The shrinking world

• communications technology
• modal verbs of probability (could / might / may and will)
• expressing different levels of certainty
• different uses of will as a modal verb or future form
• using going to and the present continuous tense for future events
• writing questionnaires

Is the world really getting smaller?

MODERN LIVING | COMMUNICATION

Two writers answer that question very differently.

Discuss the questions in pairs or small groups.

The title of this Unit suggests that the world is getting smaller (shrinking). In what ways might this be true?

What is the picture saying about this idea?

Which text says what?

Read the two texts quickly. Then answer the questions.

1 Which text gives evidence to show how young people communicate?

2 Which text is about personal feelings?

3 Which text includes a list of concerns?

4 Which text suggests that we shouldn’t worry about young people’s use of technology?

Two texts: a worried parent and a researcher

Now Text B, the other point of view.

Words from the texts, opinions and a poll

3 Complete the definitions with words from the texts.

1 If you are ———————— to something, you can’t stop yourself from doing it. (Text A, paragraph 2)

2 A ———————— problem isn’t a problem yet, but might become one in the future. (Text A, paragraph 2)

3 If things ————————, they are different in different situations. (Text B, paragraph 1)

4 If an action or idea is ————————, it is the correct thing to do or believe. (Text B, paragraph 2)

5 A feeling of ———————— happens when we stop thinking properly because we are frightened. (Text B, paragraph 2)

6 ———————— is what you feel when you are afraid. (Text B, paragraph 2)

7 If you are ———————— of doing something, you have the necessary ability to do it. (Text B, paragraph 2)

4 Read the texts again. Then decide which of the two writers is most likely to have the opinions below.

1 I feel as if changes are happening too fast for me. The writer of Text 2 We should learn to trust young people more. The writer of Text 3 There are reasons to be positive about the future. The writer of Text 4 Things were different when I was young. The writer of Text

5 Discuss the question in pairs.

Why is it not a good idea to post a message like ‘I’m having a party next Saturday’ on a public site? What might happen?

6 Do a poll of your class by answering the questions below.

Which is the most popular method of communicating with friends?

Which is the most popular social media site?

How many hours a day does the average student spend on these sites or on exchanging messages with friends?

How similar are the results from your class to the results of the US study in Text B?

The article: how technology changes society

Words from the article and what it says

• 1 motivated
• 2 citizens
• 3 trend
• 4 network
• 5 hub
• 6 restrictions
• 7 remote
• 8 borders

1 Read the article quickly. Then answer the question below.

Is the writer’s idea of the effect of communications technology on society …

A mostly negative?

B mostly positive?

C about half and half?

2 Match the words from the text with their meanings.

a limits b system of connections c dividing lines d difficult to get to e caused or encouraged f people who live in a country g central point h movement, fashion or change

3 Use the words in Activity 2 to complete the sentences below.

1 There are ———————— on how many books you can borrow from the library.

2 Most companies are ———————— by the need to make a profit.

3 A government’s first duty is to protect its ————————.

4 During our train journey we crossed four international ————————.

5 There is a ———————— towards smaller and smaller telephones.

6 I think there’s a problem with the phone ———————— because I can’t make any calls.

7 The capital city is a ———————— for road and rail travel to the rest of the country.

8 He lives in a ———————— house, far away from the nearest town.

4 Read the article again. Then decide whether the statements below are TRUE or FALSE according to the text. If there isn’t enough information to decide, choose DOESN’T SAY.

1 The reasons why adults try to control young people are always the same.

2 In future, it is likely to be more difficult for older people to control young people’s use of technology.

3 Governments use technology to check their citizens’ actions.

4 New communications technology plays an important part in economic development.

5 Palestine will probably become an important place for technological change.

5 Discuss the question in pairs or small groups.

What good or bad effects will new communications technology have on society in the future?

People won’t spend as much time meeting and talking to each other.

People living in remote areas will be able to communicate and get information easily.

Could, might, may: saying what is possible

• Young Palestinians are starting small technology companies that could / might / may help the Palestinian economy.
• We can’t make any plans yet because he might / may not come.
• The one thing we can predict is that the figures will continue to rise in future.
• We won’t be in time now. It’s too late.

Making a statement more or less certain

• He has all the right qualifications, so he could / might / may well get the job.
• I’m not sure yet, but I’ll probably catch the 9.30 train.
• The company probably won’t accept her application since she doesn’t have all the required qualifications.

1 We use the modal verbs ————————, ———————— and ———————— to say that something is possible.

2 When we make negative statements about possibility, we can’t use ————————.

3 We use ———————— as a modal verb when we are certain about a future event.

4 (Reminder) The negative form of will is ————————.

2 Complete the sentences with a modal verb of possibility and the infinitive form of a verb in the box.

1 If we run, we ———————— still ———————— the train. At least we can try.

2 Don’t worry. I’m sure the economic situation ———————— ———————— soon.

3 There’s no point worrying about it. It ———————— ————————.

4 Just try it. You ———————— ———————— that it’s easier than you thought. Who knows?

5 You obviously ———————— ———————— the job if you don’t apply for it.

3 Look at the examples showing ways of making statements about the future more or less certain. Then answer the questions below.

1 What word do we add to make could, might or may more certain?

2 What word do we add to make will less certain?

4 Add the words or phrases in the box to the line in the correct order.

«may / might / could» is printed struck through in the box: it is already placed on the line, so it is not one of the words to add.

may / might / could well 0% 50% 100% won’t ———————— may/might/could ———————— will

5 Change the sentences so they make sense by choosing the correct part of the sentence.

1 I can’t be sure, but this idea will/ will probably solve the problem.

2 We might/ might well get there on time, but I don’t think so.

3 She’s better than most of the others, so she may well/ may not win the prize.

4 I probably won’t/ ‘ll go shopping this afternoon. There are several things we need.

5 He’s quite unpopular, so he could/ probably won’t win the election.

Four ways to talk about the future

• A Researchers predict that the figures will continue to rise in future.
• B The next flight to arrive will be the 732 from London.
• C There’s nothing on TV, so I think I’ll go to bed.
• D Don’t worry. I’ll help you solve the problem.
• I’m having a party next Saturday.
• He says he’s going to do his homework.
• That wall doesn’t look safe. It’s going to fall over one day.

Period 4 / Language and vocabulary study 1 Look at the examples of how we use will. Then match them with their meanings 1–4.

1 giving new information to the public about a future event (announcing) 2 confidently predicting or expecting that something is certain 3 making an offer 4 talking about something you’ve just decided

2 Complete the sentences with will (or ’ll) and the verbs in the box. Then write 1, 2, 3 or 4 after each sentence to show which meaning from Activity 1 indicates.

1 Please take your seats. This evening’s concert ———————— in five minutes.

2 It’s no problem. If we miss the bus, we ————————.

3 The government has announced that the President ———————— Russia next month.

4 Those bags look heavy. I ———————— you carry them if you like.

5 I’m sure scientists ———————— a solution to the problem of climate change.

6 It’s too late to post it, so I ———————— it there myself tomorrow.

Period 4 / Language and vocabulary study 3 Look at the examples of two more ways to talk about the future: the present continuous tense and going to (do). Then answer the questions.

1 Which form do we use when we have some evidence to make us certain?

2 Which form do we use to talk about things that are arranged?

3 Which form do we use to talk about things that we intend or have decided to do (but are not necessarily completely arranged)?

4 Complete the sentences using going to or the present continuous tense with the verbs in brackets.

1 You’d better take an umbrella. The weather forecast says it ————————. (rain) 2 Sorry I can’t see you this afternoon. I ———————— tennis with Ziad. (play) 3 If he gets to university, he ———————— Literature. (study) 4 She ———————— to Cairo next week. The plane ticket is already booked. (travel) 5 He’s taken his shoes off. I think he ———————— into the water. (jump) 6 She always says she ———————— early, but she’s always late. (arrive)

5 Discuss in pairs these questions about the future.

1 What are you going to do this evening / tomorrow / at the weekend? (Think about things you’ve decided to do, but not arranged.) 2 What are you doing at the weekend / next week / next month? (Think about things you’ve arranged, either on paper or by talking to another person.) 3 What do you think tomorrow’s weather will be like? (How sure are you? Do you have any evidence about what it is going to be like?) 4 What future developments will there be in the field of communications technology? (How sure are you that these things will happen?) I’m going to watch my favourite programme on TV tonight.

I’m meeting some friends at the weekend and we’re going to the cinema.

Someone told me it’s going to be sunny tomorrow.

Listen, complete and analyse a questionnaire

1 Look at the advice about making a questionnaire (a list of questions for doing a poll or study). Then add the headings below in the correct places.

2 Listen to two people discussing a questionnaire. What is the questionnaire about?

3 Listen again and complete the finished questionnaire with words or phrases from the conversation.

Which (1) ———————— ———————— do you fall into?

14–20 □ 21–35 □ 36–49 □ 50–65 □ 66+ □ (2) ———————— (3) ———————— ———————— do you shop at a supermarket?

Never □ Once or twice a month □ Every week □ More than once a week □ [Please (4) ———————— any that (5) ————————.] Low prices □ Good quality □ Near my home □ Easy parking □ (6) ———————— ————————:

Please (7) ———————— ————————.

Planning a questionnaire: four lists of questions

4 Read the analysis of the results of the questionnaire. Then complete it with the words in the box.

We asked fifty people how often they used supermarkets and why they chose particular shops.

We also asked about their age group and occupation to see if there was any (1) ———————— between these and their shopping (2) ———————— .

Plan and write your questionnaire

• 1 Work in small groups. Plan your own questionnaire.
• Use of communications technology and social media
• School subjects and study habits
• What information you want to find out
• What type of questions will give you the information you need
• 2 Write the questions for your questionnaire.
• Make sure that the questions are clear and simple.
• Each student in the group should have their own copy of the same questionnaire.

Share, collect and summarise the results

• 3 When you have finished writing your questionnaires, exchange them with other groups and answer the ones you receive.
• 4 Collect your questionnaires from everyone who has completed one and analyse the results.
• 1 What are the main trends?
• 2 What conclusions can you come to?
• 5 Write three or four sentences as a summary of your results.