I was working in a physics laboratory called CERN. CERN is in Geneva, Switzerland. At CERN, people study high energy physics. That is the physics of really, really small particles – particles much smaller than atoms. If you want to investigate really, really small things, you need enormous machines called accelerators. That’s what they have at CERN.
Cross-curricular – Science The inventor of the World Wide Web 1
LISTENING 2.44 Listen to a radio programme about Sir Tim BernersLee, the inventor of the WWW. Does the presenter say anything about … 1 when Berners-Lee was a child? Yes/No 2 when he was at university? Yes/No 3 his life now? Yes/No
2 1 2 3
Listen again and choose the correct alternative. Berners-Lee was born in the south-west of England/London/Switzerland. Berners-Lee liked riding on trains/ building model trains/watching trains. Berners-Lee’s ﬁrst contact with electronic gadgets was making a model train/ making something for his model trains/ repairing the TV. Berners-Lee made a TV program/computer/ computer program when he was at university. Berners-Lee studied physics at university because he thought it was more practical than maths/he didn’t like maths/his parents taught physics.
Well, things were very frustrating in the past. There was different information on different computers, but you couldn’t get all the information with just one computer. People at CERN came from universities all over the world. They brought all types of computers with different types of software. Sometimes, you had to learn a take different program for each computer. So I wrote some programs to And information from one computer system to put it in another system. systems tion informa t differen these all then I thought “Can’t we connect read and make just one imaginary information system? Everybody could the same system.” And that became the WWW.
e Actually, inventing it was simple. The difﬁcult part was to persuad everybody to use the same system. It’s incredible that so many people now use it.
make Well, because it is, basically. I want you to know that you too can using new programs which create new, fun ways of using computers and er comput a imagine can you if that, the Internet. I want you to know m doing something, you can program the computer to do that. The only limit is your imagination. And a couple of laws of physics. Of course, what happens with computers is that you have a e basic, simple idea. Then you have to add things on to it to make it work. But all good computer programs are simple inside.
3 You are going to read some Frequently Asked Questions from the website of Sir Tim Berners-Lee, the inventor of the World Wide Web. Match the questions with answers 1–4 in the text. a Was it easy to invent the WWW? b Where were you when you invented the WWW? c Why do you always say everything is simple? d What made you think of the WWW?
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Click Onto Unit 8 Lesson 1
Warmer In pairs, students think of as many famous couples as they can in two minutes. They can be ﬁctional or real couples from history or the modern day. The pair with the most couples on their list when the two minutes are up is the winner. Suggested answers Romeo and Juliet, Antony and Cleopatra, Guinevere and Lancelot, John Lennon and Yoko Ono, Brad Pitt and Angelina Jolie, Prince Charles and Camilla Parker-Bowles, Bill and Hilary Clinton, Catherine Zeta-Jones and Michael Douglas
Cross-curricular – History: The King and Mrs Simpson – A royal love story 1 In pairs, ask students to look at two people in the photo and discuss what they know about this famous couple. Tell them to guess if they are not sure. Elicit ideas from diﬀerent students.
Cultural information Edward d VIII is famous for giving up his place as King of England in favour of love. Prince Edward was a handsome man with blonde hair and blue eyes who had had several aﬀairs with married women. Wallis Simpson was from an American family and lived in poverty as a child. The two met at a party at the house of one of the Prince’s friends. At the time, it was considered scandalous that Wallis was still married when she began a relationship with Prince Edward, even though she later got divorced. The conservative British government were not happy about Edward VIII’s private life and when they discovered that he wanted to marry Wallis, the government decided to take action.
Key 20th January 1936: Edward VIII became the King of England. October 1936: Mrs Simpson asked for a divorce from her second husband. 16th November 1936: The King told the Prime Minister he was going to marry Mrs Simpson. 10th December 1936: The King abdicated. 3rd June 1937: Edward married Mrs Simpson. 1972: Edward died. 4 Students read the text again and complete the sentences with information from the text. Draw students’ attention to the example. Elicit answers from the class. With a less conﬁdent class, pre-teach these words before they read the text: divorce – a legal way to end a marriage; scandal – a situation where people behave in a dishonest or immoral way that shocks people. Key 1 It was diﬃcult for Edward and Mrs Simpson to get married because Mrs Simpson had already been married twice. 2 American and European newspapers started to write about Edward and Wallis when they went on holiday together in the Mediterranean. 3 The British press didn’t write about the romance because they did not want a scandal. 4 The British government didn’t want Edward and Wallis to get married because the British people would not allow it for religious, legal, moral and political reasons. 5 King Edward VIII stopped being the King because it was the only way he could marry Mrs Simpson.
Fast ﬁnishers 2 Tell students to read the text and decide why King Edward VIII’s story was unusual. Ask them to compare in pairs before you discuss the answer as a class. Recording: Unit 8 p100 Click onto … on www.gateway-online.net Key King Edward VIII’s story is unusual because he is one of the few kings in history who abdicated in favour of love and because he was king for less than one year.
Word booster Before students read the text again, ask them to match the words and deﬁnitions. Key 1 c
Write these questions on the board for students to answer: Where did Edward and Wallis live after they had got married? Who became king after Edward abdicated? Key They lived mainly in France. Edward’s brother, George, became king.
Project 5a Students work in groups of four and choose one of the members of the British royal family from the list. 5b Each member of the group then chooses one of the topics: life, works, immediate family, important events during their lifetime. Individually, students ﬁnd out information about their person for the topic they chose and look for appropriate illustrations. 5c In groups, students pool their information and decide how they will prepare and present their information to the class. Set aside part of a lesson for students’ presentations.
Inside information Refer students to the Inside information box to ﬁnd out what happened after Edward abdicated. 3 Tell students to scan the article and the Inside information box to ﬁnd out what happened on each date. Draw attention to the example.
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