keeping up with technology
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Keeping up with technology. Developing the automobile. 1 Speaking a In pairs or groups, discuss the following questions. 1 Who in your family has a car? What would you use a car for if you had one? 2 What kinds of problem do cars cause in big cities?. - PowerPoint PPT PresentationTRANSCRIPT
KEEPING UP WITH TECHNOLOGY
Developing the automobile
1 Speaking a In pairs or groups, discuss the
following questions. 1 Who in your family has a car? What
would you use a car for if you had one? 2 What kinds of problem do cars
cause in big cities?
If you could choose one of the cars in the
photographs, which would you like to own?
Why?
2 Reading and speaking
a In pairs, answer the questions, guessing if necessary. 1 Are cars today technically very different from cars in 1970 or virtually the same? 2 Which state in the United States took the lead in moving toward non-polluting vehicles—
California, Illinois, or New York? 3 Will non-polluting vehicles ever be as satisfactory in general performance as gasoline-powered cars?
b Read the magazine article and check your
answers to exercise 2a. c Note at least three facts you have
learned from reading this article. Compare
your notes with a partner’s notes.
3 Reading and listening
c Listen again and complete the table.
4 Pronunciation: contrastive stress
a Look at these two sentences from the interview.
The two words in sentence 1 which have the strongest stress or emphasis are underlined. Why are those two words stressed? Underline the two words in sentence 2 with the strongest stress. 1 And don’t forget noise pollution caused by gasoline and diesel engines, as well as air pollution. 2 Just imagine the quiet cities of the future compared with the noisy ones today.
b Listen to the sentences, and check the stressed
words in exercise 4a. Practice saying the two
sentences. c In pairs, discuss your ideas about the
following things. 1 big cars and small ones 2 public transportation and private cars
5 Speaking and writing
If you were responsible for reducing vehicle pollution in your city, what would you do? With a partner, discuss the measures you would
take. Make a list of five ideas to attack the problem
of vehicle pollution. b Compare your ideas as a class. Vote for the
top three ideas.
1 Speaking a Talk to your classmates. Find people who do these
things. Check (.) each of the statements every time a classmate says
“yes.” Most people spend more than one hour on the telephone
every day. Do you… • spend more than one hour on the telephone every day • listen to the radio a lot • spend more than two hours watching TV every day • spend more than two hours using a computer every day • have a cell phone • have an e-mail address?
Communications systems
b In groups of three or four, discuss what you found out from the questionnaire. Summarize your conclusions by writing Everybody, Most people, Very few people, or Nobody beside each statement.
2 Reading and speaking a Read the three topic sentences below, and then read the article. Match each topic sentence with
the appropriate paragraph in the article.
1 But in our natural excitement over this constant development of electronic media, we should not forget that most people in the world don’t have a telephone, and many don’t even have electricity or clean water. Paragraph ____
2 Almost all households in the U.S.
today have at least three pieces of electronic communications equipment: a radio, a television, and a telephone. Paragraph ____
3 Major electronics companies are
already working on the next generation in communications technology—combining all these modes of
communication. Paragraph ____
b Decide which of the three paragraphs in the
article contains the writer’s main point. What is
that point? Compare and discuss your ideas with
two or three classmates.
c Work in groups of three or four. What are the
main differences in technology between your
generation and your parents’ generation when
they were your age? What are the main
advantages and disadvantages of these changes?
I don’t have a cell phone, but I know how to use one.
My parents have no idea!
GERUNDS AND INFINITIVES
Gerunds: The Gerund as a Noun
It can be subject, object, predicate, and the object of a preposition: Her feelings
were hurt / My hobby is running / I’m good at playing tennis.
It can form the plural: He gave his children two warnings.
It can be part of compounds: writing-desk, walking-stick, etc.
Gerunds: The Gerund as a Verb
Gerunds also have the characteristics of verbs in that they may:
Be used with adverbs or adverbials: He disliked drinking heavily .
Form the passive: The seat-belt saved him from being hurt.
Take an object or predicative complement: Tom likes painting walls. /
After reading the letter, she left the room
Other uses of the Gerund (1)
The gerund as part of a prepositional adjunct: A great variety of verbs +
preposition / adverb combinations such as be for / against, give up, keep on, look
forward to, put off take the gerund: I’m looking forward to hearing from you in the
near future .The gerund after prepositions: They were
thinking about going on holiday to London at Christmas. / After leaving school she
started to work .
Other uses of the Gerund (2)
The gerund as the object or adjunct of a verb or verbal phrase: The most important verbs used in this construction are: avoid, deny, escape, fancy, finish, give up, it’s no
good, it’s no use ,cannot help, keep (on), put off, feel like, can’t stand, imagine, risk,
suggest, enjoy, go on, carry on, etc.: He can’t avoid criticising her / Do you fancy
coming to the pictures with me? / He has given up smoking / It’s no good convincing
him. He won’t change his mind.
Other uses of the Gerund (3)
After verbs of the senses both the gerund and the bare infinitive can be used, but
there’s a difference in meaning. Let’s compare these pairs of sentences:
She heard the alarm clock go off: It expresses a complete action, the subject has heard the
whole ringing of the clock.He saw the builders building the block of flats.
It means that the subject has only seen part of the action, he has only seen them building the
flats whenever he walked by that area. It expresses incompleteness.
Other uses of the Gerund (4)
After verbs denoting physical activity, such as to go and to come: They go skiing every winter / I went
shopping with my mother last week / I wanted him to come riding.
After the verbs waste / spend (money / time): She spends a lot of
time doing her homework / I have wasted hours waiting for the bus.
Other uses of the Gerund (5)
When the subject of the –ing form is different from the subject of the main
clause, two constructions are possible: either the genitive / possessive or the
accusative: Do you mind him / his studying with us?
After nouns in the possessive case. In formal English, nouns denoting persons
are put into the possessive case: I couldn’t stand my sister-in-law’s
criticizing my children.
Other uses of the Gerund (6)
The use of the perfect gerund instead of the present when we are referring to a past action: He
was accused of having driven under the influence / He was accused of driving under the influence.
There are some verbs which can be followed by the infinitive or gerund without any difference in
meaning. The most common ones are: start, begin: I started studying / to study English when I was a
little girl. However, when the verb is in the continuous form the to-infinitive is preferred: I’m
beginning to concentrate now.
Other uses of the Gerund (7)
There are some other verbs which can also be followed by the to-
infinitive or gerund with a slight difference in meaning. Let’s
compare these two sentences :I like going to the beach. It expresses a
general or habitual action .I like to go to the beach early in the
morning. It expresses specific or isolated actions.
Other uses of the Gerund (8)
There are some other verbs which can also be followed by the to-
infinitive or gerund, but their meaning change according to
whether they are used in one way or another. These verbs are to
remember, to forget, to try, to stop, to regret, to mean. Let’s exemplify
these uses in the following group of sentences.
REMEMBERRemember to buy the newspaper on
your way back home. It reminds somebody to do something he / she may easily forget or it also refers to something that one must do in the
future.I remember visiting my grandmother
when I was a little girl. Somebody did something in the past and now he /
she remembers what he / she did.
FORGET
He has forgotten to take his coat with him. The person does not
remember to do something .I haven’t forgotten meeting my
husband. The person remembers something he / she did in the past.
This use is generally in the negative form.
TRY
He tried to read for a bit. It means the same as to attempt.
When you have hiccups, try holding your breath, if it doesn’t work try drinking some water. The subject
makes an experiment or do something to see if it has an effect.
STOP
He stopped to buy a bunch of flowers to his mother. It expresses purpose.
He has stopped smoking. He has not continued doing what he / she did.
REGRETI regret to tell you that you haven’t
passed your driving test. The introductory subject is sorry that one must do
something. At the same time that the introductory subject is regretting what he
/ she is saying the that-clause subject knows about the information.
He regrets not going to university. Someone is sorry that one has (not) done
something in the past, that is, he didn’t go to university and now he regrets it.
MEAN
I meant to call you, but in the end I forgot to. It means the same as
intend.Working as an air-hostess means
travelling a lot. It means the same as involve.
PREFER/RATHERWe can have the following structures:
I prefer to visit Chaplin exhibition rather than (to) go to the EOI (Present tense)
I prefer visiting Chaplin exhibition to going to the EOI (Present tense)
I prefer tea to coffee (one thing to another thing)
I would prefer to go skiing rather than (to) go fishing but
I would rather go skiing than go fishing.
Full Infinitive or Infinitive with to (1)
The infinitive with to is used:After certain verbs which can be followed by to-
infinitive or by a noun or pronoun in the accusative plus a to infinitive, that is, the structure can be
verb + to-infinitive: I want to go to the pictures, or verb + object + to infinitive: I want him to come
with me to the pictures, where HIM act as the subject of the infinitive .
The following verbs, among others, admit these constructions: to wish, to like, to love, to hate, to
prefer, to tell, to ask, to beg, to advise, to forbid, to invite, to persuade, to order, to expect, to allow .
Full Infinitive or Infinitive with to (2)
After several verbs (hear, feel, see, and make) in the passive voice: She was made to open her suitcase at the airport. Where
him acts as the subject of the infinitive. Although in the active voice we use the bare
infinitive:We made her open the case.
Full Infinitive or Infinitive with to (3)
To express the infinitive of purpose :I went to the theatre to book the
tickets. The corresponding negative is often constructed with in order
not to or so as not to :I came in quietly in order not to/so as
not to wake up the children.
Full Infinitive or Infinitive with to (4)
After nouns, when the infinitive functions as a modifier of the noun :
A book to read.After adjectives, when the infinitive
functions as a modifier of the adjective :
This word is easy to spell.
Full Infinitive or Infinitive with to (5)
After certain adverbs such as enough and too: This suitcase is too big for me to
carry.After verbs such as to know, to teach, to
learn, to show followed by an interrogative word + infinitive (with the
value of a subordinate noun clause): I know where to go.
Full Infinitive or Infinitive with to (6)
In the construction: For + a noun or pronoun in the accusative + infinitive: This coffee is very hot for her to drink.
With the immediate future (going to): I’m going to eat in a Japanese.
With to have to / ought to / used to: He has to wake up now if he doesn’t want to
miss the train./ I used to visit my grandparents on Sunday when I was a
child.With the structure to be to to express a
command or arrangement: He is to go right now.
Full Infinitive or Infinitive with to (7)
In impersonal passive sentences: The Official Language School is
believed to have a great number of students.
There are also a number of independent constructions which
also use the to-infinitive: To sum up, To start with, etc.
Bare/Plain Infinitive or Infinitive Without to (1)
With verbs of perception, such as to hear, to see, to watch, to feel, to notice, to observe, to overhear: I
saw Pablo and Javier enter. Nevertheless, in the passive the
infinitive is used with to: They were seen to enter.
Bare/Plain Infinitive or Infinitive Without to (2)
With some other verbs and expressions that govern a bare infinitive, for instance,
to make, to let, had better, had rather, had sooner, need hardly, cannot but, etc :.
Javier made Pablo cry / You had better start studying right now if you want to pass
your English test.
Bare/Plain Infinitive or Infinitive Without to (3)
In noun predicate clauses, when the subject is a pseudo-cleft sentence,
both constructions are possible :What you’ve done is (to) spoil our
plans.
Grammar builder: gerunds
Grammar builder: gerunds
Grammar builder: gerunds
4 Reading and speaking a Work in pairs. Student A, look at column
A; Student B, look at column B. Read each sentence to your partner and say if you
agree or disagree with the statement, and why. A: Using computers doesn’t improve your
life. B: No, I don’t agree. Using computers is
really useful. For example, you can bank on the Internet 24 hours a day.
passives—present, past, future, and modal
Using technology
CONDITIONALS
If …
Zero Conditional
FormIf + present + present
Functions and Examples
We use the zero conditional to talk about facts or situations which are always true.
If you heat water, it boils. If people don't eat or drink, eventually
they die.
First Conditional
FormIf + present simple + will
Functions
We use the first conditional to talk about actions or events in the
future which are likely to happen or have a real possibility of
happening.
Examples
If it rains tomorrow, I will stay at home.-- I think there is a real possibility of
rain tomorrow. In this condition, I will stay at home
If my father doesn't buy me a bike for my birthday, I will be very unhappy.
-- I think there is a real possibility that my father won't buy me a bike. In this
condition, I will be unhappy
Second Conditional
FormIf + past simple/continuous + would
FunctionsWe use the second conditional to talk
about situations or actions in the present or future, which are not likely
to happen or are imaginary, hypothetical or impossible.
Examples
If I won the lottery, I would travel around the world and buy a castle in Norway.
-- I think that it is very unlikely that I will win the lottery. However, in this unlikely condition, I will
travel and buy a castle
If I wasn't watching TV now, I would be playing football.
-- I am watching TV, and imagining what I would do if I wasn't
If I were an alien, I would be able to travel around the universe.
-- It is impossible for me to be an alien. However, I am imagining what I would do in this situation
Third Conditional
FormIf + past perfect + would have + past
participle
FunctionsWe use the third conditional to
imagine a different past.
Examples
If I had done my homework, my teacher wouldn't have shouted at me. (In reality, I didn't do my homework, and
my teacher shouted at me. So we are imagining a different past.)
She would have passed her exam if she had studied more.
(In reality she didn't study enough, and so she didn't pass her exam. So we are
imagining a different past.)
3 Grammar builder: zero, first, and second conditionals a In pairs, read sentences 1–3 below. Then match them to sentences a–c. 1 I could do it faster if I heated it up on the stove. 2 If you press CLEAR first, it starts from the beginning. 3 But if you try this, it’ll be easier. a) What you predict will happen as a result of a certain action. b) What you would / could do or what would / could happen in a hypothetical situation. c) What you usually do or what usually happens in a specific situation
b Complete the sentences with appropriate forms
of the verbs in parentheses. 1 The toothbrush (1) _________ (start) working
if you (2) _________ (press) this green button. 2 If you (3) _________ (hit) the buttons like that, you (4) _________ (break) the microwave! 3 I (5) _________ (get) a new DVD player if I (6) _________ (have) more money, but I can’t afford it.
d Complete the sentences, using information about
yourself. 1 If I get an e-mail, I usually _______________________________________. 2 If I had a better computer, I _______________________________________. 3 If I knew more about computers, I _______________________________________.
4 Speaking and reading
a Read the text quickly, and write the function of each of the features of the product. One has been done for you. b Which words in the text emphasize the sequence of steps in the procedure? Underline them.
c Choose one thing from the following list that you would like to be able to do. Find someone who can explain what to do, and write down his or her instructions. 1 Store a telephone number on a cell phone. 2 Set the alarm on a digital watch. 3 Write and send an e-mail. 4 Play a computer game. It’s easy. First you …
Language for life: learning on the Web
GERUNDSudoku Puzzle
Fill in the grid with verbs in such a manner that every row, every
column and every 3x3 box accommodates the (Gerund) (Love -
Begin - Continue - Hate - Like - Prefer - Start - enjoy -finish)without
repeating any.
Dial up a word2
ABC1 3DEF
5JKL
4GHI
6MNO
8TUV
7PQRS
9WXYZ
0* #
92
What’s out?
SUMMARIZE THE NEW INFORMATION IN THIS
CONCEPTING MAP……
What I know?
What I want to learn?
What I learned?
How I can learn more?
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ANSWER THESE QUESTIONCONTROL YOUR KNOWLEDGE
PROGRESS
الله بحمد تم
Thank you for your listening
Good bye