Prospect 2e Éd_Student Book

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English Skills for Academic and Professional Purposes 2nd Edition

Jane Petring

Table of Contents Introductory Activities: What Lies Ahead? . . . . . . . 2

Imagining Change . . . . . . . . . . . . . . . . . . . . . . . .

Module 2 6

Linking the World . . . . . . . . . . . . . . . . . . . . . . .

Part 1

Part 1

Inventions and Innovations . . . . . . . . . . . . . . . . . . . . . . . 6 1.1 Warm-up Game-Changer: Shad . . . . . . . . . . . . . 6 1.2 Warm-up Which Came First? . . . . . . . . . . . . . . 7 1.3 Warm-up Toy Stories . . . . . . . . . . . . . . . . . . . . 8 1.4 Reading How Did They Come up with That? . . . . 9 Text: Where Ideas Come from 1.5 Grammar-Based Writing Simple Present . . . . 11 1.6 Listening An Interview with Brian May about Stereoscopic Photography . . . . . . . . . . . . . . . . 12 1.7 Reading Retell Canadian Inventions: From Hangers to Squareheads . . . . . . . . . . . . . . . . . . 13 Texts: The Humble Hanger and A Screwdriver for Squares 1.8 Listening Honey Bee Network . . . . . . . . . . . . 14 1.9 Speaking Your Ideas for Change . . . . . . . . . . . 15

Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.1 Warm-up Canadian Humanitarians and Activists . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 Reading The Power to Change . . . . . . . . . . . . .

Text: Caring Is Cool 1.3 Listening Gaming for the Greater Good . . . . . .

1.4 Video Right To Play . . . . . . . . . . . . . . . . . . . .

1.5 Grammar-Based Writing Past Continuous . . .

1.6 Speaking Using Play to Teach a Process . . . . .

Part 2 Nature as a ModEL . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up Inspirations from Mother Nature . . .

2.2 Warm-up More Inspirations from Nature . . . . .

2.3 Reading Car Design Goes to the Birds . . . . . . .

Text: Cars Mimicking Nature Is No Bird-Brained Idea 2.4 Video Champion of the Earth: Biomimicry . . . .

2.5 Grammar-Based Writing Present Continuous 2.6 Listening Responsive Architecture . . . . . . . .

2.7 Speaking Nature’s Innovations Game . . . . . . .

16 16 17 18 20 22 22 23

Part 3 Oceans of Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . .

3.1 Warm-up How Well Do You Know the Oceans? .

3.2 Reading Under the Sea . . . . . . . . . . . . . . . . .

Text: Ocean Observatories 3.3 Video Introduction to VENUS and NEPTUNE . . .

3.4 Listening The Bottom Line: Water.

An Interview with Sylvia Earle . . . . . . . . . . . . . .

3.5 Reading A Wave of Energy . . . . . . . . . . . . . . .

Text: The Tide Rolls in on Energy 3.6 Reading Garbage Island . . . . . . . . . . . . . . . .

Text: The Great Pacific Garbage Patch 3.7 Grammar-Based Writing Simple Past . . . . . .

3.8 Speaking Cutting Waste . . . . . . . . . . . . . . . .

24 24 24 27 29 30 32 33 33

Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 34 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 35 © 2011, Les Éditions CEC inc. • Reproduction prohibited

36 36 36 37 40 42 43 43

Part 2 Global Connections . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up The Ecological-Footprint Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . .

2.2 Reading The Ring Heard Round the World . . . .

Texts: Cellphones in Africa Cellphones in Japan 2.3 Video Cellphones Fighting AIDS . . . . . . . . . . .

2.4 Video Green Sweep: TV Trash and E-waste . . . .

2.5 Grammar-Based Writing The Future . . . . . . .

2.6 Speaking Could You Help Me, Please? . . . . . . .

43 43 46

49 50 51 52

Part 3 Avenues for Development . . . . . . . . . . . . . . . . . . . . . . . . 52 3.1 Warm-up Everyday Objects . . . . . . . . . . . . . . 52 3.2 Listening Bridge Figures . . . . . . . . . . . . . . . 53 3.3 Reading Retell Canadian-Supported Projects Making a Difference . . . . . . . . . . . . . . 54 Texts: Lifted from Poverty by Oregano Innovations from Hairstyling to Coconut Fibre Yarn Seeing the Forest for More than the Trees 3.4 Video Project Hope . . . . . . . . . . . . . . . . . . . . 60 3.5 Grammar-Based Writing Modal Auxiliaries . . 61 3.6 Speaking Comparing Canada and China . . . . . 62 Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 64 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 65

ta b l e o f c o n t e n t s

Module 1

III

Ta b l e o f c o n t e n t s

Prospect

Module 3

The World of Work . . . . . . . . . . . . . . . . . . . . . . .

Module 4 66

66 66 67

69 71 73

75 75

IV

75 75 76 77 78 80 81 82 83

Part 2 Understanding New Language . . . . . . . . . . . . . . . . . . . .

2.1 Using Context Clues . . . . . . . . . . . . . . . . . . . .

2.2 Recognizing Cognates . . . . . . . . . . . . . . . . . .

2.3 Recognizing False Cognates . . . . . . . . . . . . . .

2.4 Using Word Analysis . . . . . . . . . . . . . . . . . . . .

2.5 Using a Dictionary . . . . . . . . . . . . . . . . . . . . .

105 105 106 107 108 111

Approaching a Written Text . . . . . . . . . . . . . . . . . . . . . 112 3.1 Scanning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 3.2 Skimming . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Part 4 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Part 5 Conducting Research . . . . . . . . . . . . . . . . . . . . . . . . . . 120 5.1 Online Research . . . . . . . . . . . . . . . . . . . . . . . 120

Part 6 85 85 86

Part 3 Realities of the Working World . . . . . . . . . . . . . . . . . . . .

3.1 Warm-up Dilemmas in the Workplace . . . . . . .

3.2 Reading Talking about My Generation . . . . . .

Text: Millennials and the Workforce 3.3 Video Dragons’ Den . . . . . . . . . . . . . . . . . . .

3.4 Reading This I Believe . . . . . . . . . . . . . . . . . .

Text: Believe in Yourself 3.5 Grammar-Based Writing Nouns, Pronouns and Possessive Adjectives . . . . . . . .

3.6 Speaking Assigning Office Space . . . . . . . . . .

Language Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 1.1 Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 1.2 Telling the Time . . . . . . . . . . . . . . . . . . . . . . . . 99 1.3 Prepositions of Time and Place . . . . . . . . . . . . 100 1.4 The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . 100 1.5 Telephone Talk . . . . . . . . . . . . . . . . . . . . . . . . 102

Part 3

Part 2 Preparing Your Job Search . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up The Job-Search Process . . . . . . . . .

2.2 Listening The Cover Letter . . . . . . . . . . . . . .

2.3 Sample Cover Letter . . . . . . . . . . . . . . . . . . . .

2.4 Preparing Your CV (Resumé) . . . . . . . . . . . . . . .

2.5 Hints on Writing Your Resumé (CV) . . . . . . . . . .

2.6 Sample Resumé (CV) . . . . . . . . . . . . . . . . . . . .

2.7 Selling Yourself at the Interview . . . . . . . . . . . .

2.8 Reading What Kind of Person Wrote This? . . .

Text: You Are What You Email 2.9 Video Vying to Be Viral . . . . . . . . . . . . . . . . .

2.10 Grammar-Based Writing Asking Questions .

2.11 Speaking Who Should We Hire? . . . . . . . . . . .

96

Part 1

Part 1 Follow Your Passion . . . . . . . . . . . . . . . . . . . . . . . . . .

1.1 Warm-up What’s Their Passion? . . . . . . . . . . .

1.2 Reading The Job of Your Dreams . . . . . . . . . .

Text: I Can’t Believe They Pay Me to Do This!

1.3 Listening Interview with Hayley Wickenheiser . . . . . . . . . . . . . . . . . . . .

1.4 Video Social-Networking Jobs . . . . . . . . . . . .

1.5 Reading The Truth about Privacy and the Internet . . . . . . . . . . . . . . . . . . . . . . . .

Text: Opinion: What You Need to Remember about the Internet 1.6 Grammar-Based Writing Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . .

1.7 Speaking What’s My Line? . . . . . . . . . . . . . . .

Language and Strategies . . . . . . . . . . . . . . . . .

87 87 88 90 91

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6.1 Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . .

6.2 Writing an Essay . . . . . . . . . . . . . . . . . . . . . .

Model essays: Descriptive essay . . . . . . . . . . . . .

Comparative essay . . . . . . . . . . . .

Persuasive essay . . . . . . . . . . . . .

6.3 Writing a Business Letter: Letter of Complaint or Correction . . . . . . . . . .

6.4 Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Model report: Survey report . . . . . . . . . . . . . . .

122 122 123 124 124 125 126 127 128

Part 7 92 92

Oral Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Appendix: CEGEP Programs . . . . . . . . . . . . . . . . . . . . . . 130

Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 94 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 95

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I n t r o d u cti o n Prospect 2nd Edition, for use by low-intermediate students of English as a second language in both academic and vocational programs, provides integrated material to develop reading, listening, speaking and writing skills. Writing assignments and projects concluding the three thematic modules enable students to make connections to their own particular fields.

of the traditional and technologically innovative ways to market themselves for future careers and endeavours.

Content This completely revised edition of Prospect not only has a brighter and more colourful appearance, it also features dynamic new articles and audiovisual recordings that take a cutting-edge approach to innovation, humanitarianism and the job-search process. For example, students will learn about the exciting field of biomimicry, which looks to nature for technological inspiration, and about organizations such as Right To Play, which succeeds in resolving conflicts among young people in war-torn parts of the world, through sport and play. Technological advances and social media have opened up enormous opportunities in the arts, sciences and humanities, and students will have the opportunity to read about, listen to and watch exciting developments that serve as catalysts for improving language proficiency, through discussion and active involvement.

Each module is divided into three parts, with readings, vocabulary exercises, speaking activities, listening activities (both audio and video) and grammar-based writing activities. Speaking activities frequently involve pair work or small-group discussions, using information-gap situations that force students to communicate effectively with one another. Each module concludes with suggestions for writing assignments and projects that relate to the students’ fields of study. The projects vary in length and degree of difficulty. Added features to the second edition include Prospect Pointers, which provide linguistic and career-related information for student enrichment, and grammar-based writing activities, which suggest short, theme-based writing assignments to reinforce specific grammar points.

Cross-reference notes in the margins point students and teachers to related material in other parts of the book or in Prospect Grammar.

Organization

Audiovisual Material

Teachers familiar with Prospect will find the same overall organization in this second edition, with three content-area modules and a fourth section devoted to language elements and reference material.

The professionally produced audio and video materials that accompany Prospect are rich in content and relate closely to the topics in the readings. Topics such as music, social media, humanitarian successes, technology inspired by nature, ocean exploration and many more are included. The exercises on the text are designed to help students assimilate vocabulary and improve comprehension while encouraging critical thinking skills.

Module 1, Imagining Change, encourages students to think about where innovative ideas come from, and to consider personally motivating and environmentally sustainable solutions for the design challenges that professionals in any field may face, while recognizing the potential of new technologies and non-traditional applications.

Module 2, Linking the World, invites students to consider humanitarian and social opportunities around the world, through the responsible use of human and technological resources.

In Module 3, The World of Work, students explore a wide range of professions, learn how to highlight their unique qualities in a CV and discover some

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Teacher’s Edition Supplementary Material Teachers are provided with supplementary material— additional readings, exercises, and audio and video clips that relate to the same topics as in the various modules. Teachers may wish to use this material for a more in-depth study of a particular topic, or for evaluation purposes.

Introduction

The fourth module, Language and Strategies, provides strategies for approaching new material and a review of basic language elements, which can be easily integrated into the lessons and exercises of the first three modules.

V

p r e s e n tat i o n pa g e s

Prospect

P r e s e n t a ti o n P a g e s These pages show you some important parts of your new book. We hope you will find Prospect varied and interesting, and that you will enjoy working with it.

You will be working with three modules, each with a different theme. Each theme is divided into three related parts.

All nine parts begin with short warmup activities designed to spark ideas and conversation about the theme. The activity could be an interactive quiz that involves exchanging information with a partner, an introduction to theme-related vocabulary or even a video to initiate ideas.

VI

You will read articles from a variety of sources related to each theme. Exercises before and after the texts help to improve reading skills, facilitate comprehension and increase vocabulary.

Low-frequency words that appear in the readings are defined in the margin or just before the text, whereas the more useful vocabulary is highlighted in short pre-reading exercises and then recycled in the comprehension and discussion questions.

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You will have many opportunities to practise speaking in situations that range from games and quizzes to formal presentations and organized fairs.

Each of the three parts in every module has a central speaking activity with additional opportunities for discussion before or after the various readings and recordings. The discussion questions encourage you to reflect on the topic while making connections with your field of study.

Prospect Pointers in each part provide practical language and career-related tips that touch on the theme.

The grammar-based writing suggestions are designed to reinforce specific grammatical structures.

Each activity is connected to a unit in Prospect Grammar.

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PP

PP

Cross out two qualities that are usually not associated with an innovative person.

• creativity • despair • insight • enthusiasm • imagination • perception • entrepreneurship • intuition • hopelessness • initiative • courage • inspiration

The verb to play is used in many expressions: • play along: pretend to cooperate • play hard to get: pretend to be uninterested when flirting • play possum: pretend to be sleeping or dead • play the field: date more than one person • play the game: behave according to customs or standards • play with a full deck: be thinking clearly • play your cards right: use strategies to get what you want

P r e s e n tat i o n pa g e s

You will listen to audio and video excerpts related to the theme of the module.

Most are from radio or television and other professional sources.

VII

p r e s e n tat i o n pa g e s

Prospect

A variety of writing assignments and projects at the end of each module provide an opportunity to develop the language skills necessary for your field of study while learning more about the topics explored in the module.

See page 96 in Module 4 to review numbers

See Prospect Grammar, Unit 1

VIII

Links tell you where to look for more information and guidance, either in the language and strategies parts in Module 4 or in Prospect Grammar.

The language and strategies module at the back of your book provides reference material for practical skills such as using numbers, telling time and talking on the phone, as well as strategies for improving vocabulary, reading comprehension and writing skills. You will also find models of various types of essays, business letters and reports to guide you in your projects and writing assignments.

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Sc o p e a n d S e q u e n c e C h a r t Module and Part

Speaking Warm-up

Reading

Listening Comprehension: Audio (A) & Video (V)

GrammarBased Writing

Part 1 Inventions and Innovations

Part 2 Nature as a Model

Part 3 Oceans of Possibilities

Which Came First?

• Listen to partner’s clues and read aloud provided clues to answer questions about inventions • Practise speaking Toy Stories • Practise reading aloud • Use clues to guess invention

How Did They Come up with That?

• Use context to explain vocabulary • Determine main idea • Interpret supporting details Reading Retell: Canadian Inventions • Recognize main points by taking brief notes • Retell story

V: Game-Changer: Shad • Learn about a Canadian “game-changer” • Discuss alternative career paths A: Interview with Brian May • Discover the history of 3D images • Discuss relationship between music and 3D photography A: Honey Bee Network • Listen for main ideas • Grasp idea of collaborative innovation • Recognize and understand new vocabulary in context

Use simple present to describe daily activities of future job

Inspirations from Mother Nature • Listen to partner’s clues to guess which element of nature inspired an innovation • Practise speaking More Inspirations • Use biomimicry concepts to guess application of nature’s design

Car Design Goes to the Birds • Associate new vocabulary with its description • Recognize synonyms • Determine meaning from context • Learn about inventions inspired by nature

V: Champion of the Earth: Biomimicry • Learn about biomimicry and how it can be applied to all fields of study • Organize and interpret details • Brainstorm ideas within own field of study A: Responsive Architecture • Grasp concepts of responsive architecture • Apply concepts to own surroundings

Use present continuous to describe simultaneous activities at a current or future job

How Well Do You Know the Oceans?

• Practise speaking • Share knowledge of the oceans to guess answers • Practise using numbers

Under the Sea • Interpret technical terms and information A Wave of Energy • Learn about the potential of wave energy • Read for specific and general information • Interpret details • Discuss applications Garbage Island • Learn about effects of plastic waste on oceans and marine life

V: VENUS and NEPTUNE Canada • Use word analysis and context to understand new vocabulary • Discover Canadian oceanographic project • Interpret numbers and geographic locations The Bottom Line: Water • Learn about underwater exploration • Grasp meaning from recorded interview

Use simple past and practise irregular verbs to write a team-based description of an underwater adventure

Speaking Activities

End-of-Module Activities

• Improve the design of your college • Come up with man-made objects inspired by nature • Determine how to minimize the use of plastic

Writing • Write a descriptive paragraph • Compare two tools or processes in your field of study

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Projects • Market your innovation • Organize an innovation fair • Research innovators in your field

Scope and Sequence Chart

Module 1: Imagining Change

IX

P r o s p e c t Scope and Sequence Chart

Module and Part

Speaking Warm-up

Listening Comprehension: Audio (A) & Video (V)

Reading

GrammarBased Writing

Module 2: Linking the World Part 1 Making a Difference

Part 2 Global Connections

Part 3 Avenues for Development

X

Canadian Humanitarians and Activists • Practise reading aloud and speaking to match well-known Canadians with their deeds • Use subject pronouns

The Power to Change • Review use of prepositions • Associate new vocabulary with description • Practise vocabulary and idiomatic expressions • Recognize stylistic use of words • Grasp meaning from text

A: Gaming for the Greater Good • Learn about positive applications of video games • Listen for main ideas • Apply knowledge to real life V: Right To Play • Listen for details • Learn about Right To Play initiatives and goals

Use past continuous to describe different activities viewed in a video

Ecological Footprint • Ask partner questions • Work with numbers • Become sensitive to habits that affect the environment • Reflect on consumption habits

The Ring Heard Round the World • Associate new vocabulary with its description • Use word analysis to determine meaning • Learn about the use of cellphones in other parts of the world • Read to interpret information

V: Cellphones Fighting AIDS • Learn about cellphone use in Kenya • Practise listening skills • Discuss innovative applications of technology in developing countries V: Green Sweep: TV Trash and E-waste • Practise listening skills • Learn about e-waste dangers • Discuss eco-friendly solutions

Use future forms (will and be going to) to write about cellphones or a personal device in the future

Everyday Objects • Discover where everyday objects come from • Practise speaking by sharing discoveries • Develop awareness of trade and globalization

Reading Retell: CanadianSupported Projects Making a Difference • Use context clues and a dictionary to grasp meaning • Take notes on a short reading • Pick out details from a text • Retell a text in your own words • Listen to classmate’s story and ask questions

A: Bridge Figures • Practise listening skills • Learn and use idiomatic expressions • Learn about cultural bridge figures • Discuss implications of bridge figures V: Project Hope • Practise listening skills • Learn about a project in Palestine • Practise writing a summary

Summarize a text about a CIDA project using modal auxiliaries to express what the project enables the participants to do

Speaking Activities

End-of-Module Activities

• Create a game about your field • Practise phone calls for different situations • Compare several aspects of Canada and China

Writing • Summarize an article from your field of study • Write a persuasive essay

Projects • Conduct a survey • Profile a country • Research a controversial issue

Module 3: The World of Work Part 1 Follow Your Passion

Part 2 Preparing Your Job Search

What’s Their Passion?

• Associate celebrities with their passion

The Job of Your Dreams A: Interview with Hayley • Read about unconventional jobs Wickenheiser • Brainstorm the job of your dreams V:

S ocialThe Truth about Privacy and the Internet Networking Jobs • Learn about the business side of social media sites • Learn about non• Discuss issues related to social media traditional jobs

Use adjectives and adverbs to write a description of a job

The Job-Search Process • Check CV and interview expectations • Prepare summary of past experience for CV

Hints on Writing Your Resumé Selling Yourself at the Interview • Write a CV and cover letter • Practise job interview questions What Kind of Person Wrote This?

• Explore electronic first impressions • Read about email study

Prepare questions for a job interview

A: The Cover Letter A: The Job Interview V: Vying to Be Viral • Consider traditional and innovative ways to sell yourself

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Module 1

Imagining Change Inventions are generally considered to be the creation of a new device or process. An innovation, on the other hand, is a new way of doing or using something that has already been invented. Innovators make inventions practical.

Part 1 Inventions and Innovations Writing assignments

Part 2 Nature as a Model

Part 3 Oce ans of Possibilities

End-of-Module projects

Part 1

inventions and innovations

When you innovate, you’ve got to be prepared for everyone to tell you you’re nuts.

Larry

Ellison

6

1.1

Warm-up Game-Changer: Shad

In this video, you will learn about Shad, an innovative Canadian rapper who’s changing the music world one verse at a time.

Pre-viewing question How would you describe rap or hip hop music?

Characteristics of the music: Characteristics of the topics: Characteristics of the musicians:

Vocabulary game changer: an innovator, someone who changes the way things are done self-deprecating humour: humour used to make fun of yourself spoof: an amusing imitation or parody ditty: an old English word that means a short and simple song to leave the nest: to grow up and leave home

1 According to the journalist, the genre of rap music is often maligned for its and 2 Who were some of Shad’s musical influences? © 2011, Les Éditions CEC inc. • Reproduction prohibited

3 W here did Shad grow up?

4 W hen was he born?

5 H ow old was he when he started spinning his own rhymes?

6 D escribe his 2008 YouTube hit.

7 How does Shad think people can make an impact?

8 What is his message about female rappers?

discussion

1.2

Warm-up

Which Came First?

Work with a partner to answer the questions. Decide who will be Student A and Student B, and then have each person look at the correct page (Student B is on page 8). For each question, read aloud your information about two inventors and then listen to your partner’s information to determine the answer.

Student A 1 In which order were these invented: photocopies, the electron microscope, the black box, air conditioning?

An American law student named Chester Carlson used electrophotography to invent a process for making paper photocopies in 1937.

With an electron microscope, it is possible to view objects as small as the diameter of an atom. It was invented by two German scientists, Max Knoll and Ernst Ruska in 1931.

2 Which invention(s) was/were not named after the inventor: Rubik’s Cube, Biro pens, Saran Wrap, zeppelins?

Rubik’s Cube is a three-dimensional puzzle that was invented in 1974 by the Hungarian sculptor and architecture professor Erno Rubik.

In 1900, Ferdinand von Zeppelin invented an airship with a rigid frame, that was named after him. Its first flight on July 2, 1900, lasted 17 minutes.

3 Which invention(s) was/were patented by a woman: Slinky, Liquid Paper, Yo-Yo, windshield wipers?

Naval engineer Richard James patented a toy in 1945 that was based on his work with tension springs. His wife, Betty James, suggested the name Slinky, which means sleek in Swedish.

Bette Graham used a mixture of white tempera paint to correct typing errors. In 1956, she started the Mistake Out Company, which was later renamed Liquid Paper. © 2011, Les Éditions CEC inc. • Reproduction prohibited

7 Part 1

3 What are advantages to using self-deprecating humour?

I n v e n t i o n s a n d I n n o vat i o n s

1 I n what ways is Shad a game-changer?

2 In what ways is Shad conventional?

imagining change

Module 1

Student B 1 In which order were these invented: photocopies, the electron microscope, the black box, air conditioning?

Although they are generally painted red or orange, they are called black boxes. Invented in 1953 and produced in 1957 by Australian Dr. David Warren, these on-board recorders record the flight crew’s conversation, to help identify the causes of a plane crash.

The first air-conditioning system was invented by an engineer named Willis Haviland Carrier in New York in 1902.

2 Which invention(s) was/were not named after the inventor: Rubik’s Cube, Biro pens, Saran Wrap, Zeppelin?

Laszlo Jozsef Biro of Hungary patented his invention of the Biro ballpoint pen in Paris in 1938.

In 1933, Ralph Wiley, a Dow Chemical lab worker, discovered polyvinylidene chloride (PVDC), an indestructible material, which was initially sprayed on fighter planes. Dow called it Saran and it was later approved for food packaging.

3 Which invention(s) was/were patented by a woman: Slinky, Liquid Paper, yo-yo, windshield wipers?

Mary Anderson, who was born in 1866, invented a swinging arm device with a rubber blade that streetcar drivers could operate from inside the vehicle, using a lever. This early form of the windshield wiper was patented in 1903.

8

Although the ancient Greeks had used this toy thousands of years before, and in the Philippines it was used as a weapon for over 400 years, the American Donald Duncan trademarked the name Yo-Yo in 1929.

1.3

Warm-up Toy Stories

With your partner, take turns reading and identifying the following games and toys.

1 T his toy was invented in 1959 by Ruth Handler, who named it after her daughter, Barbara.

2 W ham-O, a new toy manufacturer in California began producing large brightly-coloured plastic rings in 1957 that could be swung around a player’s hips.

3 I n the 1950s Arthur Granjean invented a toy with a grey screen in a red plastic frame with two control knobs; it was voted the most popular drawing toy in 1960.

4 T he original version of this 1950s toy contained parts such as eyes, ears, noses and mouths which could be stuck into potatoes to make funny faces.

5 I n 1949 a Danish company whose name means “play good” (leg godt) began making plastic blocks that could bind together.

6 I n 1767, a map was glued to flat hardwood and sawed into separate pieces; 100 years later, power tools allowed coloured pictures to be cut into interlocking pieces.

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How Did They Come up with That?

Where Ideas Come From

by Kevin Kelly Steven Johnson

S

ay the word “inventor” and most people think of a solitary genius toiling in a basement. But two ambitious new books on the history of innovation— Where Good Ideas Come From: The Natural History of Innovation by Steven Johnson and What Technology Wants by Kevin Kelly.

Both of them argue that great discoveries typically spring not from individual minds but from the hive mind.

Steven Johnson: We share a fasci2 nation with the long history of simulta­ neous invention: cases where several people come up with the same idea at almost exactly the same time. Calculus, the electrical battery, the telephone, the steam engine, the radio—all these groundbreaking innovations were hit upon by multiple inventors working in parallel with no knowledge of one another.

Kelly: It’s amazing that the myth of 3 the lone genius has persisted for so long, since simultaneous invention has always been the norm, not the exception.

Anthropologists have shown that the same inventions tended to crop up in prehistory at roughly similar times, in roughly the same order, among cultures on different continents that couldn’t possibly have contacted one another.

Johnson: Also, there’s a related 4 myth—that innovation comes primarily from the profit motive, from the competitive pressures of a market society. If you look at history, innovation doesn’t come just from giving people incentives; it comes from creating environments where their ideas can connect.

Kelly: The musician Brian Eno in­­ven­ 5 ted a wonderful word to describe this phenomenon: scenius (communal genius). We normally think of innovators as independent geniuses, but Eno’s point is that inno­ ­vation comes from social scenes, from passionate and connected groups of people.

Johnson: At the end of my book, I 6 try to look at that phenomenon system1

7

8

9

atically. I took roughly 200 crucial innovations from the post-Gutenberg era and figured out how many of them came from individual entrepreneurs or private companies and how many from collaborative networks working outside the market. It turns out that the lone genius entrepreneur has always been a rarity—there’s far more innovation coming out of open, nonmarket networks than we tend to assume.

Kelly: Really, we should think of ideas as connections, in our brains and among people. Ideas aren’t self-contained things; they’re more like ecologies and networks.

They travel in clusters.

Johnson: Exactly. And that, by the way, is also a fantastic example of how ideas work. After you’d read my manuscript you emailed me and wrote, “It’s a book about why ideas are networks.”

And even though that line is in my book somewhere, I had never really framed it that way in my mind. But ever since then, when people ask me about the book, I’ve been using that concept to explain it. You had come to my work with fresh eyes and pointed out a really lovely way of expressing the main thesis that had completely escaped me. That’s the way breakthrough ideas happen. They don’t come from contemplative geniuses sitting alone in their studies, trying to think new thoughts.

Kelly: In part, that’s because ideas that leap too far ahead are almost never implemented—they aren’t even valuable.

People can absorb only one advance, one small hop, at a time. Gregor Mendel’s ideas about genetics, for example. He formulated them in 1865, but they were ignored for 35 years because they were too advanced. Nobody could incorporate them. Then, when the collective mind was ready and his idea was only one hop away, three different scientists independently rediscovered his work within roughly a year.

Source: “Kevin Kelly and Steven Johnson on Where Ideas Come From,” Wired Magazine, issue 18.10, September 27, 2010.

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I n v e n t i o n s a n d I n n o vat i o n s

and

Reading

9 Part 1

1.4

imagining change

Module 1

Vocabulary Classifying Words Kelly and Johnson discuss how most ideas come from a group rather than one person.

Classify the following words and expressions as “one person” or “group.”

| solitary | hive | multiple | lone | independent | social | collaborative| | network | connection | cluster | collective | individual| One Person

Group

Searching for Words in Context

Paragraph 1 1 F ind a word that means working.

2 F ind a word that means to come from suddenly, as a great idea.

3 Which word refers to the context in which bees work together?

Paragraphs 2 and 3 4 F ind a word that means very new and innovative.

6 F ind an expression that means to begin to appear.

10

Paragraph 4 6 F ind three terms used in business and explain what they mean.

Paragraph 8 7 F ind a word that means the way something was described or presented.

Paragraph 9 8 F ind a word that means to move forward suddenly.

9 Find a word that means made something start to happen.

10 F ind a word that means approximately.

Comprehension 1 Explain the concept of the simultaneous invention.

2 F ind two myths people generally have about inventors and inventions.

© 2011, Les Éditions CEC inc. • Reproduction prohibited

3 K elly refers to scenius, the word invented by Brian Eno, as the phenomenon where connected groups of people develop a type of collective genius, or a genius from a common cultural scene. Explain how scenius contrasts with the traditional myths about inventions.

4 A fter Kelly read Johnson’s manuscript, Johnson changed the way he told people what it was about. Explain.

5 Explain why Kelly says that “ideas that leap too far forward are rarely implemented.”

I n v e n t i o n s a n d I n n o vat i o n s

6 Why didn’t Gregor Mendel’s ideas about genetics become famous during his lifetime?

7 In your own words, explain the main idea of the discussion between Kelly and Johnson.

discussion

11

1.5

Grammar-Based Writing

Simple Present

Think about the career you hope to have. Now imagine that today is ten years in the future. Describe what you do on a typical day, including any innovations that will be part of your daily life.

Use at least 10 different verbs in the present tense.

Be sure to use some in the negative form.

Example: Every morning my bed plays soft music at 6:15, but I don’t get up until 6:30, when a cup of coffee appears on the table next to my bed.

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Part 1

1 How does the Internet propel the notion of scenius?

2 Can you think of other examples of innovations or inventions that were too advanced to be recognized when they were invented?

See Prospect Grammar, Unit 1

imagining change

Module 1

1.6 PP Cross out two qualities that are usually not associated with an innovative person.

• creativity • despair • insight • enthusiasm • imagination • perception • entrepreneurship • intuition • hopelessness • initiative • courage • inspiration

Listening

An Interview with Brian May about Stereoscopic Photography

Enthusiasm for 3-D images can be found on both sides of the Atlantic. People buy the products as soon as studios can produce them. It’s impossible to stop the momentum of the 3D craze.

Does that sound like a reflection of today’s technology? Actually, the excitement for threedimensional images, or stereophotography, started over 150 years ago. In the 1840s, Sir Charles Wheatstone, an English scientist and inventor, showed that the way we see the shape and volume of objects is by combining the two different images that each eye sees. Long before cinema and computers, 3D images were very popular in Europe and North America. Perhaps you had a View-Master when you were a child. This device was invented in 1939 and used a circular card with seven pairs of photos to allow viewers to see the images in 3D. Brian May is best known as the lead guitarist for the band Queen and the writer of hit songs such as “We Will Rock You.” However, he also has a passion for astronomy, badgers (animals with short legs and strong claws used for digging), and 3D photography.

He recently co-authored a book that comes with a viewer and includes a series of stereoscopic pictures from the 1850s. In this interview he explains some of the history of 3D photography.

Comprehension Read the questions and then write the answers as you listen to the interview.

1 W hen did Brian May complete his doctoral thesis in astrophysics? If he was born in 1947, how old he was then?

12 2 H ow old was he when he first became interested in stereoscopic photography?

Calculate approximately how long he has had this interest.

3 In your own words, briefly explain how stereoscopic photography works.

4 How does the viewer feel when looking at these images?

5 When was stereoscopic photography invented?

6 Explain the relationship between music and this kind of photography.

7 Why does May say that the photographer, T. R. Williams, was a rock star?

© 2011, Les Éditions CEC inc. • Reproduction prohibited

1.7

Reading Retell

Canadian Inventions: From Hangers to Squareheads

Divide the class into two groups (A and B) and each group reads about the corresponding invention. Take short notes on the points listed and check them with other members of the same group. Then form pairs (one person from group A and one from group B) and tell your partner the story of the invention you read about, referring only to your notes.

Variation: Instead of retelling the story, ask each other questions about the invention so that you can fill in the information about the invention you did not read about.

Invention A

Invention:

Year invented:

Inventor: Profession or employer: Reason for inventing: Success of the invention: Success of the inventor:

© 2011, Les Éditions CEC inc. • Reproduction prohibited

13 Part 1

This invention has been transformed many times throughout its history and there are over 200 patents in the US for the various designs. Wooden coat hangers existed during the time of Queen Victoria, but it wasn’t until 1903 that the inexpensive wire hanger was invented. Albert Parkhouse, who was born in St. Thomas, Ontario, in 1879, is credited with the invention although he did not own the patent and never received any money for his popular invention. He worked for The Timberlake Wire and Novelty Company, based in Michigan. The company produced wire lampshade frames, so there was plenty of wire available. One day, Mr. Parkhouse arrived at work and was quite upset to discover that all of the coat hooks were already taken.

He grabbed a piece of wire and bent it into two large oblong circles and then twisted the ends into a hook. Because his invention was made while he was at work, a lawyer for Timberlake patented the wire coat hanger in 1904. The company made a fortune and Mr. Parkhouse died penniless in 1927 at the age of 48. The Timberlake hanger was very popular and was used to display clothes in stores. In 1935, a cardboard tube was added to the lower bar. Today’s hangers are made from wood, metal, plastic and other synthetic materials.

I n v e n t i o n s a n d I n n o vat i o n s

The Humble Hanger

imagining change

Module 1

Invention B

A Screwdriver for Squares Sometimes accidents lead to clever innovations. Peter Robertson was a Canadian travelling salesman who was accidentally injured when a sharp screwdriver went through his hand while he was working on a home-repair project. The screwdriver he was using had a slot in the head and required two hands—one to hold the screw and the other to manipulate the driver. The big problem, however, was that the driver would slip out of the slot. He was convinced that it must be possible to design a safer tool. In 1907, he invented the squarehead screwdriver, better known today as the Robertson screwdriver. With his design, the screwdriver fit snugly into a squareshaped cavity on the screws, so they were not only safer, they were also easy to use with one hand. His screwdriver was very popular among manufacturers in Canada, but unfortunately, it was not widely used in other countries. After World War II, the American-made Phillips screwdriver, which uses a crosshead indentation, became very popular even though the fit was not as tight. A Phillips driver, however, can be used to fit just about any size of screw, unlike the Robertson, which needs several sizes. Robertson screws are still used in Canada, but they are disappearing fast. If you have an appliance fastened with squarehead screws, it was probably made in Canada and it is probably over 20 years old.

Invention:

Year invented:

Inventor: Profession or employer:

14

Reason for inventing: Success of the invention: Success of the inventor:

1.8

Listening

Honey Bee Network

Anil Gupta is a professor at the Indian Institute of Management in Ahmedebad, India.

He founded the Honey Bee Network, an organization that collects and shares traditional knowledge. Dr. Gupta talks to “barefoot inventors” around India about their innovations and then distributes the ideas to others while recognizing and protecting the work of the originator. In this recording, CBC’s Nora Young talks to Dr. Gupta.

Pre-listening discussion 1 W ho do you think is more innovative—people from rich countries or poor countries? Why? 2 W hen you need a tool or a product, what do you do? What do you think very poor people do?

3 S ome people in the developed world suffer from problems such as obesity, consumerism, depression. Do you think people in developing countries could help the “developed world” solve these problems?

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vocabulary Match the words with the descriptions for each column.

Words 1. unsung 2. urban slums 3. trends 4. showcase 5. emerges 6. restraints 7. microlending

Descriptions a. develops b. display c. lending small amounts d. not celebrated e. poor areas in the city f. self-control g. tendencies

Words Descriptions 8. launched h. handle 9. mainstream i. innovative, novel 10. dismissed j. no worth, no value 11. worthless k. not accepted, sent away 12. groundbreaking l. ordinary 13. oddballs m. started 14. lever (noun) n. unconventional people

2 Why does hardship innovation emerge in places like Kenya, India or Brazil?

3 W hy do companies in the auto industry, in cellphone banking and in microlending that are coming out of the developing world have such good skills?

4 What is the goal of the contest called Design for the First World?

5 What are the three questions Anil asks people when he travels around India? , something that is intriguing,

Tell us something that is something that is

.

6 H ow is the Honey Bee Network a network of crazy people?

7 W hat was the solution to the problem of buckets, and sometimes people, falling down the well?

1.9

Speaking

Your Ideas for Change

Think about the design of a particular part of your school (the cafeteria, library, gym, etc.).

In small groups, discuss what is good about the current design and what is not good.

Think of interesting ways to improve the service, the flow of students, the efficiency, the use of products, etc. Report back to the class what your innovation is, how it will improve efficiency, how much the change will cost and why the school should adopt it. After all the groups have presented, vote on the best new design.

© 2011, Les Éditions CEC inc. • Reproduction prohibited

15 Part 1

1 What kind of innovators is Anil Gupta searching for?

I n v e n t i o n s a n d I n n o vat i o n s

Comprehension

1 Module

imagining change

Module 1

Part 2

nature as a model

In order to make an apple pie from scratch, you must first create the universe.

Carl Sagan

2.1

Warm-up Inspirations from Mother Nature

Nature has had 3.8 billion years to figure out how to solve problems. In an effort to develop sustainable innovations, scientists and designers are taking advice from Mother Nature.

Inventions inspired by nature benefit from her millions of years of testing to get it right.

For this exercise, work with a partner.

Student A reads the description of a plant, animal or insect on page 16 and Student B looks at the inventions in the box on page 17 and suggests which one was probably inspired by this phenomenon. After Student A has read the four descriptions, both students determine whether the answers seem reasonable and then exchange roles: Student B reads the descriptions on page 17 and Student A chooses the correct invention from the box on page 16.

Student A

Inventions 16

dirt- and water-repellent paint coating for ship hulls (bottoms)

waterproof adhesive tape snowboards

1 termite mounds Termites build enormous towers that open and close vents to draw cool air in from low sections and let hot air escape through chimney-type structures.

2 bats and whales Bats and whales emit high-pitched sounds and use the returning echo to help them identify where they are. This echolocation helps them navigate where they are going.

3 burrs Some plants have a prickly seed case that sticks to clothes and animal fur, which allows the seed to travel and grow in different locations. The burrs have tiny hooks at the ends of the spines that catch onto anything with a loop.

4 ants Like other insects, ants have six legs, which allows them to travel easily over different types of terrain. They form colonies that divide labour, communicate among themselves and bring food to those in need.

Š 2011, Les Éditions CEC inc. • Reproduction prohibited

Student B

Inventions radar and radio signals Velcro disaster area aid transporter temperature control in tall buildings 1 geckos These lizards have millions of nanoscopic hairs on their feet that allow them to walk on walls and ceilings without falling off. (Nanoscopic is something so small, it can only be seen with an electron microscope.)

2 beehives When bees build their nests, they construct six-sided cells out of beeswax that are lightweight and very strong.

N at u r e a s a m o d e l

3 lotus leaves The surface of these leaves is bumpy, which causes water to form beads and roll off, taking the dirt and other contaminants with it.

4 shark skin Shark skin has tiny scales that prevent small currents of water from forming, that would otherwise slow them down.

Part 2

17

2.2

Warm-up More Inspirations from Nature

Manufacturers have recently made improvements in the items to the right to make them more energy efficient or environmentally-friendly. Each improvement was inspired by something in nature.

Work with a partner to match the invention with nature’s innovation.

1.

2.

Tree leaf: Nature is very efficient at moving water from roots through stems and all the way to the tips of a leaf. There are no right angles in a leaf’s veins.

Humpback whales: Despite their enormous size, humpback whales are very agile in the water. The bumpy surface on their flippers allow them to move through air and water with little resistance.

3.

Seashells: If you cut open many kinds of seashells, you will see a spiral shape that streamlines the movement of air and liquids inside the shell.

4.

Mussels: Marine mussels (similar to clams and other marine life with double shells) can adhere to just about any surface, even in saltwater and turbulent water.

5.

Kingfisher: The beaks of these birds allow them to dive for fish by going from one density of medium (the air) to another density (the water) at an intense speed without making a splash.

© 2011, Les Éditions CEC inc. • Reproduction prohibited

a. fans and mixers

b. plumbing design

c. non-toxic

wood glue

d. high speed

train that goes through tunnels

e. wind turbines

imagining change

2.3

Car Design Goes to the Birds

vocabulary

Module 1

Match the words with the appropriate description. The parts of speech are indicated in parentheses: adv = adverb, adj = adjective, v = verb, n = noun. a. a natural structure at the bottom of the sea, 1. outrageously (adv) made of the bones of very small creatures 2. overlapping (adj) b. air resistance 3. crumple (v) c. carry something heavy 4. coral reef (n) d. crush 5. drag (n) e. firmness 6. rigidity (n) f. just, only (used to express a small amount) 7. a mere (adj) g. leak 8. lug (v) h. partly covering 9. seep (v) i. unusually, shockingly

Cars Mimicking Nature Is No Bird-Brained Idea

By Peter Gorrie

18

Reading

1

T

he toucan—an outrageously coloured bird of the rainforest— has a huge beak that is one-third its body length, yet that oversized schnozz [big nose] accounts for just five per cent of the creature’s mass. It’s a triumph of natural engineering; a light, tough material that absorbs a great amount of impact energy. The beak’s outer layer is keratin protein, like our fingernails, arranged in overlapping six-sided plates held by natural glue. Inside, a foam-like structure of struts [supports] and membranes creates thousands of tiny air pockets. It sounds like a promising technique for making car body panels.

Most insects have a pro2 tein called resilin in their leg and wing joints. It absorbs 99.9 per cent of the energy when it’s compressed. It might be ideal for bumpers

and crumple zones. This is futuristic stuff for the car industry, but perhaps not that far off. It’s called biomimicry and it involves figuring out how nature accomplishes tasks and then applies that knowledge to things we make, including vehicles.

The key idea is that things living 3 in nature must be supremely efficient because materials and energy are precious and waste is a fatal luxury. “If a design strategy is not effective, its carrier dies,” says Tim McGee, a researcher with an American group called the Biomimicry Guild. As a result, “nature has solved a lot of problems of optimizing energy use.” Biomimicry experts research how plants and animals survive in an environment that chews up and spits out mistakes.

Cars must change radically if Earth is 4 to tolerate the expected massive increase in numbers. A few years ago, MercedesBenz built a “boxfish car,” based on a coral reef fish that, despite its apparently square shape, is extremely aerodynamic and stable. The creature requires both qualities to swim reasonably fast and to

© 2011, Les Éditions CEC inc. • Reproduction prohibited

stay immobile in a swift current. Benz created a model of the fish, which had a drag coefficient of just .06. Translated into a concept car, it achieved a stillimpressive 0.19. By comparison, the Toyota Prius—reputedly the slipperiest mainstream vehicle on the road—measures 0.25 in the wind tunnel.

The boxfish is covered with hexago5 nal plates like those that serve the toucan so well. Benz engineers managed an approximation, which cut the weight by one-third without losing strength or rigidity. The four-seat compact con-

sumed a mere 3.35 litres of gas per 100 kilometres. Improving aerodynamics and cutting weight are among the best ways to green vehicles. Whether internal combustion, battery powered or fuel cell, the less the engine lugs around, the less fuel or energy it will consume.

A lot of work is under way to uncov6 er, and use, nature’s secrets, McGee says.

The idea hasn’t seeped very far into the car industry, but it seems only a matter of time. After all, bits of biomimicry are becoming commonplace.

Synonyms Authors use synonyms in order to avoid repeating the same word. Find the synonyms for the following words. The numbers in parentheses indicate in which paragraph each word appears.

1 ( par. 1) huge 2 ( par. 1) six-sided

(par. 1)

3 ( par. 2) figure out 4 ( par. 4) reasonably fast

(par. 6)

5 (par. 4) mainstream

(par. 6)

(par. 5) (par. 4)

Comprehension 1 W hy is the toucan’s beak “a triumph of natural engineering”?

2 W hat is the connection between a toucan’s beak and car body parts?

3 How is the internal structure of the beak organized?

4 W hy would resilin be good for car bumpers?

5 In nature, what happens if a design strategy is not effective?

© 2011, Les Éditions CEC inc. • Reproduction prohibited

19 Part 2

Vocabulary

N at u r e a s a m o d e l

Source: Peter Gorrie, “Cars Mimicking Nature Is No Bird-Brained Idea,” Toronto Star, November 28, 2009, p. W12.

imagining change

Module 1

PP Nature in Expressions Can you explain the meaning of these?

• They decided to get back to nature.

• Marjorie is very good-natured.

• It was a natural disaster.

• Nature calls.

• Carla is studying natural sciences.

6 W hat was the model for the boxfish car and what were its advantages?

7 What do the boxfish and the toucan’s beak have in common?

8 How can the boxfish car be considered “green” if it uses traditional fuel?

2.4

Video

Champion of the Earth: Biomimicry

Janine Benyus is a natural science writer, an innovation consultant and the President of the Biomimicry Institute. In this presentation, she describes how scientists, designers and innovators are being inspired by nature to solve many human problems.

Vocabulary Match the words with the correct description.

20

1.

2.

3.

4.

5.

6.

7.

8.

emulate (verb) pigment kelp sway (verb) harvest (verb) habitat humpback (noun) flipper

a. get results from something b. the limb (leg/arm) of a water animal c. imitate d. substance used to add colour e. swing back and forth f. seaweed g. an uneven back h. environment

Comprehension Read through the questions below and then watch the video. Answer the questions after you have watched the video.

1 E xplain the core idea behind the field of Biomimicry.

2 Explain why the peacock’s feather is so colourful.

3 W ho was mainly interested in Biomimicry in the 1990s?

© 2011, Les Éditions CEC inc. • Reproduction prohibited

4 Who has become interested in Biomimicry today? Why? 5 Explain the concept behind Innovation for Conservation.

6 W hat does Benyus mean when she says that Biomimicry will change the way people think about the natural world? In what way will it change common perceptions of nature?

Benyus mentions three models from nature that have solved certain design challenges.

Fill in the table with the missing information. You may need to watch the video a second time.

Nature’s Model

How Nature Does It

peacock feather

Product and/or Company not mentioned

sways in the water (without breaking or floating away)

How can I harvest the energy from wind more efficiently?

not mentioned

21 Part 2

How can I harvest the energy from ocean waves?

N at u r e a s a m o d e l

Challenge

discussion

1 W hat are possible products that could be inspired by peacock feathers?

2 T hink about the tools you use in your program or in your everyday life. What question could you ask nature to improve the tool (make it less expensive, more environmentally friendly, more efficient, more interesting, etc.)?

3 P eople have always used objects from the natural world to develop tools. How is biomimicry different?

© 2011, Les Éditions CEC inc. • Reproduction prohibited

imagining change

Module 1

2.5 See Prospect Grammar, Unit 1

Grammar-Based Writing

Present Continuous

You are at your job (your current job or a job in the future) and a lot of activity is going on around you. Describe everything that is happening at the same moment. Use verbs in the present continuous.

Example: I am sitting at my desk while a colleague is walking by. Coffee is brewing in the corner and two people are talking on the phone.

2.6

Listening

Responsive Architecture

Responsive architecture is built on the idea that a building can respond to its environment or the people in it—it doesn’t have to be a static block. Philip Beesley is an architect and sculptor who uses this concept in projects around the world. In this recording, CBC’s Nora Young talks with Phil.

Comprehension 1 What does Phil compare traditional architectural structures to?

2 How does traditional architecture treat the cold of a Canadian winter?

3 How does Phil dress when he goes camping?

22

© 2011, Les Éditions CEC inc. • Reproduction prohibited

4 N ame two structural forms that would have as little interaction with the outside as possible.

5 W hat are two examples of structural forms that would have as much interaction with the outside as possible?

6 W here would the curtains for a window go in responsive architecture?

discussion

Think about your school, the building you live in or a building in your community and answer the following questions.

2.7

Speaking

Nature’s Innovations Game

This game can be played with a partner or in teams. Each team (or partner) makes a list of 15 man-made objects that have a similar object in nature. When the two teams are ready, Team A names a man-made object from their list and Team B must come up with a similar object in nature (it does not need to be the same object from nature on Team A’s list). If Team B can’t think of one, then Team A gives their answer and gets a point. Then Team B names an object for Team A to respond to. Continue with the other objects to see which team gets the most points. Use your dictionary as needed.

Examples:

1. bowl: watermelon rind 2. paper: wasp’s nest, bark 3. computer: brain 4. purse: kangaroo’s pouch 5. ink: squid ink

© 2011, Les Éditions CEC inc. • Reproduction prohibited

23 Part 1 2

3 Can you imagine ways it could be redesigned to be more responsive?

N at u r e a s a m o d e l

1 D oes it use responsive or static architecture?

2 A re there elements of responsive architecture?

Prospect 2nd Edition English Skills for Academic and Professional Purposes Prospect 2nd Edition, designed for use by low-intermediate students of English as a second language in both academic and vocational programs, provides integrated material to develop reading, listening, speaking and writing skills. Writing assignments and projects concluding the three thematic modules enable students to make connections to their own particular fields. The final module reviews basic language elements and can be used in conjunction with the exercises in the first three modules. This second edition has a fresh, new look and all the reading and audiovisual materials have been updated to reflect current issues and bring fascinating subjects to the students’ attention. These interesting materials engage students in the subject matter and create an interactive language-learning environment.

Student Book

Introductory Activities: What Lies Ahead?

A reflection on how and why students chose their programs and where this choice will lead them.

Module 1: Imagining Change

A look at innovations, inventions and ideas, where they come from and how they’re changing our world.

Module 2: Linking the World

A discussion of humanitarian and social opportunities around the world using human and technological resources.

Module 3: The World of Work

An exploration of professions and practical tools to launch students onto the job market.

Module 4: Language and Strategies

A resource presenting common problematic language elements, language-learning strategies and practical instruction for writing in English.

Audiovisual Material

• Authentic interviews • Excerpts from CBC radio and television and other professional sources • Wide variety of current and innovative topics

Texts

• Newspaper and magazine articles • Book excerpts • Original texts on modern issues

Teacher’s Edition

• Answers to all the exercises in the book • Extra material related to the topics in the modules for testing or further study • Transcripts of all video and audio materials • Evaluation sheets for oral presentations

About the Author

Jane Petring has taught ESL at Collège Édouard-Montpetit in Longueuil and St. Hubert since 1995. She holds an MA in Applied Linguistics and TESOL from Michigan State University and a Certificate in Translation from McGill University. She has also taught in China, Croatia, Ivory Coast, Niger and the US. She is the author of several college-level textbook series including Access, Insight and Prospect.

ProspecT Grammar 2nd Edition

This companion volume of grammar explanations and exercises may be used alone or in conjunction with Prospect Student Book.

Code de produit : 250707 isbn 978-2-7617-3266-6