6 Technology and change

Unit Objectives
Grammar: the passive; complex noun phrases
Vocabulary: describing technology; collocations
Scenario: persuading, criticising, accepting criticism, offering counter-arguments; participating in
a debate
Study skills: intercultural awareness
Writing skills: reporting a survey

6.1 ATTIDUES TO SPEAKING AND READING

TECHNOLOGY 1 Give students five minutes to discuss the questions
in pairs (or threes if pairs are not possible).
• During class feedback, elicit ideas and encourage
IN THIS LESSON students to justify their opinions.
Lesson topic and staging 2 Students do the quiz on page 160 individually and
then check their answers (on page 161).
This lesson looks at people’s opinions on technology.
• Do class feedback and elicit whether students agree
Students begin by discussing how technology is
with the results of the quiz.
evolving before focusing on related vocabulary. They
3 Give students no more than two minutes to discuss
read opinions on technology posted on a message
this question in pairs before opening the discussion
board and focus on stylistic features in a text and
to the class. You might want to compile two lists on
dependent prepositions. Students then add their own
the board: pros and cons of technology.
written opinions to the message board.
4 This activity could be done in pairs before being
Objectives discussed in larger groups.
By the end of the lesson, students will have: • Do class feedback and write up group decisions for
• thought about their own attitude to technology each category. If time, encourage the class to reach
• learnt about technology words a consensus for each category.
• read for gist For classes preparing for IELTS, adapt the activity
• practised summarising, identifying style and to practise Part 2 of the Speaking test. Write the
stylistic features following on the board: Describe an item of
• learnt about dependent prepositions technology that you think is useful. You should say:
• written opinions on a message board using the  what this item of technology is
appropriate style.  when you first started using it
 what you use it for
Timings  why you consider it so useful.
If short of time, omit Exercise 3 and/or set Exercises 5b Students work in pairs (A and B). A gives B one
or 10a for homework. minute to make notes, then student B talks for two
Possible lesson break: after Exercise 5b. minutes. Remind Student As to only use
encouraging body language and not to speak while
WARM-UP Student B is talking. They must stop Student B after
two minutes and then ask a follow-on question.
Refer students to the picture and ask what it shows.
Monitor students, making notes to feed back on.
Then direct them to the quote: Do they know who
Write the following question on the board while
Milton Berle is? Ask what the quote suggests about
students are talking: Describe an item of technology
the development of technology.
that you think is controversial. You should say:
Milton Berle quote: It is an ironic quote as you can’t
 what this item of technology is
watch TV without electricity, so would be unlikely to
 why it is considered controversial
use candlelight instead of electric light to watch it!
 what it is used for
Milton Berle, the first TV superstar in America, Follow the same procedure as before. Round up by
was known as ‘Mr Television’ during TV’s golden discussing the two talks, then widen the discussion
age (1940s–1950s). to include the other aspects relating to question 4.

New Language Leader Advanced Technology and change 1

VOCABULARY: describing • Ask students to swap summaries with a partner so
as to give peer feedback. Alternatively, this could
technology
be done in small groups.
5a Students do the activity individually, then compare • Do class feedback and discuss ideas. Note ideas on
answers in pairs before class feedback. the board and make sure students have a clear
• Check they understand all the words and work on summary for each writer’s opinion.
pronunciation and word stress as required.
Students could create their own sentences using the SWEDESven: All fundamental changes, e.g. in
words given, either individually or in pairs. medicine, transport and communication, have
been connected to advances in technology, and
out-of-date: a museum piece, behind the times, these changes have always been positive.
had its day, obsolete, outdated, redundant, NoWayJosé: Most technological advances have
superseded up-to-date: cutting-edge, had a stressing, dehumanising and sometimes
innovative, new-fangled, revolutionary, state- downright dangerous impact on our lives.
of-the-art, the last word in AndreaCat: Technology is everywhere and
Retro does not go with either heading. It refers technological advances can solve all our
to something which may be up-to-date (i.e. problems.
made now) but in a style from the past. Raina23: Technology has brought about some
radical changes, e.g. in communications, but it
5bStudents complete the sentences individually, then confers power and too often, it has led to
compare ideas in pairs. worrying developments which could turn into a
• During class feedback, make sure students can see nightmare in the future.
there is often more than one possible answer. JaneyJane: Technology is only as good as those
Conversely, point out that some words might be who use it and it has had some dreadful effects,
very close in meaning, but cannot be used e.g. higher numbers of fatalities during wars
interchangeably, e.g. outdated and redundant. and a widening of the gap between those who
can access digital communication and those
1 cutting-edge/new-fangled/state-of-the-art
who can’t.
2 a museum piece/behind the times/obsolete/
outdated/redundant 3 revolutionary 7 Critical thinking: Analysing style. Understanding
4 cutting-edge/innovative/new-fangled/ the style of the text will be important for students
revolutionary/state-of-the-art 5 a museum continuing on to further academic study, as
piece/behind the times/had its day/obsolete/ understanding the tone, style, structure, etc. helps
outdated 6 had its day/obsolete 7 superseded the reader to gauge whether a text is going to be a
8 cutting-edge/innovative/new-fangled/ reliable source and a useful reference. This is more
revolutionary/state-of-the-art likely to be the case if a text is objective in style,
well-organised and unemotional. Fundamentally,
READING by critically evaluating the style of a text, students
are learning to judge how credible an author and
6a This activity involves quite intensive reading, so therefore the contents of a text are.
give students about five minutes to read the text • Students complete this activity individually, then
and answer the questions. discuss ideas in pairs.
• Students first do the activity individually, then • During class feedback, make sure students justify
discuss their answers in pairs before class feedback. their opinions. Ask them if they think this is
reflective of how people usually express
1 for: SWEDESven, AndreaCat; against: themselves on a message board.
NoWayJose, JaneyJane; undecided: Raina23 For classes in universities and university
6bGo through the instructions together as a class. preparation classes, develop the discussion further
Elicit from students what they need to include in a by eliciting other aspects they should bear in mind
summary and how they include it (i.e. by when critically evaluating a text and deciding if it
paraphrasing). This is revising Lesson 5.5. is a useful source of information, e.g. Does it have a
• Students write their summary individually. clear list of references and link to them throughout the
text? Who is the text intended for? What assumptions

New Language Leader Advanced Technology and change 2

 has the author made about the intended reader? Is 8bStudents do the activity individually and then in
sufficient evidence provided? How accurate is the text? pairs before doing a class check.
Is a balanced argument presented? How recently was it If students are new to these aspects, further work
published? Tell students that journals, rather than could be done using other resources. You might
books, are better academic sources because they find it useful to find an interesting article (or ask
are more up-to-date. Emphasise that texts found students to) and ask students to find further
on the internet are often unsuitable for academic examples of these features.
purposes as claims made or opinions presented are
often unsupported. apocalyptic statements: awesome effect, slaves
to machines, Frankenstein foods, nightmare
SWEDESven: 1 rather formal, except for vision of the future, basically destroying the
amazing and awesome 2 rather subjective planet metaphors: Frankenstein foods,
3 disorganised 4 fairly emotional double-edged sword abbreviations and
NoWayJosé: 1 generally formal 2 rather capitals: see AndreaCat’s text
subjective 3 well structured 4 emotional All these features are used to appeal to the
AndreaCat: 1 mixed 2 rather subjective reader’s emotions and maximise impact.
3 disorganised 4 emotional
Raina23: 1 rather formal 2 rather subjective 9 Prepositions can cause difficulties for even the most
3 well structured 4 emotional advanced students. Remind students to focus on
JaneyJane: 1 rather informal 2 tries to be the words immediately before the gap and consider
objective by quoting figures 3 disorganised which preposition goes with the noun/verb given.
4 less emotional • Students complete the gaps individually and then
check their answers in pairs.
8a Check students remember what rhetorical • During feedback, explain that these are examples of
questions and colloquial language are. dependent prepositions, which are set combinations
• Students find examples individually and then where prepositions go with certain verbs, nouns or
compare answers in pairs. Remind them to always adjectives. Tell students that these should be learnt
try to note whether a new item of lexis is formal or as set phrases. Encourage them to highlight
not and where possible, note down an alternative dependent prepositions or record them as a set
so that they build up a record of formal/informal they can add to. If students need further practice
words which mean the same thing. Round up by with these, you could elicit more example sentences
checking as a class and eliciting any alternatives or refer students to a previous text and ask them to
students have come up with. find examples. Allow time for them to discuss their
ideas in pairs before checking them as a class.
1 And what about the general extended life
expectancy? What about transport and 1 from 2 on 3 to 4 in, in 5 to 6 of
communication? What about the dangers of
things like GM crops … ? Why are you using WRITING
the internet to tell us this? What about …
people living forever? Where’s futuristic 10a These opinions can be written out in class or for
technology taking us? 2 amazing, awesome, homework. Tell students to make sure that they use
‘Frankenstein foods’, mess about with, kids, the right style and encourage them to use some of
kick a ball around, basically, never mind the stylistic features they identified on the message
3 formal: lack of contractions, some vocabulary, board. You might also ask them to use at least one
e.g. fundamental changes (rather than basic of the dependent prepositions from Exercise 9.
changes), superseded by (rather than replaced by) For classes preparing for IELTS, extend this
informal: use of contractions (more like spoken activity to practise giving a full answer. Remind
English), abbreviations, e.g. BTW, new tech, students that an opinion essay is one of the three
digits rather than writing as words, e.g. 24 hours types of questions they may encounter in Part 2 of
a day, writing in capitals (shouting!), the Writing exam (the other two are advantages/
exclamation marks, (see AndreaCat text and disadvantages and problem-solution essays). Set a
Janey Jane), some vocabulary, e.g. fix (rather limit of 40 minutes and 250–280 words. This essay
than solve problems) could be written in class or done for homework.

New Language Leader Advanced Technology and change 3

10b Either in the next lesson or after each student has
written their message, put students in pairs to
6.2 CHANGING THE
exchange messages. When writing their response,
they should apply the same rules as in the original
WORLD
message, i.e. right style, stylistic features, IN THIS LESSON
dependent prepositions.
Lesson topic and staging
HOMEWORK OPTIONS This lesson focuses on technology that is changing the
world. Students start by discussing the effect of
Students do Exercise V1–5 on page 137 in the
certain types of technology on our way of life.
Language reference.
Students then read articles in a blog about top
Students do the reading and vocabulary exercises for thinkers, identify their achievements and discuss
this lesson in MyEnglishLab. them. These articles provide new vocabulary
connected to technology and examples of passive
forms, the grammar point for the lesson. They finish
the lesson by discussing the issues relating to
technology and technological innovation.

Objectives
By the end of the lesson, students will have:
• read, thought about and discussed how technology
is changing the world
• read for specific information and meaning from
context
• revised and practised the use of passive forms
• discussed technological innovations.

Timings
If short of time, set Exercise 7 for homework.
Possible lesson break: after Exercise 5.

READING
1 Ask students to form groups of three or four and
then give them four to five minutes to discuss the
question. Remind students they will need to be able
to give reasons for their choices.
The printing press invented by the German
Johannes Gutenberg in 1436 had replaceable
wooden or metal letters and led to not only a
revolution in how books were produced but also,
though the spreading of information in the form of
texts, resulted in faster development in other areas
such as science, religion and the arts.
• Elicit ideas from the class, making sure students
justify their decisions.
If time, ask students to reach a consensus over the
top three items or pair groups up and give them
three to five minutes to try and persuade the other
group to change their opinions on the rankings.
2a Ask students to read the introduction only, then
elicit the topic.

New Language Leader Advanced Technology and change 4

 It is a blog about three innovators in the fields of GRAMMAR: the passive
science and technology who were named in
6a Give students two minutes to find nine examples of
CNN’s list of top ten thinkers.
the passive in the text.
2bPut students in groups of three and allocate one • Allow students time to compare ideas in pairs. Do
text per student in each group. not do class feedback at this stage.
• Give students a minute to read their text before 6bStudents now work with their partner to decide
telling their group about their technology. which tense the answers to Exercise 6a are in.
• Do a quick feedback to check that everyone has • Do class feedback. Get students to write the pattern
correctly identified the person’s achievements from for each form on the board. Check they understand
each of the three articles. how each tense is formed in the passive.
3 Give students five minutes to read the other two For class preparing for IELTS, explain that in Task 1
texts and do the activity individually. of the Writing test, they will be asked to write a
• Allow time for them to check answers in pairs. 150–180 word report describing a graph, chart or
• During class feedback, make sure students justify diagram. When the diagram shows a process, the
their answers and don’t just repeat the text. Remind passive form needs to be used to describe it. If
them this is good practice of paraphrasing. useful, bring in examples of Task 1 process
questions. Where further practice is needed,
1 It can be used to track the spread of malaria support students to write a report in class and set
(and possibly other diseases) through Kenya another one for homework.
leading to health workers sending text messages
to affected areas encouraging the use of netting. 6a/b
2 He cut the long lecture videos into shorter can be sent (present simple), cannot be denied
clips. 3 Online learning still lacks a sense of (present simple), has been hired (present
community and one-on-one relationships with perfect), is best known (present simple), was set
teachers. 4 Children are able to learn (in this up (past simple), were allowed (past simple),
case, to use computers) independently and has been repeated (present perfect), were
without formal teaching. vandalised (past simple), will be used (future
simple)
4 Students do the activity individually, comparing
answers in pairs before class feedback. 7 Students do the activity individually and then
Check pronunciation and word stress as required. check in pairs.
• During class feedback and for further information,
1e 2b 3g 4d 5f 6h 7c 8a refer students to page 136 of the Language
reference. Students can do Exercises G1–1 and G2–2
5 Critical thinking: Considering consequences. Put on page 137 either in class or for homework.
students in groups of three. Each student should
present their opinion before the group decides 1a 2f 3c 4d 5e 6b 7g
which of the three ideas to choose.
• Remind students that in making this decision they 8 Give students three to four minutes to decide in
need to consider possible positive and negative pairs where the passive could be used.
consequences of each idea. • Put pairs together to make groups of four and give
• Tell each group to prepare a presentation of less them a further three minutes to discuss and decide
than two minutes, which they will give to the class. where the six passive forms would best fit.
• When each group has completed the activity, they • During class feedback, elicit ideas and make sure
take turns to present their ideas to the class. students justify their answers, referring to the uses
Remind the rest of the class that they will need to of the passive from Exercise 7. It would help to
ask each group some questions, and make sure that work through the complete text with the additional
at least two questions are asked per group. passive forms and build up an updated text on the
• Round up by deciding as a class on a final choice. board for students to note down. Alternatively,
project the text on the board and mark what change
would occur and where.

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 • It was designed in 1967 by Eduardo Raffo. (d, 6.3 DNA TESTING
new information comes at the end)
• He was delighted by huge empty spaces and IN THIS LESSON
beautiful green landscapes. (c, long subject)
• He was sacked and a young Italian designer Lesson topic and staging
was appointed instead. (a, the agent is This lesson focuses on the topic of DNA testing.
obvious) Students share what they know about DNA and read
• Areha was formally designated a new town on an article discussing the complex issues concerning
2 February 1972. (b, agent unimportant) individuals who obtain their genomic profile through
• Areha was deliberately located at a point a private company. They consider the pros and cons
equidistant from four large towns (f, focus on of DNA testing and then look at collocations. The text
issues rather than on people involved) and it is also provides examples for the new grammar point,
expected to recover quickly once the recession complex noun phrases. Finally, students focus on how
is over. (a/b, agent unimportant) to improve the cohesion of two texts.

Objectives
SPEAKING
By the end of the lesson, students will have:
9 Put students in groups of three or four and give • shared what they know about DNA
them 15 minutes to discuss the five questions. Ask • read for general meaning and practised
one person from each group to make notes and summarising and taking notes
another to present them to the class. • discussed the pros and cons of DNA testing
• Bring the class together and elicit opinions. Make • learnt collocations relating to health-related
sure students justify their ideas. research
Alternative method: divide the class into five • learnt about complex noun phrases
groups (or ten groups if you have a very large • focused on how to improve cohesion in writing.
class). Appoint one person in each group as the
group’s spokesperson. Give only him/her the issue Timings
on a piece of card. The group leader then presents If short of time, set Exercise 8 for homework.
the question to their current group and the group Possible lesson break: after Exercise 6, 7 or 8.
spends three minutes discussing it. During the
discussion, the group leader records everyone’s READING AND SPEAKING
opinions and reasons. After three minutes, the 1 Ask students to form groups of three or four and
group leader moves to another group and then give them two or three minutes to discuss
introduces the same question. Do this five times so what they know about DNA.
that each group gets a chance to discuss each • Elicit ideas from the class, noting any useful
question. When all discussions are completed, the language on the board.
group leaders each present a report on their issue DNA (deoxyribonucleic acid) is a unique genetic
to the class and then present their own opinion code which, simply put, dictates the features of
after hearing everyone else. every living entity. Our DNA is hereditary and
therefore originates from both of our parents.
HOMEWORK OPTIONS 2 Give students two minutes to find the information.
Students do the reading, grammar and listening For classes in universities and university
exercises for this lesson in MyEnglishLab. preparation classes, remind students that scanning
(quickly searching for specific information rather
than reading intensively) is an important academic
skill to hone and will enable them to locate
relevant information in a text and save time.
• Students discuss ideas in pairs before class
feedback. For question 3, ask students to define the
three diseases.

New Language Leader Advanced Technology and change 6

 Diabetes is a common health condition in which 6 This activity could continue from the class feedback
your body is unable to use the energy produced for Exercise 5 and be done as a class discussion.
from food because of a lack or limited amount of Alternatively, students discuss the questions in
the hormone insulin being produced by your their pairs/groups before the discussion is
pancreas (an organ in the upper abdomen). widened to the class.
Cancer is a disease which results from the • Find out if students would want to have the test
uncontrolled dividing of abnormal cells in a part of done or not and why/why not.
the body and often leads to a dangerous growth or
tumour (swelling or unusual lump). VOCABULARY: collocations
Heart disease refers to any health problems or
7a Give students one minute to scan the article.
disorders that affect just the heart, and is
Remind them they need to first search for the word
sometimes called cardiac disease.
genetic and then note the nouns.
• Elicit the answers from the class, checking they
1 2007: the year that DNA sequencing became
understand the meaning of each collocation.
popular 23: part of a company’s name and
refers to the number of paired chromosomes
scan, risk, information, profiling, data
you have 499: the charge in dollars from a
company to identify half a million sequences 7b As for Exercise 7a, allow students one minute to
254: the number of diseases that your profile find the collocations.
predicts in terms of how your genes influence • Do class feedback and elicit the meaning of each
your risk of developing diseases collocation.
2 diabetes, cancer, heart disease

3 Give students two minutes to skim the text for gist issues, tests, device, diagnosis
so they can understand the writer’s opinion. 7c Do this as a race, with all students referring to the
• Students compare their summaries in pairs. text at the same time (it may help for them to start
• During class feedback, elicit ideas, noting them on with their books turned over to hide the text
the board. Discuss which summaries are the best initially). See which student finds the adjective first.
and what key points need to be included. • Check that students understand the meaning of
4 This time, students are looking to read a little more the collocation.
in depth, so allow them three minutes.
• Allow time for them to compare ideas in pairs, then
accurate
do class feedback. Compile a clear list of actions
needed to obtain your DNA profile on the board. 8aStudents form the collocations and then check their
answers in the article in pairs.
log onto website, fill in credit card information, • During class feedback, check that students
register for a genetic scan, a test tube is then understand the collocations. If useful, ask them to
sent to you in the post, fill it with saliva, send it create their own sentences using each one. This
back and wait for results, after a fortnight click could be done in class or for homework.
on the website for your profile
1h 2c 3i 4f 5e 6d 7b 8g 9a
5 Critical thinking: Identifying advantages and
disadvantages. These questions are best discussed 8bStudents work in pairs to come up with further
in pairs or small groups and are aimed at getting collocations.
students to think of both sides of the issue. • Discuss ideas as a class, noting possible collocations
Encourage students to make a list of pros and cons. on the board.
• During feedback, write the headings Advantages
and Disadvantages on the board. Elicit ideas and 3 f, i 4 b, d, e, f, g, h, i 5 a, b, e, f, g, i 6 a, b,
note them under the appropriate heading. Make d, e, f 7 a, b, d, e, f, i 8 a, b, d, e, f, g, i 9 a, f
sure students justify their ideas, and add in further
ideas as useful.

New Language Leader Advanced Technology and change 7

GRAMMAR: complex noun phrases 6.4 SCENARIO: A
9 If you think this may be challenging for your class,
let students complete the activity in pairs.
RADIO DEBATE
• Go through the answers with the class.
IN THIS LESSON
1a 2f 3b 4c 5d 6a 7e Lesson topic and staging
This lesson provides practise in the key language of
10 This exercise is best done as a class.
persuading, criticising, accepting criticism and
offering counter-arguments. Students participate in a
1 kit (4) 2 company (3) 3 programmes (5)
debate to choose the technology that has benefited
11 Give students two minutes to discuss their ideas in mankind the most. They discuss different types of
pairs before opening the discussion to the class. technology before hearing a presentation on one type.
The presentation is used to introduce the target
1 and 3. Using complex noun phrases makes a language. Next students prepare a presentation on
text appear more sophisticated and formal. one of the four pieces of technology. They use Key
language and Useful phrases in a debate and decide,
12 Students complete the activity individually, then as a class, on the most important technology.
compare answers in pairs.
• During class feedback, check answers and discuss Objectives
any differences in opinion as to order. By the end of the lesson, students will have:
• considered different forms of technology
Students can look at the Language reference on page
• thought about how a presentation supporting an
136 and do Exercise G2–3 on page 137.
idea or opinion should be conducted
• listened for specific information
1 The main purpose of the technology website • used language for persuading, giving and
2 One of the fundamental problems facing accepting criticism, offering counter-arguments
modern medicine 3 The ability to create and • prepared a presentation supporting an idea
decode complex noun phrases 4 Professor • participated in a debate.
Sykes’ seminal work on DNA testing
Timings
WRITING Possible lesson break: after Exercise 4b.

13 Students read the texts and discuss in pairs how SITUATION

they could be improved. Elicit ideas and produce
an improved set of texts on the board as a class. 1 Refer students to the pictures and elicit what they
show. Then ask them to read the first paragraph
Suggested answers: and the topic of the debate. Check for
1 This modern and interactive technology understanding and then ask students to suggest
website can be accessed by students in the what they would personally say and why.
science department interested in independent • Ask students to read the rest of the situation and
learning. 2 These highly educated and well- check again for understanding.
qualified young people cannot find well-paid • Divide students into groups of three or four. The
work offering medical insurance and other basic groups make a note of everything they know about
benefits. the four topics.
• During class feedback, elicit key information on all
four topics and put it on the board.
HOMEWORK OPTIONS 2 Read through the instructions with the class and
Students do exercise V2–6 on page 137 in the check for understanding.
Language reference. • Give students three or four minutes to discuss the
two questions in their groups.
Students do the vocabulary, reading and grammar • Do class feedback and put the main points for
exercises for this lesson in MyEnglishLab. comparison with the listening up on the board.

New Language Leader Advanced Technology and change 8

KEY LANGUAGE: persuading, OK, let’s look at some specific examples. Mobile
criticising, accepting criticism, technology has brought countless benefits to all of
offering counter-arguments us, but for the purposes of this presentation I’m
focusing on the benefits to developing countries
3a Students listen and do the activity as per and to business people. In developing countries
Coursebook individually. Play the recording once. mobile technologies are now used to communicate
• Allow time for students to check their answers in information about healthcare, weather conditions
pairs before doing class feedback. and natural disasters, like hurricanes and flooding.
People get this kind of information quickly
1 in order to strengthen and support his nowadays thanks to mobile technology. Another
argument 2 It helps people in developing example is in Kenya, where there’s a very
countries by: communicating information about successful system called M-Pesa for transferring
healthcare, weather conditions and natural money via mobile phones. It’s incredibly useful
disasters; enabling people to transfer money via because lots of people don’t have bank accounts in
mobile phones. It helps people in business to: that country. I also want to point out how
make presentations on laptops and tablets, check important mobile technologies are in business and
stock levels, place orders on customer sites, get education. Just think about how much salespeople
to appointments on time, avoid traffic jams. use mobile technology. They make presentations
from their laptops or tablets, or remotely using
Audio script 6.1. WebEx. They check stock levels and place orders
Good afternoon. Today I’m going to talk about from their phone while they’re on customer sites.
mobile technologies. In my opinion, they’re the They can even make sure they get to appointments
modern technologies that’ve brought the most on time using apps which help them avoid traffic
benefits to mankind. I’ll start by mentioning some delays en route. And as you all know, in education,
interesting statistics which I think support my case. mobile technology has greatly improved
After that, I’ll take a closer look at the impact of communication between students and academic
these technologies on developing countries and on teachers. What is certain is that in the years to
business. Finally, I’ll answer any questions you come, mobile technologies will play an
may have. increasingly important role in the economic
growth of developing countries.
OK, there’s no doubt that mobile technologies have
become widespread throughout the world. I mean, 3b Check that students understand what a rhetorical
look at the facts – they speak for themselves, don’t question is and what is meant by alliteration. Discuss
they? The global population is roughly seven billion ideas before playing the recording a second time.
and the total number of mobile phone subscriptions A rhetorical question is a figure of speech where a
globally is 5.4 billion. Impressive? Incredibly question is asked to make a point rather than to elicit
impressive, I’d say, and it’s happened in a fairly a reply. Alliteration is a literary device whereby
short time period. And that’s not even counting all each or many words in a sentence/phrase begin
the pay-as-you-go phones in circulation. with the same sound, e.g. The leopard licked his lips.
Right, here are some other amazing figures. Mobile 1 the total number of mobile phone
phone penetration in low-income countries is subscriptions globally is 5.4 billion.
almost forty-five percent; it’s over seventy-six 2 Impressive? Incredibly impressive 3 they
percent in lower middle class countries and almost speak for themselves, don’t they? That’s food
one hundred percent in middle- and upper-income for thought, isn’t it? 4 That’s food for thought,
countries. isn’t it? (repetition of ‘f’)
And I’ll finish with the words of one commentator
3cGive students time to compare their answers in
who said: ‘No other technology has been in the
pairs before directing them to Audio script 6.1 on
hands of so many people in so many countries in
page 171 to check them.
such a short space of time.’ That’s food for thought,
• During feedback, check students have understood
isn’t it? And you can’t argue against it.
the techniques. Ask them to give you examples of
other emotive adjectives.

New Language Leader Advanced Technology and change 9

4a Students do the activity as per Coursebook. Play thing – that’s what you said. But is it true? I
the recording track a second time if needed. disagree with you on that point. Surely, what
• They then briefly check ideas in pairs before doing most poor countries need is cleaner water,
class feedback. If students only listened to the better sanitation and more medical centres,
recording once, you might wish to play it a second more schools – that sort of thing, not more
time, pausing each time one of the points is made. mobile phones, laptops and iPads.
P: You’re absolutely right, Ricardo. They do need
1, 2, 4 things like better sanitation very badly, but
good communications are part of the
infrastructure of a country and more mobile
Audio script 6.2
phones are a quick and cheap way of building
Presenter, Katherine, Marie, Ricardo
up their communication networks. You know,
P: Are there any questions? Yes, Katherine? some studies recently have suggested that
K: You’ve made a good case for mobile there’s a link between increased mobile
technology. But what about the bad effects of phones and economic growth.
the technology? You know, you just can’t get R: Really, I must say that surprises me. I’d like
away from it. Lots of business people check some references to the studies later on.
their emails late at night. Young people P: I’d be glad to give them to you. OK, thanks for
constantly check Facebook and other social your questions. I hope I’ve made a good case
media. It’s a kind of social pressure, I think. for mobile technologies! Please vote for my
P: Mm, that’s a fair point, Katherine. It’s certainly technology!
the downside of mobile technology.
K: It’s a major disadvantage, I’d say. Also, it’s 4bStudents listen a second time and note down the
great working on your laptop or tablet or key phrases used.
whatever, but they’re expensive to buy and • Give them two minutes to compare answers in
are often stolen. I lost my laptop a week after pairs before referring them to Audio script 6.2 on
I’d bought it. Some guy stole it while I was in page 171 to check their answers.
the cinema. That’s happened to a lot of my • As a class, discuss the key phrases within the
friends, you know. examples and practise the sentences to check on
P: Sorry to hear that. It’s true that mobile devices appropriate pronunciation and intonation.
tend to attract thieves – that’s a fact of life, you • Round up by asking students to go back to Exercise
just have to be super careful. Any other 2 to check if their initial predictions were correct.
questions? Yes, Marie?
M: Well, you know, I think Katherine’s got a point Criticising: But what about the bad effects of
about the bad effects. I don’t think mobile the technology? It’s a kind of social pressure, I
devices are good for children and teenagers. think. It’s a major disadvantage… I don’t
They spend far too much time on their mobile think mobile devices are good for children.
phones and tablets, they chatter away for Since when have teenagers listened to their
hours when what they should be doing is parents?
getting outdoors and doing a sport or, I don’t Accepting criticism: … that’s a fair point,
know, going to a gym, whatever. Katherine. It’s certainly the downside of
P: Mm, yeah, I have to agree with you there, I mobile technology. It’s true that mobile
suppose. But really, it’s up to the parents to devices tend to attract thieves. Yeah, I have to
step in if their children are spending too much agree with you there. OK, I’m not going to
time on their phones. argue against you on that one.
M: You think so? Since when have teenagers Offering counter-arguments: … that’s a fact of
listened to their parents? life. You just have to be super careful. But
P: OK, I’m not going to argue against you on that really it’s up to the parents to step in if their
one. Yes, Ricardo? You have a question? children are spending too much time on their
R: Yeah, I’d like to ask you about poor countries. mobile phones and tablets. You’re absolutely
You think the increased use of cell phones – right, Ricardo, … but good communications are
mobile phones – in those countries is a good part of the infrastructure of a country…

New Language Leader Advanced Technology and change 10

TASK: participating in a debate Students do the reading, Key language and
pronunciation exercises for this lesson in
5a Put students in groups of four and refer them to the MyEnglishLab.
titles on pages 161–162. Students decide amongst
themselves which technology they will each focus
on. Alternatively, allocate students a technology. 6.5 STUDY AND
5bGive students a minute to read and then ten
minutes to prepare. Remind them that their
WRITING SKILLS
presentation should be about three minutes long.
IN THIS LESSON
Tell them to use the five bullet points as a structure
and to integrate Key language. Lesson topic and staging
• At the end of the ten minutes, focus attention on This lesson is in two parts. Students begin by
the Useful phrases and check students understand discussing what intercultural awareness means to
them. Allow students a few minutes to incorporate them, then watch a talk describing qualities and skills
them into their presentation. needed when working abroad. They study three
6a Students take turns to give their presentation to the cases, discussing the cultural mistakes made in each,
rest of their groups. Make sure they keep roughly before considering those which visitors to their own
to the time limit of three minutes and ask the rest of country might make. In the second part, students look
the group to ask each speaker a question after they at how to report a survey. They discuss surveys, then
have completed their presentation. look at an example report which they analyse. Next
Students could use their phones to record this they choose appropriate headings, before ranking the
activity, which would be a good use of technology survey items and examining the tenses used in the
and also allow them to reflect on their speaking. report. Finally, they write a report recommending
• Monitor during the presentations. ways to reduce cultural stress of international
6bStudents now debate the four options. Suggest that students in a university setting.
they outline the pros and cons of each one first
before making a decision. Remind them they Objectives
cannot vote for their own technology. By the end of the lesson, students will have:
• Give no more than ten minutes for the debate stage • discussed the meaning of intercultural awareness
then tell each group to appoint a spokesperson to • listened for specific information
present their decision and justify it. • recognised examples of non-verbal interpersonal
• Bring the class together and allow the spokespeople skills and discussed their importance
to present their results. Ask questions to check they • analysed three cases of cultural misunderstandings
have really thought about their decisions and then • described an example of cultural misunderstanding
take a classroom vote to decide on the winning • chosen suitable paragraph headings for a report
technology. Ensure students justify their choices. • identified forms and language used in reports
Students write a similar argument about the piece • written a report on a survey.
of technology that they think has most benefited
mankind, rather than the four they have debated. Timings
Encourage them to use some of the language they If short of time, set Exercise 10 for homework.
have used in their presentations. For classes Possible lesson break: after Exercise 4 or 5b.
preparing for IELTS, ask them to write a 250–280-
word opinion essay in 40 minutes. If they are STUDY SKILLS: intercultural
preparing for PTE-A, give them the same time awareness
limit, but a word limit of 200–300 words. This
writing could be done in class or as homework. 1 Give students three minutes to note down their
ideas before discussing them in pairs.
HOMEWORK OPTIONS • Do class feedback and reach a consensus over what
intercultural awareness generally refers to.
Students do Exercise KL–4 on page 137 in the
Intercultural awareness refers to the ability to be
Language reference.
aware of cultural values, beliefs systems, as well as
both verbal and non-verbal behavioural patterns
relating to not only our own culture but to others

New Language Leader Advanced Technology and change 11

 too. It has become an essential feature of effective
Perhaps you won’t get a good grade in your first
communication across cultures and aims to limit
essay or you may think your English is excellent,
misunderstandings.
but then make mistakes when using academic
2aTell students they are now going to watch the first
language or have problems understanding
part of a video of a talk relating to intercultural
different accents. Just live with it; don’t forget
awareness. Give them time to read the instructions
you’re on a steep learning curve and it takes time
before starting the video.
to become totally fluent in English.
• Allow time for students to discuss their answers in
pairs before eliciting ideas from the class. My final point has probably surprised you, but I’d
say you need a sense of humour when you study
Being open-minded, being able to deal with and live abroad. Why a sense of humour? Well,
failure and having a sense of humour there could be quite a few things that annoy you
here or even upset you – different ways of teaching
Study skills video 6.1 from those you’re used to, for example, different
Professor Alice Redman behaviour of students in lectures or seminars, the
food in the canteen may seem strange and not to
Good morning, everyone. My name is Professor
your liking, but you know, if you keep a sense of
Alice Redman. I’ve been a tutor for many years to
humour, these things won’t bother you so much.
international university students, who, like you,
Don’t take them too seriously.
are studying here in the UK for the first time. I’m
here today to talk to you about the personal So, to sum up, being open-minded, accepting that
qualities and skills you need in order to have the there may be times when you’ll fail and having a
best possible experience during your time here. sense of humour are three qualities which will help
you adapt and make the most of your new
I’d like to begin with a question. How many of you
surroundings.
received advice before you left your country about
how to adapt to life as a student in the UK? For 2bStudents watch the first part of the talk a second
example, to the potential differences in the way we time and answer the questions individually.
teach, the culture and the social life? Can we have a • Give students time to compare their ideas in pairs
show of hands, please? Put up your hand if you before getting class feedback.
received this kind of advice before coming here.
Mmm, thank you, mmm, interesting. I’d say a lot 1 to check that what she has planned to say is
less than half of you. OK then, well, I hope you’ll relevant to her audience; to engage the audience
find my talk really useful. and build rapport with them 2 She taps one,
two and then three fingers in the palm of her
What about personal qualities then? What do you
hand. This emphasises her points and the
need to be happy and stress-free at this university?
separation between them. 3 to sum up …
Well, there are three qualities you need to benefit
most from your time here. First, you need to be 2c Students discuss their opinions in pairs before the
open-minded; second, you must be able to deal with discussion is opened up to the class. You could also
failure and third, you need a sense of humour. focus on the meaning of different gestures and
which ones may have alternative or negative
Let’s start with being open-minded. It’s very
interpretations across different cultures.
important to be open-minded about your opinions
3a Tell students they are now going to watch the
at university. You’ve got to accept that other
second part of the talk. Elicit what is meant by non-
students may have different opinions from you
verbal interpersonal skills before asking students to
and they’re are not necessarily incorrect – they’re
read the instructions.
just different, usually because they come from a
Non-verbal interpersonal skills refer to the ways
different culture, with different values and ways of
we communicate without the use of words, e.g.
doing things.
through body language, gestures, posture.
Secondly, you must be able to deal with failure. • Play the video only once before giving students a
You can’t always succeed in everything you do minute to discuss ideas.
and it’s very likely that you’ll fail at some things • Elicit answers from the class.
while you adapt to your new surroundings.

New Language Leader Advanced Technology and change 12

 making eye contact when you meet people and I believe that we could all learn a lot from the
using friendly facial expressions approach this student took to his time studying
here. Indeed, the skills and qualities I’ve talked
about today are important for all of us throughout
Study skills video 6.2 our lives, but they will be particularly relevant for
Professor Alice Redman you during your time here and I hope this talk has
given you an insight into how to have the very best
Right, moving on now to the skills which will help
possible experience as international students.
you in your life here. I cannot emphasise enough
the importance of developing your interpersonal Finally, I’d like to end by wishing you all every
skills. What do I mean by that? Well, you need to success with your studies. I hope your time with us
be able to communicate your thoughts and feelings is both a rewarding and enjoyable experience.
to other people clearly, both verbally and non-
3bPlay the second part of the video again then give
verbally. Of course, it’s a big help if you come here
students three or four minutes to discuss the
with excellent English so you can express your
questions in small groups.
ideas fluently and grammatically. But that isn’t all
• Elicit answers from the class and widen the
there is to interpersonal skills – they’re not just
discussion on the second question. Ask students if
about language. Many international students
they think non-verbal skills are more important in
communicate really effectively even if they’re not
some cultures than others and ask them to consider
totally proficient in the language when they first
what aspects of non-verbal behaviour are common
arrive. One way they do this is to build rapport
in their own culture.
with people by using non-verbal communication,
for example, making eye contact when you meet
1 embraced new experiences; didn’t let mistakes
people and using friendly facial expressions to
stop him getting out and meeting people; was
show you’re interested and pleased to meet them.
friendly and showed an interest in others;
It’s also important to listen to what other people
integrated himself into university life.
have to say and paying attention to their body
2 Students’ own answers.
language and facial expressions will help you
interpret what they are saying and how they feel. 4 Give students five minutes to do this activity in
their groups.
Let me give you an example of a former student of
• During class feedback, discuss each case and any
mine who used these qualities and skills to really
mistakes students feel were made. Elicit what each
make the most of his time studying here. He was
person should have done and what assumptions
from China and had never visited the UK before or
had been made.
indeed anywhere in Europe. So there were many
aspects of life and culture here which were very
1 She assumed that the communication system
different to those he was used to at home.
she was used to in the USA would be the same
However despite this, he maintained on open-
in the European University. She should have
minded approach to his new environment and
found out what the system was in the new
embraced new experiences, such as the different
university. She showed no cultural sensitivity.
teaching styles, social life and food. His English
2 Their mistake was not to realise that the
wasn’t brilliant, but he didn’t let making mistakes
culture in a financial services company in
put him off meeting people. He joined the
London was likely to be very different from
university basketball team, where he made a lot of
the business culture in Japan. They should
English friends and this gave him a great
have expected the atmosphere in the London
opportunity to practise his spoken English. And I
office to be much more informal and relaxed.
have no doubt that his friendly demeanor and
Clearly, they were not well briefed before they
interest in other people made the process of
joined the English company.
making friends all the easier. As a result of
3 He did not show any patience when dealing
integrating himself into university life in this way,
with the Head of the State Institute. To go
his English improved and his stress levels
over his head was a big mistake. By sending
decreased, both of which had a positive impact on
documents to a senior government official, he
his academic performance.

New Language Leader Advanced Technology and change 13

 was showing no respect to his immediate Culture shock is the feeling of disorientation felt by
boss, the Head of the Institute. He should people subjected to a different culture, way of life
have arranged to meet the Head of the or set of behavioural patterns and belief systems.
Institute face-to-face and be frank about his 8 Students could do this individually or in pairs.
frustration. • During feedback, discuss possible ranking and
make sure students can justify their choices. If time,
5aStudents now consider a possible situation where a try to get the class to reach a consensus.
cultural misunderstanding involving a foreign
visitor could take place in their own culture.
6 = most stressed, 1 = least stressed
Encourage them to draw on their personal
6 I miss the way of life … 5 I don’t feel I really
experiences and also to consider which nationality
belong … 4 People treat me differently …
to use for the visitor in question.
3 I’m not happy about the balance … 2 I’m
• Allow students time to brainstorm ideas and
very worried about my academic progress
remind them to write no more than 80 words when
1 I feel uneasy in the USA
writing their description.
If students are all from the same cultural 9a Encourage students to underline the key tenses and
background, they could do this activity in pairs. forms in sections 2, 4 and 5. Give them one minute
This could also be set as homework and Exercise 5b to complete this activity, then do class feedback.
could be used at the beginning of the next lesson.
5bStudents form groups of three or four and read 2 past simple passive 4 past simple
each other’s descriptions. In a multi-cultural class, 5 present simple
try to mix up the nationalities/cultures of the
9bStudents discuss in pairs, then as a class.
students as much as possible.
• Round up by talking about the similarities and The survey is completed. Therefore, the
differences between their examples and discussing Findings and Method use mainly simple past
how the aspects or situations mentioned might play tenses. The Conclusion uses the present simple
out in other cultures. because the writer is presenting facts which
he/she considers true and valid at the time.
WRITING SKILLS: reporting a survey
10 Go through the instructions with the class,
If this is the beginning of a new lesson, go over what checking they understand the task.
was covered in the last lesson first, as it continues on • Refer students to the results on page 162 and give
the theme of cultural awareness through the focus on them a few minutes to read the text.
culture shock. • Then divide students into small groups. Get the
6 Give students about four minutes to discuss these groups to look back at their answers for Exercises
questions in pairs before doing class feedback. 7a–9b and make a list of phrases and ideas they
think they will need to include in their report.
2 Surveys are conducted to gather information • Do class feedback to check that students are on the
about people’s behaviour, attitudes, needs and right track. The actual writing should be done
opinions. 3 The information is often used to individually, either in class or for homework.
provide objective data for reports, studies and • After writing, put students into threes or fours and
research documents. collect their reports. Give each group a different set
of reports to read and ask them to decide which is
7a Students do the activity as per Coursebook the best written report and why. They should also
individually. Allow about four minutes for this. decide on the best three actions suggested.
• Round up with a class discussion and reach a
Possible answers: 1 Introduction 2 Method /
consensus on the best report overall, identifying
Results 3 Items 4 Findings 5 Conclusion
what makes it so good. End by reaching a
7b Allow students a few minutes to compare ideas consensus over the best three recommendations
before eliciting ideas from the class. Try and reach made. Make sure students justify their opinions.
agreement on the best headings and elicit what
students understand by the term culture shock. HOMEWORK OPTIONS

New Language Leader Advanced Technology and change 14

Students do the vocabulary, study skills, writing and
academic collocations exercises for this lesson in
MyEnglishLab.

Students consider how to minimize culture shock and

write a blog article giving advice to someone visiting
a different country on business or for study. In it, they
include tips on how to prepare in advance for the trip
and ways to reduce cultural misunderstandings once
abroad. Set a word limit of 250–280 words.

New Language Leader Advanced Technology and change 15