UNIT 7 Connections UNIT CONTENTS G GRAMMAR · Speculation and deduction: modals, semi-modals and idiomatic phrases to express certainty, possibility and impossibility · Cleft sentences: wh-cleft sentences and it-cleft sentences to highlight information V VOCABULARY · Compound adjectives: absent-minded, backbreaking, clear-headed, glassy-eyed, hair-raising, half-hearted, hard-hearted, heartbreaking, heartwarming, jaw-dropping, left-handed, lifelike, light-headed, light-hearted, mind- boggling, mouth-watering, narrow-minded, open-minded, self-conscious, short-sighted, tongue-tied, warm-hearted · Nouns with suffixes: Society and relationships, e.g. loneliness, ostracism, tolerance, viewpoint · Language in context: Information; Challenging; Apologising and admitting fault · Wordpower: self -: self-aware, self-centred, self-confident, self-sacrificing, self-satisfied, self-sufficient P PRONUNCIATION · Word stress: compound adjectives · Tone in cleft structures · Sound and spelling: ou and ough GETTING STARTED OPTIONAL LEAD-IN Books closed. Put students into pairs to say or guess what these words connected with technology mean: bit coin (digital currency) clickbait (attractive hyperlinks that encourage you to click to another website) permadeath (when a computer game character cannot reappear after it is killed) selfie stick (a device for holding a smartphone or camera so you can take a photo of yourself) silver surfer (an older person who uses the Internet) wikiality (information that is assumed to be true because it appears in a web-based encyclopedia) a Give students one minute to think about their answers to the questions before talking about the photo as a class. UNIT OBJECTIVES At the end of this unit, students will be able to: understand opinion and attitudes and follow complex discussions and descriptions in articles and broadcast material about the social implications of technological advances and scientific findings, responding to the ideas raised use a range of lexis to describe, speculate and make deductions about technological advances and hypothetical inventions including their origins and implications use a range of lexis to describe qualities of society and social relationships and situations, giving emphatic opinions on life in the digital age understand the attitudes and opinions of speakers using idiomatic language in arguments and strategies they use to resolve conflict use a range of expressions to apologise and admit fault in social and professional contexts write a clearly structured, cohesive proposal using linkers to highlight and give evidence appropriately CULTURE NOTES This photo shows pupils watching a robot which is helping their classmate, Jonas, in hospital to keep up with school. Jonas uses a tablet from his hospital bed to control the robot's eyes and follow the lesson. This is part of the Avatar Kids project by a French company, Aldebran Robotics, to allow sick children to continue in school and even go on school trips. As well as being Jonas's 'eyes', the robot can put his hand up in class for Jonas, set maths questions, give feedback, read different languages and demonstrate gym class activities. Jonas's classmates look after the robot. b Put students into groups to discuss the questions. If students need encouragement, prompt them with ideas from the Suggested answers below. Take feedback as a class. If you wish, give students information from the Culture notes