Keeping up with technology

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 .


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.


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.


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.


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.


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.


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.


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 .


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.


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.


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.


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.


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.


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.


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.


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



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

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Keeping up with technology