UNIT 04: TECHNOLOGY AND INOVATION SE 2 (Sc.

/ M / GE)
(Budding Scientist)

In this unit you will learn the following:

A: Discovering language:

Grammar
if-conditional type zero
if conditional type one (revision)
the comparative adjectives (revision)

Pronunciation
diphthongs
stress in words ending in -gy, -ical, -ics
intonation in complex sentences

Vocabulary
formation of adjectives with suffixes

B: Developing skills

Functions
expressing condition
making predictions
giving warnings
making promises
making offers, issuing threats
making and replying to suggestions
agreeing and disagreeing

Skills
reading an expository text / report about an experiment
listening for gist
talking about dilemmas
reporting results of a scientific experiment
writing a caption
writing an expository paragraph
writing a letter asking for advice
writing a letter giving advice
writing a letter about a contingency plan
PREVIEW (78)

Go through the preview to make the students aware of the main objectives of the unit. Brainstorm the
project work and elicit a list of projects that your students can do. Then make them agree on the
project they will carry out.

THINK IT OVER (79)

The pictures illustrate the topic of the unit. You are supposed to interact with your students about the
pictures to familiarize them with the topic of the unit. The two pictures illustrate Arab science during
the Abbassides period. Refer to page 96 of the textbook to get information about this period.

WORDS TO SAY (79)

The focus is on word stress. Most of the words are related to science. Read them aloud as your
students follow on the page of the textbook. Mark the stress as appropriate before you make your
students repeat the pronunciation of the words.

DISCOVERING LANGUAGE (80-83)

BEFORE YOU READ (80)

Look at the picture and listen to your teacher reading the names of the angles. Then ask and
answer questions about how many degrees each of the angles has.

(The students interact using the geometrical figure in the textbook. The aim is to revise the
comparatives and to make the students familiar with vocabulary related to geometry before moving on
to the first activity in the As you read rubric.)

You Your partner

- How many degrees has an acute angle got? - Less than 90%
- How many degrees has a right angle got? - 90%
- How many degrees has an obtuse angle got? - More than 90%
- How many degrees has a straight angle got? -180%
- How many degrees has a reflex angle got? - More than 180%

AS YOU READ (80)

1. Read the text below and check your answers (p.90) to the questions above. (80)

(The students check their answers to the activity in the Before you read section.)
2. (81) Read the text again and complete the sentences next to each of the questions below.

1. Is there any difference between a point in geometry and a dot? Why?

Yes, there is. A point in geography has no dimensions (length and thickness) whereas a dot has
length, width and thickness.

2- In the last sentence of paragraph 2, the author uses a word to emphasise his/her point. What is this
word?
The stress is on have. (A straight line that we draw on paper with pencil doesnt have width and
thickness)

3- What is the advice that the teacher gives his/her students?

The teacher advises his/her students to revise todays lesson.

AFTER READING (8l-83)

GRAMMAR DESK (81)

Read the sentences and answer the questions below.

1. If you revise todays lesson, youll get a good mark.

2. If two lines cross, the opposite angles are always equal.
3. If you dont (revise your lessons), you may fail.
4. If there are two points, the shortest distance between them is called a straight line.

a- Complete the result clauses of sentences (1 and 2) written in bold type. What do you notice about
the tenses used?
The result clause of sentence 1 is in the future simple.
The result clause of sentence 2 is in the present simple.

b- Which condition is true at any time, the one in sentence 1 or the one in sentence 2? Why?
The condition in sentence 2 is true at any time because it is a general truth. The condition in
sentence 2 is of the domain of prediction. The students may or may not get good marks.

c- Which ifs in the if-clauses can you replace by when? Re-write them using when.
When can replace if in sentences 2 and 4:
- (2) When two lines cross, the opposite angles are always equal.
- (4) When there are two points, the shortest distance between them is called a straight line.

d- Order sentences 1,2,3,4 according to the degree of certainty expressed in their result clauses.
The order of the sentences is as follows: (2-4) (1-3)

Refer your students to Grammar Reference n11, 201-202 to check their answers.
 PRACTICE (82-83)

1. (82) Put the verbs between brackets into the correct tense.

a- We (get) will get wet if it rains. (prediction)

b- If you (boil) boil water at 100% centigrade, it (evaporate) evaporates. (scientific truth)
c- If you (throw) throw water on fire, it (stop) will stop burning.
d- If you (drink) drink some cool water, you (feel) will feel better.
c- She (fall) will fall sick if she (drinks) drinks that polluted water.

(You can devise another activity to differentiate between the zero and the first conditionals.)

2. (82) Put the verbs between brackets in the sentences of column A into the right tense. Then
match each sentence with its function in column B.

A Sentences B Functions
1. If you buy two, you will get one free. F. promise
2. I will help you do the exercises if you want. B. offer
3. If you do not stop making a noise, I will switch off the TV D. threat
4. He will understand if you just explain why you came late. E. advice
5. If you touch that wire, you will get an electric shock. C. warning
6. If this jacket is the correct size, it will fit me. A. prediction

3 (82) Write if-conditional sentences expressing the functions in column B of exercise 2 above.
Then read them aloud using the right tone.

(The students will write similar sentences identifying their functions. Act. Four (p.82)

4. (82) Group work. Think what youll do if you pass your exams. Then play a chain game by
asking the other group what they will do next.

(This is a game. So let the students express freely their own ideas as long as the conditional is used
appropriately. This activity will be done by each group separately before doing it as a class.)

G1: If we pass your exam, well go to Brazil.

G2: What will we do if we go to Brazil?
G1: If we go to Brazil well visit Maracana Stadium.

5. (83) Make the result clauses in the sentences sound less categorical (likely) by using the
auxiliaries may or can. Then write similar sentences as the ones you have obtained.

(Make sure your students understand that will, may and can express different degrees of certainty.)

a- If you fall down, youll break (may break) your arm.

b-That boiler will explode (can explode) if you put too much pressure on it.
c- Hell hurt (may hurt) himself if he mixes chemical products carelessly.
d- Theyll fail (can fail) their mathematics and physics exams if they dont learn the theorems.
Other possible sentences:

a- If you drive too fast, you may have an accident.

b- If you spend too much money you can run out of it soon.
c. If you overuse your old car, it may break down one day.
d- If you dont pay your taxes on time, you can have a fine

WRITE IT RIGHT (83)

Use the information below to write a short description about water properties. Use conjunctions
if/when/as

(Brainstorm the topic with your students. The topic is familiar to them. So they can add other
interesting ideas about water properties.)

Like air, water is found almost everywhere. It is familiar to us in different forms, as drinking water,
water vapour, ice and snow.
Water has some surprising qualities. For example, most liquids freeze and become denser, but
water becomes lighter. When you fill a pan of water, with ice cubes, you note that unmelted particles
remain on the surface. The reason is that frozen water is lighter than water in liquid form. When water
expands, it becomes ice and it exerts pressure. If you fill a glass bottle and put it in the freezer, the
bottle breaks. As the frozen water expands, it exerts pressure on the glass bottle.
Water molecules have a strong attraction to each other. The force of attraction is called cohesion. If
you moisten two pocket mirrors and stick them together, you will not be able to pull them apart. The
water molecules on the surface of the pocket mirrors attract each other.

SAY IT ALOUD AND CLEAR (84)

1 (84) Listen to your teacher and mark the intonation at the end of the sentences with an
arrow( or)

(The aim of this activity is twofold: The students will learn about intonation in complex interrogative
sentences and the use of the modal should with the conditional if for giving advice. The intonation
pattern is indicated by the arrows.)

Car owner: What should I do if the engine fails to start?

Mechanic: Check if there is fuel in the tank.
Car owner: And if there is fuel in the tank.
Mechanic: Then you should check if the battery is all right.
2 (84) Pair work. Act out the dialogue above. Then make similar dialogues about what you
should do if

You can suggest different situations to your students wherein they will practise the language
exponents suggested in the activity.

3 (84) Listen to your teacher reading the words in the table. Then mark the primary stress with
a prime ( ' )

A. Words Pronunciation B. Words Pronunciation

psy 'chology / sai'kldi / s 'lution / s lun /
de 'mocracy / dimkrsi / tele 'vision / telivin /
phi 'losophy / filsfi/ rea 'listic / ri:listik /
responsi 'ility / rispnsibiliti / 'static / sttik /
techno 'logical / tiknldi / aero'nautics /rn:tiks/

The rules for word stress

1; Stress on first syllable
Most two-syllable nouns and adjectives have stress on the first syllable.

2. Stress on last syllable

Most two-syllable verbs have stress on the last syllable.

3. Stress on penultimate syllable (second from the end):

Words ending in ic, tion, and sion

4. Stress on ante-penultimate syllable (third from the end):

Words ending in cy, ty, phy; gy

5. Polysyllabic words (words with many syllables)

These usually have more than one stress, i.e., primary and secondary stress. Often such words contain
a prefix (as with inter and anti in international and antibiotic). This is common with many long
technical words.

6. Compound words (words with two parts)

- If the compound is a noun, the stress goes on the first part : e.g, greenhouse, blackbird.
- If the compound is an adjective, the stress goes on the second part; e.g., bad-tempered, old-fashioned
- If the compound is a verb, the stress goes on the second part, e.g., understand, overlook.
WORKING WITH WORDS (p.85)
1 (85)
The activity can be assigned as a homework. The homework will be checked in class and the final
product can be a classroom wall sheet. You can add another activity to consolidate further the use of
the suffixes.

Make a chart of adjectives using the suffixes in the box. Illustrate the use adjectives in sentences of
your own.

suffixes Meaning Adjectives

-able /ible that can be fit to be / showing qualities of - responsible (variable)
-al, -y, -en - related to, like (wooden, milky, sunny)
-ate - related to - passionate
-ed - having the characteristic of (open-minded)
-ful - full of, having the quality of (meaningful)
-ial - having the characteristic of (memorial)
-ic - related to (realistic)
-ive - having the tendency towards/ quality of (inventive)
-lar -in the shape of (circular, regular)
-less - without (hopeless)
-like - resembling - lifelike
-ly - having the qualities of/regular occurrence - scholarly, yearly
-ous - having the qualities of (dangerous)
-some -which causes - tiresome
-ss, ese, sh, ch, -an -nationality - Swiss (Chinese, Irish, French

Crossword puzzle p.85

Across
a- psychology b- mathematics c- zoology d- astronomy e- biology f- ecology g- chemisty

DEVELOPING SKILLS (86)

LISTENING AND SPEAKING

1. (86)

Skim through the advertisement below and answer questions.

Q1. Whom does the advertisement address?
A2. The advert addresses high school graduates

Q2. What is the meaning of open day?

A2 open day is the day when the university is open for visit by high school graduates who are
interested to join the university.

2. (86)
Jamel: Tomorrow is University Open Day. I feel like going to the university to see how things
 work there. How about you?

Maya: Yeah, why not? We only have one year to go before we take our baccalaureate exam.
Which Faculty do you suggest we visit?

Jamel: Let me think. MmWhy dont we visit the Faculty of Medicine? It is the Faculty that
students visit most on Open Day.

Maya: Sorry, I dont intend to pursue my studies in medical sciences. If I pass my

baccalaureate Ill apply for registration in civil engineering; you know that,
dont you? So Id prefer to visit the Faculty of Civil Engineering instead.

Jamel: Well, we have the whole day for us tomorrow, so we could visit both. The campus of
the Faculty of Medicine is quite close to that of the Faculty of Civil Engineering.

Maya: Fine. How shall we go?

Jamel: I suggest we go by bus. Its cheaper.

Maya: Thats a good idea. What time shah we meet?

3. Listen again to your teacher and answer the questions below.

Q1. Who are the speakers?
A1. The speakers are Jamel and Maya who are high school students.

Q2. Who suggests to visit the University first?

A2- Jamel.

Q3. How does s/he start making his/her suggestion?

A3- He starts as follows: I feel like going.

Q4. Which faculty does Jamel want to visit?

A4. Jamel wants to visit the faculty of medicine.

Q5. Which faculty does Maya want to visit? Why?

e- Maya wants to visit the faculty of civil engineering because she isnt interested in visiting the
faculty of medicine.

TIP BOX
When we make a suggestion we can use the following expressions:
- I feel like chatting on the Net. How about you...? What about you ...?
- Its a sunny day. Why dont we go out for a picnic?
- Youre bad at maths. Why dont you take extra lessons?
- We still have some free time. We could go and check out books from the library.
- Were a little bit late. Shall we go?

When we agree to a suggestion, we can do it in one of the following ways.

- How about going to the lab/ Yes, why not?/Good idea/Ok, why not?/That sounds great/Good/ Sure.
 When you turn down a suggestion, make sure you give a reason why you say no, or suggest
something instead.
-What about revising our French lessons this afternoon?
- Sorry, I cant. Im going to do my maths exercises.
- Shall we say that well meet at five?
- How about meeting at six instead. Ill have finished my homework then.

YOUR TURN (87)

Go through the tip box to consolidate further the use of the language exponents for asking for and
giving advice.
Simulate the model dialogue before setting your students to task. Make them use the language
exponents and the strategies in the tip box

1. (87)
Pair work. Imagine that your friend finds himself/herself in a dilemma.
Suggest to him/her a solution to get out of it.

Example
Your partner: I cant make up my mind about the type of baccalaureate exam I Il take. If I register
for the scientific stream exam, Im sure, Ill fail and Ill be sorry for it. If I register for
the literary stream exam, Ill certainly succeed but my mother wont forgive me. She
wants me to be a scientist.
You: Why dont you speak to your mother? If you explain, shell understand.
Your partner: Im sorry, I cant. She has always pinned her hopes on me. And if I start talking about
literature, she wont listen to me at all
Yes, thats a good idea. She may agree to my choice if I find the right words.

WRITE IT UP (88)
1. (88). Imagine you are in a dilemma, write a letter to an agony aunt
Go through the tip box before you move on to the writing activity proper. A letter for seeking advice.
TIP BOX
When the English have a problem and no one to turn to, one solution them is to write
to an agony aunt for help and advice. This is the person who answers readers problems in
a newspaper or magazine in Britain.
A letter for seeking advice usually consists of three parts. An introduction where
you say why you are writing. A short paragraph where you introduce yourself and another
paragraph where you expose your problem and ask what you should do.

Dear Dr
Introduce yourself
Im writing to ..
Expose the problem
I find myself in a dilemma and I have no one to turn to.

A suggested letter to an agony aunt:

Dear Dr Wells,
Im writing to you to seek advice. My name is Omar and Im a secondary school student. I cant
make up my mind about a. personal problem.
Ill sit for the baccalaureate exam soon. Ill certainly succeed, but my parents are old and are in
need of financial help. I would really like to help them. However, If I do so, I will have to give up my
dream of becoming a doctor. In short I am in a dilemma. On the one hand, If I decide to help, I will
have to renounce to my registration at the university. On the other hand, if I dont, Ill feel guilty of
not helping my family. I have no one to turn to. What should/can I do?
Sincerely,
Miserable

2. (88) Now, imagine you are an agony aunt. Read your partners letter and reply by suggesting a
solution to his/her problem. Keep to the following plan:
Expression of sympathy and reassurance
Analysis of the problem
Recommendations/suggestions

Brainstorm the topic with your students. They can suggest different pieces of advice. Jot them on the
board and let them agree on one of them. For example, they can suggest registration at the UFC
(Evening University). This will allow miserable the possibility of working during the day. This is one
way of working ones way through college/university.

READING AND WRITING (89-91)

1. (89) Read and answer the question in the caption attached to figure 1 below.
The students will try to answer the questions in the captions by helping themselves with the illustrations
(figures).
Figure 1: Two balloons, rubbed woollen sleeve, repel one another.
Could you tell if the charge is positive or negative?

Figure 2. A glass rod rubbed with silk acquires a positive charge.

If the balloons are attracted to the rod, what does this mean?

2. (89) Read the first part of the text and check your answers to question 1 in the exercise above. Then
discuss the following questions.

a. Does the illustration (Figure 1) help you to understand the text? Why?
 b. Have you used the knowledge you have acquired in other subjects (maths, ) to understand what
the text is about? Explain.
c. Can you answer the question included in the caption attached to figure 2 above? Does the author
answer the question in the text at this stage?

We can remove off great numbers of mobile electrons from certain materials, leaving an
excess of protons. This produces a positive charge on the materials. If a given material picks up
an excess of electrons from some other object, a negative charge is produced. The charges,
positive or negative, are given the name of static electricity. We can perform a number of
experiments with this kind of electricity.
Our first experiment illustrates the fact that unlike electrical charges are attached to each
other, and like charges are repelled by each other. Suspend two by equal lengths of thread from a
thumbtack fastened to the top of an open doorway. (Figure I). Rub each balloon on a wool coat
sleeve. This will charge both balloons the same way. Note that they repel each other. But we do
not know whether the charge they carry is positive or negative.

a. Yes, it shows the balloons moving away from one and other. The illustration helps in understanding
the word repel in the text. It also helps to visualise the whole experiment.

b. Yes, I have used my knowledge in physics. Using background knowledge helps in understanding
texts.

c. The answer to the first part of the question may be yes or no depending on the students background
knowledge. As regards the second part of the question, the answer is no.

3. (90) Read the rest of the text on the previous page and check your answer to question c in exercise 2
on the previous page.

Fig. 2: It illustrates the result of the experiment: unlike charges attract. The balloons are attracted to
the rod. They are negatively charged whereas the rod is positively charged.

4. (90) Read the last paragraph of the text above and write captions for figures 3 and 4 to illustrate the
explanations.

5-Captions:
Figure 3: A negatively charged balloon adheres to an uncharged wall.
Figure 4: A positively charged balloon also adheres to such a wall.

WRITE IT OUT (91)

Brainstorm the topic with your students. Jot down ideas on the board and then let the students
complete the letter in their own way. Pay attention to the layout of the letter.

1+ 2 (91). A friend of yours has written to you a letter because s/he is anxious to know what youll do
if you pass or fail the baccalaureate exam. Reply to him/her by revealing to him /her your contingency
plan just to relieve him/her of his/her anxiety.
 Your address
Opening
Thank you for

Positive results
If I pass my baccalaureate, Ill

Negative results
If I fail my baccalaureate exam, Ill

Closing

Greeting

WHERE DO WE GO FROM HERE? (p.94)

Skills check

Make your own test to check your students performance in the reading and writing skills. A model has
been given to you in the previous units.

1. Check over the language

Put a tick () to indicate how well you know each of the language points in the checklist. Illustrate by
giving relevant examples in each case.

PROJECT WORKSHOP

REPORT ON SCIENTIFIC EXPERIMENTS (Scientific Stream only)

Your report should be about 300 words and not longer than 400.
As you carry out the experiments, make careful observations and keep a record of the results using
the appropriate if-conditional
Give the details of your work as far as possible in charts, diagrams
The experiments can be carried outside or inside school (school laboratory). Seek the help of your
teachers if necessary.
Please dont try to experiment with things that may cause you harm. E.g. electricity, mixing
chemicals together in a haphazard way.
Its preferable to choose experiments with water or air. Draw inspiration from these pictures.

I can ... very fair A little

well well
A. use if + ...present simple, present simple... to express a condition that is
true at any time.
 B. use if +... present simple, ... will/wont to predict a likely result in the
future if the condition is fulfilled.

C. use if . . . .present simple, ... will/wont to _

a. give warnings.
b. make promises.
e. issue threats.
d. make and reply to suggestions.
e. make offers.

D. use if + present simple + may/can/should.

E. make and reply to suggestions.

F. read aloud complex sentences containing if with appropriate intonation.

G. mark stress shift in words when they change their categories as a result of
suffixation. e.g., geometry geometrical

H. differentiate between the different diphthongs.

Skills check
As to your skills performance, it will be assessed in the task your teacher will hand out to you.