CAPÍTULO IV CONSTRUCIÓN DE LA PROPUESTA DE SOLUCIÓN
4.4 Planificación para la obtención de artefactos
Lessons 1 and 2 Objectives
Skills At the end of this pair of lessons, students should be able to:
Reading read an article about innovations that keep us secure
Listening listen to an article about innovations that keep us secure
Speaking talk about safety equipment Topic Innovations that keep us secure Functions describe safety equipment
express opinions
Vocabulary attached (Adj) automatically (Adv), cloth (N), collide (V), cushion (V), detect (V), diluted (Adj), feasible (Adj), inflate (V), plug (N), safeguard (V), strain (N), restraint (N), strip (N), vehicle (N), warning (N)
Student’s Book pages 78 and 79
Present the active vocabulary needed for each activity.
(15 mins)
First, ask the students to study the pictures carefully. Then tell them to match the picture with the correct definition. They can work individually or in pairs if you wish. Check answers as a class once they have finished. Then, have students close their books or cover the page. Ask the class what items they can remember, and write the items on the board.
seat belt airbag
plug / wires / fuse
pill / medicine bottles / cap smoke alarm
parachute
medicine / vaccination / thermometer safety equipment (rope, harness, pickaxe) protective clothing (helmet, gloves, visor) Students then look again at the pictures to check and complete the list if necessary.
(20–25 mins)
a and b Put students in pairs or in groups of three to discuss and answer the questions. Walk round the class to monitor the discussion and add suggestions. Encourage them to use their own ideas and to express their opinions. Compare answers as a class.
Ask the students to suggest more ‘everyday’ items that keep us safe. Tell them to make lists in pairs or small groups. Then, have students rank the items on their lists according to how important they think they are for everyday safety. Ask each pair or group to tell the class which safety item they thought was the most and the least important. Did they think of the same items? Compare ideas as a class.
Grammar
should / shouldn’t have; suffixes
Unit 10 Accidents
78
MODULE 4: Being prepared
Guess which definition matches the picture and write the letter.
1 a special lid on medicine bottles that prevents children from getting the medicine.
2 a fire-protection device that automatically detects and gives a warning of the presence of smoke.
3 a cloth canopy that fills with air and allows a person or heavy object attached to it to descend slowly and safely when dropped from an aircraft.
4 a safety device fitted inside a road vehicle, consisting of a cushion designed to inflate rapidly in the event of a crash.
5 a protective covering fitting over the whole face.
6 a belt or strap in a vehicle or aircraft that secures a person to prevent injury.
7 a safety device in an electrical plug consisting of a strip of wire that melts and breaks an electric circuit if the current becomes too large.
8 a system of belts, ropes or restraints to hold a person to prevent falling or injury.
9 a thin glass instrument for measuring and indicating temperature.
Look at the photographs and discuss these questions in pairs or groups.
a Where can you normally see the things in the photographs?
b How do these things help protect people and keep them safe?
c
g
d
f h
a
G Guess!!
b
e
i
Student’s Book page
GG
uess
!!
Unit 10 Accidents (15–20 mins)
Read out the first sentence, given as an example, and check that students understand the task. Then ask students to complete the task either individually or with a partner. Go round and offer help if necessary. Make sure they refer to the text for each question.
Lesson 3
Workbook pages 70 – 71, Reading Workbook answer key – see page 157
Objectives
Skills At the end of the lesson, students should be able to:
Reading l read an article about road accidents
Topic l Road accidents Functions l agree / disagree Vocabulary bias (N), collision (N),
considerably (Adv),
foolproof (Adj), retain (V), skid (V)
(20 mins)
In pairs, students use the glossary at the end of the Student’s Book or a dictionary to find the synonyms of the words a–h. Go round and offer help if necessary.
Ask the students if the words have anything in common.
(10.1) Allow time for the students to read the text. Go round and explain new words, making a note of them in order to check them with the whole class later.
Ask if their answers for exercise 3 were correct. Play the recording to check answers.
Then, tell the students to read the text again. Put them in pairs to discuss the questions and to complete the sentences. Go round and offer help where needed.
Put pairs together to make small groups and tell them to compare answers.
Listening script 10.1 – see pages 143 - 144
Unit 10 Accidents
79 Before you read, use the glossary / dictionary to find the synonyms of these words.
a ( car) crash e fit
b cushion f inflate
c decrease g prevent
d disappear h protect
(10.1) Listen andread the article and then complete the sentences.
Innovations that keep us secure
Airbags
Airbags safeguard car drivers and passengers if they are involved in a car crash. Most modern vehicles have a driver’s airbag in the steering wheel and another for the front seat passenger.
Some cars also have side airbags which drop down behind the driver to protect people in the back seats. Airbags inflate immediately when a car collides with something solid such as another
5 vehicle or a building. They cushion the occupants of the car and prevent them from hitting dangerous objects such as the steering wheel or the windscreen. Since cars have had airbags, the percentage of serious injuries in car accidents has decreased dramatically.
Smoke alarms
In the past, before the invention of smoke alarms, many people perished in their homes, not because of flames, but because they inhaled smoke while they were sleeping. This is because most
10 fires happen at night. Nevertheless, it is now feasible for people to purchase inexpensive smoke alarms which they can fit themselves. Like alarm clocks, they are loud enough to wake sleepers and give them sufficient time to flee. The best location for a smoke alarm is at the top of the stairs or in halls and corridors. Some smoke alarms are so sensitive that smoke from cooking can activate them, so they shouldn’t be put in or near kitchens.
Vaccinations
15 Vaccination is a medical treatment which can prevent people from acquiring dangerous diseases and stop these from spreading. Many childhood illnesses, which were ubiquitous in the past, have disappeared because of the mass vaccination of infants.
When doctors vaccinate their patients, they give them a diluted strain of the infection they intend to prevent. This assists the body in resisting the disease in the future. Many vaccinations are
20 permanent.
a Car airbags protect
b The airbags that protect people in the back seats of cars c The best position in a house or flat for smoke alarms is d Smoke alarms shouldn’t be put in kitchens because
What do the underlined words in these sentences from the article refer to?
a … if they are involved in a car crash. (line 1) they = car drivers and passengers (not airbags)
b Most modern vehicles have a driver’s airbag in the steering wheel and another for the front seat passenger. (lines 1-2)
c … but because they inhaled smoke … (line 9) d Like alarm clocks, they are loud enough … (line 11) e ... and stop these from spreading. (line 16) f Many childhood illnesses, which were ubiquitous
in the past … (line 16)
g When doctors vaccinate their patients, they give them … (line 18)
ords to remember
W
attached, automatically, cloth, collide, cushion, detect, diluted, feasible,inflate, plug, restraint, safeguard, strain, strip,
vehicle, warning
Student’s Book page
114
Lessons 4 and 5 Objectives
Skills At the end of this pair of lessons, students should be able to:
Reading read three short news stories
Speaking talk about an accident from personal
experience
Grammar use should / shouldn’t have use suffixes
Topic News stories
Functions describe personal experience
give advice express criticism
Vocabulary acquainted with (Adj), cautious (Adj), confidential (Adj), daydream (V), decelerate (V), deviate (V), disregard (V), drag (V), falsehood (N),
fundamental (Adj), inexperienced (Adj), intentional (Adj), overcome (V),
perseverance (N), securely (Adv), shred (V), slam into (PhV), toothy (Adj), unsung (Adj), venomous (Adj),
watchful (Adj)
Student’s Book pages 80 and 81
Present the active vocabulary needed for each activity.
● Should / shouldn’t have (10 mins)
In pairs, students study the two sentences and discuss the questions. Then discuss the answers with the class.
(10 mins)
Still in pairs, students study the three sentences and discuss the questions. Then check the answers with the class.
(15–20 mins)
Ask students to read the first story. Go round and explain any new words, then ask a student to read out the two example sentences (The fisherman should have…, etc.).
Check that the students understand the task. Can they think of any other should have sentences about this story?
Allow time for them to read the second and third stories and to prepare some sentences in pairs. Go round and offer help where needed.
Put the pairs together to make small groups and ask them to compare their sentences.
Then invite students from each group to read out sentences to the class. Allow brief discussions if appropriate.
(10 mins)
In pairs, students talk about their own experiences.
Go round and listen, making sure they are using should / shouldn’t have. Then invite two or three students to tell the class about their partners’
stories, and encourage the whole class to suggest what they should or shouldn’t have done.
80
O should / shouldn’t have Grammar reference page 133 Read these sentences and then answer questions a–c below.
Z You should drive more carefully.
Z You should have driven more carefully.
a What part of the verb drive follows should in the first sentence?
b What part of the verb drive follows should have in the second sentence?
c What is the main difference in meaning between the two sentences?
Read these sentences and then answer questions a–c below.
Z You should buy a car with two airbags.
Z You should have bought a car with two airbags.
Z You shouldn’t have bought a car without airbags.
a Which sentence refers to the present or future?
b Which sentences refer to the past?
c Which sentences are criticisms or give advice which is too late?
Read these three short news stories about everyday accidents.
Write should have and shouldn’t have sentences about the three stories below. Then compare your sentences in pairs.
The ¿sherman should have tied himself securely to the boat.
He shouldn’t have gone out alone in the boat.
Work in pairs.
Take turns to tell your partner about a ‘small’ accident you had. Then discuss what you should or shouldn’t have done.
1 Last week, a fisherman went unaccompanied on a fishing trip. He got into trouble when he caught a giant fish.
Unfortunately, the fisherman was very inexperienced and had forgotten to fasten himself to the boat. The fish was so strong that it dragged the man into the sea. The fisherman had also disregarded the need to tell anyone that he was going fishing, so nobody pursued him. After he had been in the sea for nearly twelve hours, a ferry rescued him.
He He He He He
He s shosssshohohohohoulululululldndndndndndn’tttttt hhhhhhavavavavavaveeeee e gogogogogogoggggnenenenenene o outooooututututt a aloaaaalololololonenenenenene iiiiiinnnnn n ththththththeeeee e bobobobobooatatatatatat......
1 Last week, a fisherman went unaccompanied on a fishing trip. He got into trouble when he caught a giant fish.
Unfortunately, the fisherman was very inexperienced and had forgotten to fasten himself to the boat. The fish was so strong that it dragged the man into the sea. The fisherman had also disregarded the need to tell anyone that he was going fishing, so nobody pursued him. After he had been in the sea for nearly twelve hours, a ferry rescued him.
2 Mr Ahmed was driving home from work in his car. He was daydreaming about the weekend. When he came to a sharp bend in the road, he put his foot on the brake to decelerate, but the car was going too fast. It deviated from the road, slammed into a bush and stopped. Mr Ahmed was not harmed.
2 Mr Ahmed was driving home from work in his car. He was daydreaming about the weekend. When he came to a sharp bend in the road, he put his foot on the brake to decelerate, but the car was going too fast. It deviated from the road, slammed into a bush and stopped. Mr Ahmed was not harmed.
3 Mohammed, who works at the head office of the Central Bank of Kuwait, had a shock yesterday when he was shredding some confidential letters. As he was putting the last letter in, he saw through the window someone he was acquainted with. As he leaned forward to wave to his friend, Mohammed’s tie went into the shredder.
Luckily Mohammed switched off the machine before he was injured.
k
3 Mohammed, who works at the head office of the Central Bank of Kuwait, had a shock yesterday when he was shredding some confidential letters. As he was putting the last letter in, he saw through the window someone he was acquainted with. As he leaned forward to wave to his friend, Mohammed’s tie went into the shredder.
Luckily Mohammed switched off the machine before he was injured.
Student’s Book page
Unit 10 Accidents
(10 mins)
Ask the students to study the words in the box. Help them with any unfamiliar vocabulary. Explain that the word endings listed are common verb suffixes, and they may need to use them in a different tense. Ask them to supply the first missing word (hospitalised) then allow time for them to complete the task and compare answers with a partner.
Lesson 6
Workbook pages 72 – 73, Language practice Workbook answer key – see pages 157 - 158
Objectives
Skills At the end of the lesson, students should be able to:
Grammar l use suffixes
l use should / shouldn’t have Functions l give advice
(15 mins)
a Read out the explanation, and allow time for the students to consider 1a in pairs.
b Ask the students to answer the question in pairs.
c Still in pairs, students note down their answers to this question. Go round and make a few suggestions if necessary. Then invite different students to make suggestions and write them on the board.
d Ask the students to read the incomplete sentences 1-8. Ask them to supply the first missing word (cautious) then allow time for them to complete the rest of the sentences and to compare answers with a partner.
81 Unit 10 Accidents
Note
suffixes
The endings of words often tell us whether they are nouns, adjectives, verbs, etc. For example, many words that end in -ment are nouns, and many words that end in -ous are adjectives.
a Look at the endings of these words. Find nine nouns and seven adjectives.
intentional toothy watchful cautious merriment equipment management physicist fundamental falsehood venomous regulation reliability slighter perseverance foreigner
b Which ending can belong to a noun or a comparative adjective?
c What other words do you know with these endings?
Z Nouns -ment / -tion / -er Z Adjectives -y / -ful / -ous
d Choose nouns or adjectives from exercise 1a to complete these sentences.
1 You should be very when you are making a campfire.
2 His mistake was to rely too much on other people.
3 His father became a immediately after university.
4 Sami has shown great in trying to overcome his handicap.
5 The fire that broke out last night turned out to be . 6 Her remarks upset a lot of people.
7 The old man’s stories produced a lot of among the listeners.
8 No one liked the new attendant’s smile.
Complete the sentences with the correct form of the verbs below. Add -ify, -en, -fy, -ate or -ise.
a My grandma was with chest pains a week ago, but now she’s fine.
b Due to poor fact checking, it’s taking us a while to the information.
c Those seminars will our perception of the importance of human values in our lives.
d Some compound nouns in English are two separate words
and others are .
e The new government is working hard to the city centre.
f The new clinic should the responsibilities of the other local health services.
g Medals for bravery are awarded to the achievements of otherwise unsung heroes.
light wide glory hospital
valid hyphen beauty
W
ords to rememberacquainted with, cautious, confidential, daydream,
decelerate, deviate, disregard, drag, falsehood, fundamental, inexperienced,
intentional, overcome, perseverance, securely, shred,
slam into, toothy, unsung, venomous, watchful
Student’s Book page
116
(15–20 mins)
a Read out the explanation, and allow time for students to read the sentence pairs. Help them with any difficult vocabulary. In pairs, students decide which words stress the first syllable, and which stress the second syllable. Compare answers as a class.
b Still in pairs, students discuss the question and make brief notes. Then, check answers as a class.
Identifying word stress (10.2) (10–15 mins)
Play the recording, pausing after each sentence for the students to underline the words that should be stressed. Then allow time for them to practise saying the sentences to their partners.
Listening script 10.2 - see page 144 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons, students should be able to:
Listening listen to a description of an accident
scene
Speaking roleplay a telephone call to the
emergency services
describe an accident scene
Writing write a description of a car accident Topic Accident scenes
Functions ask for help give explanations describe a scene guess
Vocabulary CEO (Abbr), emergency services (N), fire drill (N), monkfish (N), object (V), over the moon (Exp), wed (V)
Pronunciation identify word stress Student’s Book pages 82 and 83
Present the active vocabulary needed for each activity.
(10 mins)
a Tell students they are going to take part in a role–play in which a witness to an accident requests help from the emergency services. Ask the students what they know about the emergency services in Kuwait.
What accidents require help from the emergency services? Encourage students to share ideas, either imaginary or from their own experiences. Put the students in pairs and decide who will perform role A and who will perform role B.
b Allow students time to note down any information, phrases or questions they want to use in the role–play.
c Ask students to sit back to back with their partner, to emphasise that they are taking part in a telephone conversation rather than a face-to-face dialogue. Then have students perform the role–play, using the guides in the box.
d Have students perform the same conversation, this time exchanging roles.
82
Work in pairs. You are going to roleplay a telephone call to the emergency services.
a Choose one of these roles.
A A witness to an accident (a fire, a car accident, an earthquake, etc.) B An emergency services operator
b Make a note of any important information you may need to give or ask for.
c Sit back to back with your partner.
A Describe the accident in detail and request the appropriate emergency service.
B Make sure you get all the necessary information. Interrupt if needed.
d Exchange roles and repeat steps b and c.
a Some two-syllable words in English have the stress on the first syllable; e.g. China and table. Other two-syllable words have the stress on the last syllable; e.g. begin and decide. Read the following sentences:
Z I was over the moon to receive this present.
Z In the meeting, they will present their case.
Z In the meeting, they will present their case.