4

THE INTERNET AND

TECHNOLOGY

Learning objectives
Before you start the Unlock your knowledge section,
ask students to read the Learning objectives box so
that they have a clear idea of what they are going
to learn in this unit. Tell them that you will come
back to these objectives at the end of the unit when
they review what they have learned. Give them the
opportunity to ask you any questions they might have.

UNLOCK YOUR KNOWLEDGE

Lead-in
Books closed. Write the word technology on the
board. Ask students: What do you think of when you
see this word? Brainstorm ideas onto the board, and
encourage students to be as creative and imaginative
as possible.

Tell students that this unit is about the world

of technology and to open their books at page
69. Students work with a partner to look at
and describe the photograph and answer the
questions. Allow about 5 minutes for this, before
inviting feedback from the class.
Answers
Answers will vary, but for 4, disadvantages could
include: the dangers of using a mobile phone and not
paying attention, e.g. driving, crossing roads, being
mugged; spending too much time at a computer,
e.g. could harm eyesight, posture; addiction to social
media sites or online gaming; security issues.

WATCH AND LISTEN

Video script
Diving is a popular activity to do in your free time
or on vacation, but it can be expensive. To dive, you
need special clothes, tools and training and the best
places to dive are often far away. But now, a team of
scientists is using virtual reality so that everyone can go
diving from their own home.
Usually, you have to wear a helmet to see virtual reality,
but with this technology your whole body is used. The
glasses can tell where you are standing, so it feels like
what you are seeing is really there.
This technology means that people can swim with
sharks safely, and without getting special training,
inside a normal swimming pool.
The scientists will use this shark tank for testing. The
team put a mini submarine and a camera in the shark
pool. The cables send a picture of the sharks back to
the screen. Happy that the camera works, they must
next see if they can now project the image.
The team put a screen into a swimming pool. In the
control room, they start the projector. Back at the
shark tank, they get the camera ready. They cover
the swimming pool and the first viewing starts. In
the swimming pool the video from the shark tank
can be seen clearly. Its amazing that with the right
technology, you can now swim with sharks anywhere.

PREPARING TO WATCH
UNDERSTANDING KEY VOCABULARY

Optional activity
Following on from question 4 above, ask students to
do more research on the internet into some of the
disadvantages of modern technology.

Students work in pairs to match the words

with their definitions. Allow 34 minutes for
this, before inviting feedback from the class.
Answers
1 diving 2 helmet 3 tank 4 screen
5 projector 6shark 7 virtual reality 8 submarine

40

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

THE INTERNET AND TECHNOLOGY

2

Students work in small groups to discuss

the things they would like to do. Allow about 5
minutes for this before inviting feedback from
the class. Encourage students to give their
reasons.
Answers will vary.

WHILE WATCHING
3

Tell students they are going to watch

a video about swimming with sharks using
virtual reality. Play the video. Students work
individually to choose the correct answer. Ask
them to check their answers with a partner,
before inviting feedback from the class.
Answers
1 five 2 the world 3 laughing 4 under the tank 5 some
6 glass 7 dark 8 can

Students work individually to fill in the gaps.

Allow 34 minutes for this but do not check
answers at this stage.
5
Play the video again so that students can
check their answers.

UNIT 4

LISTENING 1
PREPARING TO LISTEN
UNDERSTANDING KEY VOCABULARY
Optional lead-in
Books closed. Write the word robot on the board and
elicit from students what they think a robot is and what
it does. (A robot is a machine that is programmed
to do mechanical tasks in the way of a human.)
Encourage students to be as creative and imaginative
as possible in their ideas about what robots can do.

Ask students to open their books at page

72 and tell them that they are going to listen
to a radio programme about robots. Students
work with a partner to name some of the
things they can see in the photographs. Allow
about 2 minutes for this, but do not check
answers at this stage as students will work with
the photographs again in Exercise 2.
2
Students work with a partner to match the
words in the box to the pictures.
Answers
1 fish 2 disabled person 3 a suit 4 water pollution
5 kitchen

Answers
1 expensive, far away 2 helmet, glasses 3 training
4camera 5 sharks

DISCUSSION
6

PRONUNCIATION FOR
LISTENING
3

Students work in small groups to discuss

the questions about the advertisement. Allow
4 minutes for this, before inviting feedback
from the class.
1 Answers will vary. 2a swim with sharks and see them
up close b you cant get hurt

Answers

Allow 10 minutes for students to discuss

any other virtual reality experience they would
like to have and to create an advertisement
for it. Circulate, monitor and give assistance
where necessary.
8
Give each group a maximum of 2 minutes
to present their advertisement to the class.
Then take a vote to find the most popular
virtual reality experience.

Write the three IPA symbols on the board: /s/

// /t/ and use these words to model and then
drill the sounds: /s/ snake // shower /t/ chess.
Students work with a partner to say each word
from Exercise 2 out loud and add it to the sound
maps, according to the underlined letters. Allow
2 minutes for this, before inviting feedback from
the class.

/s/ suit, disabled person // fish, water pollution

/t/ kitchen
Note that the s in person also has the sound /s/.

Students work with a partner to complete

the sound maps with the words in the list.
Answers
/s/ sort, maths, face // nation, short, wish, ocean
/t/ which, match, cheap

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

41

individually to complete the reasons in the

table. After the audio, ask students to check
their answers with a partner, before inviting
feedback from the class.

Students work individually to circle the

correct word. Allow about 3 minutes for this,
before inviting feedback from the class. Do
not give the correct answer to the questions in
3 at this stage as students will listen and check
their predictions in Exercise 7.

Answers
1 expensive 2 (new types of) robots 3 age 4 robot fish

Answers
1 sorts 2 cheap 3 b washing e sea

Students work with a partner to predict the

answers to the questions in Exercise 5. Allow 2
minutes for this, before inviting feedback from
the class about their predictions. Is there any
agreement in the class? Write the predictions
on the board. Do not give definitive answers
at this stage as students will check their
predictions in Exercise 7.

POST-LISTENING
9

Students work individually to complete the

sentences with the words in the box. Point out
that in some cases more than one expression
is possible, and tell students that thanks to is
generally used for positive situations. Allow 2
minutes for this, before inviting feedback from
the class.
Answers

WHILE LISTENING

1 Thanks to 2 due to / because of 3 as

4 Due to / Because of

LISTENING FOR MAIN IDEAS

7 4.1
Tell students that they are going to
listen to a radio programme about robots and
to check their predictions from Exercise 5. Play
the audio. Then check with the class which
predictions written on the board were correct.

DISCUSSION
10

Answers
1 yes 2 expensive but becoming cheaper 3 a, b, d, e

Background note
Robotics refers to the science of making and operating
robots and the systems used for controlling them.
A disabled person is one who lacks one or more of the
physical or mental abilities that most people have.

42

Write on the board I passed my

exam because I worked hard. Ask students:
Why did I pass my exam? to elicit Because
I worked hard. Underline this, write above it
reason, circle it and draw an arrow to passed
my exam. Tell students that because is one
word we use to give reasons. Ask them to look
at the Listening for reasons box and find out
which other words we use, to elicit as, because
of and due to. Write these on the board under
the sentence and tell students that although
they all mean the same, some of them have
different word structures or grammar after
them, but dont go into the differences at
this stage. Tell students that you are going to
play the audio again and ask them to work
4.1

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

Students work with a partner to

answer question 1. Either put pairs together
to form groups of 4 to answer questions 2
and 3 or ask students to change partners
to create new pairs. Allow about 4 minutes
for this, before inviting feedback from the
class. For question 3, encourage as many
contributions as possible and follow up by
asking what advantages and disadvantages
they can think of.

LANGUAGE
DEVELOPMENT
CAN / BE ABLE TO
1

Tell students that they are going to look at

the similarities and differences between can
and be able to. Students work with a partner
to look at the sentences from Listening 1 and
then answer questions ac below the box.
Allow about 4 minutes for this, before inviting
feedback from the class.
Answers
a now: 1 7 8 9 past: 2 3 4 5 6 b negatives: 3 4 6 7 8
cancant, couldcouldnt, be able tonot be able
to, e.g. isnt able to, wasnt able to c can/could

THE INTERNET AND TECHNOLOGY

Allow about 8 minutes for this. Circulate and

monitor, looking for good examples which you
can feed back to the class at the end. Finish
off by asking if there were any students who
could or couldnt do all the activities they were
asked about.

Language note
It is more common to use can than be able to to describe
general ability. Be able to is used when it is grammatically
impossible to use can, for example, for the infinitive form
or for the past participle: He must be able to relax in his
own home. I might be able to come tomorrow. I havent
been able to concentrate since then.

Tell students that the Explanation box contains

the rules for when we use can and be able to.
Students work with a partner, using the verb
forms in Exercise 1 to fill in the gaps. Allow about
3 minutes for this, before inviting feedback from
the class.

Answers will vary.

TECHNOLOGY
6

Answers
1 can 2 cant 3 be able to 4 not be able to 5 could
6couldnt 7 was able to 8 wasnt able to 9 couldnt

Tell students to work in pairs and circle

the correct verb forms. Point out that more
than one form is possible for most sentences.
Allow about 3 minutes for this, before inviting
feedback from the class.
Answers

1 switch (it) on 2 keyboard; mouse 3 log on

4 wifi; go online 5 the cloud 6 shut down

Look at the examples in the grid and tell

students to think of a different activity to write
in each of the boxes. Point out that they need
a verb and a noun that collocate and suggest
that they can look through earlier units to get
ideas. Circulate and monitor to ensure that the
students are using correct collocations. Allow
about 4 minutes for this.

Students work in pairs and take turns

to choose a number (19) from their partners
grid and be asked a question about it. They
must not look at each others grids. This could
also be done as group work. Put students into
small groups. Again they must not look at
each others grids. They take turns to choose
a number and the student on the left of the
person who chooses then asks the question,
e.g. Can you / Are you able to ? about
the activity in the appropriate box. Remind
students to give reasons for their answer.
Model this by asking a student to ask you
the question in the box of the number you
give them. Make sure you give good reasons.

Tell students that they are going to discuss

some questions about how they use the
internet. Students work with a partner to
answer the questions. Allow about 4 minutes
for this, before inviting feedback from the
class. This activity can be extended by
asking students to make notes about their
first partners answers. Then ask students to
change partners and repeat the exercise,
asking and answering questions about their
first partner.
Answers will vary.

Answers will vary.

5

Tell students that they are going to look

at some vocabulary related to technology.
Students complete the sentences, using words
in the word map. Allow about 5 minutes for
this. Ask students to check with a partner,
before inviting feedback from the class. Check
that students understand the meaning of all
the words.
Answers

1 I can 2 could 3 was able to 4 couldn't / wasn't able

to 5 couldn't / wasn't able to

UNIT 4

Tell students that they are going to make

another word map, using words related to
smartphones and tablets. Students work
individually to put the words in the box into
the correct place. Allow about 3 minutes
for this and, if appropriate, ask students to
check their answers with a partner, before
inviting feedback from the class. You could ask
students to make example sentences with text
as that is the word that can be both a noun
and a verb, e.g. I usually send about 20 texts a
day to different friends. Ill text you later to let
you know what time Ill arrive.
Answers
verbs: surf, charge, text
nouns: battery, apps, text, charger, keys
LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

43

Students work with a partner to complete

the sentences, using the words from Exercise 8.
Allow about 3 minutes for this, before inviting
feedback from the class. Ensure students
understand the meaning of the questions.

Answers
1 keys 2 apps 3 surf 4 text 5 battery 6 charger; charge

10

Put students into new pairs and ask them

to ask and answer the questions. Answer the
first one with the whole class and encourage
students to tell you the advantages and
disadvantages of touchscreens and keys.
Allow about 56 minutes for students to
discuss the questions. Circulate and monitor
conversations for good language which you
can feed back to the class at the end. Finish
off by inviting feedback from the class.

LISTENING 2
PREPARING TO LISTEN
UNDERSTANDING KEY VOCABULARY
1

Tell students that they are going to listen

to a news report about how computers affect
our memory and to open their books at page
78. Students work with a partner to match the
words (17) to the meanings (ag). Allow about
2 minutes for this, before inviting feedback
from the class.
Answers
1 b 2 f 3 a 4 c 5 g 6 e 7 d

PRONUNCIATION FOR
LISTENING
2

Tell students that we use linking words to add

supporting examples or more details to key
information. Allow a minute for students to work
individually and underline the linking words.
Then check the answers with the wholeclass.
Answers
1 and 2 as well as

44

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

Tell students to think about the sounds

in the linking words. Model and then drill
the sentences in Exercise 2, before asking
students to work with a partner to answer the
questions. Check that students understand
strong and weak in this context and schwa
//. Drill the word information, which is in
Exercise 2, and make sure students can
identify the weak (schwa) sound: information.
Point out that the d in and is pronounced in
the example sentence in Exercise 2 because
it is followed by a vowel sound and give an
example where and is followed by a consonant
sound and the d is therefore not pronounced:
fish and chips. Allow about 2 minutes for this,
before inviting feedback from the class.
Answers
1 d 2 weak 3 weak

Ask students to work with a partner to

practise saying the sentences in Exercise 2 out
loud, focusing on the correct pronunciation of
the weak sounds. If appropriate, model and
drill these again with the class.

WHILE LISTENING
LISTENING FOR SUPPORTING DETAILS
Language note
Tell students that when people give presentations or
talks, they usually give the information in sections.
The main information is usually at the start of each
section (like the topic sentence is at the beginning of a
paragraph). This main information is then followed by
supporting details and examples. They should listen
carefully as the speaker introduces each main point,
and the supporting information will usually follow.

THE INTERNET AND TECHNOLOGY

5

Tell students that they are going to

listen to a report about how computers affect
our memory. Students work individually to fill in
the gaps in the first column of the table about
the main information only. Play the audio. Ask
students to check their answers with a partner,
before inviting feedback from the class.
4.2

Answers
2 difficult 3 websites 4 information 5 lazy

Play the audio again. Students

work individually to complete the additional
details in the second column. After the audio,
ask students to check with a partner, before
inviting feedback from the class.
4.2

Answers
6 information 7 answer 8 how 9 put 10 facts
11 location 12 find

CRITICAL THINKING
Optional lead-in
Books closed. Ask students: Do you remember some
of the advantages and disadvantages of other types
of technology that we have discussed in this unit? If
necessary, prompt them with some of the technology
from the unit (include the optional activities if they
have done them).

Students begin to think about the Speaking

task they will do at the end of the unit (Present
a report about technology, providing some
information about a device. Look at advantages
and disadvantages and give details to support
the main ideas.). Give them a minute to look at
the box.

REMEMBER
1

DISCUSSION
7

Ask students: What types of information do

you keep on your computer, smartphone or
in the cloud? Brainstorm a few ideas, asking
for reasons, and then ask students to work
individually and write down what information
they keep in each place. Do not check answers
at this stage.
8
Students work with a partner to compare
how they store their information. Ask them
to see if they do exactly the same things or
totally different things. Allow about 4 minutes
for this, before inviting feedback from the
class.
9
Put students into different pairs and
ask them to discuss the advantages and
disadvantages of storing the information in the
way they do. If appropriate, give students an
example: losing photos stored on a laptop if
the laptop is stolen. Allow about 3 minutes for
this, before inviting feedback from the class.
Is there agreement in the class or do students
feel differently?

UNIT 4

Ask students to open their books at page

80. You could do the first question with the
whole class. Students then work with a partner
to discuss questions 2 and 3. Allow about 3
minutes for this, before inviting feedback from
the class.
Answers will vary.

Students work individually to decide if the

sentences are advantages or disadvantages
and complete the table.
Answers
Answers will vary depending on the students point of
view but 1, 2 and 4 are definitely advantages. 3 and
5 are probably disadvantages, although not everyone
will see them that way.

Students work with a partner to compare

their ideas and add more advantages and
disadvantages to the table if they can.
Circulate, monitor and give assistance with
language or ideas if necessary. Make a note
of any good language use or problems for
feedback later. Allow 4 minutes for this, before
inviting feedback from the class.
Answers will vary

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

45

Students work in pairs to complete

the table at the top of page 81 with the
main argument and some advantages and
disadvantages. Allow 5 minutes for this but do
not invite feedback at this stage.
5
Ask students to work with a different
partner or put two pairs together to compare
their ideas. Allow 5 minutes for this, before
inviting feedback from the class. You could
write the ideas on the board and see which are
the most interesting ideas.
Answers will vary.

Students work individually to choose the

correct option in the rule about what these
words do. Allow a minute for this, before
inviting feedback from the class.
Answers
link different information

4 Ask the class to look at the sentences and

decide if the words in bold introduce different
or additional information. If the students dont
all agree, ask for a show of hands to decide
the majority view, whether it is correct or not.
Answers

SPEAKING
PREPARATION FOR SPEAKING

They all introduce additional information.

Optional lead-in
Books closed. Ask students: Can you remember any
of the linking expressions we have used to introduce
reasons? (because, because of, due to, thanks to,
as). Write them on the board. Ask students: Can you
think of any more linking expressions? (and, as well as,
but). Write them on the board. Ask students: Do you
think that the English we use in academic situations
is the same as the English we use every day? (No, its
different, its more formal). Ask students: Which words
on the board are the least academic? (and and but).
Ask students: Which words could we use instead to
sound more academic? (as well as, however).

Ask students to open their books at page 81.

Ask them how the linking words in the box are
different from and and as well as in Listening
2, Pronunciation for listening (the ones here
are to show contrast rather than additional
information). Students work individually to put
the correct linking words into the sentences.
Highlight that sometimes more than one
answer is possible. Allow about 3 minutes for
this. Do not check answers at this stage.
4.3
Play the audio and ask students to
check their answers. Words in brackets show
the other possible answers in Exercise 1, which
arent on the audio.

Answers
1 However 2 whereas (but) 3 On the other hand
(However) 4 but

46

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

Tell students that each of the sentences

can be completed by both endings below but
they must use the correct linking word. Tell
them that in one case they will need to use
two sentences. Do the first one with the class.
Students work with a partner to complete the
sentences. Allow about 3 minutes for this,
before inviting feedback from the class. Check
that students know that 3b has to be two
sentences. (Robots assist people with difficult
jobs. However, some people believe they
are bad because people lose their jobs when
robots are used.)
Answers
1 a and b but 2 a whereas b and also 3 a as well as
bHowever

Give students a minute to read the

instructions. Then ask them to look at the
example paragraph at the foot of page 82 and
call out the words that give reasons (because)
and link ideas (but, as well as, however).
Students then work individually to plan their
short reports about the technology they
thought about in Critical thinking Exercise 4 on
page 80. Remind them to use linking words.
Circulate, monitor and help as necessary.
7 Students work individually to circle the
correct option. Allow 2 minutes for this, before
inviting feedback from the class.
Answers
finish

THE INTERNET AND TECHNOLOGY

8

Students work individually to add a

conclusion to their reports. Allow 2 minutes for
this but do not ask for feedback at this point.
9
Students work in pairs to read their reports
to each other. Allow 3 minutes for this before
inviting feedback from the class. To finish off,
you could ask how many pairs agreed with
each other and how many did not.
Answers will vary.

SPEAKING TASK
PREPARE
1

Give students a minute to read the box and

remind themselves of the Speaking task they
are going to do. Students decide which piece
of technology they want to present a report
on. It should not be the one they chose in
the Critical thinking section on page 80. If
appropriate, allocate each student a device
from the box. Alternative ideas can also be
accepted.
2 Students work individually to fill in the table
with the advantages and disadvantages of the
piece of technology they have chosen, using
the steps from Preparation for speaking given
in Exercises 68. They then write sentences
using linking words. Do not do any feedback
yet. This could be given for homework or if
students have access to the internet in class, it
can be researched in class.
3 Students work individually and add a
concluding sentence to their reports.
Circulate, monitor and help as necessary.
Allow 2 minutes for this. Do not do any
feedback at this stage.
4 Students work individually on the start of
their reports. Circulate, monitor and help as
necessary. Again do not do any feedback.

PRACTISE
5

Students spend a few minutes silently

rehearsing their reports, concentrating
on the introduction, the advantages and
disadvantages, linking words and the
conclusion.

UNIT 4

PRESENT
6

Students work in pairs and present their

reports to each other. Allow 4 minutes in
total (2 minutes per student) before inviting
feedback from the class. You could ask some
of the more confident students to present
their reports to the class or to tell the class
what their partners said.

Optional activity
Alternatively, for Exercises 16, put students into
groups and let them choose which piece of technology
they would like to present a report about, or divide
the class into 6 groups and allocate one piece of
technology to each group.
Ask students to work in their groups to write
notes on their piece of technology using the table
in Exercise 2. This can be given for homework so
that they can research their piece of technology on
the internet, or if they can use the internet in class,
that will provide more interesting results. If they are
researching in class, allow about 15 minutes for this.
If they have done it for homework, put them back
into their groups and allow them about 6 minutes to
discuss and collate their ideas. Circulate, monitor and
give assistance where appropriate.
Put students into pairs from different groups. Ask
students to present their reports to their partner. Allow
about 6 minutes for this. The listener should make
notes.
Students go back to their original group and
present the information they have received from
their partner to the rest of the group. Allow about
2 minutes for each presentation, i.e. if there are 3
students in the group, allow 6 minutes for this. Finish
off by inviting feedback from the class about the most
interesting reports. If appropriate, take a vote.

ADDITIONAL SPEAKING TASK

See page 137 for the Additional speaking task (A
report on a piece of new technology) and Model
language for this unit.
Make a photocopy of page 137 for each student.
Divide the class into 4 groups and allocate one
of the ideas for new technology (14) to each group.
Ask the groups to work together to think of as many
positive features of their idea as they can. Allow about
7 minutes for this.

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

47

Then tell students that each of them will present

their idea to another group in the next part of the
lesson. Ask them to work together to plan how they
will present their report using the Model language to
give additional and contrasting information, reasons
and examples. Allow 5 minutes for this.
Put students into new groups of four, one for each
of the ideas. Students take turns to present their piece
of technology and answer any questions the group
has.
Finish off by getting some feedback from each group
to decide which is the most useful new idea.

TASK CHECKLIST AND OBJECTIVES

REVIEW
Refer students to the end of the unit for the Task
checklist and Objectives review. Students complete
the tables individually to reflect on their learning and
identify areas for improvement.

WORDLIST
See Teaching tips page 10, section 6, for ideas about
how to make the most of the Wordlist with your
students.

REVIEW TEST
See pages 120121 for the photocopiable Review test
for this unit and page 107 for ideas about when and
how to administer the Review test.

48

LISTENING AND SPEAKING SKILLS 2 TEACHERS BOOK

RESEARCH PROJECT
Research and explain cutting-edge technology
Divide the class into groups and assign each group
a theme to do with technology, e.g. materials,
computing, travel, space or food. Tell the class that
they will be researching these different themes and
then presenting them to the rest of the class. Each
group will need to think about their theme as it is now
and how it may be developed in the future. Students
could use the tools on Cambridge LMS to share their
initial research with the rest of the class.
Each group will then prepare a ten-minute
presentation, including time for questions. Students
could develop the wiki further with their final research
and refer to this during their presentation, create
slides using presentation software, or produce a leaflet
to email to the rest of the class.