THE BIG PICTURE In this chapter you are going to think about technology and how it is changing the world we live in. You will: ●
read about some of the technology we use
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think about the effects that it has on us
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research, think, talk and write about what you consider to be the greatest technological inventions of our times.
THINKING BIG 1 On your own, pick any two pictures from the collage that you find interesting. ●
Look carefully at each picture and note down what you think each one is saying about technology.
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Make notes ready for a discussion.
2 In pairs: ●
Explain to your partner why you chose these two pictures. Discuss your ideas and see how far you agree or disagree.
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Note down any interesting words or ideas from this conversation.
3 On your own, note answers to the following questions: ●
What examples of technology have you used since you got out of bed this morning?
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Which of these items would you consider to be essential?
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Which of these items would you consider to be non-essential?
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How would you define technology? Write your own definition of what you consider to be ‘technology’.
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1
Technology
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1.1 What is technology? READING SKILLS IN FOCUS In this section you will learn to: ✓ skim and scan different kinds of texts for facts and details ✓ understand what is implied but not directly stated in an online article.
GETTING STARTED 1 What is technology and how is it used? a) As a class or in groups, share the ideas that you wrote about in ‘Thinking big’. b) What were the earliest forms of technology and what did they help people to do? c) Discuss examples of technology that have changed in your lifetime and what they help you to do.
EXPLORING THE SKILLS When there is too much text to read, or you are short of time, you do not need to read every single word on the page. Skimming and scanning are two techniques that will help you find quickly the information you need. Skimming involves moving your eyes quickly over a text to get a general sense of it. It helps you get the ‘gist’ – the overall meaning – of the writing, without having to read it all carefully. You can then decide which parts you need to read more closely. To find out quickly what a text is about: ●
read the title first and then the subheadings
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look at any pictures to see what hints they give
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read the beginning and end of each paragraph
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let your eyes skim over the text and look out for key words.
2 Skim read the text on the next page to find out what it is about. Which of the following statements explains what the text is about? a) It gives the reasons why you should have computers. b) It tells you the bad things about computers. TECHNOLOGY
c) It tells you the history of computers. d) It is from a story about computers. 3 With a partner, discuss how you could tell which statement in task 2 was correct, and which it could not be.
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B 1958 Integrated circuit invented Jack Kilby of Texas Instruments and Robert Noyce of Fairchild Semiconductor
independently invent the integrated circuit – an electronic system essential for computers. C 1968 The computer mouse makes its public appearance The computer mouse is demonstrated at a computer conference in San Francisco. Its inventor, Douglas Engelbart of the Stanford Research Institute, receives the licence for the mouse 2 years later. D 1977 Apple II is released Electronics hobbyists Steve Jobs and Steve Wozniak release the Apple II, a desktop personal computer for the mass market. E 1992 Personal Digital Assistant Apple chairman John Sculley is the first person to use the phrase ‘personal digital assistant’ (PDA) to refer to handheld computers.
Once you have skimmed a text to get an overall sense of its meaning, you might need to find a specific detail. This is called scanning – looking over a text to find the exact information you want. 4 Now scan the text above. Which paragraph A–E contains the answer to questions a–c below? a) Who invented the integrated circuit? b) When was the computer mouse first seen by the general public? c) Which was the first personal computer?
GLOSSARY
reality task handheld device
Adapted from ‘Greatest Engineering Achievements of the 20th Century: Computers’
TOP TIP
When you scanned for details, you probably used the subheadings to help you. You can also look for key words in the questions. For example, ‘When?’ will need a date or a time. ‘Who?’ will probably need a name. Underline these key ‘question words’ to help you narrow down what you are looking for.
you say something is a reality when it is actually happening an activity or piece of work you have to do small and light enough to be used while you are holding it machine or tool used for a specific task
READING SKILLS
A Computing then and now A lot of things that are a reality in the 21st century might have seemed science fiction twenty years ago. The early computers invented in the middle of the 20th century were large and heavy and could only do basic tasks. Yet they became the handheld devices that we see everywhere today. On average, people check their phone every six minutes and we communicate through social networks with people we might never meet in person. We are seeing the beginning of driverless cars and the Internet of Things (IoT) – smart household devices that can be controlled remotely from a phone or send data to other machines. We are definitely part of an exciting Digital Age. Here are some of the highlights.
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1.2 Smartphones on the brain WRITING SKILLS IN FOCUS In this section you will learn to: ✓ collect and organise ideas before writing to explain or inform ✓ communicate your ideas clearly and effectively through writing.
GETTING STARTED 1 Research shows that people between the ages of 18 and 24 check their phones most often. On average people in this age group check their phones 74 times a day. ●
How often do you check your phone?
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What did you last use your phone for?
TOP TIP
Cell phone is generally used in America and mobile phone is used in the UK and Australia. In spoken English people often drop the word ‘phone’ and say ‘mobile’ and ‘cell’.
EXPLORING THE SKILLS Whenever you write, you need to have a clear idea of what the purpose of your writing is. The purpose could be any of the following: ●
to describe what something looks like
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to explain how something works
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to give information – facts and details about something.
For example, if you are giving someone information about smartphones, you would not need to include a description of your own feelings about mobiles. Just keep to the facts and be really clear. 2 Imagine you have been asked to write a school magazine article about the advantages and disadvantages of smartphones. You have thought about this and produced the list of points on the next page. In addition to thinking about the purpose of your writing, you should also think about the reader and format. What is the purpose, who are the readers and what is the format of the writing outlined in Question 2? Purpose:
TECHNOLOGY
Reader: Format:
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Smartphones ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Can learn vocabulary using your smartphone Unfortunately can be used to cheat in exams Some people can post unkind comments about other people which can be upsetting Can use for paying for things Some people can’t stop checking their phones Lots of great apps, like those to keep fit and healthy Can set reminders/alarm so you don’t forget things Can take photos Can take notes for studies Read the news Can video call friends and family all over the world Can listen to music and watch videos Can check and send messages to friends and family Adverts can show things, like very attractive models, that are not realistic Before you write your magazine article, organise your list of points above into a concept map based on the advantages and disadvantages of smartphones. Make sure you have only ONE new idea per box. Add related ideas in smaller boxes linked to the main idea. Copy the diagram below and add more points in the related boxes.
Good uses of smartphones at school
Smartphones
Problems with smartphones at school
3 With a partner or in a group, talk each other through your concept map.
b) Note down: ● any interesting words that came up in your discussion ● the main points that were raised in your discussion.
READING SKILLS WRITING SKILLS
a) Talk to your partner or group about which of these points you agree with.
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1.3 The importance of the internet SPEAKING SKILLS IN FOCUS In this section you will learn to: ✓ communicate your ideas clearly, accurately and effectively ✓ keep a conversation going by developing ideas with details and examples.
GETTING STARTED Read the questions below and note down your answers. Then in pairs ask each other the questions. 1 What sort of technology do you have in your home? 2 What do you use the technology in your home for? Try to develop a conversation from your partner’s responses, for example: Your partner: We have a virtual assistant in the kitchen. You: How often do you use it?
EXPLORING THE SKILLS Conversations are all about communicating your ideas clearly and appropriately. What makes for a good conversation in class?
TECHNOLOGY
It takes two to have a conversation, so both people need to: ●
offer ideas
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listen carefully to the other person and respond properly
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avoid dominating the conversation
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find ways to keep the conversation going, for example by asking questions, sympathising, giving a personal example, asking for an opinion.
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3 What do you use the internet for? Has the internet made our lives better? Read the following ideas. . rch online
I keep in touch with all my friends using social media.
I post photos.
I listen
I do resea
to mus
ic onli
People use filters so their photos look different from real life.
movies ew music and You can get n ’re released. as soon as they
In pairs, discuss: ●
Do you agree with them?
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How has the internet made our lives better?
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How has the internet made our lives worse?
If there are any words that you don’t understand, discuss these with your partner and try to guess the meaning.
ne.
I share vide
l media.
I watch TV and d. movies on deman
Some of my classes are online.
be retend to You can p e. else onlin someone
TOP TIP
os via socia
y unkind People can sa internet. things on the people You can talk to orld on all over the w social media.
If you come across a word you do not know, you can often guess its meaning from its context: in other words, from the ideas around it. For example, you may not know the word ‘prestige’, but if you hear it in the sentence: “According to some people, the latest smartphone increases prestige among friends and other schoolmates”, you should be able to guess that it means something like ‘respect and admiration’.
Whether you are chatting to a friend or giving a formal talk to a group of people, and whether you are the speaker or the listener, you still have a responsibility to help communication. Think about eye contact, looking interested and asking questions at the right moment.
READING SKILLS SPEAKING SKILLS
DEVELOPING THE SKILLS
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1.4 How technology is changing our lives LISTENING SKILLS IN FOCUS In this section you will learn to: ✓ identify relevant information ✓ understand and select correct details and key question words ✓ understand what is implied but not directly stated in a more formal conversation.
GETTING STARTED 1 Think about some questions that you might ask your teachers, parents, carers or grandparents about technology in their youth. For example: How did your grandparents communicate with friends, family and the rest of the world? What equipment did your parents and grandparents use to listen to music? What were some of the advantages and disadvantages of these methods? 2 Look at the pictures below. Considering each one in turn, discuss the following questions with your group. a) What form of communication does the picture show? Describe it. b) Which of these traditional methods of communication are still relevant? Why?
TECHNOLOGY
c) Under what circumstances might these methods of communication become relevant again?
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EXPLORING THE SKILLS Being a good listener is just as important as being a good speaker. There are many situations where you have to listen carefully to people talking and make sense of what they are saying in order to keep a conversation going or get information. There are different listening skills that you have to master, such as listening for gist. This means listening to understand the overall meaning of what is being said. Another skill is listening for detail where you are listening for specific information. 3 The questions below are general questions on the conversation that your teacher will play for you. The specific answer is not spoken, so you have to guess from the clues, or understand the gist (get a general overview). Remember to read the questions and think about what the words in the questions mean. Listen to the conversation and quickly write down answers to the following.
1.1
a) Where do you think the parents are as they speak? b) Where do you think Edmond is at the start of the recording? c) What are they talking about? TOP TIP
If you are listening for detail, such as a name, number or object, you can ignore other information that does not sound like the information you are listening out for. This way you can get the information you need.
4 Listen to the recording for a second time to answer the following questions. This time you will be listening closely for details. a) Why is Mrs Chan calling out to Edmond? b) What does Mr Chan think is rude? c) What are two of Edmond’s excuses for being online? d) Why does Mr Chan not believe him? e) What is one of the comments on Edmond’s report card? f) What is Edmond’s excuse for this?
READING SKILLS LISTENING SKILLS
g) What is for dinner at the Chan household?
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The big task
You are about to organise and take part in an important competition called Techno Greats. In groups of four, you will choose the technological invention that has had the biggest effect on our lives. You will choose a technological invention from one of the following times: ●
before the 20th century
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of the 20th century
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of the 21st century (so far).
Your group will present your decision as part of the competition, which will be judged. In your presentation you must explain: ●
who invented your chosen technology, where and why
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the purpose of the invention
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how it improved lives
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how it changed the way we work, live or entertain ourselves.
TECHNOLOGY
Each team has to research their invention and decide how they are going to present the information. Consider some of the following options: ●
Bring in the object or invention, or a picture of it, to explain how it works/worked and what is/was special about it.
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Find posters, labelled diagrams and pictures.
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Create a short documentary explaining how the invention works/worked or what life would be like without this invention.
The judges must decide which presentation is strongest based on their choice of invention and their presentation.
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Check your progress Here are the Reading, Writing, Speaking and Listening skills you learned about in Chapter 1. Use this table to decide how good you are at the different skills, and make a note of what you need to be able to do in order to move up a level. READING I can …
WRITING I can …
usually pick out the details I need from most kinds of texts
organise most of my ideas clearly before I start writing
usually understand what is implied but not directly stated
write complicated information and detailed explanations clearly and with few mistakes use a good range of vocabulary precisely, including subject-specific words
pick out many details correctly from different kinds of texts
organise some of my ideas before I start writing
understand some of what is implied but not directly stated when given some help
write clear information and explanations, and only make mistakes when I try to use hard words or phrases use a reasonable range of vocabulary and sometimes try to use more subject-specific words
pick out a few details correctly from straightforward texts
understand how to collect ideas before I start writing
understand how to skim read and scan a text
write down simple ideas and explanations but make mistakes use a basic range of vocabulary to express some ideas
express most of my ideas clearly, accurately and effectively interact with other people in a conversation and help move the conversation forward by developing and adding ideas
LISTENING I can … understand most kinds of listening texts use the key words in questions to answer questions in full detail correctly usually understand what is implied but not directly stated
express many ideas clearly
understand different kinds of listening texts
respond at some length to other people in a conversation, giving details and examples
listen out for key words in questions to answer questions in some detail
express simple ideas so that they are understood
understand some listening texts
respond to other people in a conversation and answer questions
understand some of what is implied but not directly stated
understand how to listen out for key words in questions
TECHNOLOGY
SPEAKING I can …
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