p o in t.
A: Yes, I se e . A n d th a t m e a n s th a t y o u c a n o n ly u s e y o u r Possible answers:
fin g e r w ith a c a p a c itiv e s c re e n , w h e re a s y o u c a n u se Advantages of resistive: can use objects other than
a n y o b je c t, s u c h a s a p e n , w ith a re s is tiv e s c re e n , is th a t finger, including gloves; user doesn’t need to be
c o rre c t? earthed
B: Yes, t h a t ’s rig h t. Y o u c o u ld s a y it ’s a d is a d v a n ta g e o f th e Disadvantages of resistive: can be scratched with
c a p a c itiv e s c re e n . O n th e o th e r h a n d , y o u ’ re le s s lik e ly sharp object; pressure wears aw ay layers; on ly senses
to s c r a tc h th e s c re e n s u rfa c e , b e c a u s e it o n ly w o r k s touch at one point on screen; need to touch with som e
w ith a fin g e r. pressure; poor clarity; pressure wears aw ay circuitry
A: T h a t’s a g o o d p o in t. S o d o e s th e c a p a c itiv e s c re e n Advantages of capacitive: senses touch at m ore than
re s is t s c r a tc h e s b e tte r th a n th e re s is tiv e ty p e ? one point; can touch v e r y lightly; clarity; durability
B: N o t really. B o th ty p e s w ill s c r a tc h v e ry e a s ily if y o u because of light touch
a tta c k th e m w ith a s h a rp o b je c t. Disadvantages of capacitive: easily scratched; only
A: Y eah, th a t m a k e s s e n s e ! O K , th e la s t th in g I w a n t to finger can be used; gloves can’t be worn; user must be
c h e c k is d u ra b ility . W h ic h o n e is lo n g e r la s tin g ? ‘earthed’ (i.e. not wearing rubber b o o ts)
B: W e ll, c o m p a r e d w ith th e c a p a c itiv e s c re e n , th e re s is tiv e
o n e c a n w e a r o u t v e ry q u ic k ly .
 Task
Differences in technology
5 Focus students’ attention on the factsheets com paring W ith the IR system, LEDs send light beams wh
the tw o touch screen systems. Explain that a technical are picked up by detectors. A touch interrupt?
w riter is planning to w rite a report about the touch light beam and causes a drop in the signal, which
screen systems using the inform ation in the factsheets. processed by a controller that determ ines the 1 i i
Ask students to look through the notes that the w riter has of the touch.
made. With the SAW system, on the other hand, transdu: ? -
emit sound w aves along the sides of the screen, wh
S canning are then reflected back and forth across the surface
A touch absorbs som e of the acoustic energy from
6 Ask students to read the tw o sentences first so that they
the waves, and the controller then measures the wave
know what inform ation they need to look for. Then ask
amplitude change to determ ine the location.
them to turn to pages 116-117 and find the relevant text
Differences in perform ance resulting from
to com plete the information. Tell them to scan the text to
technology
find the information. Ask students to put up their hand
when th ey’v e finished. Then check the answers with T h ese differences in the tech n ology give rise to
the first person to put up their hand to see if they w ere differences in perform ance betw een the tw o systems.
correct. Since any ob ject can interrupt a light beam, the IR
touch screen will respond to any input, whether it is
1 m ore 2 narrower a finger, a pen, a stylus or any other object. The SAW
screen, however, will only respond to a touch by a soft
object which can absorb sound, such as a finger or a
W riting soft stylus.
Because the IR system uses light beams, the screen
7 Explain to students that th ey are now going to w rite a
can be badly affected b y bright ambient light, while
product com parison report based on the information
the SAW system, depending on sound waves, can be
and the notes in 5. Remind them to use the expressions
negatively affected by loud noise around it.
for com paring and contrasting from the Language box on
page 54. Since the IR screen is separated from the light beams,
the screen can be sealed and is therefore not affected
M odel answer: b y bad weather or contaminants. The SAW screen,
Introduction however, cannot be sealed, since the w aves travel
across its surface, and so it can be badly affected by
T h e purpose of this brief report is to com pare touch
m oisture and contaminants.
screen systems: infrared (IR ) and surface acoustic
w ave (SAW), to assist in the process of selecting the (For this reason) IR touch screens are highly suitable
for ou tdoor use (although th ey will need some
best touch screen system for our com pany’s needs.
protection from bright sunlight), and also for use in
Similarities
m edical or industrial environments. On the other hand,
Both touch screen system s have v e r y high clarity
SAW touch screens are m ore suitable for indoor use,
because (unlike resistive or capacitive screens)
banks and payphones.
there are no m etallic layers o v e r the screens. Both
technologies use signals passing on or o ver the surface
of the screen.
 To u n d e rsta n d th is in m ore d e ta il, le t’s lo o k a t w h a t aerials
3 Products are, a nd w h a t th e y d o . A e ria ls tra n s m it sig n a ls b y u sin g an

W arm er o s c illa tin g e le c tric a l c u rre n t in a le n g th o f c o n d u c tiv e m aterial

to g e n e ra te e le c tro m a g n e tic ra d ia tio n . To put that in everyday
Tell students that in this lesson th ey will be looking at
language, th is is w h a t h a p p e n s. An aerial is b a s ic a lly a rod
ways to make them selves understood by som eone who
m a d e o f a m aterial, su ch as co p p er, w h ic h can c o n d u c t, o r
is less technically minded. You could begin this lesson by
carry, e le c tric a l cu rre n t. T h e c u rre n t v ib ra te s at a p a rtic u la r
putting students into pairs and asking them to describe
any experiences th ey have had trying to explain a sp e e d, a nd th e v ib ra tio n s e n d s o u t m a g n e tic w a ve s, k n o w n as
technical problem to som eone w ho is a non-technician. ra d io w a ve s. It’s a b it like th ro w in g a s to n e in to a p o o l o f w ater.
You could then open the discussion to the class and ask T he v ib ra tio n o f th e s to n e h ittin g th e w a te r s e n d s o u t w a ve s
them what strategies th ey use to help the non-technical in all d ire c tio n s . O r th in k o f c la p p in g y o u r h a n ds to g e th e r and
audience understand. se n d in g o u t s o u n d w a ve s.
A nyw ay, o u r research te a m se a rch e d fo r a m etal w ith high
Start here flu id ity a t a lo w m e ltin g p o in t, in other words, o ne th a t w o u ld
be liq u id at ro o m te m p e ra tu re . A n d th e b e s t s o lu tio n w a s an
1 Focus students’ attention on the photo and explain
a llo y o f g a lliu m and in d iu m . T his a llo y is c o n d u c tiv e , w h ic h is
that the firefighter has a problem. Elicit what problem
o f co u rs e an e sse n tial p ro p e rty. B u t its m o s t a m a zin g p ro p e rty
he has. Then ask students to read about the problem
is th a t it is liq u id a t roo m te m p e ra tu re . T h is m ea n s th a t w h e n it
and brainstorm possible solutions, making a list of
the solutions in their pairs as they do so. Don’t check is d e fo rm e d o r s tru c k , in ste a d o f b re a kin g , it flo w s in to a ne w

answers at this stage, as students will be checking this in sh a p e. O u r aerial can be h o u sed o r k e p t in s id e a m ate ria l such
the listening in 2. as rubber, w h ic h a d d s a n o th e r im p o rta n t p ro p e rty to th e aerial:
ela sticity. In other words, it can be s tre tc h e d like an e la stic
Listening band.
M oreover, w h e n a liq u id aerial is h o u se d in an e la s tic m aterial
<5it 20 su ch as rubber, it can be tu n e d in a n e w a nd un u sua l w ay. To
Tell students that they are going to listen to a product u n d e rsta n d th is, le t’s firs t e xp la in w h a t is m ea n t b y tuning.
launch of a new type of aerial, which aims to solve the To rece ive a ra d io w a ve , th e le n g th o f th e aerial n e e ds to be
problem in 1. Ask students read through the questions m o d ifie d to c o rre s p o n d w ith th e w a ve le n g th o f th e in c o m in g
first so that th ey know what to listen for. Play the ra d io w ave.
recording, then ask students to check their answers with To put that in layman’s terms, yo u ch a n g e th e le n g th o f th e
a partner before checking with the class. aerial to m a tc h th e v ib ra tio n o f th e w a ve th a t’s c o m in g in. T his
is w h a t w e call tuning. In m o s t d e vice s, in ste a d o f p h y s ic a lly
1 by using a soft, flexible metal alloy that is resilient
c h a n g in g th e le n g th o f th e aerial, th e tu n in g is u su a lly d o n e
and cannot be broken
b y m ea n s o f e le ctrica l circ u its . T h e b e a u ty o f th is is th a t in an
2 gallium and indium
e m e rg e n cy yo u d o n ’t need th e circ u its . You can tu n e it q u ic k ly
3 stretching or com pressing / squeezing it to th e c o rre c t fre q u e n c y b y a c tu a lly c h a n g in g its le n g th, th a t
is, s im p ly by s tre tc h in g it o r s q u e e zin g it. S o n o w I ju s t need
f&20
to ...
W e lco m e to th is launch o f o u r ne w p ro d u c t, a liq u id aerial
3 Ask students to listen again to list the six useful
fo r m o b ile c o m m u n ic a tio n s . Yes, yo u heard m e c o rre c tly : I
properties and the four forces or stresses.
sa id ‘liq u id a e ria l’ . A e ria ls are used eve ryw h e re , fro m m o b ile
p h o n e s to s a te llite syste m s. A n d ye t th e y are still m a d e o f
1 resilience, regenerative capability, high fluidity
m a te ria ls s u ch as co p p er, w h ic h b re a k easily. In a w a r zone, o r
with low melting point, conductivity, liquid at room
an em e rg e n cy, b ro ke n a e ria ls can kill.
temperature, elasticity
B u t n o w o u r research e n g in ee rs have in ve n te d a new
2 tension / stretching, com pression / squeezing,
te c h n o lo g y th a t g ive s an aerial tw o im p o rta n t p ro p e rtie s. The
torsion / twisting, impact / striking or hitting
firs t is resilience, that is, th e a b ility to b e n d b u t n o t break
u n d e r pressure. A n d th e s e c o n d is a re g e n e ra tive ca p a bility,
that is to say, th e a b ility to re p a ir itse lf. T he se tw o p ro p e rtie s 4 Ask students to read through sentences 1-8. Then play the
p re ve n t th e aerial fro m b re a kin g w h e n it is s u b je c te d to recording for students to com plete the sentences. Explain
d e fo rm in g fo rce s, th a t is fo rc e s w h ic h can ch a n g e its shape. layman’s terms to students (explaining something technical
T he fo u r m ain fo rc e s th a t can d e fo rm a m ate ria l are te n sio n , in a w ay that a non-professional will understand).
o r s tre tc h in g , c o m p re s s io n , or sq u e e zin g , to rs io n , in other
words, a tw is tin g fo rc e [pause] and fin a lly im p a ct, i.e. strikin g Mixed-ability classes
o r h ittin g . After reading through sentences 1-8, you could go
To put this in everyday terms, you c a n ’t b re a k it b y strik in g it, through the language b ox with the students. Th ey
p u llin g it, p re ssin g on it o r tw is tin g it. Another w ay o f putting could then discuss with a partner the possible options
it is that w e have p ro d u c e d an aerial w h ic h b e n d s w ith o u t for com pleting the sentences, using the w ords and
b re a kin g , as a p aim tre e d o e s in a h u rrica n e . It’s an aerial th a t phrases in the box. Then play the recording for them
can re p a ir itse lf, ju s t as hu m a n skin do e s. to check their answers.
 7 Put students in pairs. Ask them to read the technical
1 that is
description and the everyd a y description and discuss the
2 that is to say
difference and the m ethods used to make the meaning
3 or clear to a non-technical audience.
4 in other words
5 i.e. Explaining the meaning of a technical word.
6 To put this in everyd a y terms Using a general w ord like rod.
7 Another w ay of putting it is that Giving an example, e.g. copper.
8 To put that in laym an’s terms Com pare with sim ple action, e.g. a bit like throwing a
stone\ think o f clapping your hands.

Language

Go through the Language box with the students and Language

the exam ples w ords and phrases to signal that you are
Ask students to read through the Language box. You
about to explain something, referring them back to the
could then ask them if the everyd a y description above or
sentences in 4. Tell students that th ey can find more
in the Language box used any of the strategies the class
information in the Language summary on page 106.
m entioned in the warm er activity. Ask them if they can
5 Ask students to read through the sentences 1-8 about think of any other examples you could use. You could
aerial transmission. Ask them to match the technical suggest that th ey make notes of any examples they could
terms in italics with their less specialised explanations use in their field to help them when they need to explain
a-h. som ething to a non-technical or non-specialist audience.
Tell students that th ey can find m ore inform ation in the
lb 2c 3e 4g 5h 6a 7f 8d
Language sum m ary on page 106.

6 Tell students that th ey are going to rew rite the technical Task
statements 1-8 for a non-technical audience. Go through
the exam ple with the students showing them how to do 8 Put students in pairs and tell them that th ey are now
this: joining the beginning of sentences 1-8 and the non­ going to w rite an explanation for a non-technical audience
technical terms a-h, using expressions from the language with their partner. Ask them to read through the list
box on page 56. of items and ch oose tw o of them to w rite about. When
th ey have m ade their choices, explain that th ey should
Possible answers: w rite their explanation for the tw o items using no more
1 Aerials use an electrical current that oscillates, that than 80 w ords and using the strategies in 7. Tell them to
is, it vibrates. check through the explanation carefully when they have
2 The current oscillates at a specific frequency, in finished, and make any amendments. Then ask them to
other words, at a specific speed of vibration. join another pair and explain their items to the other pair
3 Aerials send out electrom agnetic radiation, that is w ithout naming them. The other pair then has to guess
to say, magnetic w aves are caused by an electric which items th ey are describing.
current.
W riting
4 T h ey are made of a conductive material, i.e. a
material that can carry electrical current. 9 Students could do this writing activity for homework.
5 Our team found an alloy with high fluidity. Another Tell them they are going to explain the same information
w ay of putting this is that it flows easily. in tw o different texts, one for a technical and the other
6 The alloy has a low melting point. To put that in for a non-technical audience. A llow them tim e to decide
everyd a y terms, it melts at room temperature. on what th ey are going to w rite about and make brief
7 The aerial has high elasticity. To put that in layman’s notes on it first, before they w rite their texts. Tell them
terms, it can stretch like an elastic band. th ey could try their text out on a non-technical friend to
8 The aerial length must match the frequency of the check how clear their language is, b efore th ey hand their
outgoing radiation, or, the w ave that yo u ’re sending w ork in.
out.
8 Incidents
C ontents 3 Emergency
Objectives
1 Theft In this section students will ...

Objectives • discuss inform ation shown on three hazardous warning

labels
In this section students will ...
• listen to a part of a talk given by a safety officer and
• discuss security threats to a w arehouse and measures
answer questions
needed
• listen to a question and answer session at the end of
• read a m em o and mark locations on an illustration, then
the safety talk and mark the questions ‘y e s ’ or ‘no’
put stages of a process in order
depending on the answer given
• explain a process using passive verbs
• identify the w ords or phrases used by the training
• listen to a discussion to put the points in a m em o in officer to introduce each of his answers, then match
order, then w rite the m odal form used for each point phrases to introduce answers to their functions
• revise and practise using m odal verbs to speculate • revise and practise indirect Yes / N o questions using if I
about possibilities in the past whether
• read about and share inform ation with a partner
2 Security • w rite a report about an incident
Objectives
In this section students w i l l ...
• discuss a security incident involving the loss of a
com pany m obile phone
• read a m em o about a security incident and make a list
• revise and practise using direct and indirect questions
• read a brochure and answer questions
• study and practise using hyphenated w ord
com binations
• find synonyms in a text
• w rite a report about an incident
 Briefing For example, the adm inistrator can program the device to
w ipe all data (1 ) as soon as the d evice is detected online
This unit looks at the investigation and reporting of security#' i t ( ‘pre-scheduled w ip e on sight’), (2 ) if the device does not
and safety incidents. $ appear online for a specified number of hours ( ‘program m ed
time-based w ip e’), and (3 ) if a user makes multiple incorrect
Section 1 deals with an investigation into a theft ofinyentpry
password attempts, or tries to install an unauthorised
(gp/jd.^ ) fjo m ^ »^ r e h o u s e . Goods enter the warehouse at the
program ( ‘pre-set event-based w ip e’).
- ’ receiving dock (o r receiving bay), are put away and stored
in Section 3 deals with the w arning panels found on lorries
s
finally leave carrying hazardous materials (o r HazMat), to identify the
В
arrive, goods are often stored tem porarily in a staging area
Д ” 3 materials and give inform ation for em ergency services in
'<5% ■the event of an accident. Three types of warning panels are
near the receiving bay for sorting b efore th ep u b a w a y stage
Similarly, after the picking stage, th ey go to another staging illustrated in Exercise 1 on page 62. (1 ) The orange panel
area near the shipping bay to be sorted before shipping. on the left is used in the EU (excep t the UK) and follow s the
Cartons (cardboard boxes) containing inventory are grouped A D R system adopted by the EU. The top half of the panel
together on a pallet (sm all portable platform ) and often shows the Hazard Identification Num ber (HIN), also known
covered with plastic film to hold the carton and pallet as the Kemmler code, and gives information about the nature
together b efore being m oved around the aisles (co rrid o rs) of the hazard (fo r exam ple if it is flammable or radioactive).
of the warehouse by fork-lift truck. M oderm warehouses The bottom half of the panel shows the UN Number, which
use radio-frequency identification (RFID)jthgs'(o r smart precisely identifies the substance. (2 ) The diamond-shaped
labels) to track (fo llo w ) the m ovem ent of inventory through panel in the centre is used prim arily in the USA. Each number
all the stages from manufacture, through warehousing indicates severity from 0 (n o hazard) to 4 (s evere hazard).
to delivery and retail. Additional tags can ^ e attached to The red section denotes flammability. The blue section
pallets and storage racks. Iqside the soft acihm m1material
* denotes health risks. Yellow represents reactivity (tendency
of the label material
■ an |contains a tiny to explode). The w hite section denotes special hazard
microchip to store data and an aerial to transmit the data to information. (3 ) The panel on the right is used in Australia,
a scanner. Scanners are attached to portals (gatew ays) in the Malaysia, N ew Zealand and the UK follow ing the Hazchem
warehouse so that e very time an item m oves from one area (hazardous chem icals) system. The top left section of the
to another it passes through a portal w here it is scanned. If plate gives the Em ergency A ction Code (EAC) telling the fire
portal is faulty, hand scanners can be used b y staff. RFID tags brigade what actions to take (fo r exam ple what type of fire
are superior to the older bar codes because their data can be extinguisher to use) if there’s an accident. The middle-left
changed, updated and w here necessary locked, giving real­ section gives the UN Number, which identifies the substance.
time inform ation about the inventory in the warehouse. The lower-left section gives the telephone number that
should be called if special advice is needed. The warning
Section 2 deals with security challenges arising from the
sym bol (to p right) indicates what danger the chemical
widespread use of m obile devices (such as a m obile phone or
presents. The bottom -right of the plate carries a com pany
notebook com puter) b y organisations and their em ployees
to remotely access confidential or sensitive corporate data. name or logo.
Security threats facing m obile w orkforces are increased if
How RFID tags work: Find the H ow Stuff Works w ebsite
the device is lost or stolen. An unauthorised user of the
and search for ‘H ow RFID w orks’.
stolen device may be able to use it to go online and then
install unauthorised software that will allow him to access RFID in the warehouse: Find the Epcode Systems w ebsite
the com pany database and download files containing and search for ‘Radio Frequency Identification (RFID)’.
confidential com pany data. He may also be able to co p y files M obile phone security problem s and solutions: Find the
from a rem ovable SD (Secure Digital) m emory card inserted Psion w ebsite and search for a ‘W hite paper’ entitled
in the m obile device. One w ay of dealing with this p ro b lem . ‘O vercom ing M obile Enterprise Security Challenges’.
is to use security software that can take control of a stolen
Hazchem (U K ) and ADR (EU) warning panels: Find the
"-m obile device remotely, w iping (erasing or com pletely
NCEC (National Chemical Em ergency Centre) w ebsite and
rem oving) all data from the device and from any connected
search for ‘Hazchem guide’.
storage devices such as SD cards. W iping is m ore powerful
than deleting: erased or w iped data cannot be restored
"brought back) to the device, whereas deleted data can be
restored. The security administrator of a large organisation,
—sitting at a central computer, can send a command rem otely
to a device, if it is online, to im m ediately w ipe all data from
the device and its storage card (an ‘on-demand w ip e’)- If
the device is offline, she can send an encrypted (c o d e d )
SMS (Short M essage S ervice) text message instructing the
device to ‘wake up’ (g o online) and then w ipe all data. Other
solutions in volve pre-setting, or programming, the device to
take certain actions when certain conditions are met.
 Teacher’s notes Listening

Щ 21
T h eft Refer students back to the m em o in 2 on page 58. Explain
W arm er that th ey are going to listen to a discussion about
the theft at the warehouse, and th ey should w rite the
With books closed, ask students to brainstorm different
numbers 1-10 in the boxes in the order in which the
ways of making a building secure from theft.
points are mentioned.
S tart here
A: I’v e c a lle d th is m e e tin g s o th a t w e c a n d is c u s s th e th re e
1 Put students in small groups. Ask them to open their
in v e n to ry ite m s m is s in g fro m th e w a re h o u s e . A p o lo g ie s
books and look at the illustration of a typical warehouse.
fo r th e s h o rt n o tic e , b u t th is is u rg e n t. S o , c a n y o u b rin g
Go through the labels storage rack, portal, carton, pallet
m e u p to s p e e d ? W h a t d o w e k n o w a b o u t th is ? H e le n ?
and tag with them and make sure th ey understand what
A n y c o m p u te r d a ta ? W h a t d o w e k n o w a b o u t th e
each one is. Then tell them to discuss both points in their
lo c a tio n o f th e th e ft?
groups.
B: W e ll, th e R F ID ta g s o n th e c a rto n s s c a n n e d p o s itiv e a t
N ote that background inform ation on security risks and
th e p ic k in g s ta g e , s o th a t m e a n s th a t th e c a rto n s c a n ’t
security measures is provided in the Briefing section for
h a v e b e e n s to le n w h ile th e y w e re b e in g re c e iv e d fro m
this unit and also in the reading text in 2.
th e tr u c k .
R eading A: O K , s o w e c a n ru le th a t o u t. T h a n k s , H e le n . J e ff? W h a t
a b o u t th e tim e o f th e in c id e n t? W h a t d o w e k n o w ?
2 Ask students to read the m em o about a theft in a C: W e ll, w e k n o w th a t th e in c id e n t m u s t h a v e ta k e n p la c e
warehouse. When they have finished, ask them what n o m o re th a n fifty - fiv e m in u te s b e fo re it w a s re p o rte d a t
has been taken. Then ask them to find the following: the 9.25.
receiving area, the w arehouse and the staging area, and
D: A n o th e r p o in t a b o u t lo c a tio n , B ill. T h e g o o d s c e rta in ly
briefly explain what happens in each of these areas. Then
c o u ld n ’t h a v e b e e n re m o v e d fro m th e ra c k s b e fo re th e y
ask them to read the m em o about the theft and mark
w e re p ic k e d . A g a in , d a ta fro m th e R F ID ta g s s h o w th a t.
the locations 1-3 in the illustration. You could pre-teach
A: W e ll, it ’s u s e fu l to ru le o u t a n o th e r p o s s ib ility . S o w h e re
o r revise the follow ing w ords and phrases: ask them to
d o e s th a t le a ve u s n o w ? D o e s it te ll u s w h o th e th ie f
explain or elicit what a break-in and plastic film, to rule
w as?
out, assumptions, insider and the outcom e mean.
D: W ell, y e s , to s o m e e x te n t. A t le a s t w e k n o w it w a s n ’t
1 in the receiving area, just inside the d oor a tru c k e r, s o th e th e ft h a s to h a v e b e e n c a rrie d o u t b y

2 portal С a w a re h o u s e w o rk e r. It ju s t h a s t o h a v e b e e n a n in s id e
jo b .
3 either the warehouse or the staging area
A: O K , s o a re w e a n y c lo s e r to k n o w in g th e e x a c t lo c a tio n
o f th e th e ft?
3 Ask students to look through the stages of the warehousing B: W e il, it m ig h t h a v e ta k e n p la c e in th e s ta g in g are a . B u t
process. Then refer them back to the m em o on page 58 t h a t ’s ju s t o n e p o s s ib ility . T h e o th e r is th a t th e g o o d s
and ask them to read the m em o again, and put the stages c o u ld h a v e b e e n s to le n s tr a ig h t a fte r th e y w e re p ic k e d
in the correct order. a n d ju s t b e fo re m o v in g in to th e s ta g in g a rea.
A: O K , w e ’ re n a rro w in g th in g s d o w n n o w . Is th e re a n y th in g
The correct order is: receiving, put-away, storage,
w e s h o u ld d o im m e d ia te ly ?
picking, staging, shipping.
C: Yes, a ll th e C C T V fo o ta g e a ro u n d th e s ta g in g a re a a n d
th e p ic k in g z o n e o u g h t to b e re v ie w e d rig h t a w a y.
4 Ask students to explain what happens in a warehouse, A: O K . W h ile w e ’ re all h ere, h a v e a n y m is ta k e s b e e n
changing the nouns in 3 into passive verbs. Go through m a d e ? W e ’ll h a v e to th in k a b o u t th a t fo r th e fin a l re p o rt.
the exam ple with the class first, and then elicit the other D: O n e o b v io u s e rro r w a s th e fa u lty p o rta l - p o rta l С -
stages from the class. b e tw e e n th e p ic k in g z o n e a n d th e s ta g in g a re a . T h a t
N ote that staging is used in warehouse context but the s h o u ld n ’t h a v e b e e n le ft u n re p a ire d fo r s o lo n g .
normal noun would be sorting. Get students to use the B: Yes, a n d w h ile th e p o rta l w a s o u t o f a c tio n , a h a n d
verb sort here. s c a n n e r o u g h t to h a v e b e e n u s e d a t th e p o rta l.
A: O K . S o h a v e w e s ta rte d in te rv ie w in g s ta ff y e t?
Possible answer: C: Yes, t h a t ’s in h a n d . B y th e w a y, th e p o lic e o u g h t n o t to
Im m ediately after the goods have been received, they b e in fo rm e d y e t. W a it till w e g e t s o m e m o re in fo rm a tio n .
are put away on racks, w here th ey are stored. Later, A: R ig h t.
the requested goods are picked (from the racks) and
then sent to the staging area w here th ey are sorted. See answers in 6 on page 79.
Finally, the goods are consolidated (o r put together in
consignm ents) and then shipped.
6 You could go through the information and exam ples in
4 W e should have another look at CCTV footage, and
the Language box with the students before th ey begin this
all security procedures should be tightened up
activity. Tell students to ch oose the correct m odal form
generally.
which was used in the discussion when talking about the
5 Som eone has to have disabled the scanning portal
points th ey numbered in the m em o in 2. Explain that the
deliberately.
headings for each set of points will help them with their
choice of modal. T h ey then listen to the recording again 6 The faulty portal should have been checked on a
to check their answers. daily basis and ought to have been repaired as soon
as the fault was discovered.
6 and 7
The m odels in brackets are other possibilities n ot used at
S peaking
that p oin t in the audio:
1 cartons taken during receiving stage - can’t have 8 Put students in pairs. Tell them that th ey are going to
(also: couldn’t h ave) ask and answer questions about the items 1-4 in the
2 incident took place 08.30 - 09.25 - must have (also: m em o with their partner. Go through the exam ple with
has to have) the class first. W hile th ey are doing the activity, go round
3 cartons rem oved from rack prior to picking stage - m onitoring and giving help when needed.
couldn’t have (also: can’t h ave)
4 theft carried out by insider (w arehouse w ork er) - Possible answers:
has to have (also: must have) 1 W ere the goods stolen after picking and before
5 theft occurred in staging area - might have (also: staging?
could have) Yes, that’s a possibility. T h ey could have been stolen
6 goods stolen after picking and before staging - at that point.
could have (also: might have) Did the theft occur in the staging area?
7 im m ediately review all CCTV footage in relevant Yes, it’s possible. It could have occurred there.
areas - ought to (also: should) 2 W ere the cartons taken during the receiving stage?
8 faulty portal С left out of action for tw o weeks - No, w e can rule that out. T h ey can’t have been taken
shouldn’t have (also: ought not to h ave) then.
9 hand scanning not carried out at portal С - ought W ere they rem oved from the storage rack prior to
to have (also: should h ave) picking?
10 don ’t inform p olice until m ore inform ation available No, that’s im possible. T h ey couldn’t have been
- ought not to (also: shouldn’t) rem oved from there.
3 Was the theft carried out b y an insider?
Yes, that’s quite certain. It must have been carried
Mixed ability classes out by a w arehouse worker.
Weaker students could do this activity in pairs. Did the incident take place betw een 8.30 and 9.25?
Yes, w e can safely make that assumption. It must
have happened during that time.
Language
4 Was faulty portal С left out of action for tw o weeks?
Go through the Language box with the students and point Yes, that was a mistake. It shouldn’t have been left
out the different m odal verbs w e use for possibilities, unrepaired for so long.
im possibilities, probabilities or near certainties in the Was hand scanning not carried out at portal С (after
past. Tell students that th ey can find m ore information the fault was discovered)?
about speculating about the past in the Language
No, w e m ade a mistake there. We should have
summary on page 106.
carried out hand scanning once w e discovered
7 Focus students’ attention on sentences 1-6. Explain that the fault.
they are now going to rew rite these sentences using the
modals from the Language box so that th ey have the
same meaning as the original sentence. Point out that the
phrases in italics should be changed.

Possible answers:
1 The thieves can’t have stolen the cartons from the
truck before th ey w ere received.
2 The incident must have taken place in the morning,
but it couldn’t have happened before 08.30.
3 The goods might have been stolen in the warehouse,
and th ey also could have been taken in the staging
area.
 Speaking
2 Security
4 Students can w ork in the same pairs as 1. Ask them to
W arm er
read the instructions. Tell them to ch oose w ho will be
Tell students to co ver the text and ask them what they A and w ho will be В and to read their roles. Make sure
think the story is behind the photo. Ask them if they they understand that th ey need to change the indirect
have ever mislaid or lost their m obile phone or an item of questions from points 1-5 into direct questions and then
im portance to them and what they did about it. take turns to ask and answer the questions to find out
about the incident using the inform ation from the back of
S tart here the book. Point out that they should make notes as they
go along as th ey w ill need them later.
1 Put students in pairs. Ask them to read through the text
and discuss the situation with their partner. Elicit ideas
Possible answers:
from the class and encourage them to use the modals
1 How and when did you first discover that an
th ey learnt in the last lesson. You could w rite their ideas
unauthorised user (U U ) was trying to use the device
up on the board, but don ’t check their answers yet.
to go online? W hat action (if any) did you take in
Reading response, and w hy did you take such action?
2 At what point did you realise that the UU was
2 Focus students’ attention on the text. Explain that attem pting to install software to dow nload com pany
this is a m em o which the security director sent to the files? W hat action (s) did you take to counter this?
security adm inistrator im m ediately after the incident. Was this response successful?
Ask students to read the text quickly and make a list of
3 Did you attem pt to take over control of the m obile
the things that the security system can and can’t do to device rem otely? W ere such attem pts successful or
prevent data theft online, then check their answers with not? W hy do you think th ey w ere (n o t) successful?
their ideas in 1.
4 Did you attem pt to w ipe com pany data from the
The system can: detect that an unauthorised user (U U ) d evice (including the SD card) rem otely? If so, how
is trying to go online; d etect attempts to install software did you do it, and which m ethods (if any) proved
to access and dow nload com pany files; it allows you to: successful?
take over the m obile device rem otely; w ip e data from the
5 W ere you able to determ ine w here the m obile was
device and SD card rem otely; track location and direction
located, and in which direction it was moving, if any?
(through GPS).

Language Reading
3 Go through the exam ple with the class to show them how 5 Tell students that they are now going to read a com pany
to change indirect questions into direct questions. Refer brochure about m obile security protection. Pre-teach
them to the Language sum m ary on page 104 to help them execute (perform or carry out) and trigger (activate). Be
while they are doing this activity. T h ey can then check careful not to go o ver any of the vocabu lary in 7 yet. Ask
their answers with a partner before checking with the them to read through the questions then read the text
class. quickly to find the m ethods to match the questions.

1 W ho was the authorised user of the stolen m obile 1 m ethods 2, 3 and 4

device? 2 m ethods 1 and 5
2 W hy was our em ployee carrying a com pany m obile 3 m ethods 1 and 2
with him to a private party?
4 m ethod 4
3 How often did he access com pany files that evening?
5 m ethods 3, 4 and 5
4 Did he dow nload sensitive data onto his SD card?
5 How much data does the IT departm ent allow
em ployees to carry around?
6 W hat kind of m em ory stick is currently being issued
by the company?
7 Was the m obile d evice fitted with a GPS and camera?

Mixed ability classes

You could do a further exam ple with the class before
they start the activity to make sure that they are using
the correct w ord order. T h ey can then do the activity
in pairs.
 842063

Vocabulary M odel answer:

6 Refer students back to the brochure in 5 and ask them to 1 The incident
find and underline seven hyphenated w ord combinations. On Thursday, 12 O ctober at 08.12, the Sales Manager
Make sure that students understand what these terms phoned his office to report the loss of his company-
mean and explain that each of these hyphenated issued m obile phone, which was fitted with an SD card
com binations acts as an adjective, e.g. on-demand wipe. containing com pany data. I was the adm inistrator on
Give a brief explanation of how a prepositional phrase duty m onitoring our central security com puter screen
becom es hyphenated when used in an adjectival function, that morning.
e.g. This service is on d em and-*■ This is an on-demand In fact, I was first alerted to a potential problem at
service. Draw parallels with this kind of example: This 07.45, before the loss was reported, when an alert
cable is 5 metres long. -*■ This is a 5-metre cable. indicated six incorrect password attempts on the
Then go through the exam ple with the class and m obile phone. I im m ediately tried to contact the Sales
read through the phrases 1-7. Tell them to match the Manager on his mobile, but there was no reply.
com binations in the brochure with the phrases 1-7. During the period from 08.10 to 08.16 a number of
You could ask students to do this in pairs, or get them to alerts indicated that an unauthorised user (U U ) was
com pare their answers with a partner when th ey have using unauthorised software to go online (without
finished before checking with the class. logging in) and to attempt to access and dow nload files
from the com pany server.
1 out-of-contact 2 The security response
2 event-based As soon as the first of these alerts came up on my
3 time-based screen, 1took a series of actions to protect the data in
4 on-demand the server and on the manager’s SD card on the m obile
5 wake-up-and-wipe device. First, I disabled the user’s account, and then I
blocked all files on the com pany server to prevent the
6 pre-set
UU from accessing or downloading any files. Next, I
7 pre-scheduled
attem pted (unsuccessfully) to take o ver rem ote control
of the device, and to w ipe data from it remotely. Finally,
7 Ask students to find the words in the brochure that have
I successfully sent an encrypted SMS m essage to the
the same or similar meaning as the words and phrases
d evice instructing it to go online and w ipe all data from
1- 6 .
it and from the SD.
3 Outcome
1 sensitive
As a result of these actions, I can confirm that no
2 unauthorised
files or other data held on the com pany server w ere
3 access
accessed or downloaded. I can also confirm that at
4 rem ote 08.34, all data was perm anently rem oved from both
5 instantaneously the m obile and the SD card. However, w e do not know
6 encrypted w hether the UU was able to access any data from
the SD card prior to this time. GPS data showing the
location of the device at 08.20 was retrieved by the
Extra activity system and passed on via the Security D irector to
W rite the answers up on the board and ask students to the police.
underline the stressed syllables. 4 Weaknesses in our security system
1 sensitive 2 unauthorised 3 access 4 rem ote W hile our response was reasonably successful, the
5 instantaneously 6 encryp ted incident has highlighted som e weaknesses in our
security system. In particular the system was unable to
pre-set an event-based w ipe operation triggered by the
W riting six incorrect password attempts.
5 Recommended improvements to the system
Go through the situation and instructions with the
A pre-set, event-based data w ip e capability should be
students. Tell them to prepare their report by writing
installed in our security system as soon as possible.
brief notes about the incident in the speaking activity
The trigger for the w ipe operation should be the fourth
on page 60 for the section headings 1-3. T h ey should
then w rite notes based on their selected item from the incorrect password attempt.
brochure for section headings 4-5. Th ey w rite a draft
co p y and then check it carefully for grammar, punctuation
and spelling before writing a final copy.
N ote that the follow ing m odel answer is for Student A;
B’s answer will be similar in scope, but will have som e
slightly different details and order of events - see B’s
scenario on page 114 of the Course Book.
3 Emergency з Щ 22
Ask students to listen to the recording again and answer
W arm er the questions. Then ask them to check their answers with
Draw students’ attention to the photo at the top of the a partner before checking with the class.
page and ask them what they think has happened and
what problem s the em ergency services have to deal with. 1 sulphur chloride
2 highly corrosive
Start here 3 no, water must not be used because it will cause a
dangerous reaction
1 Put students in pairs to discuss the labels and answer
the questions. Don’t check answers yet, as they will be
checking their answers in the listening activity to follow. S canning_____________________________________
Listening 4 Go through the inform ation they need to look for with the
class first. Then ask students to turn to pages 116-117
and find the relevant text to com plete the information.
Tell students that th ey are going to listen to a talk given Tell them to scan the text to find the information. Ask
by a safety officer about the warning panels in the students to put up their hand when th ey’ve finished. Then
diagrams. Ask them to listen to the recording and check check the answers with the first person to put up their
their answers to 1. hand.

1 Fig. 1: m ost European countries; Fig. 2: USA; 1 1825 3 3

Fig. 3: UK, Australia, NZ, Malaysia 2 1833 4 7
2 Hazardous Materials
3 Information about the actual material, and how Щ 23
dangerous it is, what it does (e.g. it corrodes m etals)
Tell students that th ey are now going to listen to a
and how it should be treated (e.g. w ater shouldn’t be
question and answer section at the end of the same
used on it).
safety o fficer’s talk from 2. Ask them to read through the
22 questions first, then mark the safety officer’s answers
T he p u rp o s e o f th is s h o rt slid e s h o w is to d e s c rib e th e w a rn in g with a tick if she answers ‘Yes’ to a question, or a cross
p a n els used to w a rn p e o p le a b o u t h a za rd o u s m aterials,
if she answers ‘N o ’. A fter th ey have listened to the
recording, ask students to com pare their answers in pairs
o r H a zM ats. By law, th e s e p anels have to be a tta c h e d to
before checking with the class.
c o n ta in e rs a nd ve h icle s tra n s p o rtin g d a n g e ro u s su b sta n ce s.
M o s t o f you a lrea d y k n o w a b o u t th e se, so I’ll m o ve th ro u g h
Yes = 1,4 N o = 2, 3, 5, 6
th e s lid e s q u ite q uickly.
R ight, so if you lo o k a t th e firs t slide, yo u can see th e ty p e s
023
o f w a rn in g p a n els used in m o s t c o u n trie s a ro u n d th e w o rld .
A: S o n o w , d o e s a n y o n e h a v e a n y q u e s tio n s ?
O n th e left, Figure 1 s h o w s th e o ra n g e co lo u re d panel used
B: Yes, e rm , d o e s th e E u ro p e a n p a n e l g iv e all th e
b y m o s t European c o u n trie s . A s yo u can see, th e b o tto m half
in fo rm a tio n n e e d e d in an e m e rg e n c y ?
g ive s th e UN num ber, w h ic h id e n tifie s th e s u b sta n ce . Every
A: U p to a p o in t, y e s it d o e s . T h e H IN a n d U N n u m b e rs are
s u b s ta n c e has its o w n u n iq u e num ber. In th is e xa m p le , 1828
all y o u n e e d , really.
m ea n s th a t th e s u b s ta n c e is s u lp h u r c h lo rid e . T he to p h a lf o f
B: D o e s th e p a n e l in F ig u re 3 g iv e th e c le a re s t in fo rm a tio n
th e panel c o n ta in s th e hazard id e n tific a tio n n u m b e r o r HIN.
o f th e th re e ?
T h is te lls yo u h o w d a n g e ro u s o r h a za rd o u s th e s u b s ta n c e is.
A: A c tu a lly , I th in k it is to o c o m p lic a te d . I p re fe r th e
In th is e xa m p le , th e n u m b e r 8 s ig n ifie s th a t th e s u b s ta n c e is
E u ro p e a n o n e .
c o rro sive , and th e d o u b le n u m b e r m ea n s v e ry - s o 88 m eans
C: D o all la rg e v e h ic le s h a v e to h a v e a w a rn in g p a n e l?
th a t th is s u b s ta n c e is highly co rro sive . Is th a t clear? A n d th e X
A: D e fin ite ly n o t. O n ly v e h ic le s c a rry in g d a n g e ro u s
m eans th a t w a te r m u st n o t be used w ith th is s u b sta n ce , as it
s u b s ta n c e s h a v e to h a v e a p a n e l.
rea cts d a n g e ro u s ly to th e p re se n ce o f water.
C: H a s th e u s e o f th e p a n e ls h e lp e d to a v o id s e rio u s
Right, so le t’s have a q u ic k lo o k at th e o th e r tw o panels. Figure
a c c id e n ts ?
2, th e d ia m o n d -s h a p e d o ne co lo u re d w h ite , yellow, red and
A: A b s o lu te ly . In c id e n t re p o rts s h o w th a t m a n y a c c id e n ts
blue, is c o m m o n ly used in th e USA. A n d th e th ird panel, sh ow n
h a v e b e e n a v o id e d b e c a u s e o f th e p a n e ls .
in Figure 3, is th e o ne still used in th e U K and also so m e o ther
D: Is th e U N n u m b e rin g s y s te m to o c o m p le x ?
c o u n trie s s u ch as A ustralia, N ew Z ealand a nd M alaysia.
A: O n th e c o n tra ry , it ’s c o m p le te ly s im p le a n d e a c h
s u b s ta n c e h a s its o w n n u m b e r.
B: D o E u ro p e a n v e h ic le s e v e r s h o w h a z a rd s y m b o ls , s u c h
a s th e s k u ll a n d c r o s s b o n e s fo r to x ic ity , o n th e w a rn in g
p a n e l?
A: In fa c t, E u ro p e a n v e h ic le s do s h o w h a z a rd s y m b o ls , b u t
t h e y ’re in a d iffe re n t lo c a tio n o n th e v e h ic le , n o t in th e
w a rn in g p a n e l its e lf.
6 Ask them to look at the w ords and phrases in the box, Speaking
and explain that six of these w ere used to introduce the
safety o fficer’s answers. Tell students that th ey are going 10 Students could w ork with a different partner. Ask them to
to listen to the recording again and they should w rite the ch oose A and В roles. Go through the instructions and the
words o r phrases she uses next to the question that was situation with the class. Tell them to make detailed notes
asked and note down any extra information. Go through about their partner’s incident, which they will need for
the answers with the students. You could make notes the follow ing exercise.
about the extra inform ation the safety officer gives on the
W riting
board, as they will need this inform ation in 9.
11 Students w ork individually to w rite the report based on
1 up to a point 4 absolutely
their notes about their partner’s incident in 10. Tell them
2 actually 5 on the contrary to w rite a draft rep ort using the headings given and their
3 definitely not 6 in fact notes in 10. W hen they have finished, remind them to
check their draft carefully for grammar, punctuation and
spelling before writing a final copy.
7 Ask students to look at the w ords and phrases in 6 and
match them with types of answers A-E th ey are used to
M odel answer: Student В (based on A ’s scenario):
introduce.
Incident
A absolutely, definitely, without a doubt, certainly On 25 January at 15.38, a tanker crashed on a slippery
road, and turned upside down, fracturing the side of
В certainly not, definitely not, absolutely not
the tank. An unknown liquid started leaking slow ly
С yes and no, up to a point, to som e extent
out onto the road. A passing m otorist witnessed the
D in fact, actually
crash and called em ergency services on his m obile
E on the contrary phone. The liquid then m ixed with som e leaking fuel
and caught fire. The firefighters arrived and put the
fire out without any difficulty, but then, suddenly, the
Language liquid reacted violen tly with the w ater from the hoses,
corroding the tanker and making m ore liquid pour out.
8 Refer students back to question 1 in 5 and go through the As a result, a large cloud o f burning gas escaped from
exam ple with the students. Make sure th ey understand the mixture.
how to change direct Yes / N o questions into indirect
Cause(s)
questions. Elicit other phrases that could replace the
This was a serious incident, caused mainly by the
phrase in italics in the example, e.g. I ’d like to know, Can
failure of the firefighters to identify the liquid in the
you tell me if and make sure th ey are clear about changing
tanker before attem pting to fight the fire. The witness
the w ord order in the rest o f the sentence.
was unable to see the HazMat panels, which w ere
Tell students that th ey’ll find m ore inform ation about covered by debris from the crash. As a result, the
indirect Yes / N o questions using if/ whether in the firefighters began fighting the fire with w ater jets
Language summary on page 104. w ithout identifying the substance first.
In fact, the substance in the tanker was sulphur
Possible answers: chloride, but was only identified hours l^J^r. The
1 Could you explain w hether the European panel gives problem is that this chem ical reactsjd olen tly with
all the inform ation you need? water, and has a v e ry corrosive effect.
2 I’d like to know if the panel in Figure 3 gives the Results
clearest inform ation of the three.
As a result of this basic error, the large cloud of
3 I’m trying to find out w hether all large vehicles have burning gas forced the em ergency staff to withdraw
to have a warning panel. from the scene. An area of several square kilometres
4 Could you tell me w hether the use o f the panels has was sealed off around the incident, and many nearby
helped to avoid serious accidents. houses w ere evacuated. Another consequence was
5 Do you think that the UN numbering system is too that fifteen em ergency staff w ere seriously injured by
com plex? the corrosive effects of the gas, and are now recovering
6 Can you tell me if European vehicles ever show in hospital.
hazard sym bols on the warning panel?

9 Put students in pairs. Ask them to take turns to ask

the indirect questions from 8 and answer them using
the w ords and phrases in the b ox in 6 and the extra
inform ation that the safety officer gave. Go round
m onitoring and giving help if needed.
 Review Unit D
A nsw er key It is often difficult to use a normal n otebook outdoors
because it cannot be view ed easily in sunlight. The
Possible answers: screen of the rugged notebook, on the other hand,
1 The aim of RFID tags is to enable all items to be is sunlight-viewable and can therefore be used in all
tracked through the supply chain. daylight conditions.
2 An RFID tag consists of a m icrochip to store data and W hile carrying out surveys in the field it is likely
an antenna to transmit it. that a notebook com puter will be dropped onto a
hard surface or struck by a hard object. T h e rugged
3 Product information is dow nloaded to the tag, which
notebook, unlike ordinary notebooks, is drop-shock
is then attached to e v e ry item.
resistant and has a shock-mounted rem ovable hard
4 The tag works by receiving updated information and
disk, which w ill help it to withstand impact.
transmitting it w h en ever it passes under a portal
M ost hom e and office notebooks have plastic cases
containing a reader.
and normal hinges, which can break easily in difficult
5 In the past, read-only bar codes read by optical
w ork situations. T h e rugged notebook, however, has
scanners w ere used.
a strong case and hinges m ade of magnesium alloy,
6 Recently, low-cost RFID tags have been developed,
which will resist rough conditions.
containing only a product code, or number, like a
T he screen, keyboard and touchpad of the rugged
URL, linked to data held on a server instead of a chip.
notebook are m ore dust and moisture resistant than
7 Currently, research is being carried out to reduce tag
those of a normal notebook. In addition, com pared
dimensions and production costs even more.
with the connectors of a normal notebook, the rugged
8 Further research needs to be done into making RFIDs notebook connectors are m ore suitable for outside
w ork when attached to metal objects or the use, since they are sealed against rain, dust and
human body. moisture. An extra durability feature is that the rugged
9 In the future, RFID tags will probably be found notebook touch screen has a replaceable film, whereas
everyw here, creating a W orld W ide Web of devices m ost notebook com puters do not have this feature.
(n ot just of data). The rugged notebook has a number of other features
not found in normal com puters, such as integrated
GPS. On the other hand, it shares som e features with
2 1 than that 2 Compared, other hand 3 rather
normal m obile com puters such as m obile broadband
4 h ow ever 5 instead 6 Unlike, Nevertheless
internet 3G wireless, a p ow er adaptor for use in cars
and an optional m obile printer.
In conclusion, the rugged notebook has a number of
3 1 other w ords 2 i.e. 3 that is to
advantages over normal notebook com puters, as I
4 w ay of putting this 5 that
have indicated above. I therefore recom m end that the
6 put that in everyd a y terms
rugged notebook should be purchased for ou tdoor use
by our field surveyors.
5 (N ote: the m odel answer given here is for som eone
working in an industry that uses field surveyors, such as
Possible answers:
oil and gas exploration. The students should refer to an
1 The fire could have been caused by faulty electrical
industry th ey w ork in or are familiar with.)
wiring.
2 The new sales manager should not have been given
M odel answer:
a com pany m obile phone b efore he com pleted his
The aim of this report is to com pare the rugged
basic IT training course.
notebook with the non-rugged m odels com m only
3 The IT system in our factory must have been / has to
used at hom e or in the office, and to recom m end one
have been infected by a virus.
which is best for our field surveyors to use in outdoor
environments. 4 The cartons can’t have been stolen by our
warehouse staff.
Rugged m odels are generally m ore durable than non­
rugged ones, and, unlike normal com puters, are often 5 Your company-issued m obile phone must have been
designed using m ilitary testing procedures. T h ey are taken b y an unauthorised user.
therefore m ore suitable for the outdoor, physically 6 Such an experienced tanker driver couldn’t have
demanding environm ents that our field surveyors fallen asleep at the wheel.
w ork in. 7 You shouldn’t have m ade you r password the same as
you r birthday!
8 Your servers should be shut dow n im m ediately and
you r com pany’s files should be locked.
 Possible answers: 1 to provide 6 have been found
1 The manager wants to find out w hy the warehouse 2 consists of 7 are developing
w orker rem oved the RFID tag from the pallet. He 3 touches 8 to make
w ould also like to know the exact tim e of 4 sending 9 are going to be shared /
the incident. 5 queued will be shared
2 The investigators will determ ine how fast the plane
was flying when the near-miss took place. T h ey will
also find out its altitude. lb 2c 3a 4b 5b 6c
3 Our supervisor needs to know w hether the
maintenance team repaired the fault in the jet engine.
1 may 4 ought not to
She also wants to know the cause of the fault.
2 can’t 5 ought to
4 T h e security official is trying to d iscover how
3 must
the unauthorised user obtained the em p loyee’s
password. He w ould also like to learn the identity of
the unauthorised user. 1 I’d like to know w ho the last person in the
5 T h e com pany chairman is keen to find out if the warehouse was.
p olice have com pleted their investigation into the 2 Could you tell me when you realised that the device
loss of the encrypted data. She is also eager to had been stolen?
discover the outcom e of the investigation.
3 Tell m e w h y the maintenance engineers w ere not
6 The warehouse manager is attem pting to find out alerted to the problem.
which scanning portal the carton passed through. He
4 1need to know if / w hether all your drivers display
would also like to know its current location.
the warning panels clearly on their vehicles.
5 Do w e know if / whether the unauthorised user has
8 1 Definitely, yes 4 The op posite is the been able to access any sensitive data?
2 To som e extent case
3 In fact 5 Certainly not
Part 2: Reading and w riting

10 M od el answer: See page 137

Reading

1 16 2 3,4 38 49 56
Project

11 Go through the instructions with the class. If tim e is

1 Sulphuric acid, spent
short, students could w ork in pairs, agreeing on the
2 UN 1831
subject matter and then one student writing Text 1 and
3 UN 1823 Sodium hydroxide, solid
the other writing Text 2. T h ey could then com pare the
tw o versions. W hen th ey have com pleted this task, 4 UN 1829 Sulphur trioxide
remind them to check their w ork for grammar, spelling 5 Sodium hydroxide, UN 1823 solid, UN 1824 solution
and punctuation errors.

Q uick test answ er key W riting

Part 1: Vocabulary and gram m ar See P age 136 fo r a gu ide to m arking the W ritin g section.

1 Up to a point 5 In fact.
2 just as 6 such as
3 words 7 W ithout a doubt
4 On the contrary

2 1 oscillates 5 pre-set
2 corrosive 6 hazardous
3 sensitive 7 rem ote
4 conductive 8 instantaneous
 Review Unit D Quick test
■Hi m

T o ta l /60

Part 1: Vocabulary and gram m ar 3 Complete the sentences using the correct form of the
verbs in the box.
1 Cross out the option that is not possible in the following
sentences. consist d evelop find make provide queue
send share touch
1 The electrical current oscillates. In other w ords /
That is / Up to a point, it vibrates.
2 It’s a bit like / just as / similar to an aircraft wing. 1 The aim of system is firs tly _________ resilience to
radio aerials
3 To put this in everyd a y language / terms / words, the
device can recognise objects and label them. 2 The d e v ic e __________ of a rod m ade of a material such
as copper.
4 A: Do the current health and safety procedures
w ork well? 3 The u s e r the screen lightly.

B: On the contrary / To some extent / Up to a point 4 The system works b y __________ a command to an
th ey do. online device.

5 A: Should the staff be inform ed about the incident? 5 In the past w e __________ at a station for a long time to
buy a train ticket.
B: Absolutely. / Definitely. / In fact.
6 N ew w a y s _________ recently to hack into m obile
6 The magnets are super-conductive, i.e. / such as / that
phone calls and texts.
is to say th ey have an electrical resistance of zero.
7 Presently en gin eers a driverless car.
7 Actually / In fact / Without a doubt w e upgraded our
security system last week. 8 However, w e h a v e the device m ore water
resistant.
(7 marks)
9 In the future, m ore and m ore of our life experiences
2 Match the w ords in the b ox with their definition. _________ on a variety of devices.
(9 marks)
conductive corrosive hazardous instantaneous
oscillates pre-set rem ote sensitive 4 Complete the sentences with the correct option.
1 _________ the previous system, this one has good
1 It vibrates. scratch resistance.
2 It’s acidic and destroys metal by a chem ical reaction. a) Instead b ) Unlike c) Whereas
3 It needs to be dealt with carefully. 2 _________ of having resistive touch screens, w e ’ll be
4 It can carry electrical current. using capacitive touch screens in the future.

5 It is planned beforehand. a) Compared b ) Although c) Instead

6 It can be dangerous. 3 _________ the IR touch screen, SAW touch screens can
be badly damaged by moisture.
7 It is far aw ay or distant.
a) Compared with b ) Instead of c) On the other hand
8 It is immediate.
4 The amount of spam w e ’re receiving this year is much
(8 marks)
_________ that of last year,
a) increased from b ) greater than c) m ore of
5 Th ese radio aerials easily b rea k . , the aerials
w e have produced can bend without breaking.
a) In other w ords b ) On the other hand
c) Nevertheless
6 Static data can be found on a sm artphone screen,
_________ in the future live data will be seen outside a
sm artphone screen.
a) rather b ) just as c) whereas
 Choose the correct option to complete these sentences. 5 W hich substance has different UN numbers for its
solid and solution forms?
1 It’s possible that the data may / must / should have
been accessed b y an unauthorised user. (10 marks)

2 The m achinery can’t / hasn’t / shouldn’t have been W riting

maintained well. This com ponent needs replacing.
3 Check the footage from the CCTV camera. The thieves Write a brief description for a non-specialist reader
can / has to / must have been film ed on it. comparing two pieces of equipment or products
that can b e used in your technical field and explain
4 T h ey ought to not / ought not to / should have left
which one you think is best. Use phrases expressing
the building without checking the security alarm was
comparison and contrast from Units 7 and 8 w here
on.
appropriate.
5 To avoid data theft, staff could / ought to / should not
(10 marks)
be given m ore security training.
(5 marks)

Rewrite these questions as indirect questions beginning

with the w ords given.
1 W ho was the last person in the warehouse?
I’d ____________________________________________ .
2 W hen did you realise that the device had been stolen?
C o u ld ____________________________________________ .
3 W h y w ere the maintenance engineers not alerted to
the problem?
Tell m e ____________________________________________ .
4 Do all you r drivers display the warning panels clearly
on their vehicles?
I n e e d ____________________________________________ .
5 Has the unauthorised user been able to access any
sensitive data?
Do w e k n o w ____________________________________________ .
(5 marks)

Part 2: Reading and w riting

Reading

Read the text on the hazard identification num ber on

page 117 again and answer the questions.

Which hazard identification num ber (1-9 ) w ould you

give ...
1 for a substance which is poisonous?
2 for a liquid that can catch fire easily?
3 for a substance that can cause a chem ical reaction
and destroy solid material?
4 for a substance that may respond badly when exposed
to the atmosphere?
5 for a substance that m ay spread a disease?

! Answ er these questions.

1 W hich substance has the number UN 1832?
2 W hat is the UN number of Sulphuric acid, fuming with
less than 30% free sulphur trioxide?
3 W hich substance is solid?
4 W hich substance has the same UN number for
inhibited and stabilised forms?
Contents 3 Contracts
Objectives
1 Proposals In this lesson students will ...

Objectives • discuss when legal contracts are used and w h y th ey are

im portant
In this section students will ...
• listen to a discussion and com plete notes on the
• discuss the features of an automated building they
conditions of a contract
would like to have in their place of w ork or in their
home • read the extracts from the contract and match them
with the notes, then answer questions
• listen to extracts from a m eeting and com plete a list
• study form al terms used in legal contracts
• read selling points and match them to features
• study and practise language com m only used when
• match w ords and phrases with their synonyms
discussing and reading contracts
• study and practise ways of making proposals
• w rite a follow-up m em o confirm ing conditions of a
• role play a conversation about a proposal contract

2 Definitions
Objectives
In this lesson students w i l l ...
• discuss sensors in illustrations and match them to their
functions
• match definitions with illustrations
• study ways of giving a basic definition of an item (in its
singular form )
• study and practise giving an expanded definition
• com plete definitions with an appropriate generic noun
• use w ords and phrases given to w rite a definition for an
instrument
• w rite definitions for items from their industry or
technical field
 ■ег-

The radiation is focused by a Fresnel lens (pronounced

'iefing
‘frennel’, a flat lens with grooves, also used in car headlights)
i_s unit looks at making agreements, proposals, contracts through an IR filte r^ to ^ljjninate jpon-human IR radiation),
I writing definitions. and onto a pyroeiectnc sc'nsm- (a transducer that converts
IR radiation into electrical energy). This generates an electric
ion 1 deals with wireless system s for automated
charge proportional to the amount of thermal energy striking
ldings, which can control all the functions of a building
it. As a person walks past the sensor, their higher body
dessly from a central computer. The tech n ology featured
tem perature boosts sensor output. The change is amplified — 'j " " t:: f- _
:his section under the fictitious name ‘Sigma’ is loosely
and sent to a comparator that detects the difference.from
on ZigBee, a wireless connectivity standard for use
earlier readings. (3 ) Strain ^auge: th isfs d^sea to detect and
■th sensors (such as motion, light and heat sensors),
measure any change in the shape of a structure such as a
■ d control devices (such as thermostats, access (e n try )
steel or con crete Ш^ип. It consists of a pattern of metallic
ootrols, and HVAC control valves). (HVAC stands for
foil (thin metal sh eet) which is mounted on an insulating
eating, ventilation and air conditioning.) Although ZigBee
material and attached to the structure. If the structure
i especially used in the com m ercial building market for
changes shape, the foil pattern will b ecom e longer through
actories, offices and so on, it can also be used in private
tension or shorter through compression. This will cause
:omes to control a range o f home appliances. Buildings
a m easurable change in electrical resistance, which may J f f ' f &- /
t use these system s are often called smart, intelligent or

t omated buildings. Another m ajor standard in this field is

I-Wave. Typical features of ZigBee and similar technologies
_re: (1) low pow er consumption but feist response: sensors
indicate strain on the structure. (4 ) T h erm o co u p lefth is is
frequently used as the sensing elem ent in a th erm al (h eat)
sensor or switch. It consists of tw o metal strips or wires
made of different metals or alloys. The strips are joined
alter sleep m ode while not in use, but respond within
at both ends; one junction is at the unknown tem perature
nilliseconds of receiving a signal to becom e active on
to be measured and the other is held at a known low er
he network. For example, as soon as a w ireless motion
tem perature (fo r exam ple 0°C); the current generated in the
ensor in sleep m ode detects an intruder, it ‘wakes up’ and
circuit is proportional to the tem perature difference between
nstantly triggers a series o f events throughout the network
the tw o junctions.
■master lights turn on, em ergency services are notified,
Id e o cameras focus on the area and locks are engaged Section 3 deals with the language of contracts. Important
Activated), all within m illiseconds; (2 ) a mesh network: all terms in a contract include the Contractor (th e person or
ле radio-enabled sensors and control devices are arranged com pany doing the w ork), the Client (th e person or com pany
ike a mesh (n et): th ey can com m unicate w irelessly with paying for the w ork), the W ork (th e goods and / or services
: ne another, as w ell as with the central computer. This that will be supplied and / or carried out by the Contractor),
neans that a signal can travel betw een tw o points b y many the Location (th e site or building w here the Work will be
iifferent routes: if one device in the network fails, the rest carried out), the Contract Price (th e sum of m oney that will
jf the network ‘n otices’ this and sends an alarm to the be paid b y the Client to the Contractor for the goods and /
rentral computer. Then all the signals find a different route, or services supplied and / or carried out), the Schedule (an
эу-passing (goin g around) the failed d evice and creating a appendix to the b o d y o f the contract, which gives details of
self-healing network; (3 ) scalability: the network is scalable dates, materials, sums of money, etc.), and this Agreement
capable of an increase or decrease in scale, or size). Since (th e actual contract which is being read). Formal terms
iie system is w ireless and arranged in a mesh network, frequently found in contracts and other official documents
idditional sensors and control devices can be added to (but rarely in other con texts) include aforementioned
he system easily as a factory expands (o r taken away if it (m entioned earlier in this docum ent), hereinafter
iownsizes) and (4 ) energy efficiency of utilities (such as (m entioned later in this docum ent) and notwithstanding
ilectricity): for example, unoccupied room s can be kept (d esp ite).
o r long periods unheated or uncooled, but as p eop le enter
ihem, the tem perature w ould autom atically adjust to the The ZigBee system: Find the N ew Scientist w ebsite
Dptimum tem perature, in response to the heat em itted by the (p ayw all) and search for the article ‘Radio chip heralds
people in the room. the sm arter h om e’. Also find the ZigBee Alliance website.

section 2 deals with four types of sensor: (1 ) Smoke Sensors: Find the Sensorland w ebsite and search for ‘How
detector: the one featured here is the photoelectric type th ey w ork’ or ‘Find out how a sensor w orks’ to access a
[using light and electricity). It sends a beam of light from large database of sensors.
m LED to a light catcher. A ny particles of sm oke in the
device will reflect som e of the light through a lens to a
photocell (o r ph otoelectric cell, a transducer that converts
light to electrical energy), which then triggers an alarm.
(2) Motion detector: the one featured here is the passive
infrared (PIR ) type. All heat-emitting objects, including
humans and animals, generate infrared radiation.
5 Ask students to com plete the text using a variety of forms
С A: But what would happen if a battery in a sensor
from the Language box.
such as a smoke detector failed or went dead? How
w ould the network operate? Would it break down?
1 to deal with / for dealing with
B: No, not at all. That would not cause a problem.
2 carrying out
The system uses mesh networks, which are self-
3 to set up / for setting up
healing and repair them selves.
4 to hold / for holding
A: W hat do you mean?
5 asking the governm ent / that the governm ent should
B: Well, if a device failed, the rest of the network
be asked
w ould raise the alarm and all the signals w ould go
6 that the com m ittee (sh ou ld) circulate around the failed device, using a different route.
7 contacting / that th ey should contact A: I see, that sounds v e ry useful.
B: Yes, in fact I recom m end that you ch oose the self-
Speaking healing mesh network option.
D A: W hat is the maximum number of devices that can
6 Put students in pairs. Tell them that th ey are going to role be connected to the network? Is it possible to add
play a conversation betw een the director o f W idgett and devices once the network has been installed?
the technical sales manager from Sigma. Explain that the B: Yes, the system is scalable. A virtually unlimited
sales manager will be trying to sell their latest automated number of devices can be connected to the network.
systems. A llow them to ch oose w h o will be Student A This would allow a factory like yours to expand even
and w ho will be Student B. Go through the instructions after the network has been installed. The network
with the class and tell them to read their roles. Refer has a v e ry w ide range and could co ver up to 250 m2,
them back to the selling points in 3 and use the language which is a large factory.
for making proposals from the Language b ox to ask and
A: Yes, w e w ould need that.
answer questions about the various systems. W hile
B: So my proposal is that you should go for the
students are doing the roleplay, go round m onitoring and
scalable network option.
giving help as needed.
E A: You mentioned that your system could reduce
Make a note of any good language examples and write
electricity bills. H ow could that happen?
them up on the board.
B: Well, a Sigma system w ould control the heating,
Possible questions and answers: cooling, lighting and air quality.
A: How w ould the lighting be controlled?
A A: H ow would your automated system go about
dealing with security issues, such as a break-in by an B: You see, all the lights in the factory could be fitted
intruder? with radio-enabled m otion sensors so that they
B: Well, if an intruder broke into your factory, could be program m ed to turn them selves on and
intrusion sensors would im m ediately trigger an off w henever staff walked into or out of an office or
alarm and a series of events that would switch w orkshop. This would greatly reduce your electricity
on the master lights, autom atically call the costs.
em ergency services, make the vid eo cameras home A: N ow that is v e ry interesting indeed.
in on the intruder and activate the door locks, all B: Yes, so that’s w h y I w ould strongly recom m end
simultaneously. installing the full utilities package.
A: That sounds interesting. F A: Don’t all these radio chips and inter­
В: I w ould recom m end that you purchase the full com m unicating switches and sensors use up huge
security package. quantities of electricity?
В A: W hat about control of the network? W hat m ethods B: No, on the contrary, th ey use v e r y low power. This
w ould your system use? Is it all centralised? is because their default m ode is ‘asleep’ and th ey are
only activated when th ey are needed. T h ey transmit
B: No, not com pletely. T h ere’s a central computer,
and receive only small amounts of data so high
of course, to control the w hole system, but there
(transm ission) speed is not necessary. As a result,
are also a number of m obile input devices such as
batteries in a Sigma network can last up to five years,
m obile phones and PDAs which allow supervisors to
unlike those in other systems.
walk around the factory inputting and receiving data.
T he system is autom atically updated by the m obile A: Five years? Th at’s v e r y im pressive. Batteries in
system - password protected, of course. som e other system s run dow n after a few hours.

A: Th at’s v e ry im pressive. B: That’s correct. I propose that you purchase Sigma

batteries for all your Sigma devices, because they
В: 1 p ropose that w e supply you with a set of Sigma
com e with a five-year guarantee of long life.
m obile input devices.

7 W hen students have finished their roleplay, ask them : :

swap partners and roles, and role play the c o n v e r s a t: с
again.

Agreements j 9 Ш
 3 Refer students back to the four elem ents in the Language
2 Definitions box. T h ey then find and underline these elem ents in A
and С in the previous exercise. W hen checking answers,
Start here
make sure that they have identified the main function of
the definitions correctly.
1 Put students in pairs. Ask them to look at the diagrams of
the sensors and to match them with their main functions.
D efinition A:
1 sensor С 2 sensor D 3 sensor A 4 sensor В A p h otoelectric smoke d etector / is / a security d evice,
containing an LED and a photocell, that detects smoke
particles by bouncing light off them onto the photocell.
Reading
Definition C:
2 Ask students to read the definitions A -D and then match A strain gauge / is / a d evice. / used for measuring the
them to the sensors above. mechanical deform ation of a concrete beam or similar
structure, consisting o f a metal coll and terminals
A sensor В В sensor A С sensor D D sensor С
that changes its electrical resistance when its shape
changes.
Language
4 Ask students to identify the different elem ents from the
Go through the inform ation and the exam ples in the language box for the definition given.
Language box with the students. Point out that these are
basic definitions and that definitions norm ally consist Electric Potential Sensors (EPS) / are / w ideband (quasi
of these four elements. Tell them that w e can also say DC to 200 M Hz) ultra-high-imjWlance sensors / used
a device used for measuring temperature - used here is for detecting spatial potential, electric field or charge.
optional. Draw their attention to the expanded examples
and elicit the elem ents that have been added b efore the
generic nouns (th e ad jectives) and after the generic noun
in the second exam ple (th e extra past participle clause).
Tell students that th ey can find m ore information about
definitions in the Language summary on page 107.

M ixed-ability classes
You could give weaker students another example, e.g.
a burglar alarm is a device which tells you if there is an
intruder in the building. W rite this on the board. Then
ask them to identify the four elem ents in the example.
Language Vocabulary

Go through the information and the examples in the 6 Ask students to read through the definitions 1-5 and
Language b ox with the students, which shows them how ch oose the correct generic noun to com plete each one.
to link clauses to make definitions. Focus their attention
on the generic noun and elicit what type of w ord com es 1 standard
before and after this noun to create the definition. You 2 process
could w rite the follow ing on the board: 3 instrument
present participle 4 device
noun - b e - adjective - generic noun past participle 5 system

relative clause
Explain that the order of the adjectives is norm ally fixed. W riting
Refer students back to 2 on page 70 and ask them to make
7 Focus students’ attention on the photo. Ask them
similar charts for the definitions, using the additional
what it is. Then ask them to w rite the definition for the
headings for the w hite rows in the Language b ox on
instrument using all the w ords and phrases given in the
page 71.
correct order. T h ey can then check their definition with a
Definition A
partner b efore checking with the class.
name A photoelectric smoke detector
be is A th eodolite is a surveying instrument for measuring
a security horizontal and vertical angles, consisting of a small
type
telescop e mounted on a tripod. '
generic noun device
Ст^£рОоЫ
components containing aj^ LED and a photocell 8 Tell them that th ey are going to w rite definitions for six
main function that detects smpke particles things they use in their industry or technical field, using
method by bouKcfrig light off them onto the a variety of generic nouns. T h ey could, for example, use
photocell. /?...j .c re/.. the generic nouns for 6. A llow them time to ch oose their
items, then ask them to w ork on their own to w rite their
Definition В
definitions.
name A PIR motion detector
be is Extra activity
type an electronic You could ask students to ch oose one of their
generic noun sensor definitions to w rite on the board. Tell them not to w rite
material made of pyroelectric material the name of the item. The other students in the class
main function which detects the movement of a have to guess what is being defined.
heat-emitting body
method by generating an electric charge
when exposed to infra-red radiation.
Definition С
name A strain gauge
be is
generic noun a device
main function used for measuring the mechanical
deformation of a concrete beam or
similar structure
components and consisting of a metal coil and
terminals
property that changes its electrical resistance
when its shape changes.
 A: Yes: w e ’ ll o n ly p a y th e m in fu ll o n c o n d itio n th a t w e ’re
Contracts
h a p p y w ith th e ir w o r k a n d th e y ’v e fo llo w e d th e te rm s o f
th e c o n tra c t.
Start here
B: T h a t’s it. W h a t e ls e d o y o u w a n t in?
1 Focus students’ attention on the photo and explain that A: W e ll, t h e y ’ ll g iv e u s a 1 5 % d is c o u n t o n th e to ta l p ric e
this man is signing a contract. Put students in pairs. p ro v id e d th a t w e le t th e m c h o o s e th e s ta rtin g d a te fo r
Encourage them to discuss when contracts are used in th e in s ta lla tio n .
their own industry and w h y th ey are important. Then B: O K , b u t w h a t if th e y ju s t tu rn u p w ith o u t w a rn in g ?
have a class discussion and elicit their ideas about why A: R ig h t, s o th e n e x t c o n d itio n is th a t th e y c a n s e le c t th e
they think contracts are important. Make sure you s ta rtin g d a te a s lo n g a s th e y g iv e u s a f o r t n ig h t ’s n o tic e .
talk about the need for contracts w h en ever there is a B: Yes, th a t s h o u ld d o it. N o w s u p p o s in g th e y fin is h th e jo b
com m ercial transaction betw een tw o or m ore parties, la te ?
such as betw een supplier and buyer, or service provider A: Yes, in c a s e th e y m is s th e d e a d lin e , w e c a n d e d u c t 1 %
and client. The contract gives detailed proof (w hich can fro m th e ir p a y m e n t f o r e v e ry ^ / e e l ^ l j e y ’ re la te .
be used in a court of law if n ecessary) of what the parties B: G o o d . T h a t’ ll g iv e th e m th e in c e n tiv e to fin is h th e jo b !
have agreed to, and is especially im portant if som ething
A: R ig h t. N e x t: w e h a v e th e o p tio n o f c a n c e llin g th e
goes wrong, for exam ple if the supplier fails to deliver the
c o n tr a c t a n d g e ttin g o u r m o n e y b a c k in c a s e th e y
agreed goods, and the dispute has to be settled by legal
s u b - c o n tr a c t th e w o r k to a n o th e r c o m p a n y .
action.
B: A h a .
A: A n d , fin a lly : e v e n if w e h a v e t o c lo s e th e fa c to r y f o r a
Extra activity
s h o rt tim e , th e d e a d lin e w ill s ta n d u n le s s w e b o th a g re e
You could also ask students what experience th ey have
in w r itin g to c h a n g e it.
had dealing with contracts and what difficulties they
B: F in e . Is th a t it?
have had with writing them up or reading contracts
A : Yep.
that th ey have to sign from other companies.
B: O K , I’ ll g e t th e te a m to d ra w u p th e c o n tr a c t f o r y o u .

Reading
Listening
3 Focus students’ attention on the text and explain that
<&25 these are six extracts from a legal contract. Ask them to
Ask students what th ey can rem em ber about the meeting quickly match the extracts to the notes in 2. Remind them
betw een Sigma Systems and W idgett & Sons in Lesson 1 that th ey do not have to read the extracts in detail for this
- they can refer quickly back to the lesson if they wish. activity.
Tell students that th ey are going to listen to a discussion
betw een the W idgett director and the head of his legal АЗ B6 С2 D5 E4 FI
team. Ask them what this m eeting might be about. Draw
their attention to the notes and ask them to read them 4 Ask students to read the extracts carefully and find the
through. Before they listen to the recording, you could answers to the four questions.
ask them what inform ation they could put here. Students
can then check their answers in pairs before checking 1 if the fa ctory has to be closed and if agreem ent has
with the class. Ask them how similar the com pleted notes been reached betw een both parties in writing
from the recording are to their ideas and what th ey think 2 if the contractor sub-contracts the installation work
of the terms of the contract. to another com pany instead of using their own
em ployees
1 w e ’re happy with their w ork and th ey’ve follow ed 3 th ey would have 2.5% deducted from the contract
the term s of the contract price
2 w e let them ch oose the starting date for the 4 in the Schedule
installation
3 they give us a fortnight’s notice
Ask students to find the m ore form al w ords or phrases
4 w e can deduct 1% from their payment for e v e ry week
in the contract with the same meaning as the w ords and
th ey’re late
phrases 1 - 6.
5 they sub-contract the w ork to another com pany
6 the deadline will stand unless w e both agree in 1 nominated 4 stipulated
w riting to change it 2 prior 5 breach
3 unforeseen 6 accordance

A: L ia m , I’v e re a c h e d a g re e m e n t w ith S ig m a a b o u t th e
a u to m a te d fa c to r y p ro je c t. C a n I ru n th ro u g h th e m a in
p o in ts w ith y o u ? I’ ll f o llo w u p in w r itin g , o f c o u rs e .
B: A ll rig h t, J o e . D o y o u w a n t o u r u s u a l s ta n d a rd c la u s e a t
th e b e g in n in g ?
 :ra activity
:us students’ attention on the extracts from the 8 Tell students that th ey will find the meanings of the three
al document, which contain lots of other examples terms by turning to pages 116-117. Tell them to scan the
formal language. Point out that legal contracts and text to find the meanings of these words. Ask students to
cuments use v e ry form al language and draw their put up their hand when th ey’v e finished. Then check the
ention to the use of the m odal shall w here w e would answers with the first person to put up their hand to see
rm ally use will. Then w rite the follow ing w ords and if th ey w ere correct.
rases from the extracts on the board. Ask students
w rite down less form al synonyms for these. Tell a already mentioned above
з т to use their dictionaries if th ey need to. b despite
'm inate (en d ) с in the rest of this docum ent
m m ence (sta rt)
oviso (requirem ent)
riation (ch an ge) , ^ ^ W riting
onies (sums of m oney)
o-rata (according to the rate)
9 Go through the instructions and exam ples with the
students. Students refer back to the six conditions in 2
and w rite a follow-up m em o from the W idgett director to
nind students of the w ork th ey did on writing
the head of the legal team, confirm ing the six conditions
initions in Unit 2. Then ask them to w rite generic
and adding the tw o extra ones given. W hen they have
initions for the five terms in the contract. When
finished, remind them to read through the m em o and
:cking answers, you could ch oose students to read out
check it carefully for grammar, spelling and punctuation.
ir definitions without saying the term. The class has to
:ss the term that is being defined. After checking their
M odel answer:
iwers, point out the use of an initial capital letter for
As prom ised in our phone discussion yesterday, here
se terms in legal contracts.
are the main terms and conditions that I have agreed
with Sigma. Could you turn them into a draft contract
ossible answers:
for me to look at next week?
T h e W ork’ refers to the goods and / or services
1 W idgett will only pay Sigma in full on condition that
that will be supplied and / or carried out by the
w e ’re happy with the quality of their w ork and th ey’ll
Contractor for the Client.
only get paid if th ey’v e follow ed all the other terms
T h e Location ’ is the site or building w here the Work
in the contract.
will be carried out.
2 Sigma will give us a discount of 15% provided that
T h e Client’ is the person o r com pany ordering and
w e agree to let them select the starting date for the
paying for the goods and / or services.
installation.
: T h e C ontractor’ is the person or com pany supplying
3 We have agreed to let Sigma ch oose the starting date
the goods and / or services,
as long as they give us at least a fortnight’s notice of
i T h e Contract Price’ is the sum of m oney that will be
when th ey want to start.
paid by the Client to the Contractor for the goods
4 In case Sigma fail to com plete the installation by the
and / or services supplied and / o r carried out.
deadline in the agreement, w e ’ll be able to deduct 1 %
pro-rata from the final paym ent for e v e ry w eek that
anguage they are late.
5 W idgett will have the option of cancelling the
о through the inform ation in the Language box with the agreem ent and getting all our m oney back in the
udents on language com m only used when discussing event that th ey sub-contract the w ork out to another
id reading documents. Draw their attention to the com pany instead of using their own em ployees.
irious expressions used for the different functions in the 6 Even if w e have to close the fa ctory for a short time
rst column. during the installation period, the deadline will still
sk students to read the sentences first and decide stand and can only be changed through an exchange
'hat the function of the sentence is. Then ask them to of letters betw een us.
om plete the sentences using each w ord or phrase from There are tw o further conditions which 1 didn’t
le box once only. Remind them to look back at the mention on the phone, but w ould like to include in
xamples in the Language box if they need help. T h ey can the contract:
hen check their answers with a partner before checking 7 We have agreed that w e will pay all Sigma’s expenses
dth the class. provided that th ey are reasonable, and that they
submit receipts for all their claims.
Extra activity
8 We will pay Sigma the balance of the contract price
Weaker groups could do this activity in pairs. no m ore than 30 days after th ey have com pleted the
installation, but only so long as a full test of the new
system has been successfully com pleted.
1 provided that / as long 4 in case
Rgds, Joe
as 5 O therwise
2 even if 6 as long as / provided
3 in the event of that
 10 Testing
C o n te n ts 3 M eth ods
Objectives
I
1 Plans In this section students w i l l ...

Objectives • discuss questions on non-destructive testing

In this section students will ... • prepare for a m eeting to discuss non-destructive testing
for tw o projects, using information in an agenda and
• discuss ways of making buildings earthquake-proof
factsheets
• read sections from an article and answer questions
• take part in a m eeting and make notes on the decisions
• match paragraphs from a newspaper article to topics made
• w rite top ic headings for paragraphs in a newspaper • w rite a report on the meeting, summarising the main
article and put the paragraph sections in the correct points
order
• study and practise ways of writing technical texts
concisely
• rew rite a text in a m ore concise w ay

2 Reports
Objectives
In this section students will ...
• com pare walls in a diagram and explain w h y one is
m ore able to resist an earthquake than the other
• read a report about testing the resistance of a
com posite seism ic wall system during an earthquake,
match topic headings to their paragraphs, then put the
sections in the best order
• discuss the Millennium Bridge, London, and what
caused it to sway when it first opened
• study a graph showing test results and discuss the
results
• listen to a statement about test results and make notes
• w rite a report using the notes from the listening

96 10 Testing
 Briefing Section 3 deals with four non-destructive (N D T ) test
m ethods for finding flaws or defects in a component. A flaw
This unit looks at testing m ethods for materials and can be volumetric (fo r exam ple a round h ole), or linear (fo r
structures. Destructive tests cause damage or destruction to exam ple a narrow crack or fracture). A linear flaw can be
the thing being tested, whereas non-destructive tests cause (approxim ately) parallel to the surface or at right angles to
no damage. . , it. Flaws
----- can be near-surfacev—
--------------------------------- (that
- ~is,
> close
~ to -------
the surface)
-
Section 1 deals with plans for a destructive test on an ^ / • V S r sub-surface (d eep b elow the surface). The four NDT
m ethods are as follow s (refer to the diagrams on page 79):
experim ental building. The tesTTs intended to d iscover C t j/И
(1 ) M agnetic p article testing: a magnet creates a m agnetic
whether the building, fitted with a new type of da m p e r-^ —
fie ld in the com ponent. The flu x (flo w of m agnetic fo rce
(shock absorber) is ca p a b lg o f resisting earthquakes
lin es) travels through the material, but cannot pass through
(seismic shocks) up to 7.3 on the Richter scale. (Tfjis.sc^le
m agnitude (s iz e ) of earthquakes.) The test ' 7 , „ ?the flaw- This forces the flux t0 the surface of the com ponent,
measures the magnitude
,.,m be carried out on an experimental H
will n t i Hspecially
building, t n оi i,,-: £ r f ^ w here it attracts magnetic particles into a small ‘hill’ just
ab ove the flaw, which an inspector can o b serve clearly. This
constructed for the test, which w ill be attached to the />:/ж
gives visual evidence of the presence of the flaw. (2 ) Eddy
E-Defense shake table (vibrating platform ) near Kobe, Japan
tfie la fg e s t shake tabie h u h e w orld. H ydrau lic pistons s h a k e ^ cu rren t testin§ : a current is P assed throu§h a w ir e coi1’ and
the table to create vib ration s in the building that sim ulate ^ - « a g n e t i s e s it. W hen the coil m oves close to the com ponent
(im itate) earthquakes at specified magnitudes. During and ( which has to be made o£ conductive m aterial), it induces
after the shake, engineers will ob serve and measure any . produces through magnetic processes) an e d d y cu rren t
displacem ent (m ovem en t from its correct p osition ) and (sma11 circulating current) in the com ponent, and the ed d y
deform atfon (change of shape) in the building. Before / ./ current Produces its own magnetic field. A n y flaw in the
the test they attach three types of sensor to the building: i ^ L ^ m p o n e n t Wi° alter the ma§netic field of the current-
displacem ent sensors (to detect m ovem ent), strain sensors - and this wil1 indicate the Р « * е п с е of the flaw. (3 ) Ultrasonic
(to detect Reform ation due to stress) and acceleration , testinS: a transducer (transm itter and receiver) sends out
sensors. T h ey also a t t a c h ® ligh t m arkers ah key p o i n t s - h i g h - f r e q u e n c y sound waves through the com ponent and
alT o verth e building, and set up vid eo cameras around the t back again' When som e waves reach the flaw’ 1ЬеУ are
outside. During the test, the LEDs are switched on and ther ^ J .reflected back early, giving signals which are different from
m ovem ent of the lights is recorded by the cameras. The , Ж normal ° neS: these changed signals indicate w here the flaw
^ s e T d ^ ^ f i t t e d inside the walls consist of pistons^ C : R *s-
is-№
(4 )RRadiographic
adiograph ic testing:
testing:radiation
radiationisispassed
passedthrough
through the
1 яч
'T n s id e cylinders filled with a viscous (resistant) fluid such as com ponent to produce an X-ray im age of the com ponent
which indicates the size, shape and location of any flaw.
oil. As a wall m oves, the piston pushes into the fluid and this
Since film has to be placed against the com ponent, the
m ovem ent absorbs (takes in) som e of the kinetic (m otion )
operator needs to have access to tw o opposite surfaces of
energy of the wall, converting the force of the m ovem ent into
heat, which is then dissipated (dispersed). the com ponent.

Section 2 deals with a report for a destructive test on a wall

Earthquake shake table testing: Find the NSF (National
designed to be earthquake resistant. The wall is made of a
Science Foundation) w ebsite and search for ‘Standing
composite material consisting of concrete inside an outer
Strong: 2009 NEESWood Capstone T est’.
skin of polymer, which creates a ductile (stretchable),
Push-over test for com posite seism ic wall: Find the
non-brittle (tou gh ) material that will not collapse during
Dincel Construction Systems w ebsite and search for the
an earthquake, even if the concrete inside is fractured
docum ent ‘Solution for earthquake-proof buildings’ .
(cracked) because the polym er binds the structure together,
an important p roperty for a load-bearing wall (on e which NDT (N on-destructive testing): Find the NDT Resource
supports a floor or roof). Tw o w all samples w ere specially Center w ebsite and search for ‘NDT M ethod Summary’ .
made for the test. T h ey w ere securely attached to a rigid
base, and then subjected to a push-over test: tw o heavy
jacks, reacting against each other (pushing towards each
other in opp osite d irections) attem pted to push them over.
This test simulated the lateral (sid ew ays) forces acting on
a shear w all (rigid anti-seismic w all) during an earthquake.
Before the test, motion sensors w ere attached to the walls
and base to measure displacem ent from the vertical. A
computer model (sim ulation) based on the K obe earthquake
was produced, which show ed that a 7.3 magnitude
earthquake produces a maximum inter-storey drift (relative
horizontal displacem ent betw een tw o adjacent floors) at
the 5th storey of 5.18 mm. In the test, therefore, the walls
were pushed by the jacks to the maximum distance of
5.18 mm, but show ed no sign of damage. In other words, the
result show ed that the walls could resist a 7.3-magnitude
earthquake.
 Teach er’s notes Extra activity
Point out that the text contains examples of the future
1 Plans passive (e.g. the building will be fitted with . . . ) . You
could ask students to find three other examples as
W arm er revision from earlier units.
Tell students that in this lesson th ey will be looking at The building will be subjected to ...
how to make buildings earthquake-proof. As a warmer,
Between tests, no repairs will be carried o u t ...
you could start by asking them to talk about the
aftermath follow ing recent earthquakes, the damage done The output from the sensor and video data will later be
to buildings in the area, and the extent of the damage. s e n t...

Revise or pre-teach vocabu lary that will be useful for

this lesson, elicit the meaning of seismic and ask them 4 Put students in pairs and ask them to decide what
for another w ord for strain (tension). Then ask them why headings th ey would give for each of the paragraphs in
a damper, a destructive test, displacement sensors and a the news article. Explain that the headings for the first
simulation w ould be useful in constructing an earthquake- tw o paragraphs have been given in the examples and they
proof building. have to decide on five m ore headings. Tell them to refer
back to the list in 3 for ideas.
S tart here When you have checked their answers, explain that topic
headings are useful in writing reports, as th ey help the
1 Put students in pairs and ask them to discuss the
w riter to organise their paragraphs in a logical w ay and
question. Then ask the class for their ideas.
to d evelop their ideas, and therefore make their writing
See the Briefing section for information about earthquake- clearer.
proof buildings, including notes about dampers and other
m ethods referred to in this unit. Possible answers:
1 Introduction (o r Background)
Reading
2 Test objectives
2 Focus students’ attention on the photo of the building 3 Experimental setup (o r Preparations)
and ask them to read the questions. Students can then 4 Test procedure
read the article and answer the questions. T h ey can then 5 Measurements
check their answers with a partner b efore checking with
6 Results (o r Findings)
the class.
7 Conclusions (o r Analysis o r Discussion)
1 to design econom ical easy-to-build wood-fram e
houses that can withstand powerful earthquakes
2 to obtain significant data about how well seismic
dam pers cushion the effects o f the three simulated
earthquakes on a w ood-fram e mid-rise building
3 by attaching an experim ental building to the top of
an E-Defense shake table pow ered by pistons
4 it will provide useful data even if it is destroyed

3 Ask students to read through the list of topics first. Point

out that there are eight paragraphs in the article and they
only need to match six of them with the topics. When
th ey have finished, th ey can discuss their answers with a
partner before checking with the class.
When discussing the text with the class, ask students why
the first paragraph in the news article uses the second
conditional: would and collapsed. (Possible answer: the
engineers hope that the collapse of the building is an
unlikely event, even though in principle it is possible.)
Then ask students w h y would and could are used instead
of will and can in paragraphs F and H. (Possible answer:
these events are only possibilities - could here means
would (possibly) be able to.)

1 В, E 2С 3D 4 A, F
Language

Go through the exam ple sentences in the Language 7 Focus students’ attention on the text. Explain that they
box which shows students how to construct concise are going to reduce this paragraph by 50% and that they
sentences when writing technical English, using should make it m ore concise using the techniques from
hyphenated attributive adjectives and using nouns as an the Language box.
attributive adjective in place of a clause. Tell students
that th ey can find m ore information about concise M odel answer:
technical language in the Language sum m ary on page 107. Earthquake simulations take place at a special large-
Focus students’ attention on the text and the coloured scale 3-D testing facility with a piston-operated shake
segments in it. Read through the first clause ( The table. The 20-by-l 7-metre table can support heavy,
167-square-metre) with them and the explanation 1 .2-million-kilo buildings secured on the table using
describing the words in the clause. Tell students that they anchor rods inserted through holes in the table. The
have to com plete the other boxes to describe the words shake table pistons are program m ed to subject the
in the rest of the text. You could do the first one with the building to a seism ic test simulating 8.0-magnitude
class to make sure th ey understand what to do. earthquakes.

1 frame
2 w ood
3 are 44 centim etres long
4 are em bedded
5 pow ered by pistons
6 are filled with fluid

ш д
Explain to students that th ey are now going to make this
text m ore concise by using the descriptions in the box
to com plete the sentences. Tell them to look back at the
Language box to help them.

1 incrementally-increasing
2 earthquake
3 acceleration
4 LED-sensitive
5 m otion-recording
6 test

Play the recording for students to listen to the phrases.

Then play it again, pausing it for students to repeat them.
Ask individual students to repeat the phrases and check
their pronunciation. Then allow them a couple of minutes
to practise, taking it in turns to practise saying the
phrases with a partner.
 2 Tell students that th ey are now going to read a test repor
W arm er
about constructing better earthquake-resistant buildings
Tell students that in this lesson th ey w ill be studying how Focus their attention on the report and explain that the
to organise and w rite a report. Discuss with students sections are not in the correct order. Remind them of the
what types of report th ey have to w rite in their jobs. Then im portance of topic headings in writing reports, then ask
ask them what problem s they have writing reports and if them first to read through the text and match the correct
they have any suggestions on how to w rite a good report. heading to each section. When they have done this, ask
them to check their order in pairs before checking with
Start here
the class. Th ey then put the sections in the m ost logical
1 Focus students’ attention on the diagrams and ask them order.
to tell you what the differences are betw een the walls in
С - Introduction
the tw o Figures. Then put them in pairs to discuss why
they think the wall in Figure 2 would be able to resist an G - Test ob jective
earthquake m ore than the wall in Figure 1. Don’t give the В - Experimental setup
answer at this stage as students will find out the answer A - Procedure
in 2. H - Results
F - Conclusions
D - Further testing
E - Appendix
 Task
Extra activity
3 Ask students to look at the photo and describe what it Tell students that when making their notes th ey should
shows and elicit the meaning of the phrase pedestrian try and abbreviate w ords that com e up frequently or
bridge. Then tell them that it is the London Millennium are specific to the project. This can be done b y writing
bridge built over the River Thames in London. Ask them the first few letters and adding a full stop. You could
if they know what happened when it was opened to the elicit the follow ing abbreviations up on the board to
public in June 2000. You could then pre-teach or revise help them with their note taking:
sway, p lant your feet, and instinctively before you ask them m illennium (= M ill.) bridge (= br.) lateral (= lat.)
to read the text and discuss the questions in pairs. m ovem ent (= m o v’t ) pedestrians (= p eds) minimum
Background information is provided in the Briefing (= min.) number (= # ) cameras (= cam s) different
section for this unit and also in the audio script. (= diff.) about (= c.) from (= fr.) increase (= incr.)
significant / insignificant (= signif. / insignif.)
Scanning

4 Ask students to look at the sentences first so that they M odel notes:
know what information they need to look for. Then ask Introduction
them to turn to pages 116-117 and to find the relevant
tested Mill. Br. in Dec last yr.
text to com plete the sentences. Ask them to scan these
br. closed soon after opening * - excessive lat. m o v’t * -
pages as quickly as th ey can to find this inform ation and
pedestrians walking
to ignore everything else. Ask students to put up their
engaged b y engineers - test + rep ort on results (s o o n )
hand when th ey’v e finished. Then check the answers with
the first person to put up their hand to see if th ey w ere Test objective
correct. 1 confirm lat. m o v’t « - m o v’t o f peds - not other cause
2 discover critical / min. # peds start br. m oving
1 lateral Experimental setup
2 aluminium day of test - open br. - trained 200 peds - walk across
3 18 million br. for 20 mins.
4 330; 4 m otion sensors on br. + v id e o cams
Procedure
5 Focus students’ attention on the graph, showing test 1 50 peds crossed br. - diff. speeds
results carried out on the bridge. Ask them to discuss the 2 c. 10 m ore e v e ry few mins - gradual increase
questions in pairs or small groups. 3 br. m oves significantly? -* stop test
4 during test, co m p u ters«- data fr. sensors / vid eo
Possible answers:
5 calculate lat. forces fr. data
1 Controlled numbers of pedestrians w ere added to
Results
the crow d in increments of 10.
graph fig. 1 (in append.) - red line = lat. m o v’t -*• br.
2 To find the critical point w here the number of
stable to 156 peds, then at 166 m o v’t accel.
pedestrians causes the bridge to suddenly increase
Conclusions
its movement.
3 The critical number is 166 pedestrians.
1 force exerted by peds. > bridge m ov’t
2 incr. in m ov’t is sudden
3 critical # peds =166 - below? insignif. m ov’t - above?
Listening signif. m o v’t
4 166 peds > br. sways a little -* peds. notice -*■ walk in
6 Ш ГШ step -* suddenly increases force > br. sways signif.
Tell students that th ey are going to listen to a statement
by a consultant engineer about the test illustrated in the
graph and take notes using the six headings. It might help
students if they prepare a w orksheet before listening,
with the headings already written out and a few blank
lines left below each one. Play the recording for students
to take notes. You may need to pause the recording after
each paragraph. Go through the notes they made with
them. Tell them that th ey are going to use these notes for
the next exercise.
I w o u ld like to m ake a s h o rt s ta te m e n t to th e press a b o u t
7 Ask students to use their notes to w rite a report on the
th e te s t w h ic h w e ca rrie d o u t on th e M ille n n iu m B rid g e in
test. Remind them to use topic headings and organise it
D e c e m b e r last year. You w ill no d o u b t re m e m b e r th a t th e
into clear sections, and to make their report as concise as
b rid g e had to c lo s e d o w n s o o n a fte r o p e n in g b e ca u se o f th e possible.
e x c e s s iv e lateral m o ve m e n t, o r sw a yin g , th a t o c c u rre d w hen
p e d e s tria n s b e gan w a lk in g on th e b rid g e . A s a result, w e w ere M odel answer:
e n g a g e d b y th e e n g in ee rs to ca rry o u t a te s t on th e b rid g e and Introduction
w rite a re p o rt on o u r fin d in g s . By th e way, th e w ritte n re p o rt The Millennium Bridge had to close down soon after
w ill be o u t so o n . opening as a result of the excessive lateral m ovem ent
So th a t b rin g s us to th e m ain o b je c tiv e s o f th is te st. First, w e that occurred when pedestrians began walking on the
w a n te d to c o n firm th a t th e lateral, o r sid e w a ys, m o ve m e n t w a s bridge.
ca u se d by th e m o v e m e n ts o f th e p e d e stria n s, and n o t so m e We w ere engaged b y the engineers to carry out a test
o th e r issue. A n d se co n dly, w e w a n te d to d is c o v e r th e critica l, on the Millennium Bridge and report on results. This
o r m in im u m , n u m b e r o f p e d e stria n s, in o th e r w o rd s h o w m any is the report of the test, which was carried out in
p e d e s tria n s w o u ld s ta rt th e b rid g e m oving . Decem ber last year.
S o th is is h o w w e se t up th e e xp e rim e n t. On th e d a y o f th e Test objective
te s t, w e o p e n e d up th e b rid g e a nd tra in e d 2 00 p e o p le to a ct The first ob jective of the test was to confirm that
a s p e d e s tria n s w a lkin g a c ro s s th e b rid g e fo r 20 m in u te s. We the lateral m ovem ent was caused by the m ovem ent
in sta lle d m o tio n se n so rs to m easure th e m o ve m e n ts o f th e of pedestrians and not caused by som e other issue.
bridg e . W e a lso se t up v id e o c a m e ra s a t va rio u s p o in ts to The second ob jective was to d iscover the critical (or
reco rd e ve ryth in g . minimum) number of pedestrians that would start the
A n d th is is w h a t h a p p e n e d in th e te st. F irst o f all, o n ly 50 bridge m oving (significantly).
p e d e s tria n s s ta rte d cro s s in g th e b rid g e , all w a lk in g a t d iffe re n t Experimental setup
s p e e ds. Then, e ve ry fe w m in ute s, w e se n t a b o u t te n m ore On the day of the test, the bridge was opened up and
p e o ple, th e n a n o th e r te n , a nd so on, g ra d u a lly in crea sin g 200 people w ere trained to walk across the bridge for
th e n u m b e rs on th e b rid g e . A s so o n as th e b rid g e sta rte d 20 minutes. Sensors w ere installed on the bridge to
m oving sig n ifica n tly, w e s to p p e d th e te s t. During th e te st, o u r measure bridge motion. In addition, vid eo cameras
c o m p u te rs received d a ta fro m th e se n so rs and th e vid e o . We w ere set up at various points.
th e n used th is d a ta to ca lc u la te th e lateral fo rc e s a c tin g on the Procedure
bridg e . First o f all, 50 pedestrians started crossing the bridge,
T he resu lts w e re ve ry clear. You can see th e m ain re su lt on at different speeds. Then groups of about ten people
th e g ra p h m arke d F igure 1, w h ic h w ill be in th e a p p e n d ix set off e v e ry few minutes, gradually increasing the
o f th e re p o rt. The red line re p re se n ts th e b rid g e ’s lateral numbers on the bridge. As soon as the bridge started
m o ve m e n t. You can see fro m th is th a t th e b rid g e w a s sta b le m oving significantly, the test was stopped. During the
w ith 156 p e o p le on it, b u t th e n w ith ju s t te n m ore p e o ple, test, our com puters received data from the sensors
w h e n th e re w e re 166, th e m o ve m e n t s u d d e n ly a cce le ra te d . and the video. The lateral forces acting on the bridge
So w h a t c o n c lu s io n s can w e d ra w ? W ell, th e firs t th in g w e w ere then calculated from the data.
can c o n c lu d e fro m th e te s t resu lts is th a t th e fo rc e e xe rte d Results
b y p e d e s tria n s w a lkin g on th e b rid g e has s o m e e ffe c t on th e Figure 1 in the Appendix gives the main test result.
m o v e m e n t o f th e b rid g e . S eco n d ly, th e increase in m o ve m e n t The red line on the graph represents the lateral
is n o t g ra d u a l, b u t su d d e n . A n d th ird ly, th e c ritic a l n u m b e r o f m ovem ent of the bridge. This indicates that the bridge
p e d e s tria n s is 166. B e lo w th a t num ber, any m o ve m e n t o f th e was stable up to 156 pedestrians, but then with just
b rid g e is in sig n ifica n t. B u t as so o n as th a t n u m b e r is reached, 10 m ore people, at 166, the lateral m ovem ent suddenly
th e b rid g e b e g in s to m o ve sig n ifica n tly. accelerated.
W h y d o e s th is h a p p e n ? W e th in k th a t 166 p e o p le are e n o ug h Conclusions
to m ake th e b rid g e sw a y a little. T he y n o tic e th e slig h t The first conclusion from this result is that the
m o ve m e n t. A s a result, th e y all be g in w a lk in g to g eth e r, in step, force exerted by pedestrians walking on the bridge
like so ld ie rs. T his s u d d e n ly in crea se s th e fo rc e on th e b rid g e affected its m ovem ent. Secondly, (w e can conclude
and m ake s th e b rid g e s ta rt sw a yin g s ig n ific a n tly fro m sid e to that) the increase in m ovem ent is (n ot gradual, but)
side. sudden. Thirdly, (it is clear that) the critical number
T ha t is th e end o f m y sta te m e n t. F urth e r te s ts w ill be ca rrie d of pedestrians is 166. Below that, any m ovem ent of
o u t and I w ill keep yo u fu lly in fo rm e d as w e g o along. the bridge is insignificant. But as soon as that number
T ha n k you.
is reached, the bridge begins to sw ay with significant
(lateral) movement.
We believe that the reason for this is that when the
critical number is reached, the bridge sways a little.
The pedestrians notice this and as a result, th ey start
walking together, in step. This suddenly increases the
force on the bridge and causes the bridge to sway
significantly.
 Students conduct the meeting, discussing the items
Methods
on the agenda and reaching decisions on the best NDT _
ju eth pd-for both projects. Tell students to make notes on
S tart here
the m eeting when th ey are not speaking.
Put students in pairs and ask them to discuss the Ask students to ask the rest of the group to help them ter
questions. W hen they have finished, elicit answers to the com plete and amend the notes they m ade in 3, so as to
questions from the class. include the inform ation that th ey had contributed to the
See the Briefing section for information about non­ m eeting from their notes. Point out that th ey w ill need a
destructive tests. com plete set of notes for the next task.

Basically, non-destructive testing is used on existing

W riting
structures, w here it w ould be to o costly and possibly
Students now w ork on their ow n to w rite a report of the
dangerous to conduct tests which damage or destroy
meeting, summarising the main points. Remind them to
the structure or its parts.
use the techniques th ey have studied in writing reports
in this unit. When th ey have finished, ask them to check
Task through their w ork carefully for grammar, spelling and
punctuation. T h ey could then swap their w ork with a
2 Put students in small groups of no m ore than five partner, w ho could check w hether the report is clear and
members. Then tell them they are going to prepare a
m eeting to discuss an agenda for tw o projects. Focus c o n c i s e - rC *4£S
their attention on the agenda and ask them to read the r
inform ation in it. Then ask them to look at the diagrams
and elicit the meaning of flaw ( fault or defect). Explain that
Figure A is for the bridge project and Figure В is for the
high-rise project. Ask them w h y there might be a problem
perform ing a test in these. Then ask them to read through
the appendix to the agenda.
Next tell students to decide on a manager in their groups
and th ey should read the role for Student E. The rest
of the members of the group should read the role for
students А, В, С and D. If there are only three members in
the group, you could ask a stronger student to read tw o
of the factsheets.
W hile the groups are preparing, it may be necessary to
help them to assess the inform ation gained from the
factsheets and see its relevance to their preparation.
Here are som e ideas for helping the groups or individual
students:
/? Coi}£g™ m g ^ b j ^ ^ H g o j e c t : the magnetic particle and
eddy current m ethods are not suitable because the flaw
may be to o deep, but suitable in other ways, for example
that contact with surfaces is not necessary with these
methods; ultrasonic and radiographic are possible, but
lack of^cp qss to both top and bottom surfaces of som e
girders mfay rule out radiographic; cost may also rule
out radiographic; soatltoisonic is the best option with
radiographic a possibility. , or
Concerning the high-rise project: th q iga gp etic particle
m ethod is possible for this as the flaw is close enough to
the surface, perpendicular to the magnetic field flux and
the material is ferro-magnetic, but with this m ethod you
need a visual inspection which m ay not be possible; ed d y
current is the m ost suitable because the flaw is close
to the surface and at right angles to the direction of the
c o if winding; radiographic is possible, but not the best
solution because the flaw may be too thin and parallel
to X-rays and may not show up on the film; ultrasonic is
also a poor option because the flaw may be parallel to the
sound w aves and m ay not cause enough reflection.
 ТЪ • IT I . T"«
Review Unit E
A nsw er key (b ) As our first proposals have been rejected
because the m odifications would result in
1 recom m end 5 recom m end that you m ajor changes to the appearance and function
2 put forw ard a proposal should of the bridge, w e would like to submit a third
6 subm itted proposals to proposal. This involves inserting viscous
3 propose
and tuned mass dam pers betw een the bridge
4 p ropose that
deck and its supports, with the ob jective of
absorbing and dissipating lateral and vertical
1 provided 4 as long as kinetic energy from the deck.
2 regardless of whether 5 In the event, If not We look forw ard to your response to this new
3 Should there be 6 in case proposal.
2 A viscous dam per is a hydraulic device consisting of
a piston m oving inside a viscous-fluid-filled cylinder,
1 keeping 4 go, drawing which absorbs and dissipates kinetic energy.
2 cutting 5 make, home A tuned mass dam per is a device consisting of two
3 follow, putting 6 go, run heavy plates separated by powerful specially-tuned
(out-of-phase) springs, which is used for absorbing
and dissipating kinetic energy.
1 (a ) proposal 3 How the viscous dam per works (s e e Fig. 1): When
(b ) proposals the deck sways laterally (from side to side),
(c ) rejection of proposals the energy from the m otion (kinetic energy) is
(d ) the deck’s transferred from the deck into the plates, which
(e ) the third proposal (along with its explanation) then transfer the energy to the piston and fluid-
filled cylinder. As the piston passes back and forth
(f) the dampers
through the viscous (thick, sticky) fluid, the fluid
(g ) of damper
provides som e friction / resistance, and the kinetic
(h ) both types of damper energy is then dissipated.
2 (a ) the second (pedestrian volum e reduction) How the tuned mass dam per works (s e e Fig. 2):
(b ) the third (inserting dampers b elow the deck) When the deck m oves vertically (up and dow n),
(c ) the first (m ajor structural reinforcem ent) the kinetic energy is transferred from the deck into
3 it must be invisible to the general public the heavy plate attached to the deck. The m otion is
4 Fig. 1: Viscous damper, Fig. 2: Tuned mass damper then transferred into the powerful spring, which is
specially tuned to m ove out of phase with the m otion
5 support, support
of the deck. The spring absorbs the kinetic energy,
6 by explaining things using everyd a y objects -
which is then dissipated.
viscous dampers: ‘which function in a w ay similar
to a car’s shock absorbers’; tuned mass dampers:
‘which in layman’s terms can be thought of as
Possible answers:
weights on springs’
1 A hydraulic dam per is a device consisting of a piston
and a fluid-filled chamber, which decreases the
M odel answers: damage to a building in an earthquake by converting
1 (a ) Our team would like to submit tw o proposals seism ic energy into heat.
for reducing the chances of lateral m otion in the 2 Bluetooth is a radio tech n ology operating in the
bridge. Our first proposal is that the structure of 2.4 GHz band and used o ver short distances, which
the bridge should be reinforced to make it m ore enables communications betw een networked
rigid. Alternatively, w e w ould p ropose reducing devices.
the number of pedestrians on the bridge by 3 A shake table is a machine, consisting of a
installing barriers along it. rectangular platform driven by hydraulic actuators,
We look forw ard to your response to these that simulates an earthquake by subjecting a
proposals. building to controlled mechanical vibrations.
4 A W LAN is a type of local-area network that uses
high-frequency radio w aves instead of wires to
transmit and receive data over short distances.
5 IEEE 1394, com m only called ‘FireW ire’, is a 5 1 The pylons are made o f steel-reinforced concrete.
standard that enables high-speed transfer of 2 There are 20 radio-enabled m otion sensors in the
digital information and connects com puters with building.
peripherals such as cam corders, supporting data 3 It’s a 245-square m etre steel-framed building.
transfer rates of up to 400 Mbps. 4 The Large Hadron Collider is located in a
27-kilometre circular tunnel near Geneva.
5 A 70-metre high grey metal ventilation shaft was
1 3.2-metre-by-4-metre 7 earthquake-resistant
installed.
2 98-tonne 8 polym er-reinforced
3 ten-storey 9 200-square-metre
4 earthquake- 10 low-rise 6 1 propose that 5 you should 8 a proposal
simulation 11 steel-reinforced 2 event of that install 9 jn th e case
5 7.3-magnitude concrete 3 propose y eti 6 as on ю Even that if
6 load-bearing 4 t e experience condition
7 As long as

1 an intrusion sensor 4 strain gauge

2 test procedure 5 com m encem ent date Part 2: Reading and writing
3 moisture d etector 6 contract price
Reading

M odel answer: See page 138 Possible answers:

1 it is a system of supporting bridges with suspension
along the sides rather than using vertical supporting
Project columns.
2 Because it would consist of a thin horizontal bridge
Ask students to prepare their talk b y writing notes and
of aluminium resting on supports, without any
dividing up the notes into sections as in lesson 10.3. Th ey
vertical structures ab ove the bridge.
then take turns to give their presentation to the class.
3 ... the designers said that the b r id g e ,... w ould be
a ‘blade of light’ across the Thames, ‘an absolute
Q uick test answ er key statement of our capabilities at the beginning of the
Part 1: Vocabulary and gram m ar 21 st century'.
4 No. It was closed after a few days due to problem s
with excessive movement.
lc 2g 3h 4f 5e 6a 7d 8b
5 £23 million. The initial cost was £18 million.
£5 million m ore was spent to correct the problems.
1 nominate 3 stipulated 5 accordance
2 prior to 4 unforeseen 6 breach
Possible answers:
1 A dam per is a device which absorbs both lateral and
1 a sensor 3 a system 5 an instrument vertical oscillations.

2 a process 4 a device 6 the standard 2 To w ob b le is to m ove or sway from side to side.

3 To absorb is to soak up and neutralise the effects of
a force.
1 A w asher is a ring-shaped device m ade of rubber or 4 A dvance describes som ething which takes place
steel used to prevent leakage in a joint. before a particular event.
2 Seismic dam pers are fluid-filled devices which 5 A blade is a long, thin structure.
are used to reinforce a structure and are added to
dam aged buildings after an earthquake.
3 A traducer is an electrical device for transmitting W riting________________________________________
high frequency sound w aves and can be used with
See Page 136 for a guide to marking the Writing section.
any material.
4 A therm ocouple is a small heat-sensitive device
consisting of tw o wires which is used for measuring
tem perature and is often found in heating and
cooling systems.
5 A seism om eter is an instrument for measuring the
frequency and amplitude of seism ic waves produced
when there is an earthquake.
 Review Unit E Quick test
T o tal. ja

5 A th eodolite i s for measuring horizontal and

Part 1: Vocabulary and gram m ar
vertical angles.
Match the w ords and phrases 1-8 with the phrasal 6 SI i s __________used for units of measurement.
verbs a-h. (6 marks
1 by-pass a) cut down
Put the w ords in the correct o rder to make sentences.
2 enter b) go about
1 rubber or steel / is / a ring-shaped / a w asher / prevent
3 lose pow er c) go around
leakage in a joint / m ade of / device / used to
4 m onitor <D go for
5 pinpoint e) hom e in
which / devices / are / and are added to damaged
6 reduce f) keep an eye on buildings after an earthquake / seism ic dam pers / are
7 select g) make your w ay in used to reinforce a structure / fluid-filled
8 tackle h) run down
(8 n transmitting high frequency sound waves / an
electrical device / is / a traducer / and can be used
Match the w ords in the box with their synonyms in with any material / for
italics.

accordance breach nominate prior to stipulated consisting of tw o wires / a therm ocouple / device / is
unforeseen used for measuring tem perature / and is often found
in heating and cooling systems / a small heat-sensitive
/ is / which
1 The Contractor shall choose a date for the
com m encem ent and com pletion of the Work.
2 The Client shall provide all material to the contractor for measuring / when / a seism om eter / is / there is
earlier than the date o f com m encem ent of the Work. an earthquake / an instrument / the frequency and
amplitude of seism ic w aves produced
3 The Client shall be paid the amount specified in the
Contract on com pletion of the work.
4 The Contractor shall pay the Client in full provided (5 marks
that unexpected circumstances do not prevent the
5 Rewrite these sentences, making them m ore concise by
Client from com pleting the w ork on that date.
using hyphenated phrases.
5 The Work shall be done in com pliance with the terms
1 The pylons are m ade of concrete reinforced with steeL
in the Agreement.
6 If the Contractor should break the terms of the
2 There are 20 m otion sensors in the building, which are
contract, the client will term inate the Agreement.
enabled by radio.
(6 marks)

3 Complete the sentences with the w ords in the box. 3 The building, with an area of 245 square metres, has a
frame made of steel.
a device an instrument a process a sensor
the standard a system
4 The Large Hadron Collider is located in a tunnel,
which measures 27 kilom etres and is circular.
1 A m otion detector i s ________ which can detect the
m ovem ent of people.
5 A 70-metre high shaft, which provides ventilation and
2 Basic oxygen steelmaking is . to con vert raw
is m ade of grey metal, was installed.
iron into steel by rem oving carbon.
Cruise control i s _________ for maintaining a constant
(5 marks)
speed w hile driving.
A therm ostat is which can control the
tem perature of a room.
6 Correct the mistakes in these sentences.
1 We p ropose your com pany should ask the bank for a
loan. Write definitions for the following from Units 1-10 in
the course book for non-technical readers. Then write
2 In the event that late payment, there w ill be an
two m ore definitions of things you use in your own
im m ediate penalty of S50.
technical field or industry. Use a variety of generic
3 We p ropose you holding a m eeting to discuss the nouns.
issue.
• the snake well system
4 Should the com pany to experience financial problems, • a stress sensor
our bank can provide loans at a reasonable rate.
• green steelmaking
5 We recom m end that should install a new security • a blow out preventer
alarm.
• CCTV
6 We will com plete the job within 14 days as condition • Hazmat warning panels
that the materials arrive on time.
• a therm ostat
7 As long the device is charged up, you don ’t need to do • a seism ic damper
anything. (10 marks)
8 We would like to submit proposal to introduce a new
com puter system.
9 We need to install CCTV cameras in the case that
there is a rob b ery at the warehouse.
10 Even that the sensor battery is dead, the network
enables signals to use a different route.
(10 marks)

Part 2: Reading and w riting

Reading

Read the text on the London Millennium Footbridge on

page 117 again and answer the questions.

1 Read the text and answer the questions.

1 W hat is ‘lateral suspension’?
2 W h y did the designers describe the bridge as a ‘blade
of light’ across the Thames?
3 Find evidence in the text to show that the designers
w ere proud of their bridge.
4 Was the bridge an im m ediate success?
5 What was the total cost of the bridge? Explain w hy in
tw o sentences.

2 Write a definition for these w ords and phrases from

the text.
1 dam per (noun)
2 w ob b le (v e rb )
3 absorb (v e rb )
4 advance (a d jective)
5 blade (noun)
(10 marks)
11
ШШ: "ИШГ
Accidents
Шк ЛШ ШШк тш *Щш тш *шшт ' *штш, *т»в* <*ш*.

C o n te n ts
3 Communication
1 Investigations Lesson objectives
Lesson objectives In this section students w i l l ...
In this section students w i l l ... • discuss in what circumstances a junior em ployee would
• speculate on w h y an accident at a hydroelectric pow er tell a su pervisor or manager that he or she was wrong
station happened and how th ey would do this
• read, discuss and make notes on diagrams, notes and • listen and decide how effectively an em ployee
cuttings on the accident to assess its causes and ways communicates concerns to their manager
of preventing future accidents • role play crisis situations betw een em ployees and their
• hold a m eeting to refine notes th ey have made superiors
• speculate on a photo and diagram
2 Reports • listen to an interview and com plete the rep orter’s notes

Lesson objectives • w rite an abstract of an incident report on a plane crash

In this section students w i l l ...

• discuss the im portance of investigative reports
• read an abstract of an investigative report and match
sentences with report headings
• match sentences belonging to an investigative report
with report headings
• make statements about an accident using numbers and
units
• speculate and make criticisms using m odal verbs
• study and practise the third conditional active and
passive
• w rite an investigative report of an accident using notes
made on data about the accident and report headings
 Section 3 deals with the im portance of assertive speech
when communicating concerns during an em ergency
higher up the chain of command,
This unit looks at industrial accidents and the investigations
sertiveness is a form of com m unication in which you
and investigative reports that often follow them.
state your needs clearly, showing respect for yourself,
Section 1 deals with the events surrounding the accident
w hile simultaneously showing respect for the other person.
at the Sayano-Shushenskaya hydro-electric pow er (H EP)
(Assertive com m unication is distinguished from passive
station in Siberia, Russia, on 17 August 2009. The accident
communication, in which you do not state your needs,
caused explosions and extensive flooding, follow ed by
and aggressive communication, in which you state your
destruction and damage to turbines and the turbine hall
needs in a hostile or demanding manner.) The guidelines
(building that housed the turbines), in addition to the loss
on assertive communication up the chain of command are
of 75 lives. The sequence of events was as follows: Turbine
based on Crew Resource Management (CRM), used in work
no. 2 was an old machine taken away for several months
settings where em ergencies com m only arise. CRM aims to
for repairs because of excessive vibration and put back encourage the freedom to respectfully question authority.
into service on the night before the accident. As soon as it
The ‘unsuccessful’ communication betw een pilot and co-pilot
was switched on, the turbine began vibrating excessively.
in Audio 28 is close to a real-world exam ple (see reference
Soon the bolts that secured (fixed ) the turbine to the floor
b elo w ) in which an aircraft took off and, unknown to the
of the hall broke, and the turbine broke free of its housing
crew, ice in a sensor caused the airspeed indicators to
(p rotective co ver). Immediately, w ater rushing dow n the
read to o high, leading the captain to apply to o little pow er
penstock (w ater tunnel) from the reservoir pushed the 1^0%-
as the plane ascended. The first officer sensed the speed
turbine 15 metres into the air, and a jet of w ater smashed
was wrong, but muted his concerns. The plane stalled and
through the roof of the hall. The turbine hall flooded with
crashed into a bridge, killing m ost of the people on board.
water, which caused the transformers to exp lod e and the
The airspeed indicator (w hich measures the aircraft’s у У*'/' PS.
com m unication system s to fail. At this point the automated
speed relative to the air around it) depends on thqjj|tot _*2 / I
safety system, which should have autom atically shut down
(pronou nced ‘p e e to ) tube. The open end of the pitot tube, ,ff.
the turbines and closed the intake gates (from the reservoir
usually mounted b elow a wing, faces toward the flow of W '
into the penstock), failed com pletely. As a result, Turbines
air. The indicator measures the difference betw een a static
7 and 9 continued operating at full speed despite being
sensor, not in the air stream but attached to a vent (opening)
subm erged in water. This led to short circuits, and Turbines
on the side of the fuselage, and the pitot tube sensor in the
7 and 9 exploded. Finally, at 09.30, a group of em ployees
air stream. W hen the aircraft is standing still, the pressure
managed to climb to the top of the dam and succeeded in
in each tube is equal and the air speed indicator shows
closing the intake gates manually. At this point the water
zero. The rush of air in flight causes a difference in pressure
stopped pouring into the turbine hall. However, the accident
betw een the static tube and the pitot tube, and this pressure
had already caused extensive loss of life, injury and damage
differential makes the pointer on the airspeed indicator
to plant (m achinery): three turbines w ere destroyed and
m ove. A weakness of this system is that at high altitudes
seven damaged. The investigation by the Russian authorities
ice can form inside the pitot tube, giving a false reading or
concluded that the main cause of the accident was the
turbine vibrations which led to strain (deform ation caused disabling the autopilot system.
by stress) on the bolts securing Turbine 2 to its mountings
Russian HEP dam disaster: Find the Popular Mechanics
(su pports). In addition, the bolts them selves w ere already
magazine w ebsite and search for ‘Investigating Russia’s
partially fractured due to metal fatigue (weakening due
Biggest Dam Explosion: What Went W rong’
to repeated cycles of stress). Further damage was caused
by the failure of the automated safety system. Finally, the Anatom y of a plane crash: Find the Popular Mechanics
investigation concluded that management m ade a serious magazine w ebsite and search for ‘How Plane Crash
error in putting Turbine 2 back into service before repairs Forensics Lead to Safer A viation’
w ere com plete. Crew resource management (CRM ): Find the American
Section 2 deals with an investigative report written about the Psychological Association (A P A ) w ebsite and search
disappearance of an aircraft. The report analyses prelim inary for the article ‘Making Air Travel Safer Through Crew
findings, since the search for eviden ce is still continuing. Resource Management (C R M )’
After making a last radio contact (w ith air traffic control), the Airspeed indicator and pitot tube: Find H o w Stuff Works
aircraft disappeared. Debris (wreckage; pronounced ‘debree’) w ebsite and search for article ‘H ow does a speedom eter
from the aircraft has been found in the ocean, including in an airplane w ork?’
a section (large p ie c e ) of fuselage (aircraft b o d y ) that is
buckled (b e n t) upwards. The investigators conclude from
this that the fuselage probably hit the water in one piece (as
a com plete unit) at high speed, since an explosion or mid-air
break-up w ould have led to either no visible debris or v e ry
small fragments, instead of the large fuselage section. The
flight recorder (a crash-proof device that records internal
data about a flight), often called the black box, has not yet
been found.
 T e a c h e r’s n o tes Task

3 Put students in small groups. Explain that the notes,

1 Investigations diagrams and cuttings on pages 84 and 85 are data
collected b y a journalist for a report that he is going to
S tart here w rite about the accident. Ask students to look through
the material and discuss the questions in pairs. Tell them
1 Focus students’ attention on the photo of the to reach an agreement about the answers. Go round
h ydroelectric pow er station and explain that a serious monitoring, giving them help and advice w here necessary.
accident has occurred in the area circled in white. Put
Do not correct students’ answers yet, as the answers
students in pairs and ask them to use the inform ation in
to question 1 will eventually be used for the ‘Findings’
the three diagrams on page 85 to discuss what might have
section of their report in Lesson 2; question 2 for the
happened and w here it happened.
‘Conclusions’ and question 3 for the ‘Recom m endations’.
N ote that this lesson contains all the inform ation that Encourage students to make extensive notes as th ey will
the students will need in order to w rite an investigative need them for writing the report in Lesson 2.
report in Lesson 2. Most of this lesson is d evoted to
4 Ask the groups to join up with another group and
familiarising the students with the material through
com pare their notes. Tell them to add and amend their
reading and group discussion.
notes as necessary. Remind them that th ey should keep
The Briefing section at the beginning of this unit contains their notes as they will be needed in the follow ing lesson.
further inform ation about the Russian dam disaster
featured in the unit.

Scanning

2 Ask students to read the title of the text and the notes
first so that they know what inform ation they need to
look for. Then ask them to turn to pages 116-117 and find
the relevant text to com plete the data in the notes. Tell
them to scan the text. Ask students to put up their hand
when th ey’v e finished. Then check the answers with
the first person to put up their hand to see if th ey w ere
correct.

1 1,360 tonnes
2 256,000 litres per second
3 190 metres
4 3.8 million
5 142 rpm
You may want to know the follow ing inform ation about the Recommendations:
accident: Encourage students to com e up with their own ideas about
Sequence o f events recom m endations, but here are som e possibilities (m ore can
• Turbine 2 vibrates violen tly be found in the m odel answer for the report in Lesson 2):

• bolts (securing turbine to floor of hall) break (08.13) • strict system to ensure repair or replacem ent of fatigued
turbines and bolts
• turbine breaks free of housing
• im provem ents to p rotect / isolate automatic safety system
• w ater rushing down penstock forces turbine up 15 metres
from effects of flooding / explosions
• jet of fast-moving water smashes through roof of hall
• system for preserving chain of command even after an
• turbine hall and low er levels flooded accident
• transform ers explode • back up communications network to com pensate for
• communication system s fail pow er cuts and blackouts
• automated safety system fails, which means that Turbines
7 and 9 submerged but operate at full speed
• intake gates aren’t closed autom atically so flooding
continues
• short circuits around Turbines 7 and 9 trigger explosions
• em ployees finally clim b to top of dam and close intake
gates (09.30)
The. probable causes o f the accident were:
• poor condition of Turbine 2 and retaining bolts
• careless management allowing Turbine 2 to be brought
back into service before being fully repaired
• Turbine 2 was not fully repaired before being brought back
online
• inadequate automatic safety system which was disabled by
flooding before it could shut down the turbines and close
the penstock gates
 Go through the examples first so that they know what to
2 Reports do and ask them to w rite six further statements. Students
can then com pare their answers in pairs b efore checking
W arm er
with the class.
Introduce this lesson by explaining to students that they
will be writing an investigative report on the accident
Mixed-ability classes
at the hydroelectric pow er station th ey discussed
in the previous lesson. Focus their attention on the W eaker students could do the next three exercises in
newspaper headlines and ask them what they think the pairs.
story is behind the headlines. Elicit the meaning of leak
inform ation (som eon e has made public information that
Possible answers:
has been kept secret).
The 1,360-tonne Turbine 2 broke away from its
Start here housing.
A 256,000-litre-per-second jet of w ater shot up to the
1 Put students in pairs and ask them to discuss the
roof.
questions. When they have finished, ask the class w hy
A 276-million-litre flood of w ater filled the turbine hall
th ey think investigative reports are important.
and low er levels.
Reading Water rushed dow n the 190-metre penstock into the
turbine hall.
2 Focus students’ attention on the text. Explain that it is a
T h e 6,400-MW p ow er station was severely damaged.
sum m ary of an investigative report. Tell them that they
are going to match the sentences A -F with the report The pow er station supplied electricity to a population
headings. You could ask them first to put the headings in of 3.8-million.
the most logical order for a report, then match them with Em ployees clim bed up to the top of the 80-storey-high
the sentences. dam.
After you check their answers, explain that in many cases The accident caused a 5,012-cubic-metre pile of debris.
each sentence of an abstract summarises a w h ole section
All the turbines w ere operating at their maximum
of the report, as is the case in the exam ple here.
142-rpm speed.

A Introduction A large section of the 290-metre-long turbine hall was

destroyed.
В Background
С M ethod
D Findings 5 Students now make speculations about the accident
using must have, may have or m ight have. Go through
E Conclusions
the exam ples with them first and revise using modals for
F Recom m endations
speculation if necessary. When they have finished, elicit
answers from the class.
3 Focus students’ attention on the six sentences from a
investigative report. Ask students to w rite a heading Possible answers:
from the box in 2 after each sentence. Point out that the Turbine 2 must have been put back online b efore it
headings can be used m ore than once. Students can then was fully repaired.
com pare their sentences in pairs before checking with the
Turbine 2 can’t have been ready for use on the night of
class.
the 16th.
Turbine 2 may have been past its use-by date.
1 Recom m endations
Turbine 2 may have been too old to be used.
2 Conclusions
The technicians must have known that Turbine 2 was
3 Introduction
not ready for use on the 16th.
4 Findings
The managers can’t have installed a second safety
5 Conclusions
system as backup.
6 M ethod
W orkers with m obile phone cameras might have
recorded som e of the incidents.
Language
The autom ated safety system might have been faulty
4 The exercise revises w ork done in Unit 10 on making or it may have failed because it was flooded.
technical writing concise. If necessary, revise the Th e bolts must have been cracked before (n ot after)
language for doing this from page 75. Then refer students the accident.
back to the text The Accident in Numbers on page 84 and
tell them that th ey are going to w rite six statements about
6 Tell students that th ey are now going to make criticisms
the accident at the Sayano-Shushenskaya hydroelectric
about the accident. Go through the exam ple with them
pow er station, using the numbers and units from the text.
and elicit another criticism from the class using ought
to + present infinitive. Students can then com pare their
answers in pairs b efore checking with the class.
 Possible answers: W riting
The autom ated safety system should / ought to have
8 Ask students to find the notes th ey made in groups about
stopped Turbines 7 and 9 from operating.
the accident on page 84. Then ask students to w ork in
The autom ated safety system should / ought to have pairs, making sure th ey are with som eone from the group
closed the intake gates. they worked with in the activity in Lesson 1. Then ask
A second autom ated safety system should / ought to them to sort their notes under the report headings. Make
have been installed as backup. sure that they have com pleted this before th ey go on to 9.
Turbine 2 should / ought to have been shut dow n as 9 Tell students that th ey are now going to w ork on their
soon as the vibrations started. own to w rite the investigative report of the accident.
Turbine 2 should not / ought not to have been brought Explain that they should follow the steps given to w rite
back online on August 16th. the report. Go round, giving help as needed. Alternatively,
Turbine 2 shouldn’t / ought not to have been kept in students could w rite up the report for homework.
service after its 28 or 29 years. Remind them that when th ey finish, th ey should check
The turbine bolts should / ought to have been for grammar, spelling and punctuation, and also check
inspected regularly and replaced if necessary. w hether their writing is concise.
If any technicians knew Turbine 2 wasn’t ready for use,
M odel answer: See page 138
they should / ought to have inform ed their managers.

Language
Explain that the third conditional can also be used to
make speculations. Go through the third conditional
examples in the Language box with the students. Focus
their attention on the if clauses. Point out that the active
is used in the first exam ple and elicit how it has been
changed into the passive in the second example. You
could ask them to make the last (/clause active. Then
focus on the second clause and ask them to add probably
to the negative clause (... the accident probably would /
might not have happened.). Tell students that th ey can
find m ore information about conditionals in the Language
summary on page 103.
7 Go through the exam ple and ask students to make six
m ore statements about the accident, using the third
conditional. Students could do this activity in pairs.

Possible answers:
If the bolts on Turbine 2 had been checked and
replaced regularly, the turbine w ould (p rob a b ly) not
have broken away from its supports.
If Turbine 2 had been fully repaired in time, it would
not / might not have started vibrating.
If the bolts on Turbine 2 hadn’t been cracked, they
w ould / might have held the turbine securely and the
accident w ould not / might not have happened.
If the automatic safety system had not failed, Turbines
7 and 9 would (p ro b a b ly) have shut down and would
not / might not have exploded.
If the com m unication system had not broken down, the
management w ould (p ro b a b ly) have been able to give
instructions to all the staff quickly.
If the autom ated safety system had closed the intake
gates immediately, the flooding would (p ro b a b ly) have
stopped much earlier.
 A: Nah, I don’t think it’s r ig h t ... ah well, m aybe it is.
3 Communication
B: Hundred and forty.
N ote that the inform ation about assertive communication A: I don’t know.
up the chain of command in this lesson is based on the
Ш . 'Ш
training concept of ‘Crew Resource Managem ent’, which
Situation 2
is used in many w ork settings, such as flight decks, fire
fighting scenes and hospital operating rooms, where A: Ah, that’s not right. The speed.
crises or em ergencies com m only arise. M ore information B: Yes, it is. There. It’s showing 80.
on this is to be found in the Briefing section at the A: It feels wrong. Too slow.
beginning of this unit. B: No, it’s right. Hundred and twenty.
A: Captain Benson!
Start here B: Yes?
A: I’v e got a real w o rry here.
1 Put students in pairs. Ask them to look at the photo and
B: What is it?
discuss the tw o questions. Then discuss their ideas as
A: T h ere’s not enough power. M aybe the indicator’s
a class.
wrong.
Listening B: Could be the sensor. Ice.
A: Let’s disregard the indicator. Does that sound good to
28-30 you, Captain?
B: Yep. Giving m ore throttle now.
Tell students that they are going to listen to three
situations in which an em ployee is com m unicating his / %30
her concerns to a senior officer or manager. Ask students Situation 3
to read through the inform ation for each situation. Then A: Raul, turn up the turbine speed to 135, would you?
play the recording for students to decide how effectively B: But that’s almost maximum.
the em ployee com m unicates his / her concerns. You
A: Yes, I know, but w e have to. W e’v e been told to
could pause the recording after each situation and ask
increase output.
students to discuss their ideas in pairs. Then when you
B: But it’s shaking and vibrating like a ...
have finished playing the recording, elicit answers from
A: These turbines are strong enough to last for years.
the class.
B: Hey, Boss!
Situation 1 A: Yes? W hat is it?
B: I’ve got a real problem with this.
The co-pilot com m unicates his concerns ineffectively,
which results in disaster. This is because she clearly A: Why, what do you mean?
is aware of the problem and w orried about it, but fails B: If the turbine vibrates any more, the bolts w on ’t be
to catch the attention of the pilot or to put o v e r her able to hold it. The turbine will break away.
w orries forcefully enough. As a result, the pilot never A: I’ve m ade m y decision. Just turn it up to 135 right
considers the possibility that the airspeed indicator is away, please ...
wrong. B: Look, this is dangerous. The vibration is four times the
Situation 2 maximum.
The co-pilot com m unicates her concerns effectively A: ... and report back to me in an hour.
and averts disaster. She succeeds in getting the p ilo t’s B: Could you stop what you’re doing and listen, please. This
attention, giving full expression to her concerns, is serious. The vibration is at danger level. Let’s turn the
suggesting a solution and getting the pilot to agree to speed down to 129 for fifteen minutes and monitor it.
it. What do you think? Do you agree with that, Boss?
Situation 3 A: All right, Raul. Turn it down w hile w e watch it.
The senior technician com m unicates his concerns 3 Ask students to read through the guidelines on assertive
effectively and probably saves the hydroelectric communication. Tell them that you are going to play the
plant from the accident. He succeeds in getting his recording again and that th ey should tick when they hear
su pervisor’s attention, giving full expression to his that a guideline is being follow ed by the co-pilot and the
concerns, trying m ore than once when he meets technician.
opposition or indifference, getting the supervisor to N ote that ‘assertive’ com m unication is distinguished
stop what h e’s doing and think about the problem, from ‘passive’ communication (in which you do not state
suggesting a solution and getting his supervisor to your needs or w ishes) and ‘aggressive’ communication
agree to it. (in which you state your needs or wishes in a hostile or
demanding manner).
Ш /И 1
Under ‘Co-pilot’ items 1, 2, 3, 6, 7 are ticked (4 and 5
Situation 1
are not needed because the pilot responds effectively).
A: Ah, that’s not right. The speed.
Under ‘Technician’ all items are ticked.
B: Yes, it is. There. It’s showing 80.
A: It feels wrong. Too slow.
B: No, it’s right. Hundred and twenty.
 A: W hich are?
B: Well, first w e think that the pitot tubes must have
4 Refer the students to audio scripts 29 and 30 on page 125 malfunctioned when the aircraft hit the thunderstorm.
and ask them to underline the phrases the co-pilot and A: Pitot tubes? T h e y ’re for measuring speed, aren’t they?
the senior technician use when follow ing the steps in the B: Yes, th ey’re the airspeed indicators. T h e y ’re
guideline. 9-centimetre-long tubes located under the wing facing
5 Put students in pairs. Tell them to think of tw o similar the direction of flight. T h ey tell the autopilot system
crisis situations related to their industry or technical the speed of the aircraft. We believe th ey froze o ver in
field and explain that th ey are going to role play the the storm and disabled the autopilot.
situations, taking turns to be higher or low er in the chain A: And what happened then?
of command. Ask them to prepare first, with the student B: The pilot probably didn’t know about it until the plane
playing the part of the subordinate to include examples of flew too slowly, stalled and fell out of the sky.
assertive language that they have studied in this lesson. A: H ow do you know this?
W hile th ey are preparing their roles, go round m onitoring
B: We don ’t know for sure. W e have w eather data and
and giving help as needed.
flight data, so w e know the plane hit a high-altitude
W hen th ey have finished, ask som e pairs to act out one storm. And in his last radio transmission to control
of their situations in front of the class, Ask the listening centre w e hear the pilot shouting that the plane is
students to say how successfully they think the pair stalling. Then it goes dead.
communicated. A: So the pitot tubes are to blame?
B: Yes, that’s one theory. The report recom m ends that
Listening
all the pitot tubes should be inspected and replaced if
6 Ask students to look at the photo and study the diagram necessary.
in 7. Ask them to explain w hy they think the aircraft may A: You m entioned tw o theories. W hat’s the second one?
have crashed. A ccep t any ideas, but don ’t give the answer B: Poor com m unication in the cockpit. We think the co ­
to them yet, as th ey w ill be listening to a report about it in pilot must have realised the speed was to o slow, but
the next exercise. couldn’t convince the pilot to take manual control.

Щ» 31 A: And you r evidence?

B: In one of the pilot’s last radio transmissions to control
Tell students that they are going to listen to an interview
centre, w e hear another v o ic e in the cockpit shouting
with a representative of the airline about the crash and
som ething about speed, but w e don’t hear a response
that th ey should com plete the notes the reporter made
from the pilot.
during the interview. W hen th ey have finished, they could
A: Ah, that’s tragic. So what can you do about that?
com pare their notes with a partner before checking with
B: Well, in the report w e recom m end that the airline
the class.
should train flight crew on how to com m unicate
effectively in an emergency.
Possible answers:
A: Fine. Well, thank you v e r y much.
Tw o theories B: You’re w elcom e. T h ere’s an attachment to the report
1 Pitot tubes froze in storm and disabled autopilot. Pilot with a transcript of all the radio communications, and
flew at wrong speed and stalled plane a brief explanation of how a pitot tube works, if yo u ’re
2 Poor communication in cockpit. Pilot does not interested.
respond to co-pilot’s warning about speed
W riting
Evidence
1 Weather data, flight data, transcript of radio 8 Explain that th ey are going to write an abstract of the
transmission report for the crash in 7. Refer students back to the
abstract on page 86 to remind them how to structure
2 Transcript of radio transmission
their summary. Tell them to look back at the diagram and
Future changes the note on the pitot tube in 7 and explain that th ey need
1 Inspect and replace all pitot tubes (if necessary) to add a short attachment on how a pitot tube indicator
2 Train flight crew in communication skills in works, and this should be written in language that a non­
emergencies technician w ould understand. Refer them back to pages
56 and 57 and the w ords and phrases th ey could use to
Attachment contains: Transcript of radio transmissions
introduce an explanation and explain som ething to a non­
and brief explanation of how pitot tube works.
technician if necessary.

M odel answer: See page 139

A: Are you saying that you don’t know what caused the
crash?
B: Yes, because w e couldn’t find the flight recorder, the
black box with all the data. But w e have been able to
com e to tw o main conclusions.
12 Evaluation

C ontents 3 Innovations
Objectives

1 Projects In this section students will ...

• do a quiz about nanotechnology, then read a text to
Objectives
check answers
In this section students will ...
• w ork in groups, with each m em ber studying
• study a diagram and discuss how the Seawater inform ation from separate diagrams about a different
Greenhouse system works type of nanotechnology
• put paragraphs in order to check their answers on how • participate in a m eeting and argue the case for a
the Seawater Greenhouse system works particular tech n ology with the group
• study and practise ways of linking an earlier event using • have a class debate on a tech n ology award
a perfect participle and a later event using a present
• learn vocabu lary to do with electricity, the autom otive
participle
industry and energy sources
• listen to a presentation on a pilot project and answer
questions and take notes
• study and practise ways of expressing necessity in
the past
• w rite a concise evaluation report on a project, using
headings, language form s and linking devices which
they practised in the lesson

2 Performance
Objectives
In this section students will ...
• assess their own perform ance on the English course
• listen to part of an appraisal interview and com plete
the line manager’s notes
• com plete extracts from the interview, which include
ones with m odal verbs and third conditional sentences
• answer questions on their own perform ance using a
variety of forms
• learn the meaning of phrasal verbs by looking at
examples of them in context and matching them to
synonyms
• role play an appraisal interview, taking turns to be the
appraiser and the appraisee
 transmit signals d irectly to the auditory (hearing) nerve;
(c ) im planted into human bone to trigger alarms when bones
com e under stress; (d ) used to authenticate som eon e’s
This unit looks at evaluation of projects, personnel and
signature by matching its pattern of pressure with a database
technologies.
of pressure patterns. ( 2) nanofluid cooling of engine
Section 1 deals with a p roject to extract fresh w ater from
systems: when a small number of nanoparticles (nanoscale
seawater in hot desert coastal regions. It makes use of
p articles) are added to water, this can im prove the thermal
prevailing winds, fans and sim ple evaporators to convert
conductivity (ability to conduct heat) of the w ater by up to
seawater into fresh w ater and create a humid (m oist)
60%. The nanoparticles consist of heat-conducting materials
environm ent in which plants can grow. Water is transported
(such as cop p er), and so are able to absorb heat, flow with
from the sea to the roof of a specially-constructed the w ater through the system, and transfer their heat rapidly.
greenhouse, b y gravity or a pump. The w ater trickles (flow s
Nanoparticles w ork better than m icroparticles because of
slow ly) dow n a front wall m ade of cardboard that acts as an
their higher surface-to-volume ratio (greater surface area
evaporator: the w ater evaporates, cooling and humidifying
proportional to their volum e). (3 ) Graphene: this is a two-
the air that passes through it into the greenhouse. The
dimensioned sheet (1 atom thick) of carbon atoms, easily
air warms as it travels across the greenhouse, gradually
produced by peeling a layer of carbon atoms off a piece of
becom ing m ore saturated (filled up) with w ater vapour, until
graphite (such as pencil lead ) with a strip of sticky tape. One
it reaches the rear evaporator. Water heated by sunshine
p roperty of graphene is high electrical conductivity, which
on the roof trickles down this evaporator and the warm
means that v e ry little energy in a graphene circuit is wasted
air passing through it becom es super-saturated (highly
as heat. In the future, high-frequency circuits in m obile
concentrated) with w ater vapour. From there, the air m oves
phones will be able to contain much m ore data without
im m ediately through a condenser (filled with cold seawater),
over-heating. Graphene may replace silicon in the future,
and the vapour condenses into fresh w ater which travels
creating nanoscale semiconductors. Another im portant
through pipes to an underground storage tank, to be used
p rop erty is excellent transparency to visible light, making
later for watering the plants. Nutrients (fo o d ) for the plants
graphene an energy-efficient material for making solar cells
are also extracted from the sea using a separate process. The
and LCD screens. In m edical research, nanoscale pores
four criteria (standards, tests or requirem ents) for evaluating
(h o les) can be made in graphene sheets, creating a method
(judging) the project are as follows: ( 1) sim ple technology,
of detecting the presence of DNA m olecules passing through
m irroring (im itating) the natural w ater cycle; ( 2) minimal
the pores. (4 ) Smart dust: this consists of large numbers of
use of electricity, using winds as far as possible; (3 ) seawater
motes, m icroscale winged devices consisting of sensors and
and sunshine to be the only inputs (ra w materials) to the
w ireless communication devices, which can be dropped from
system; and (4 ) low cost using local materials and labour.
planes o r em bedded in building materials. T h e sensors are
Section 2 deals with appraisal reports, which evaluate pow ered by vibrations, solar light or changes in barometric
an em p loyee’s w ork for the preceding reporting period (atm osph eric) pressure, and can detect a range of
(usually one year). First em ployees com plete an appraisal environmental stimuli (clim atic, seism ic and so o n ) and then
form, writing down the targets they had to m eet during the transmit signals to one another and to central computers.
reporting period; next the em ployees score them selves for
each target and submit the form to their line managers; then Seawater Greenhouse project: Find the Popular Science
the managers score the em ployees for each target; then the magazine w ebsite and search for T h e future of farming:
manager and em ployee m eet for the appraisal interview, in eight solutions for a hungry w o rld ’ and then ‘Farm the
which they discuss any differences betw een the tw o scores desert’. M ore inform ation is on the Seawater Greenhouse
and try to reach a consensus (agreem ent). Further targets project website.
are then set for the next reporting period, and training needs Nanowires: Find the EngineerDir (Engineering
identified. Inform ation) w ebsite and search for the article
Section 3 deals with four innovative technologies, three at ‘Nanopiezoelectronics: piezoelectric nanowires could
the nanoscale and one at the microscale. Nanotechnology pow er implantable medical devices and serve as tiny
uses the nanoscale, which measures dimensions betw een sensors’ .
about one and one hundred nanom etresLA nanometre (nm ) Nanofluid cooling: Find the Argonne National Laboratory
equals one billionth of a metre. A micrometre (pm ), on the w ebsite and search for the article ‘Nanofluids could make
other hand, is one m illionth of a metre, or one thousand cool w ork of hot truck engines’.
nanometres. The four technologies are (1 ) nanowires: these
N Graphene: Find the N ew Scientist w ebsite (payw all) and
""are wires asTfiin as 1 nanometre. Zinc oxide nanowires
search for ‘W elcom e to the high-carbon future’ .
produce electrical current using piezoelectricity (current
generated b y bending a crystalline m aterial). As the wires
bend and return to their original shape, the electrical
potential produced by the zinc and oxide ions drives
an electrical current. Nanowires can be bent b y tiny
vibrations - sound waves, the wind, b lood flow - to generate
electricity. The wires could be (a ) em bedded into clothing
as nanogenerators to convert fabric m ovem ents into current
to pow er m obile devices; (b ) implanted into a patient’s
ear w here th ey are bent b y sound w aves to generate and
 Teach er’s notes
G o o d m o rn in g , and th a n k s fo r co m in g . M y na m e is Je d W ilson
and I’m an e n g in e e r a nd p a rtn e r o f th e D esert W a te r p ro je ct.
1 Projects T his is a p ilo t p ro je c t w h ic h w e h o p e to d e v e lo p in to a large-
sca le fo o d p ro d u c tio n p ro g ra m m e .
S tart here
In th is s h o rt p re se n ta tio n , I’m g o in g to te ll you a b o u t th e

1 Focus students’ attention on the diagram and ask them resu lts o f o u r rece n t e v a lu a tio n o f th e D e se rt W a te r p ilo t
what it shows and w here you might use a system like p ro je ct.
this. Then ask them to w ork in small groups to discuss L e t’s q u ic k ly rem in d o u rse lve s a b o u t th e o b je c tiv e th a t w e
how the Desert W ater system works. Don’t check their s p e c ifie d w h e n w e firs t se t up th e p ro je ct. T he aim a t th a t tim e
answers yet as th ey will be checking them in the reading w a s to p ilo t a lo w -e n e rg y fo o d p ro d u c tio n s y s te m in a co a stal
text to follow. Background inform ation is provided in the d e s e rt region, u sin g o n ly seaw ater, s u n sh in e a nd n u trie n ts
Briefing section note at the beginning of this unit. fro m th e sea.
T here w e re fo u r crite ria , o r re q u ire m e n ts, th a t th e p ro je c t had
R eading
to m ee t in o rd e r to be ju d g e d a su cce ss.
2 Tell students to put the paragraphs in order to check T he firs t w a s th a t th e syste m had to be sim p le , im ita tin g
their answers to 1. T h ey can then com pare their answers natural p ro ce sse s as fa r as possib le .
with a partner before checking with the class. S e co n d ly, th e syste m n e e d e d to use m in im a l pow er, s o th a t
w e w e re n o t o b lig e d to rely on e le c tric ity fro m an e le c tric a l grid
The correct order is: E, D, В, A, С o r m asse s o f g e n era to rs.
T hirdly, th e syste m had to rely on s e a w a te r and s u n s h in e as
in p u ts o r ra w m a te ria ls fo r th e soil. No o n e w a s a llo w e d to use
Language
w a te r fro m o u ts id e on th e cro p s. W e w e re n o t even s u p p o s e d
Go through the inform ation in the Language b ox with the to use n u trie n ts b o u g h t fro m o u tsid e , b u t w e re s u p p o s e d to
students, which shows how to link events chronologically, e x tra c t all th e n u trie n ts fro m th e seaw ater.
using a perfect participle for the earlier event and present T he fin a l re q u ire m e n t w a s th a t th e syste m n e eded to be lo w -
participles for later events. co st. L o ca ls had to be a b le to b u ild th e m ch e a p ly usin g local
3 Point out that the exam ple used in the Language box m aterials, so w e se t a re q u ire m e n t th a t yo u had to be a b ie to
is sentence В in 2. Tell students that th ey will now b u ild a g re e n h o u se fo r u n d e r 35 e u ro s p e r sq u a re m etre.
link groups of sentences into a single sentence using S o h o w su c c e s s fu l w a s th e p ilo t p ro je c t? To w h a t e x te n t d id it
participles as in the example, and linkers such as which m e e t th e fo u r crite ria th a t I’ve ju s t m e n tio n e d ? L e t’s m o v e on
/ that and before / after. Ask them to refer back to the to th e e v a lu a tio n o f th e p ro je ct.
diagram in 1 to help them. W hen th ey have finished, W ell, on th e firs t re q u ire m e n t, sim p lic ity , w e w e re a b le to
th ey can check their answers with a partner. Then elicit d e sig n a p ro ce ss th a t p e rfe c tly im ita te s th e w a te r c y c le w here
answers from students and w rite the correct version of s e a w a te r he a te d b y th e sun e va p o ra te s, c o o ls d o w n to fo rm
the three sentences up on the board. c lo u d s , and retu rn s to th e earth as rain, fo g o r dew .
U sing th e s e c o n d c rite rio n , lo w pow er, w e d e m o n s tra te d th a t
1 Having been cooled and humidified by seawater th e syste m w a s c a p a b le o f o p e ra tin g w ith ve ry little p o w e r
trickling down the front evaporator, the air travels fro m o u ts id e so u rce s. A g e n e ra to r had to be used fo r th e
across the greenhouse, becom ing warmer, before p u m p s and th e fans, b u t m o s t o f th e o p e ra tio n c o u ld be
reaching the rear evaporator. ca rrie d o u t using natural p ro ce sse s su ch as w in d s , gravity,
2 Having been heated by the sun on the greenhouse e va p o ra tio n a nd c o n d e n sa tio n .
roof, seaw ater trickles down the rear evaporator and Thirdly, c o n c e rn in g in p u ts, w e d id n ’t need to use any fresh
evaporates, heating and humidifying the air passing w a te r fro m o u ts id e th e syste m on th e c ro p s , b e c a u s e th e
through it to the condenser.
syste m p ro ve d c a p a b le o f su p p ly in g all th e w a te r needed.
3 Having reached the cold seawater pipes of the How ever, at th is p ilo t sta g e, it tu rn e d o u t to be im p o s s ib le to
condenser, the w ater vapour condenses, forming use o n ly n u trie n ts e x tra c te d fro m seaw ater. W e w e re fo rc e d to
drops of fresh water, which trickle dow n the pipes
b u y in fe rtilisers.
before flow ing into an underground storage tank.
A n d on th e fin a l c rite rio n , c o s t, w e s h o w e d th a t w e w e re a b le
to b u ild th e g re e n h o u se w ith in th e p e r-sq u a re -m e tre ta rg e t o f
Listening 35 euros.
S o w a s th e p ro je c t a su cce ss? I th in k on b e h a lf o f th e p ro je c t
% 32
te a m I can say th a t it w as. T hree o f th e crite ria th a t w e set
Tell students to listen to a presentation about the o u rse lve s - s im p licity, p o w e r and c o s t - w e re fu lly m et, w h ile
Desert W ater project. Ask them to read through the tw o o n e re q u ire m e n t - in p u ts - w a s o n ly p a rtia lly m e t b e c a u s e o f
questions first. Then play the recording for students to th e n u trie n ts issue. H ow ever, w e can still say th a t se a w a te r
answer them.
and s u n sh in e w e re th e p rin c ip a l in p u ts. Now, d o e s a n yo ne
have a n y q u e stio n s?
 1 To pilot a low-energy food production system in a
coastal desert region (using only seawater, sunshine
7 Go through the instructions and headings with the class
and nutrients from the sea).
and make sure that th ey understand what to do. Th ey
2 It was mainly successful (although th ey couldn’t use
could then w rite their evaluation report in class or for
only nutrients extracted from seawater / had to buy
hom ework. Remind them to check their w ork thoroughly
fertilisers).
when th ey have finished for grammar, spelling and
punctuation, and also check that they have written
5 Focus students’ attention on the form and go through the concisely.
headings with them. Tell them that you are going to play
the recording again for them to take notes. Then ask them M odel answer:
to com pare their notes in pairs and to add anything they Introduction
missed. Play the recording on ce m ore if you wish and This report gives the results of our recent evaluation of
then go through the answers with the class. the Seawater Greenhouse pilot project.
Project objective
Project: Seawater Greenhouse
T h e original project ob jective was to pilot a low-energy
Criteria:
food production system in a coastal desert region,
1 sim ple as possible (im itating natural processes)
using only seawater, sunshine and nutrients from
2 use minimal p ow er (n o electricity from grid or the sea.
generators)
Technology
3 rely on seawater and sunshine as inputs / raw
The tech n ology used in our greenhouse consists
materials for soil (extract nutrients from seaw ater)
of sim ple evaporators and a condenser, in which
4 low-cost (buildable for under 35 euros per square seawater, having first been evaporated, is then
m etre) condensed, providing fresh w ater for grow ing crops.
Evaluation: Warm surface seawater is used for the evaporator
1 sim plicity - yes: process imitates w ater cycle and cold deep seawater in pipes is used for condensing
2 low p ow er - yes: m ost pow er was from wind, gravity, the vapour.
evaporation, condensation Criteria
3 inputs - partial success: all w ater came from Four criteria w ere used in order to evaluate the extent
seawater, but nutrients not extracted from seawater to which the pilot project was successful. These
4 low cost - yes: cost of greenhouse build b elow target criteria were:
cost 1 sim plicity - it had to m irror the natural w ater cycle
Overall: 2 minimal pow er - use of outside electricity sources
Success; nutrients issue the only negative had to be minimised
3 seawater and sunshine the only inputs - fresh w ater
and nutrients had to be extracted from seawater
Language
4 low-cost - it had to be possible to build a greenhouse
Go through the exam ples of the different ways of using local materials and labour for under 35 euros
expressing necessity in the past in the Language box with per square metre
the students. Give students som e sentences of your own Evaluation
using the expressions and then elicit som e exam ples from The project was evaluated against each requirem ent in
the class. turn:
6 Tell students that th ey are going to rew rite the six 1 The process imitated the w ater cycle, using
sentences with the same meaning as the originals. Go evaporation and condensation.
through the exam ple with the class, pointing out that 2 A generator was used for the fans and pumps, but
they need to use the words in brackets, but not the ones otherw ise the greenhouse pow ered itself, using
in italics. Tell them to look back at the exam ples in the energy from the wind, sun and gravity.
Language box for help. When they have finished, th ey can 3 All fresh water was extracted from local seawater;
check their answers in pairs b efore checking with h ow ever soil nutrients could not be extracted from
the class. seawater and had to be im ported to the eco-system.
4 The greenhouse met the target of being built for less
Possible answers:
than 35 euros per square metre.
1 It was essential (fo r us) to make the system as simple
Conclusion
as possible.
Th e pilot project proved to be a success on all four
2 Minimal p ow er had to be used (b y the system ).
criteria, apart from the issue of sea-extracted nutrients,
3 We did not need to rely on electricity from the grid. which is now the subject of further research.
4 We should not have used nutrients bought from
outside.
5 We w ere obliged to use a generator for the pumps
and the fans.
6 Th ere was no need (fo r us) to use any fresh water
from outside the system.
 A: What do you mean? Couldn’t you get on with the
2 Perform ance managers? Could you expand on that a little?
B: Really I had no problem with personal relations, but
Start here
basically I wasn’t allow ed to m eet individual staff to
1 Explain to students that the topic of this lesson is discuss their needs.
evaluating perform ance relating to studying and to work. A: So how did you go about overcom ing the problem?
Tell students that they are going to begin by assessing В: I decided to hold large inter-departmental meetings to
their own perform ance in their English course. Ask them explain the roll-out to everyon e at the sam e time.
to look at the criteria and explain the scoring system. A: And how did that turn out?
A llow them tim e to com plete the table and help them B: It w asn’t v e ry successful, because I still couldn’t get
with any questions. hold of all the feedback I needed.
Background inform ation about appraisal interview s A: So, what lessons have you learned? What should you
at work, their purpose and how th ey are conducted is have done?
p rovided in the Briefing section at the beginning of this B: Well, I reckon that 1 should have set up smaller
unit. meetings with senior staff in each department. And I
2 Put students in pairs. Ask them to swap their assessments shouldn’t have gone ahead with the inter-departmental
and say w hether they agree or not with them, and give meetings.
reasons why. A: All right, so how w ould you go about doing things

N ote that this exercise is optional. It is relevant to better next time?

understanding how appraisal interview s operate in the B: Well, next tim e I think I w ouldn’t keep problem s to
workplace, w here the appraisee’s self-assessment is myself. I would com m unicate m ore openly about them
then either accepted or m odified by the appraiser (line as soon as th ey cam e up. I think that if I had spoken to
manager). However, if you feel it will cause problem s to you earlier, I could have com e up with a solution.
group dynamics in you r classroom , for example, if your A: All right, w ell at least you ’v e done som e thinking about
class consists of real-life managers and subordinates, you it. Now, I’v e given you a score of six, which means
can leave it out. ‘satisfactory’.
B: Yes, I can see why.
Listening A: But I’m pleased that yo u ’v e given the issue som e
thought already. So I’ll make a note about how you plan
%33
to im prove next year. And let’s look forw ard to a higher
Ask students to explain what an appraisal interview score next year.
is, w ho takes part and what it tries to achieve. Focus B: Thanks, I’ll do m y best.
students’ attention on the line m anager’s notes and read
4 Ask students to read through the extracts and com plete
through them as a class.
them using the w ords in the box. Tell them that they can
use som e of the w ords m ore than once. When th ey have
1 60
finished, th ey can com pare their answers in pairs before
3 m eet individual staff
checking with the class.
4 held large inter-departmental meetings to explain
roll-out 1 couldn’t
5 no, because couldn’t get all feedback needed 2 should have
7 com m unicate open ly about problem s 3 shouldn’t have
4 would
H i 33 5 w ouldn’t, would
A: All right, le t’s look at the first target on the appraisal 6 had, could have
form. You w ere supposed to roll out the new email
software to e v e ry department. You’v e put ‘N ’ in the
box, but yo u ’v e given yourself a score of eight, or Language
‘g o o d ’.
5 Explain to students that th ey are now going to answer
B: Yes, that’s right. I managed to roll out the software to
questions to assess their own perform ance on the English
m ost of the departments.
course. A llow them plenty of tim e to read through the
A: But hang on a minute. The software was supposed to questions and answer them. Again, put students in pairs
be rolled out to all the departm ents, not just some. So to discuss their answers only if you think it is appropriate
1 have to ask, to what extent was this target actually for you r class.
achieved?
B: Well, I was only able to reach 60% o f the departments. Vocabulary
A: And w h y couldn’t you reach the other 40%?
B: Well, basically, I w asn’t able to get full co-operation
6 Refer students to audio script 33 on page 126 and find
the phrasal verbs 1-8. Ask them to read the sentence the
from som e departm ent heads.
phrasal verb is in to understand its meaning in context.
Then ask them to match the phrasal verbs with their
A: So, what lessons have you learned? W hat should
synonyms a-h. T h ey can then discuss their answers in
you have done?
pairs before checking with the class.
B: Well, 1 reckon that I should have made better
Explain to students that you can only understand the
checks on our suppliers. And as soon as w e
meaning of most phrasal verbs in context, and that
received the faulty goods, 1 should have requested
when learning a new phrasal verb, it will help them if
a refund and changed the supplier. I shouldn’t have
they w rite an exam ple sentence to show the meaning of
retained the suppliers after that.
the phrasal verb. Tell students to w rite the sentences
A: All right, so h ow would you go about doing things
with the phrasal verbs 1-8 from the audio script in their
better next time?
notebooks.
B: Well, next tim e I think I w ould have a plan В ready.
lc 2f 3b 4h 5d 6a 7e 8g I would probably allow an extra month in the
schedule for dealing with problems.
A: All right, w ell at least yo u ’v e done som e thinking
Speaking
about it. So, I’ll be looking for som e im provem ent
Put students in pairs and ask them to decide w ho will from you along these lines next year.
be A and w ho will be B. Explain that th ey are going В
to role-play sections of tw o appraisal interview s with A: Let’s look at the first target on the appraisal form.
their partner and that they should take turns to be the You w ere supposed to design, construct, test and
interview er and the interview ee. Focus their attention on report on the new robot. You’v e put ‘N ’ in the box,
the appraisal forms A and B. Ask them to look through but yo u ’v e given yourself a score of nine, o r ‘v e ry
their form and prepare for their appraisal interview. Refer g o o d ’.
them back to the w ork th ey did in 3 and 4 on page 92 and B: Yes, that’s right. I managed to com plete all the tests
the in terview in audio script 33 on page 126 for help on and the report is on its way.
how to conduct the interview. W hile they are doing the A: But hang on a minute. The report was supposed
roleplay, go round m onitoring and giving help if needed. to be written and submitted. W h y couldn’t you
Encourage them to use phrasal verbs if appropriate. com plete the report?
B: Well, basically, there w ere som e issues arising from
M od el answers:
the test results.
A
A: W hat do you mean? Wasn’t the test successful?
A: Let’s look at the target. You w ere supposed to Could you expand on that a little?
assess needs for safety equipm ent on Rig X, then
B: Yes, the test was a success, but the results showed
order the equipm ent and install it. You’ve put ‘N ’ in
that the robot design had to be m odified.
the box, but yo u ’v e given yourself a score of seven,
A: So how did you go about overcom ing the problem?
o r ‘quite g o o d ’.
B: Well, I held a m eeting to discuss the test results,
B: Yes, that’s right. I managed to d o the assessment
recalled the design team and w e agreed on the
and order all the equipment.
m odifications that w ere required. I copied you in on
A: But hang on a minute. The equipm ent was
all the decisions.
supposed to be installed as well. So I have to ask, to
A: And how did the m odifications turn out?
what extent was this target actually achieved?
B: Well, there was som e delay because the designers
B: Well, I was only able to install 50% of the
w ere on leave. But when th ey cam e back from
equipment.
leave, the m odifications w ere successfully carried
A: And w hy couldn’t you install the other 50%?
out. A new test is under way, and yo u ’ll receive the
B: Well, basically, tw o of our suppliers w ere unable to report next month.
deliver.
A: So, what lessons have you learned? W hat should
A: W hat do you mean? Could you expand on that a you have done?
little?
B: Well, I reckon that I should have checked the
B: Well, basically one of the suppliers, Y, went holiday schedule of the design team. And I
bankrupt and closed down, and the other one, Z, shouldn’t have waited for all the test results before
sent us faulty goods. acting on the design issues
A: So how did you go about overcom ing the problems? A: All right, so how w ould you go about doing things
В: I put Y ’s order out to a new tender and returned the better next time?
faulty goods to Z and requested a replacement. B: Well, next tim e I think I w ould have a contingency
A: And how did that turn out? plan prepared in case any re-design is necessary.
B: The tender went v e ry well. We are now ordering A: All right, w ell at least yo u ’v e done som e thinking
from the new supplier. T h e other supplier, Z, is about it. So I’ ll be looking for som e im provem ent
replacing the goods, but there is still a delay and from you along these lines next year.
w e haven’t received the new goods yet.
 4 Ask students to return to their group. Go through the
3 Innovations instructions and the situation with them.
N ote that when helping students prepare for the debate,
S tart here
encourage them to think not only about the potential of
1 Put students in pairs and ask them to do the quiz. Don’t nanotechnology to im prove the human condition, but
check their answers yet as they will check their own also about potential downsides, such as the ‘big brother’
answers in the follow ing scanning task. ^ ptJ /surveillance potential of smart dust, the possibility
that nanoparticles m ay cross the blood-brain barrier in
Scanning humans, and how to dispose of w aste nanotech materials.
W hen th ey are ready, ask students to argue their case that
2 Tell students that the answers to the quiz are in the Speed
the tech n ology th ey read about should win the award. As
search at the back of the book. Ask students to turn to
th ey are doing this the listening students should make a
pages 116-117 and find the text with the answers. Tell
note of any interesting answers.
them to scan the text to find the relevant answers. Ask
students to put up their hand when th ey’v e finished. Then 5 Tell the class that th ey are m em bers o f the expert
check the answers with the first person to put up their com m ittee and that they are going to ch oose the
hand to see if they w ere correct. Finally, ask students if winner of the award. Conduct a class debate on the four
their answers in 1 w ere correct. technologies and v o te on the winner.

IB 2С ЗА 4В

Task

3 Put students in groups of no m ore than four members.

Ask them to read through the instructions for Students
A -D and to decide w ho is going to do which task.
Then ask students to w ork on their ow n and study the
diagrams for their technology.
N ote that if there are few er than four m em bers in a
group, m ore able students could look at m ore than one
tech n ology for the meeting. Alternatively, the Student D
and С material could be dropped, in that order.

122
 т ь ф W Т • м Ж™'

Review Unit F
A nsw er key The inspectors recom m end that (1 ) the four-year
schedule for full production should be retained, and
1 1 CCTV cameras may have recorded the events just ( 2) further spot checks using different criteria should
before the accident. be carried out in the next 24 months.
2 The explosion can’t have been caused b y an
electrical fault.
6 Possible answers:
3 The supervisor should have held a w eekly fire drill.
1 did you have to
4 The fire could have been put out m ore quickly if the
2 was essential to
fire alarm had worked.
3 had to
5 The turbines must have broken aw ay from their
4 was it necessary to
supports because the bolts w ere fatigued.
5 there was no need to
6 Management ought not to have allow ed old turbines
to remain in use. 6 needed to be

7 The em ergency services couldn’t have known 7 obliged to

the exact location of the people trapped b y the 8 had to be
earthquake.
8 The em ployees might not have heard the instruction
7 1 located 11 acting
to evacuate the building.
2 rem oves 12 allowing
3 using 13 been blocked
3 (N ote: Alternatively, pre-experience students could 4 com m encing 14 containing
think of errors in daily life such as mistakes when using 5 is pumped 15 is forced
a computer, driving a car o r m otorcycle, doing DIY, 6 are rem oved 16 flowing
general health and safety, and so on.)
7 been cleaned 17 passed
8 is pumped 18 called
4 Introduction: H, D 9 containing 19 undergoes
M ethod: J 10 containing 20 flowing
Criteria: L, G, E
Findings: С, A, M, I
8 M odel answer:
Conclusions: F
Technical solution
Recommendations: К, В
The tech n ology used in the project consists of a
robotic d evice operating a co n veyo r belt m ade of
5 M odel answer: a special water-repellent, oil-absorbent nanowire
membrane. The 5-by-2-metre robot-operated device
This report presents and analyses the findings
is pow ered by a solar panel on its upper side, and is
of the inspection of the SSHPP site to check on
capable of communicating with other robotic devices
the im plem entation of the official accident report
and working with them in team s of up to 10,000 units.
recom m endations. The inspection was a spot check,
consisting mainly of observation and testing of three C riteria
items corresponding with three key recom m endations Four criteria w ere used for evaluating the success of
from the accident report. Three related criteria w ere the project. These w ere as follows:
used in evaluating progress on the recommendations: 1 T h e nanowire membrane had to be com pletely
( 1) effective turbine vibration warning and shutdown water-repellent.
systems, ( 2) replacem ent of all turbine bolts with new 2 The membrane had to be highly oil-absorbent.
ultrasonically-tested sets, and (3 ) effective em ergency 3 The robotic oil-cleaning d evice needed to be able to
pow er supply for closing penstock gates to prevent operate independently.
flooding. O bservation and testing carried out by the
4 It was essential that the device be cheaper than
inspection team confirm ed positive results on all three
existing clean-up methods.
criteria. On the basis of these results, the team has
concluded that im plem entation of the three specified
items from the accident report is on schedule and has
no m ajor problems.
 Evaluation 1 had read, might have been prevented
T h e project was evaluated against the criteria by 2 had been notified, might not have happened
examining the results o f tw o tests on the membrane, 3 had checked, w ould not have flooded
one trial o f the device and a cost analysis. Here the 4 had not been maintained, w ould probably not have
criteria are exam ined in turn: collapsed
1 In the first test, having been left in seaw ater for 5 had communicated, would probably have been
a month, the m embrane cam e out of the w ater avoided
com p letely dry.
6 had not seen, might have failed
2 In the second test, having been soaked in oil for one
month, the membrane absorbed 20 times its own
w eight in oil. 1 Have Having been de-iced at the airport, the plane
3 In the trial of the robotic device, after being activated takes off.
in o ily w ater and left alone without any maintenance, 2 Before left leaving the warehouse, all documents are
the device was still absorbing oil after one month. checked.
4 A cost analysis show ed that each robotic unit cost 3 Having pressed the brake pedal, the piston is m oving
$20,000 to produce, and so a team of 10,000 for a m oves down the cylinder.
m ajor oil spill w ould cost $200,000, com pared with 4 Having been cooled by seawater, the air travels
the billions of dollars spent on normal cleaning across the greenhouse.
m ethods after oil spills.
Conclusion
It is clear from the evaluation that all four criteria 1 had / needed 5 w ere supposed
have been met and so the p roject has proved to be 2 w ere obliged 6 was unnecessary / was
a success. The nanowire material was found to be 3 was essential / was not essential
highly oil-absorbent but also totally water-repellent. necessary 7 w eren’t supposed
This means that the material w ould be able to 4 was no need / was no 8 had / needed
separate oil from water, saving tim e and m oney in an necessity
oil spill emergency. T h e robotic device was found to
be capable of operating independently for up to one
month in oily waters, which means that it w ould be 1 needn’t have done 5 was supposed to have
v e ry effective after an oil spill. Finally, com pared with 2 unable to close checked
the cost of current oil clean-up operations, it is clear 3 should have read 6 ’v e met
that a robotic d evice fitted with a nanowire membrane
4 would you ch oose
would be v e ry cost effective indeed.

Part 2: Reading and w riting

Project
Reading
11 At the end of e very R eview Unit is a project. Students
can do their research on the internet or in a library. Th ey
1 H ow big is an atom of hydrogen in nanometres?
must then w rite their results in English.
2 Is it possible to see a nanometre?
3 W hy is nanotechnology im portant for studying
Q uick test answ er key materials?
Part 1: Vocabulary and gram m ar 4 W hat can happen to aluminium at the nanoscale?
5 W hat happens to carbon at the nanoscale?

1 1 go about 5 go ahead with

2 com e up with 6 get on with 1 The thickness in nanometres of a human hair.
3 get hold of 7 turn out 2 The diam eter in nanometres of a red b lood cell.
4 hang on 8 com e up 3 The width in nanometres of a DNA m olecule.
4 The thickness in nanometres of a sheet of paper.
2 1 can’t 5 ought to 5 Carbon is six times lighter than steel measured on
2 m ay / might 6 may / might the nanoscale.

3 shouldn’t 7 should
4 must 8 m ay / might W riting

See Page 136 for a guide to marking the Writing section.

 Total _/60

Part 1: Vocabulary and gram m ar 3 Complete the sentences in the third conditional, using
the correct form of the verbs in brackets.
1 Match the w ords in the box with their synonyms in 1 If the tech n ician __________ (rea d ) the correct instructions,
italics. the a c c id e n t_________ (m ight / prevent).
2 If w e _________ (n o tify) about the problem sooner, the
com e up com e up with get hold of get on with damage to the m ach in es__________ (m ight / not / happen).
go about go ahead with hang on turn out
3 If the technicians , . (ch eck ) the building before
leaving, i t ________ . (w ou ld / not / flood ).

1 How do you attempt the task of building this structure? 4 If the b r id g e _____ (n ot / maintain) so badly, i t .
collapsed, (p rob ab ly / not / collapse).
2 I’ d like you to think o f a solution to this problem as
5 If the c o -p ilo t (com m unicate) his concerns more
soon as possible.
effectively, the c ra s h (w ou ld / probably / avoid).
3 Can you obtain the docum ent as soon as possible?
6 If I (n ot / s e e ) m y supervisor to discuss m y
4 Oh, wait a minute. I think this number is wrong. difficulties, I . . (m ight / fail) the exam.
5 I think you should continue with plans without me. (6 marks)
6 Stan doesn ’t have a friendly relationship with his
4 Correct the mistakes in these sentences.
supervisor.
1 Have been de-iced at the airport, the plane takes off.
7 No doubt the result of the experim ent will end as w e
expect it to.
8 This problem doesn’t happen v e r y often. 2 Before left the warehouse, all documents are checked.
(8 marks)
3 Having pressed the brake pedal, the piston is m oving
Complete the sentences using the correct form of can,
dow n the cylinder.
may, might, must, ought to or should.
1 Look, the door is open. I t ___________ have been shut
properly. 4 Having cooled b y seawater, the air travels across the
greenhouse.
2 That is a relief. The a c c id e n t__________ have been
much worse.
(4 marks)
3 It’s late. I t ___________ have taken so long to finish the
job.
4 This hinge has broken off. The b o lts ___________ have
been corroded.
5 W e ___________ to have been paid by the contractor by
now.
The bolts have been checked last month.
I can’t remember.
They have been trained on the safety
procedures, but th ey w eren ’t.
I t ___________ have been a faulty va lve that caused the
explosion, w e don ’t know yet.
(8 marks)
5 Complete the sentences to explain that something was Part 2: Reading and w riting
necessary in the past, using the correct form of the
w ords in the box. Reading

essential have necessary need oblige suppose Read the text on nanotechnology on page 116 again and
answ er the questions.

1 It was 30 minutes before the start of the race and the

1 Read the text and write questions for these answers.
b ra k es __________to be checked.
1 A tenth of a nanometre.
2 E very w eek th ey had a fire drill. T h e y __________to have
one according to the regulations. 2 N ot with the naked eye - but you can with a ve ry
pow erful m icroscope.
3 I t _________ for visitors to sign in at reception before
entering the building. 3 Because when materials are reduced to the nanoscale,
their properties can change dramatically.
4 There to callin an expert. We fixed the
4 It can spontaneously com bust and could be used in
problem ourselves.
rocket fuel.
5 The lift is still broken. T h e y _________ to have repaired
5 From a soft, malleable material, it becom es stronger
it last week.
and lighter than steel.
6 I t _________ for them to finish the job so quickly. Th ey
could have waited another day. 2 W hat do these numbers refer to in the text?
7 Y o u __________to use the blow torch on that pipe. You 1 80,0000
could have caused a fire.
2 5,000
8 Th ey to look at the user manual to
3 2.5
understand how the system worked.
4 100 thousand
(8 marks)
5 six
6 C om plete the sentences using the c o rre c t fo rm o f the (10 marks)
w o rd s in brackets.
1 A re there any jobs that you finished today, that you W riting
? (n ot / need / d o )
Write a concise evaluation report on a project you have
2 T h ey w e r e _________ the door, so the hall was flooded. been recently working on, using these headings. Use
(unable / clo se) the language you studied in Unit 12 w here appropriate.
3 Oh, no, it’s broken. W e the operation manual Introduction
first, (should / read)
Project objective
4 If you could buy a new ca r,_________ an SGV o r an eco
Technology
car? (you / ch o o se)
Criteria
5 H e __________ the security system was on. It’s his
responsibility, (su ppose / check) Evaluation

6 Despite many difficulties during the past month, Conclusion

I __________ all m y targets at work, (m eet) (10 marks)
(6 marks)

PHOTOCOPIABLE
 Word list
flask (noun) 1.1 (p4)
Unit 1
fluid (noun) 1.1 (p4)
access (v e rb ) 1.2 (p6)
force out (v e r b ) 1.1 (p4)
accidental (a d jective) 1.1 (p4)
fungus (noun) 1.1 (p4)
accidentally (a d verb ) 1.1 (p4)
generate (v e r b ) 1.2 (p6)
accuracy (nou n) 1.2 (p6)
g eo lo gy (nou n) 1.2 (p6)
adjacent (a d je c tiv e ) 1.2 (p6)
guide (v e r b ) 1.2 (p6)
am plification (nou n) 1.3 (p8)
hydraulic (a d je c tiv e ) 1.2 (p6)
antibiotics (noun) 1.1 (p4)
imaging (a d je c tiv e ) 1.2 (p6)
atom (noun) 1.3 (p8)
im m erse (v e rb ) 1.1 (p4)
back and forth (p h rase) 1.2 (p6)
in addition (p h rase) 1.1 (p5)
bacteria (noun) 1.1 (p4)
ink (noun) 1.1 (p4)
basic (a d jective = sim ple) 1.3 (p9)
inkjet printer (nou n) 1.1 (p4)
beam (noun) 1.3 (p8)
insect (nou n) 1.1 (p4)
beneath (a d jective) 1.2 (p6)
instantly (a d v e rb ) 1.2 (p6)
blockage (noun) 1.2 (p6)
iron (noun) 1.1 (p4)
bone (noun) 1.1 (p4)
isolate (v e rb ) 1.2 (p6)
brush (v e rb ) 1.1 (p4)
isolated (a d je c tiv e ) 1.2 (p6)
build (v e rb ) 1.1 (p5)
lab (noun) 1.1 (p4)
bury (v e rb ) 1.2 (p6)
laterally (a d v e rb ) 1.2 (p6)
by means (p h rase) 1.2 (p6)
lock (v e rb ) 1.2 (p6)
cathode ray generator (noun) 1.1 (p4)
m irror (nou n) 1.3 (p8)
coherent (a d jective) 1.3 (p8)
m onitor (v e rb ) 1.2 (p6)
com plex (a d je c tiv e ) 1.2 (p6)
multiple (a d jective) 1.2 (p6)
com ponent (noun) 1.3 (p9)
neck (noun) 1.1 (p4)
concentrated (a d jective) 1.3 (p8)
oil reserve (nou n) 1.2 (p6)
connect (v e r b ) 1.2 (p6)
outline (noun) 1.1 (p4)
controller (noun) 1.2 (p7)
output (nou n) 1.2 (p6)
conventional (a d jective) 1.2 (p6)
overlook (v e r b ) 1.2 (p6)
co-ordinate geom etry (nou n) 1.1 (p4)
partial (a d je c tiv e ) 1.3 (p8)
crystal (noun) 1.3 (p8)
photon (nou n) 1.3 (p8)
directional (a d jective) 1.3 (p8)
pocket (noun) 1 .2 (p6)
displace (v e rb ) 1.1 (p4)
pow der (nou n) 1.1 (p4)
dorm ant (a d je c tiv e ) 1.2 (p6)
pow er source (noun) 1.3 (p8)
drop (v e rb ) 1.1 (p4)
prevent (v e rb ) 1 .2 (p6)
dual (a d jective) 1.2 (p6)
project (v e rb ) 1.1 (p4)
em ission (nou n) 1.3 (p8)
pump (v e rb ) 1.2 (p6)
emit (v e rb ) 1.3 (p9)
radiation (noun) 1.3 (p8)
enable (v e rb ) 1.2 (p6)
raw (a d jective) 1.1 (p4)
ensure (v e rb ) 1.2 (p6)
reach (v e r b ) 1.2 (p6)
equivalent (a d jective) 1.2 (p6)
relay (v e rb ) 1.2 (p6)
extract (v e r b ) 1.2 (p6)
rem otely (a d verb ) 1.2 (p7)
fibre-optic cable (noun) 1.2 (p6)
reservoir (noun) 1.2 (p6)
film (noun = layer) 1.1 (p4)
rubber (a d je c tiv e ) 1.1 (p4)
flagship project (noun) 1.2 (p6)
ruby crystal (noun) 1.3 (p8) kick off (phrasal v e rb ) 2.3 (p15)
software (nou n) 1.2 (p6) landslide-prevention (a d jective) 2.1 (p11)
specify (v e r b ) 1.1 (p4) launcher (nou n) 2.1 (p i 1)
spectrum (nou n) 1.3 (p8) let’s focus on (p h rase) 2.3 (p15)
speedy (a d v e rb ) 1 .2 (p6) maintenance (noun) 2.3 (p14)
steerable (a d je c tiv e ) 1.2 (p6) make sense (p h rase) 2.3 (p15)
stove (nou n) 1.1 (p4) mechanism (noun) 2.1 (p11)
substance (nou n) 1.1 (p4) m elting point (noun) 2.3 (p14)
swellable (a d je c tiv e ) 1.2 (p6) non-flammable (a d jective) 2.3 (p14)
syringe (nou n) 1.1 (p4) occur (v e r b ) 2.1 (p 1 1)
system (nou n) 1.1 (p5) optim ise (v e r b ) 2.1 (p11)
threaten (v e r b ) 1.2 (p6) originally (a d verb ) 2.1 (p10)
underground (a d je c tiv e ) 1.1 (p5) particle (noun) 2.1 (p i 1)
vulcanised rubber (nou n) 1.1 (p4) precise (a d je c tiv e ) 2.2 (p13)
w avelength (nou n) 1.3 (p8) present (v e r b ) 2.2 (p13)
prim arily (a d v e rb ) 2.1 (p10)

Unii 2 _ _
ray (nou n) 2.1 (p i 1)

ability (nou n) 2.2 (p13) reduce (v e r b ) 2.2 (p13)

acoustics (nou n) 2.3 (p14) reflect (v e rb ) 2.2 (p13)

adequate (a d je c tiv e ) 2.2 (p13) relative (a d je c tiv e ) 2.2 (p13)

adjust (v e r b ) 2.2 (p13) resist (v e r b ) 2.1 (p11)

airbag (nou n) 2.1 (p11) scratch (nou n) 2.1 (p i 1)

algorithm (noun) 2.1 (p11) scratch-resistant (a d jective) 2.1 (p11)

alter (v e r b ) 2.2 (p12) sealed (a d jective) 2.2 (p13)

ambient (a d jective) 2.2 (p13) solar translucency (nou n) 2.3 (p14)

changeable (a d je c tiv e ) 2.2 (p13) stabilise (v e r b ) 2.1 (p i 1)

com m only (a d v e rb ) 2.1 (p10) step-by-step (p h rase) 2.2 (p i 3)

com parative (a d jective) 2.2 (p13) stunning (a d jective) 2.3 (p14)

com plaint (noun) 2.2 (p12) sufficient (a d je c tiv e ) 2.2 (p13)

constraint (noun) 2.2 (p13) support (v e rb ) 2.2 (p12)

detect (v e r b ) 2.2 (p10) surrounding (a d jective) 2.2 (p13)

d evice (nou n) 2.1 (p11) thermal protection (noun) 2.3 (p14)

dimension (noun) 2.3 (p13) treadmill (noun) 2.2 (p12)

dirt (nou n) 2.1 (p i 1) ultra-violet (a d je c tiv e ) 2.1 (p11)

enclosed (a d je c tiv e ) 2.2 (p13) unrestricted (a d jective) 2.2 (p 1 3)

ergonom ic (a d jective) 2.2 (p13) unwanted (a d je c tiv e ) 2.1 (p 1 1)

essential (a d jective) 2.2 ( p i 3) user (nou n) 2.2 (p12)

exact (a d jective) 2.2 (p13) utilise (v e rb ) 2.1 (p10)

feature (nou n) 2.2 (p12) UV-resistant (a d je c tiv e ) 2.1 (p10)

flame-resistant (a d jective) 2.1 (p11) vapour (noun) 2.2 (p10)

girder (nou n) 2.1 (p11) variable (a d je c tiv e ) 2.2 (p13)

hall (nou n) 2.3 (p14) visor (noun) 2.1 (p i 0)

harness (noun) 2.2 (p13) weightlessness (a d je c tiv e ) 2.2 (p13)

in case (conju nction) 2.3 (p14) work (nou n) 2.1 (p10)

incline (nou n) 2.2 (p13)

incremental (a d je c tiv e ) 2.2 (p13)
UnitjJ
inflatable (a d je c tiv e ) 2.2 (p13) as a precaution (p h rase) 3.1 (p21)
injury (nou n) 2.2 (p12) a few isolated cases (p h rase) 3.1 (p21)
instrument (noun) 2.1 (p11) a slight possibility (p h rase) 3.1 (p21)
jettison (v e r b ) 2.1 (p 1 1) accelerator (nou n) 3.1 (p21)
activate (v e rb ) 3.2 (p23) recharge (v e rb ) 3.2 (p23)
actuator (noun) 3.3 (p24) regain (v e rb ) 3.3 (p24)
although (conjunction) 3.1 (p21) regenerative (a d jective) 3.2 (p23)
announce (v e r b ) 3.1 (p21) relinquish (v e r b ) 3.3 (p24)
anti-lock (a d jective) 3.2 (p23) resistance (nou n) 3.2 (p23)
any inconvenience (p h rase) 3.1 (p21) response (nou n) 3.2 (p23)
as long as (conju nction) 3.3 (p24) retain (v e rb ) 3.3 (p24)
background (nou n) 3.2 (p22) rumble (nou n) 3.2 (p23)
brake disc (nou n) 3.2 (p23) skid (v e rb ) 3.2 (p23)
braking system (noun) 3.2 (p23) slippery (a d jective) 3.2 (p23)
by the w ay (p h rase) 3.2 (p23) speed up (phrasal v e rb ) 3.2 (p23)
cable (nou n) 3.3 (p24) split second (p h rase) 3.2 (p23)
calliper (noun) 3.2 (p23) squeeze (v e rb ) 3.2 (p23)
conflict (noun) 3.2 (p23) switch (v e rb ) 3.2 (p23)
deceleration (noun) 3.2 (p23) throttle (nou n) 3.3 (p24)
delay (noun) 3.2 (p22) various (a d je c tiv e ) 3.2 (p23)
depressed (a d je c tiv e ) 3.1 (p21) whereas (conjunction = used for contrast) 3.3 (p25)
determ ine (v e r b ) 3.2 (p23) w hile (conjunction = used for contrast) 3.3 (p25)
devise (v e rb ) 3.2 (p23) w ire (noun) 3.3 (p24)
dow nload (v e rb ) 3.2 (p23)
drive-by-wire (p h rase) 3.3 (p24) Um t 4
engage (v e rb ) 3.2 (p23)
as (conjunction = w h ile) 4.3 (p120)
establish (v e r b ) 3.3 (p24)
at the same tim e (a s ) (p h rase) 4.2 (p29)
even though (p h rase) 3.1 (p21)
break open (phrasal v e rb ) 4.1 (p27)
friction (noun) 3.1 (p21)
bring about (phrasal v e rb ) 4.1 (p27)
fix (noun) 3.2 (p23)
bring down (phrasal verb = reduce) 4.1 (p27)
hybrid (noun) 3.2 (p23)
build up (phrasal v e rb ) 4.1 (p27)
idle (a d jective) 3.1 (p21)
build-up (noun) 4.1 (p27)
in actual fact (p h rase) 3.2 (p23)
carry out (phrasal v e rb ) 4.1 (p27)
in line with (p h rase) 3.3 (p24)
check-up (nou n) 4.2 (p29)
indicate (v e rb ) 3.2 (p23)
clamp (noun) 4.3 (p30)
input (noun) 3.2 (p23)
clean out (phrasal v e rb ) 4.1 (p27)
inspection (nou n) 3.1 (p21)
clean-out (nou n) 4.2 (p29)
instead (a d verb ) 3.2 (p23)
clean up (phrasal v e rb ) 4.1 (p27)
intention (noun) 3.3 (p24)
coat (v e rb ) 4.2 (p29)
in the unlikely event that (p h rase) 3.1 (p21)
cop p er (noun) 4.2 (p28)
in v e ry rare instances (p h rase) 3.1 (p21)
dip (v e rb ) 4.2 (p29)
interpret (v e rb ) 3.3 (p24)
enter (v e rb ) 4.1 (p27)
kick in (phrasal v e rb ) 3.2 (p23)
expand (v e rb ) 4.1 (p27)
laptop (noun) 3.2 (p23)
expansion (noun) 4.1 (p27)
manual (a d jective) 3.3 (p24)
explosion (nou n) 4.1 (p26)
m om entary (a d je c tiv e ) 3.2 (p23)
face (v e rb ) 4.2 (p28)
overrid e (v e r b ) 3.3 (p24)
faulty (a d jective) 4.1 (p26)
panic (v e r b ) 3.2 (p23)
feed (v e r b ) 4.3 (p31)
partially (a d verb ) 3.1 (p21)
fracture (nou n) 6.2 (p44)
patch (noun) 3.2 (p23)
go about (phrasal v e rb ) 4.2 (p28)
perceive (v e rb ) 3.2 (p23)
got it (p h rase) 4.2 (p29)
potential (a d jective) 3.1 (p21)
got you (p h rase) 4.2 (p29)
rapid (a d je c tiv e ) 3.2 (p23)
ground level (nou n) 4.2 (p28)
recall (noun) 3.1 (p20)
helium (noun) 4.1 (p27)
inflow (nou n) 4.2 (p28) trim (v e r b ) 4.3 (p30)
initiate (v e r b ) 4.2 (p29) undergo (v e rb ) 4.2 (p29)
insertion (noun) 4.3 (p30) upgrade (noun) 4.2 (p28)
interconnection (nou n) 4.1 (p27) vap orize (v e rb ) 4.1 (p27)
joint (nou n) 4.1 (p26) violent (a d jective) 4.1 (p26)
keep down (phrasal v e rb ) 4.1 (p27) use up (phrasal v e rb ) 4.1 (p27)
let in (phrasal v e rb ) 4.1 (p27) warm-up (noun) 4.2 (p29)
let out (phrasal v e rb ) 4.1 (p27)
link (v e r b ) 4.1 (p26) Unit 5
location (noun) 4.2 (p29) agitate (v e r b ) 5.2 (p39)
magnet (v e r b ) 4.1 (p26) aisle (noun) 5.2 (p38)
m eltdown (noun) 4.1 (p26) alumina (nou n) 5.3 (p40)
outburst (nou n) 4.1 (p27) aluminium oxide (nou n) 5.3 (p40)
pad (nou n) 4.2 (p29) a m ajor factor (p h rase) 5.1 (p36)
parallel (a d jective) 4.2 (p29) application (noun) 5.1 (p36)
perm it (v e rb ) 4.1 (p27) bauxite (nou n) 5.3 (p40)
pliers (nou n) 4.3 (p30) blast furnace (nou n) 5.1 (p36)
proton beam (nou n) 4.1 (p26) blow (noun) 5.2 (p38)
protruding (a d je c tiv e ) 4.3 (p30) bond (nou n) 5.2 (p39)
puncture (v e rb ) 4.1 (p27) break-up (noun) 5.1 (p37)
put off (phrasal v e rb ) 4.1 (p27) brittle (a d je c tiv e ) 5.1 (p36)
resistor (nou n) 4.3 (p30) calcinate (a d jective) 5.3 (p40)
restraint system (nou n) 4.2 (p29) charge (v e rb ) 5.2 (p38)
roll-out (nou n) 4.2 (p28) com bine (v e r b ) 5.1 (p36)
rule out (phrasal v e rb ) 4.1 (p27) com pose (v e rb ) 5.3 (p40)
secure (v e rb ) 4.3 (p30) con vertor (noun) 5.2 (p38)
set off (phrasal v e rb ) 4.1 (p26) con veyor belt (noun) 5.3 (p40)
set up (phrasal v e rb ) 4.2 (p28) coolant (noun) 5.2 (p38)
set-up (noun) 4.2 (p28) crusher (noun) 5.3 (p40)
shaft (nou n) 4.2 (p29) digester tank (nou n) 5.3 (p40)
shake (v e r b ) 4.3 (p31) dissolve (v e rb ) 5.3 (p40)
shut down (phrasal v e rb ) 4.1 (p26) d ry out (phrasal v e rb ) 5.3 (p40)
shutdown (noun) 4.2 (p28) ductile (a d jective) 5.1 (p36)
simultaneously (a d v e rb ) 4.3 (p31) effect (noun) 5.1 (p36)
slow dow n (phrasal v e rb ) 4.1 (p27) em erge (v e rb ) 5.1 (p36)
smash (v e r b ) 4.1 (p26) flux (nou n) 5.2 (p38)
solder (nou n) 4.1 (p26) furnace (noun) 5.2 (p39)
spark (nou n) 4.1 (p27) give rise to (p h rase) 5.1 (p36)
sponge (nou n) 4.3 (p30) grind (v e r b ) 5.3 (p40)
start-up (noun) 4.2 (p28) high-purity (a d je c tiv e ) 5.2 (p39)
state (nou n) 4.1 (p27) inert (a d jective 5.2 (p39)
stick up (phrasal v e rb ) 4.3 (p30) ladle (noun) 5.2 (p38)
super-conducting (a d jective) 4.1 (p26) lance (noun) 5.2 (p38)
support (noun) 4.1 (p27) leak (v e rb ) 5.1 (p36)
take up (phrasal v e rb ) 4.1 (p27) impurities (nou n) 5.2 (p39)
take place (phrasal v e rb ) 4.2 (p28) mineral (noun) 5.3 (p40)
take-off (noun) 4.2 (p28) m olten iron (nou n) 5.1 (p36)
takeover (noun) 4.2 (p28) ore (nou n) 5.1 (p36)
touchdown (noun) 4.2 (p28) oxidised (a d jective) 5.2 (p39)
trigger (v e r b ) 4.1 (p27) precipitator (nou n) 5.3 (p40)
precipitation (nou n) 5.3 (p40) flow (noun) 6.1 (p42)
process (noun) 5.2 (p39) im pact (nou n) 6.3 (p46)
recycle (v e rb ) 5.2 (p39) insignificant (a d jective) 6.1 (p42)
recycled steel (noun) 5.2 (p39) land-reclamation (noun) 6.3 (p42)
refine (v e rb ) 5.2 (p39) likelihood (nou n) 6.1 (p42)
remainder (nou n) 5.2 (p39) likely (a d jective) 6.1 (p42)
residual (a d jective) 5.2 (p39) limit (v e rb ) 6.3 (p46)
resolve (v e rb ) 5.1 (p36) magnitude (noun) 6.3 (p46)
rotary (a d jective) 5.3 (p40) man-made (a d jective) 6.3 (p46)
scrap (a d je c tiv e ) 5.2 (p39) manufacturing hub (nou n) 6.3 (p46)
scrap steel (nou n) 5.1 (p36) marine biologist (noun) 6.1 (p42)
slag (noun) 5.2 (p38) minimal (a d je c tiv e ) 6.1 (p42)
siphon off (phrasal v e rb ) 5.3 (p40) minimise (v e r b ) 6.3 (p46)
smelt (v e rb ) 5.3 (p40) m inor (a d je c tiv e ) 6.1 (p42)
sub-lance (nou n) 5.2 (p38) m ode of travel (p h rase) 6.3 (p46)
suspend (v e rb ) 5.3 (p40) m oderate (a d jective) 6.1 (p42)
tank (noun) 5.3 (p40) negligible (a d jective) 6.1 (p42)
tap (v e rb ) 5.2 (p38) on com pletion (p h rase) 6.3 (p46)
tilt (v e r b ) 5.2 (p39) overall (a d je c tiv e ) 6.3 (p46)
upright (a d je c tiv e ) 5.2 (p39) pier (nou n) 6.3 (p46)
vessel (noun) 5.2 (p38) pow erhouse (noun) 6.3 (p46)
proposed (a d jective = future) 6.3 (p46)
U n ite province (noun) 6.3 (p46)

aesthetically stunning (p h rase) 6.3 (p46) reclaim (v e rb ) 6.3 (p46)

affect (v e rb ) 6.1 (p42) rem ote (a d jective = v e r y sm all) 6.1 (p43)
a slim chance (p h rase) 6.1 (p42) scale (noun) 6.3 (p46)
assess (v e rb ) 6.1 (p42) seafood (nou n) 6.1 (p42)
associate (v e r b ) 6.3 (p46) severe (a d jective) 6.1 (p42)
break down (phrasal v e rb ) 6.2 (p44) slick (nou n) 6.1 (p42)

breathtaking (a d jective) 6.3 (p46) spill (noun) 6.1 (p42)

bridge-cum-tunnel (noun) 6.3 (p47) spread (v e rb ) 6.1 (p42)

calamitous (a d jective) 6.1 (p42) tem porary (a d je c tiv e ) 6.2 (p44)

calam ity (noun) 6.1 (p42) terminal (nou n) 6.3 (p46)

catastrophic (a d je c tiv e ) 6.1 (p42) tourist attraction (noun) 6.3 (p46)

claim (v e rb ) 6.3 (p46) typhoon (noun) 6.3 (p46)
column (noun) 6.3 (p46) upbeat (a d jective) 6.1 (p42)
concern (nou n) 6.1 (p42) upon com pletion (p h rase) 6.3 (p46)
contractor (noun) 6.3 (p46) vessel (noun = boat) 6.3 (p46)
critical (a d jective) 6.1 (p42) virtually (a d v e rb ) 6.1 (p42)
cross (v e rb ) 6.3 (p46) v o ic e (v e rb ) 6.1 (p42)
customs point (nou n) 6.3 (p46)
deal with (phrasal v e rb ) 6.2 (p45)
U n it 7
disastrous (a d je c tiv e ) 6.1 (p42) a bit like (p h rase) 7.3 (p57)
earthquake (nou n) 6.1 (p43) as (conjunction = like) 7.3 (p57)
environm entalist (noun) 6.3 (p46) augmented reality (noun) 7.1 (p52)
estuary (nou n) 6.3 (p46) basically (a d v e rb ) 7.3 (p57)
even if (conjunction) 6.1 (p42) clap (v e rb ) 7.3 (p57)
expected (a d jective) 6.3 (p46) com m ercial (a d je c tiv e ) 7.1 (p52)
extend (v e rb ) 6.3 (p46) com pared with (prepositional phrase) 7.2 (p54)
fishing ground (noun) 6.1 (p42) com pass (nou n) 7.1 (p52)
 concept (noun) 7.1 (p52) vibrate (v e rb ) 7.3 (p57)
conduct (v e rb ) 7.3 (p57) virtual (a d jective) 7.1 (p52)
conductive (a d je c tiv e ) 7.2 (p54) w ar zone (noun) 7.3 (p56)
decade (noun) 7.3 (p56) w ave (noun) 7.2 (p55)
delicate (a d je c tiv e ) 7.3 (p56)
despite (prep osition ) 7.3 (p56) U n ite
disaster relief (nou n) 7.3 (p56)
absolutely (a d verb ) 8.3 (p63)
display (v e rb ) 7.1 (p52)
actually (a d verb ) 8.3 (p63)
elasticity (noun) 7.3 (p57)
adm inistrator (noun) 8.2 (p60)
electrom agnetic radiation (noun) 7.3 (p57)
alert (nou n) 8.2 (p60)
everyd a y language (p h rase) 7.3 (p57)
appear (v e rb ) 8.2 (p61)
fire fighting (noun) 7.3 (p56)
assumption (nou n) 8.1 (p58)
fluidity (noun) 7.3 (p57)
attem pt (noun) 8.2 (p60)
frequency (noun) 7.3 (p57)
beforehand (a d v e rb ) 8.2 (p61)
image (noun) 7.1 (p52)
break-in (noun) 8.1 (p58)
in other w ords (p h rase) 7.3 (p56)
brief (v e r b ) 8.1 (p58)
instead of (prep osition ) 7.2 (p54)
carton (noun) 8.1 (p58)
just as (conju nction) 7.3 (p57)
chip (m icroch ip ) (nou n) 8.1 (p58)
label (v e r b ) 7.1 (p52)
command (nou n) 8.2 (p61)
like (prep osition ) 7.3 (p57)
counter (v e rb ) 8.2 (p60)
lives have been lost (p h rase) 7.3 (p56)
encrypted (a d je c tiv e ) 8.2 (p61)
locate (v e r b ) 7.1 (p52)
event-based (a d je c tiv e ) 8.2 (p61)
obtain (v e r b ) 7.1 (p52)
execute (v e rb = carry out) 8.2 (p61)
on the other hand (p h rase) 7.2 (p54)
go online (p h rase) 8.2 (p60)
oscillate (v e r b ) 7.3 (p57)
in fact (p h rase) 8.3 (p63)
particular (a d je c tiv e ) 7.3 (p57)
in hand (p h rase) 8.1 (p58)
point (v e r b ) 7.1 (p52)
insider (noun) 8.1 (p58)
policing (noun) 7.3 (p56)
install (v e r b ) 8.2 (p60)
p ool (nou n) 7.3 (p57)
installation (noun) 8.2 (p61)
put in danger (p h rase) 7.3 (p56)
instantaneously (a d verb ) 8.2 (p61)
real (a d je c tiv e ) 7.1 (p52)
in ven tory (nou n) 8.1 (p58)
relevant (a d je c tiv e ) 7.1 (p52)
issue (v e rb ) 8.2 (p60)
retrieve (v e r b ) 7.1 (p52)
m eanwhile (a d v e rb ) 8.2 (p60)
rod (nou n) 7.3 (p57)
m em ory stick (nou n) 8.2 (p61)
skin (nou n) 7.3 (p57)
offline (a d je c tiv e ) 8.2 (p61)
sm artphone (noun) 7.1 (p52)
on-demand (a d je c tiv e ) 8.2 (p61)
social network (nou n) 7.1 (p52)
online (a d je c tiv e ) 8.2 (p60)
sound w ave (noun) 7.2 (p55)
on receipt (p h rase) 8.1 (p58)
static (a d jective) 7.1 (p52)
on the contrary (p h rase) 8.3 (p63)
stone (nou n) 7.3 (p57)
outcom e (noun) 8.1 (p58)
store (v e r b ) 7.2 (p54)
out-of-contact (a d jective) 8.2 (p61)
subject (v e r b ) 7.3 (p56)
out of action (p h rase) 8.1 (p58)
superim pose (v e r b ) 7.1 (p52)
pallet (noun) 8.1 (p58)
that is to say (p h rase) 7.3 (p56)
picking (noun) 8.1 (p58)
tilt sensor (nou n) 7.1 (p52)
positive (a d jective) 8.1 (p58)
transducer (nou n) 7.2 (p55)
prelim inary (a d je c tiv e ) 8.1 (p58)
to put that in layman’s terms (p h rase) 7.3 (p56)
pre-scheduled (a d jective) 8.2 (p61)
to put this in everyd a y terms (p h rase) 7.3 (p56) pre-set (a d jective) 8.2 (p61)
unlike (a d je c tiv e ) 7.2 (p54) prior to (a d v e rb ) 8.1 (p58)
value (nou n) 7.1 (p52)
put-away (noun) 8.1 (p58)
recom m endation (noun) 8.1 (p58) intruder (noun) 9.1 (p68)
scan (v e rb ) 8.1 (p58) intrusion sensor (noun) 9.1 (p68)
scanning (a d jective) 8.1 (p58) keep an eye on (ph rase) 9.1 (p69)
sensitive (a d je c tiv e ) 8.2 (p61) make their w ay into (p h rase) 9.1 (p69)
sign (noun) 8.1 (p58) m aster (a d jective) 9.1 (p68)
specifically (a d v e rb ) 8.2 (p60) mesh network (noun) 9.1 (p68)
specified (a d jective) 8.2 (p61) monies (noun) 9.3 (p72)
staging area (nou n) 8.1 (p58) nominate (v e r b ) 9.3 (p72)
storage card (nou n) 8.2 (p61) notwithstanding (prep osition ) 9.3 (p73)
storage rack (nou n) 8.1 (p58) option (nou n) 9.1 (p68)
tag (noun) 8.1 (p58) otherw ise (a d v e rb ) 9.3 (p72)
take rem ote control (p h rase) 8.2 (p61) pinpoint (v e r b ) 9.1 (p69)
tear (v e rb ) 8.1 (p58) presence (nou n) 9.2 (p70)
theft (noun) 8.1 (p58) pro-rata (v e rb ) 9.3 (p72)
time-based (a d je c tiv e ) 8.2 (p61) p rospective (a d jective) 9.1 (p68)
to som e extent (p h rase) 8.3 (p63) p rovided that (conju nction) 9.3 (p72)
unauthorised (a d je c tiv e ) 8.2 (p60) raise (v e rb = bring to som eon e’s attention) 9.3 (p73)
up to a point (p h rase) 8.3 (p63) rigid (a d je c tiv e ) 9.2 (p70)
wake-up-and-wipe (a d jective) 8.2 (p61) run down (phrasal v e rb ) 9.1 (p69)
warehouse (noun) 8.1 (p58) scalable (a d je c tiv e ) 9.1 (p68)
w ip e (v e rb ) 8.2 (p60) schedule (nou n) 9.3 (p72)
without a doubt (p h rase) 8.3 (p63) select (v e rb ) 9.1 (p69)
self-healing (a d jective) 9.1 (p68)
Unit 9 standard (nou n) 9.2 (p71)

aforem entioned (a d jective) 9.3 (p73) stipulate (v e r b ) 9.3 (p72)

agreem ent (nou n) 9.3 (p72) strain (a d jective) 9.2 (p70)

automated (a d jective) 9.1 (p68) submit (v e r b ) 9.1 (p69)

breach (v e rb ) 9.3 (p72) tackle (v e r b ) 9.1 (p69)
by-pass (v e rb ) 9.1 (p69) term (noun) 9.3 (p72)
client (noun) 9.1 (p68) term inate (v e r b ) 9.3 (p72)
circumstance (nou n) 9.3 (p72) unforeseen (a d je c tiv e ) 9.3 (p72)
closure (noun) 9.3 (p72) update (v e r b ) 9.1 (p68)

com m ence (v e rb ) 9.3 (p72) variation (nou n) 9.3 (p72)

com m encem ent (nou n) 9.3 (p72) w ith the proviso (p h rase) 9.3 (p72)
condition (noun) 9.3 (p72)
cut down (phrasal v e rb ) 9.1 (p69)
Unit 10
deadline (nou n) 9.3 (p72) absorb (v e r b ) 10.1 (p74)
default m ode (noun) 9.1 (p68) act on (phrasal verb = affect) 10.2 (p76)
deform ation (nou n) 9.2 (p70) analysis (nou n) 10.1 (p74)
guaranteed (a d jective) 9.1 (p68) capacity (nou n) 10.2 (p76)
go around (phrasal v e rb ) 9.1 (p69) collapse (v e rb ) 10.1 (p74)
go for (phrasal v e rb ) 9.1 (p69) com posite (a d jective) 10.2 (p76)
hereinafter (a d v e rb ) 9.3 (p73) conclusions (nou n) 10.2 (p76)
hom e in (phrasal v e rb ) 9.1 (p69) concrete (nou n) 10.2 (p76)
last (v e rb ) 9.1 (p68) crack (noun) 10.3 (p79)
lead to (p h rase) 9.3 (p72) cushion (v e r b ) 10.1 (p74)
lose (p o w e r) (v e r b ) 9.1 (p69) dam per (nou n) 10.1 (p74)
in accordance with (p h rase) 9.3 (p72) density (nou n) 10.3 (p78)
intended (a d je c tiv e ) 9.3 (p72) destructive (a d je c tiv e ) 10.1 (p74)
in the event that (p h rase) 9.3 (p72) displacem ent (a d jective) 10.1 (p74)
displacem ent (noun) 10.1 (p74) buckled (a d je c tiv e ) 11.1 (p86)
dissipate (v e rb ) 10.1 (p74) debris (noun) 11.1 (p85)
drift (nou n) 10.2 (p76) excessively (a d verb ) 11.1 (p85)
econom ical (a d je c tiv e ) 10.1 (p74) extensive (a d jective) 11.2 (p86)
ed d y current (noun) 10.3 (p78) extent (noun) 11.1 (p84)
experim ental (a d jective) 10.1 (p74) finding (noun) 11.2 (p86)
fabricate (v e rb ) 10.2 (p76) flight recorder (noun) 11.2 (p86)
ferrom agnetic (a d jective) 10.3 (p78) flooding (nou n) 11.1 (p84)
flaw (nou n) 10.3 (p78) fuselage (noun) 11.2 (p86)
frame (nou n) 10.1 (p74) intake gate (noun) 11.1 (p84)
gain (v e r b ) 10.3 (p78) jet (noun = thin stream of liqu id) 11.1 (p84)
increm entally (a d verb ) 10.1 (p74) leak (noun = disclosure of inform ation) 11.2 (p86)
instinctively (a d verb ) 10.2 (p77) metal fatigue (noun) 11.1 (p85)
iron filing (noun) 10.3 (p79) penstock (nou n) 11.1 (p84)
kinetic (a d jective) 10.1 (p74) physical evidence (noun) 11.2 (p86)
linear (a d je c tiv e ) 10.3 (p78) put back (phrasal v e rb ) 11.1 (p85)
load-bearing (a d jective) 10.2 (p76) resign (v e r b ) 11.2 (p86)
long-running (a d jective) 10.1 (p74) short circuit (nou n) 11.1 (p85)
magnetise (v e rb ) 10.3 (p79) take offline (p h rase) 11.1 (p85)
marker (nou n) 10.1 (p74) turbine (noun) 11.1 (p84)
m assive (a d jective) 10.1 (p74) use-by date (nou n) 11.1 (p85)
mid-rise (a d je c tiv e ) 10.1 (p74)
optical (a d jective) 10.1 (p74) Un|t 12
pedestrian (noun) 10.2 (p77)
achievem ent (nou n) 12.2 (p92)
penetrate (v e rb ) 10.3 (p79)
cardboard (a d jective) 12.1 (p90)
piston-powered (a d je c tiv e ) 10.1 (p74) com e up with (phrasal v e rb ) 12.2 (p93)
plant (v e rb = place) 10.2 (p77) condenser (noun) 12.1 (p90)
polym er (noun) 10.2 (p76)
criteria (noun) 12.1 (p91)
probe (nou n) 10.3 (p78)
evaporator (nou n) 12.1 (p90)
reinforced (a d je c tiv e ) 10.1 (p75) fan (noun) 12.1 (p90)
seism ic (a d jective) 10.1 (p74) fill up (phrasal v e rb ) 12.1 (p90)
shake table (noun) 10.1 (p74) get hold of (phrasal v e rb ) 12.2 (p93)
shock absorber (noun) 10.1 (p74) get on with (phrasal v e rb ) 12.2 (p93)
shear (a d jective) 10.2 (p76) go ahead with (phrasal v e rb ) 12.2 (p92)
significant (a d je c tiv e ) 10.1 (p74) greenhouse (noun) 12.1 (p90)
simulated (a d je c tiv e ) 10.1 (p74) humanity (nou n) 12.3 (p94)
sway (v e r b ) 10.2 (p77) humidify (noun) 12.1 (p90)
ultrasonic (a d jective) 10.3 (p79) hang on (phrasal v e rb ) 12.2 (p93)
visual (a d jective) 10.1 (p74) nanoscale tech n ology 12.3 (p94)
winding (noun) 10.3 (p79) participation (nou n) 12.2 (p92)
w ood-fram e (a d je c tiv e ) 10.1 (p74) rear (a d jective) 12.1 (p90)
yield (v e r b ) 10.1 (p74) saturated (a d je c tiv e ) 12.1 (p90)
target (noun) 12.2 (p92)
U n it 11 ___
trickle (v e r b ) 12.1 (p90)
abstract (noun = sum m ary) 11.2 (p86) turn out (phrasal v e rb ) 12.2 (p93)
assertiveness (nou n) 11.3 (p88)
backup (nou n) 11.1 (p85)
bolt (nou n) 11.1 (p84)
bring dow n (phrasal verb = cause to fall) 11.1 (p86)
W riting tas k model answ ers

M arking guide
• be able to d ry hands com pletely within 10-12
Use this guide to mark the W riting sections. Use the seconds
table b elow to calculate points for this section. • be able to scrape w ater off the hands using cold air
Marks (n ot evaporation)
• be capable of using 80% less energy than a
1-5
conventional dryer.
covers content appropriately and communicates
5 E rgonom ics
meaning clearly
The user should
organises written w ork logically (using • be able to start the machine autom atically b y placing
topic headings and paragraphs, etc. when the hands inside it
appropriate)
• be able to use the machine w ithout touching it
uses grammatical structures correctly, including • not need to w ipe his hands on his clothes after
linkers and coh esive devices operation of the dryer
has a good command of vocabulary 6 Aesthetics
The equipm ent should
uses register and form ality appropriately
• look m ore m odern and attractive than a normal hand
TOTAL dryer
• have a curved, w a vy shape
M a rk s 1-5 6-10 11-15 16-20 20-25 7 Health and safety
The equipm ent must com ply with all applicable BS and
Poin ts 1-2 3 -4 5 -6 7 -8 9 -1 0
EU standards.
M odel answ ers In addition, it should be capable of rem oving over
99.9% of bacteria from air using a HEPA filter.
Review Unit A
Unit 6.2
15 (N ote: tell the students that th ey should use their
headings from 14, adding an extra heading, ‘Product 10 M odel answer: See page 61
name’, after ‘Purpose’ as in the m odel answer below. G ood afternoon, ladies and gentlemen, and thank you
Tell them that th ey m ay (op tion a lly) add ‘Dimensions’ for com ing to this press conference. 1 would like to
and ‘Operating environm ent’, but will need to make up make a brief statement about our com pany’s efforts to
their own inform ation if th ey decide to do so.) contain and control the oil spill.
M odel answer: See page 25 First o f all, I would like to assure the general public
Product Design Specification and the governm ent that w e are doing, and w e will
1 Purpose continue to do, everything in our p ow er to contain the
There is a need for a new type of hand dryer which can oil spill.
d ry hands efficiently, quickly and com pletely. T h e new Drilling has started on a relief w ell to relieve the
product should be able to stop bacteria from spreading pressure of the oil and stop it pouring out of the
through the washroom and to the user’s hands. broken riser. This is the best solution, and it’s almost
2 Product Name certain that it will stop the leak. However, it m ay take
up to three months to com plete the well, so other
The product name should reflect the fact that a blade
options are being carried out simultaneously.
of air scrapes w ater off the hands like the blades of a
windscreen wiper: for exam ple Airblade. Attem pts will be m ade to repair the dam aged blowout
preventer using ROVs, and to pump mud into the
3 Product Description
w ell at high-pressure to block it. However, w e have to
The design should be mounted on the floor, and have
accept that these tw o m ethods are unlikely to succeed,
ultra-thin apertures located along tw o blades allowing
and that setting up the pump will take som e time.
a high-speed stream of cold air to flow through them.
As a result, w e have decided that our best mid-term
The airstream should rem ove the w ater by scraping
option is to try to put a cap, or heavy container, over
it off, not by evaporating it (as in conventional hand
the fractured riser. We believe that this m ethod will
d ryers). The product should start autom atically when
v e ry p ossibly be successful.
the user places his hands betw een the blades, and
should not have a start-stop button. First, a small cap will be low ered o ver the riser, and
methanol will be pum ped in to prevent ice crystals
4 Perform ance
from form ing in the extrem ely low tem peratures
The machine must
resulting from the great depth o f the sea at that point.
• be capable of producing a high-speed airstream up
to 650 kph
 If that is successful, a larger cap will then be fitted over This problem has led the engineers to anchor pairs of
the sm aller one to seal in the oil. However, w e have to interlocking steel rings deep into the tunnel walls. The
accept that there is still on ly a fifty percent chance that rings allow the mountain to settle in a controlled w ay
this operation will be com pletely successful. before the concrete is added. This solution is virtually
I w ould like to em phasise that w hile these sub-sea certain to be successful, although it is adding to the
operations are being carried out, drilling of the relief cost and the tim e involved.
w ell w ill continue, and a range of surface operations Risks
such as b oom laying, skimming, burning and spraying All m ajor tunnel projects have risks which must be
will be carried out to contain the oil on the surface and assessed and managed. Th ere is virtually no chance
prevent it from reaching land. that the p roject will be accident-free as a result of a 24-
You w ill be updated about the progress of these hour 365-day w ork schedule.
operations. I w ould like to em phasise once more T he lim ited space and lack of fresh air and light
that w e take full responsibility for this problem , and can result in serious health hazards, w hile the high
I assure you that w e will take e v e ry measure to fix it. construction noise can result in workers making
Thank you. mistakes, leading to accidents.
The use of explosives, of course, can lead d irectly to
Review Unit С serious injury or death.

12 M od el answer: See page 65 However, the engineering contractors are fully aware
of these risks and are managing them, to bring about
Gotthard Base Tunnel
a successful outcom e with minimal danger to the
Purpose of tunnel
workforce.
The tunnel is intended to replace the old St Gotthard
tunnel through the Swiss Alps, providing a straight Review Unit D
and almost perfectly flat route through the mountains,
suitable for high-speed rail and heavy freight trains. 10 M odel answer: See page 85
Planned specifications Incident
The route will be situated at a low altitude, close to Last Saturday at approxim ately 13.35, a forklift
the mountain base. It will consist of tw o tunnels: the truck crashed into rack #24, injuring tw o staff, and
w estern one will be 56.978 km long, and the eastern destroying an inventory crate. The driver was thrown
one will be 57.091 km in length. Each single-track from the forklift as it crashed. The clerk was struck on
tunnel will have a diam eter o f 8.8-9.5 m. The tunnels the head, and fell unconscious.
will be connected by a series of cross-passage tunnels Causes
located at intervals of approxim ately 325 m. The The forklift driver was not wearing his seat belt, in
maximum amount of rock ab ove the tunnel will be breach of com pany safety rules, and admits exceeding
about 2,500 m. the speed limit. He says that he was speeding because
Expected outcomes he was behind in his w ork schedule as a result
Although the com pletion date for the tunnel has been of returning late from his lunch break. He made a
changed a number of times, it is now likely that it will right turn in his forklift truck and suddenly saw the
be 2017-18. However, there is still a possibility that in ven tory clerk, w ho admits he was walking in the
this will be changed again due to operating problems. centre of the aisle instead of in the marked pathways
The original cost was estim ated at about €4 bn, but as along the side. As a result, the driver sw erved to the
a result of operating problem s it is now highly unlikely left and because of the sudden sharp turn the driver
to be the final cost. It is now virtually certain that the must have been thrown from the forklift at speed out
cost will have risen to alm ost €8 bn by the com pletion of the right side of the truck. M eanwhile the cartons
date. flew off the truck because th ey w ere not strapped
W hen com pleted, the tunnel will alm ost certainly down on the forklift (as required in the safety rules).
becom e the longest tunnel (o f all railw ay and road According to the hospital report, the cartons must
tunnels) in the w orld, ahead of the current record have struck the back of the clerk’s head and knocked
holder, the Seikan Tunnel in Japan. him unconscious. Then the forklift, without its driver,
collided with crate #685, destroying it com pletely.
It is expected that the tunnel will allow 200-250 trains
per day to travel through at speeds up to 250 kph. The Results
likelihood is that it will reduce the travel tim e betw een The supervisor heard the crash at around 13.35,
Zurich and Milan from 3.5 to 2.5 hours. im m ediately ran to the accident scene and arrived on
Problem , cause and solution the site w here she found the driverless forklift crashed
into rack #24, stock from the crates all o ver the floor,
Drilling conditions at the base of the mountain, in the
the clerk face dow n on the floor, unconscious, with
central section, are v e ry difficult due to the extreme
cartons all around, and the driver holding his right arm
pressure of 2,500 metres of rock on the tunnel, which
in pain on the ground.
often results in the tunnel walls collapsing like butter.
Spraying the walls with concrete does not work in these
cases.
 She then ran to the loading dock, w here the only # an electronic timing device with a m icrophone to
em ergency phone was located, a journey which took measure the tim e betw een the first and second times
four minutes, and phoned the security department. the steel ball impacts the test material.
Five minutes later, the security staff arrived, roped # a 75-by-75-by-5 mm piece of test material, glued to
off the area and assisted the driver and the clerk. The a con crete block measuring 75 mm x 75 mm x 50 mm.
ambulance arrived at around 13.50 and took the tw o The test specim en was bonded to the concrete
m em bers of staff away. block using an ep oxid e resin adhesive, spread
T he supervisor has com pleted the accident report approxim ately 2 mm thick on to the concrete.
(s e e A ppendix). The forklift has tw o dents but the 5 Procedure
damage was not serious and the truck is now in use
First the plastic tube was clam ped o ver the
again. Crate #685 was com pletely destroyed, valued at
centre of the test material. The ball was then held
€750. T h e d river’s arm was broken in tw o places, but
for a m om ent at the top of the plastic tube and
he is now recovering. T h e clerk is recoverin g after an
then released and dropped dow n the tube. The
overnight stay in the hospital. The m edical bill was
m icrophone of the electronic timing device was
€1,200. T h e total bill for the accident was €1,950.
used to measure the tim e betw een the first and
Recommendations second impact, and the time was recorded. The CR
As can be seen above, a number of com pany safety was then calculated using the appropriate equation
rules and procedures w ere breached in this incident, (see Appendix). Finally, the surface of the material
and it is clear that rules are not being enforced b y line was inspected for any cracks o r indentations. The
managers. As a result of this accident I recom m end the test was repeated ten times and an average CR was
follow ing actions. calculated.
1 M onthly safety meetings should be set up to 6 Results
discuss safety issues and m onitor com pliance with The average CR of the test m aterial (QS54) was found
safety rules. to be an average o f 0.6 over ten tests. No cracks or
2 Forklift truck drivers should be rem inded that all indentations w ere found on the test material surface.
crates must be strapped securely on the forklift. 7 Conclusions
3 All staff should be rem inded that they must walk in Our conclusion is that QS54 has good energy
the marked pathways along the sides o f aisles. absorbency and is therefore highly suitable for the
4 M ore em ergency phones should be provided, and planned purpose.
installed in all the key locations of the warehouse. 8 Further testing
5 The existing maximum speed limit o f 8 km per hour We p ropose that further tests should be carried out
for all veh icles should be enforced. All forklift truck in the near future to measure the impact-resistant,
drivers should be reminded of the speed limit at the slip-proof and fire-retardant properties o f the
m onthly safety meetings. material.
9 Appendix
R eview Unit E
The equation used in this test was as follows:
10 M odel answer: See page 105 e (coefficien t of restitution) = VQ h 2/hj)
1 Introduction where Ц (height o f d ro p ) = 100 cm and h 2 (height of
We w ere requested b y Fortis Sports Inc, rebound in cm ) = 122.6T2
manufacturers of a new polym er called QS54, to and T is the time in seconds betw een the first and
carry out a test to find out its energy-absorbent second impact
properties. The material is designed for making Note: a CR of 1 = totally elastic; a CR of 0 = totally
im pact-absorbent mats used in martial arts such as non-elastic (n o bounce)
judo.
2 Test objective Unit 11.2
T he purpose of the test was to d iscover the
9 M odel answer: See page 113
coefficient of restitution, or CR, of the polym er QS54.
REPORT O N SIBERIAN DAM DISASTER
3 Definition
Abstract
T he coefficient of restitution (C R ) is a measurement
o f the energy-absorbent capability of a material, This is the report of the investigation into the Sayano-
usually carried out b y dropping a steel ball onto it Shushenskaya HEP accident on 17 August, 2009.
and measuring the height of the bounce. The accident caused explosions and flooding, follow ed
4 Experimental setup by dam age to turbines and the turbine hall, and 75
deaths.
T he setup consisted of the follow ing (see diagram):
During the investigation, the site was inspected,
# a 19-mm-diameter steel ball
em ployees in terview ed and evidence analysed.
# a clam p and a clear plastic tube (1 m long and
approxim ately 20 mm in diam eter) to guide the ball
The sequence of events is set out in the report. The Later, when the 5,012 cubic m etres of debris caused
main findings w ere that (1 ) Turbine 2 had vibration by the accident was searched, 49 securing bolts for
problem s before the accident, ( 2) the bolts securing Turbine 2 w ere found. Of these, 41 bolts contained
the turbine to its supports w ere cracked before the cracks caused by metal fatigue. Eight of these cracks
accident, and (3 ) the autom ated safety system failed w ere m ore than 90% of the w idth of the bolts.
to shut dow n the other turbines o r close the penstock Conclusions
gates. The main conclusions are as follows:
The main conclusions are that the accident was 1 The prim ary cause of the accident was probably the
prim arily caused by (1 ) the vibrations of Turbine 2, vibrations in Turbine 2, which led to strain on the
(2 ) the fatigued bolts, (3 ) the faulty automated safety securing bolts.
system, and (4 ) management errors.
2 A secondary cause was probably cracks in the bolts
Finally, the report recom m ends (1 ) restructured due to metal fatigue.
management ( 2) a strict maintenance program m e
3 The situation was m ade w orse by the failure of the
for turbines and bolts, and (3 ) replacem ent of the
automated safety system to shut dow n the turbines
automatic safety system.
or close the intake gates.
Introduction
4 Finally, management should not have allowed
T he purpose of this docum ent is to report on Turbine 2 to be put back into service b efore its
the investigation into the accident at the Sayano- repairs w ere com plete.
Shushenskaya hydroelectric p ow er plant.
Recommendations
Background
The investigation team make the follow ing
On 17 August, 2009, a major accident destroyed part recom m endations:
of the 290-metre-long turbine hall of the Sayano-
1 Management and su pervisory teams should be
Shushenskaya hydroelectric pow er plant in Siberia.
restructured.
Following a series of explosions, the turbine hall was
2 A strict maintenance and inspection program m e for
flooded by nearly 276 million litres of water from the
turbines and securing bolts should be im plem ented
reservoir. There w ere 75 deaths and many injuries. Three
immediately.
turbines were destroyed and seven seriously damaged.
3 A new automatic safety system should be installed
Method
which will trigger automatic shutdowns without
The site was inspected, and debris was searched for
being affected by flooding or pow er cuts.
physical evidence. Workers, technicians and managers
Attachments
w ere in terview ed and vid eo on an em p loyee’s m obile
Appendix 1: photograph and diagrams of the accident
phone was studied.
site
Findings
Appendix 2: statements b y em ployees
This was the sequence of events:
Appendix 3: physical and vid eo evidence
1 Turbine 2 was alm ost 30 years old and had a history
of vibration problem s. It was taken out of service for
Unit 11.3
repairs before the accident.
2 Turbine 2 was put back into service on the night 8 M odel answ er See page 115
b efore the accident. Abstract
3 Once it was back on line, Turbine 2 began vibrating This report presents the findings of our investigation
excessively. into the recent disappearance of Flight 305. At 14.17 on
4 At 08.13 on the 17th the bolts securing the turbine to N ovem ber 20th, the pilot made radio contact for the last
the floor fractured, and the turbine broke away from time just before entering a ve ry powerful thunderstorm
its housing. at high altitude, after which it disappeared, resulting in
5 Immediately, water rushing dow n the penstock from an extensive air-sea search followed by an investigation.
the reservoir at a speed of 256,000 litres per second The investigative procedure included analysis of weather
forced the turbine 15 m etres up into the air, and a jet data, flight data and radio transmissions just before the
of fast-moving w ater smashed through the roof of the aircraft’s disappearance. The main findings w ere (1 ) that
hall. the aircraft hit a severe storm, (2 ) that it stalled, and (3)
6 The turbine hall and low er levels
flooded. This caused that the co-pilot was aware that the speed was wrong,
the transform ers to explode and communication but was unable to communicate this to the pilot in time.
system s to fail. Our conclusions are that (1 ) the autopilot must have
been disabled, causing the plane to travel too slowly,
7 The automated safety system failed. As a result, the
( 2) that this was probably caused by the pitot tubes
intake gates remained open and Turbines 7 and 9
freezing in the storm and giving no speed data to the
continued operating at full speed under water. This
autopilot controller, (3) that the pilot probably did not
led to short circuits, and Turbines 7 and 9 exploded.
realise that the autopilot was disabled until too late and
8 At 09.30, em ployees reached the top of the dam and
(4 ) that poor cockpit communication prevented the pilot
manually closed the intake gate. The w ater then
from correcting the error. The report recommends an
stopped pouring into the turbine hall.
overhaul of the pitot tubes and a training programme in
communication skills for flight crew.
Attachment: H ow the airspeed indicator works
The airspeed indicator is connected to tw o pipes, one
measuring impact air pressure and the other measuring
static air pressure. Static air pressure is the normal
air pressure outside the aircraft, which is not affected
b y impact from the air stream. Impact air pressure is
the pressure outside the aircraft caused by the fast
m ovement of the air stream. The static air pressure
pipe is attached to a static vent, or hole, on the side of
the fuselage, whereas the impact air pressure pipe is
attached to a pitot tube, located under the wing with
the open end facing the direction of flight. The airspeed
indicator measures the difference between the impact
pressure and the static pressure. This difference enables
it to calculate the speed of the aircraft. If ice under the
wing causes a blockage in the pitot tube, this can give a
false reading for the impact air pressure, which can bring
about an error in the airspeed indicator and lead to the
autopilot system being disabled.