Cambridge Global English - Stage 12 - Executive Preview

Dear Teacher, Welcome to our new Cambridge Global English 10–12 series, a continuation of the Cambridge Global English 1–9 pathway. This series is ideal for schools that want their students to follow a higher-level English as a second language programme from ages 14 to 18. The following chart shows which CEFR levels and qualification/ frameworks Cambridge Global English best supports*.

Cambridge Global English

CEFR levels

Qualification/framework links

Stage 10

B2

Cambridge IGCSE™ English as a Second Language Cambridge English Qualification: B2 First (FCE)

Stage 11

B2+

IELTS Academic Reading and Writing IELTS Listening and Speaking Cambridge English Qualification: B2 First (FCE)

Stage 12

B2+/C1

IELTS Academic Reading and Writing IELTS Listening and Speaking Cambridge English Qualification: C1 Advanced (CAE)

*The Cambridge Global English 10–12 series has not been through the endorsement process

This Executive Preview contains sample content from Stage 12 in the series, including: • • • •

A guide explaining how to use the series A guide explaining how to use each resource The table of contents from each resource Sample chapters from the coursebook, workbook and teacher’s resource, and a link to a video demonstration of Digital Classroom content.

This new series results from extensive research with upper secondary English as a second language teachers all over the world and has been designed to meet your needs. It provides a clear continuation of the English as a second language pathway at Stages 11 and 12 from Cambridge IGCSE™, as well as mapping towards some common task types you will find in IELTS. The series develops language proficiency while addressing the evolving needs of students in the 21st century, such as developing critical thinking skills. There is a key focus on developing academic skills to ensure that students are equipped to study in English across the curriculum.

The series has extensive digital and online support. Bring language to life with Digital Classroom with onscreen versions of the coursebook and workbook developed for front-of-class use, along with time-saving pop-up answers.

Support better learning with videos linked to each topic and interactive grammar activities. The teacher’s resource also offers additional materials, including tests, to download from Cambridge GO. Formative assessment opportunities help you get to know your students better, with clear learning intentions as well as an array of assessment techniques, including advice on self and peer assessment. This teacher’s resource also includes example responses to writing tasks, together with comments from the authors to help you and your students understand what ‘good’ looks like.

Clear differentiation ensures that all students are able to progress in the course, with tiered activities, differentiated worksheets, open-ended project tasks and advice about supporting students’ different needs.

All our resources are written for teachers and students who use English as a second or additional language.

We hope you enjoy using this course. Visit our website to view the full series or speak to your local sales representative. cambridge.org/education With best wishes from the Cambridge team, Bridget McHugh Commissioning Editor, Cambridge University Press

1 Cells CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

How to use this series The Coursebook is designed for students to use in class, and contains ten units. Each unit presents students with a unit question, which encourages students to think critically about a topic. Each of the six lessons within a unit inspires an enquiry-based learning environment, with a focus on equipping students with the 21st-century skills they need to succeed in their academic studies and beyond. Cross-curricular content supports success across the curriculum, with an international outlook.

Scaffolded writing support develops students’ academic writing skills, and end-of-unit projects and exam-style questions provide opportunities for formative assessment.

Digital Access with all the material from the book in digital form, is available via Cambridge GO.

The write-in Workbook follows the same structure as the Coursebook and offers opportunities to help students consolidate their learning. It is ideal for use in class or as homework. It provides additional grammar support, with grammar presentations and differentiated activities. Activities based on Cambridge Learner Corpus data give unique insight into common errors made by learners.

Digital Access with all the material from the book in digital form, is available via Cambridge GO.

2

How to use this series

In the print Teacher’s Resource you’ll find everything you need to deliver the course, including teaching ideas, answers and differentiation and formative assessment support. Each Teacher’s Resource includes: •

a print book with detailed teaching notes for each unit

•

a digital edition with all the material from the book plus editable unit and progress tests and differentiated worksheets.

The Digital Classroom is for teachers to use at the front of the class. It includes digital versions of the Coursebook and Workbook, complete with pop-up answers, helping you give instructions easily and check answers. Zoom in, highlight and annotate text, and support better learning with videos and interactive grammar activities.

3

SA M

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5 Original material © Cambridge University Press & Assessment 2023

Contents

Contents Unit

Reading and Listening

Speaking

Academic writing

13–28

1 Relationships and role models

Listen to a social media live room discussion about 21st-century families Read a journal article about role models

Discuss the part that social media plays in relationships

Write the first draft of a discussion essay on the importance of a positive teacher–student relationship

29–44

2 Problem or opportunity?

Listen to a talk about the benefits of a growth mindset Read about ‘theory of mind’

Talk about creative problem-solving

Write a description of visual data in a bar chart

45–60

3 Then and now

Listen to students reporting on research about the impact of noise and artificial light on humans Read about the effects of modernday stress on the body

Talk about the impact of the internet on society

Write a proposal for how to reduce light pollution

SA M

PL E

Page

61–76

4 Visual arts

Listen to and watch a presentation on visual arts Read an academic text on visual literacy

Discuss environmental sculpture

Write an argument essay on including visual arts in secondary curricula

77–92

5 The benefits and risks of artificial intelligence (AI)

Listen to a webinar about how AI is used in customer service Read a text about AI in the movie industry

Discuss using AI in cybersecurity Use agree and disagree strategies to voice an opinion

Write an agree/disagree essay in response to a statement about the use of algorithms

93–108

6 What it is to be human

Listen to an online TV discussion about the secrets of living longer and healthier lives Read an outline of a book entitled An Edible History of Humanity

Speculate about the story behind a photograph

Write a summary of an excerpt from a web article

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Contents

Practise and prepare

Use of English

Vocabulary

Crosscurricular links

21st-century skills

Give a presentation on positive role models Create a survey then analyse and present the data in a short article

Reading Speaking

Attitudinal adverbs that clauses

Families

Sociology

21st-century skills: Discussion skills Critical thinking: Asking questions Critical thinking: Brainstorming ideas Critical thinking: Analysing text types

Create a podcast about someone who overcame adversity Create a selfhelp guide for young people

Listening Speaking

Parts of speech

Problems and opportunities

Psychology

Learning to learn: Taking control of your own learning Critical thinking: Evaluating ideas and arguments Emotional development: Empathy Collaboration: Negotiation and compromise

Debate whether life was better in the past than it is today Create a diary entry for a day in the life of a person in the past

Reading Writing

Not only… but also Formal conditional structures

Noise and light pollution

Medicine and biology

Communication: Participating with clarity and logic Communication: Using an appropriate level of formality Creative thinking: Generating ideas

Give a presentation on the part visual arts play in your country or culture Create a narrated presentation on a piece of visual art

Listening Writing

Adjectives modified Visual arts with extreme adverbs It in passive clauses to summarise or evaluate

Art

Communication: Using language for effect Critical thinking: Questioning and cross-referencing

Research an aspect of AI Create a short report or article

Listening Speaking

Rhetorical questions Subordinating conjunctions

Artificial intelligence

Computer science

Communication: Justifying opinions Collaboration: Taking responsibility

Create a healthy living plan Collaborate on a psychology experiment

Speaking

Modal verbs for speculating and making deductions Passive voice

Healthy lifestyles

History and economics

Social responsibility: Ethical considerations in research

SA M

PL E

Projects

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Contents

Unit

Reading and Listening

Speaking

Academic writing

109–124

7 Tiny wonders

Listen to a discussion about microscopic marine organisms Read a scientific article about tiny creatures of land, air and sea

Debate the proposition that microchip implants are a positive development for people and society

Write a structured report based on data extracted from external sources

125–140

8 Sustainability

Listen to a talk about sustainability in the workplace Read a text about two sustainable businesses

Exchange information about sustainability in education

Write an expository essay about sustainability in sporting events

141–156

9 Fabric and fashion

Listen to a podcast discussion between a journalist and a historian Read an article about a design collaboration

Discuss the concept of fast fashion

Write an essay on the advantages and disadvantages of wearing a uniform

157–172

10 Fiction and the future

Listen to a panel discussion between literature critics Read and respond to a web article about science fiction

Discuss an excerpt Write a critical analysis from a science-fiction of a piece of fiction book

Literature

Read extracts from the teen novel Fish in a Tree by Lynda Mullaly Hunt Read extracts from the historical novel Girl with a Pearl Earring by Tracy Chevalier Read extracts from the short story ‘The Mysterious Anxiety of Them and Us’ by Ben Okri Read extracts from the memoir Sea Change by Sylvia Earle Read the poem ‘Presents From My Aunts in Pakistan’ by Moniza Alvi

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PL E

Page

173–191

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Contents

Practise and prepare

Use of English

Vocabulary

Crosscurricular links

21st-century skills

Create a documentary about microplastics Record a podcast about a tiny creature

Reading Speaking

Prefixes in scientific language Adverbs for report writing

Marine organisms

Biology

Communication: Debating successfully Learning to learn: Note-taking while listening Collaboration: Dividing up the work Learning to learn: Encouraging others

Create a project proposal Record ideas in a diary

Writing Speaking

Premodifying noun phrases

The workplace

Business and environmental management

Create a presentation on national dress Design an item of clothing for a special occasion

Reading

Negation Linking words to show contrast

Clothing and textiles

Cultural studies Communication: Using discourse functions Critical thinking: Understanding ideas and analysing arguments Social responsibility: Showing intercultural awareness Critical thinking: Making decisions

Write a collective short story Write a letter to an author

Writing Listening

Hedging language

Science fiction

Literature

SA M

PL E

Projects

Collaboration: Engaging and supporting others Collaboration: Being adaptable Social responsibility: Improving self-awareness

Creative thinking: Approaching fiction critically and creatively Collaboration: Being a good leader Learning to learn: Reflecting on and evaluating your own learning

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How to use this book: Student

How to use this book In this book you will find lots of different features to help your learning.

PL E

What you will learn in the unit.

Big questions to find out what you know already.

SA M

Key vocabulary for the unit.

Language that will help with your wider studies.

Glossaries to support texts.

Use of English boxes and accompanying questions present the main grammar points in a unit.

Strategies you can use to help you with your learning.

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How to use How this tobook: use this Student book

Suggestions to help develop the 21st-century skills: creativity, collaboration, communication, critical thinking, learning to learn and social responsibilities.

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Group activities to create pieces of work.

Criteria to help you assess your own or another student’s progress.

SA M

Strategies to help you with exams.

Questions to help you think about how you learn.

A checklist to use to check your understanding of the unit.

Audio and slides are available with the Digital Coursebook, Teacher’s Resource or Digital Classroom.

Videos and grammar activities are available with Digital Classroom.

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Engage with the topic of the unit and generate discussion using the image, the video and the big question.

This lesson develops students’ listening skills.

There will be opportunities to think critically about the information in the text.

SA M

The crosscurricular lesson prepares students to learn in English across the curriculum.

The Think about it lesson introduces the topic through topic vocabulary activities.

PL E

How to use this book: Teacher

In this lesson you’ll find Academic language boxes.

The Talk about it lesson develops students’ speaking skills.

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A non-fiction text exposes students to cross-curricular language.

Listening models and speaking tips help provide scaffolding for speaking.

How to use How this tobook: use this Teacher book

The Academic writing lesson supports students to write effective texts.

Model texts with callouts support the writing process.

Step-by-step tasks support students in their planning, writing and editing.

SA M

Use of English boxes focus on important grammar points.

PL E

Sample answers can be found in the Teacher’s Resource.

The Project challenge lesson provides a choice of projects and an opportunity to consolidate learning from the unit.

Projects encourage 21st-century skills such as research, collaboration, and creativity.

A final activity supports students to assess their own or their peer’s work.

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How to use this book: Teacher

SA M

At the end of the unit, a Reflection box contains questions to prompt students to think about their learning process.

PL E

The Practise and prepare lesson provides opportunities to practise answering exam-style tasks.

A Summary checklist box supports students to check their progress with the unit content.

The Literature section at the end of the book includes extracts from five different literary texts. The accompanying activities help students to explore the different genres.

An About the author box provides biographical information about the author.

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IN THIS UNIT YOU WILL...

PL E

1 Relationships and role models listen to a social media live room discussion about 21st-century families

•

read a journal article about role models

•

discuss the part that social media plays in relationships

•

plan and write the first draft of a discussion essay on the importance of a positive teacher–student relationship

•

explore and analyse the use of attitudinal adverbs and that clauses

•

give a presentation on positive role models or create a survey, then analyse and present the data in a short article.

SA M

•

GETTING STARTED

“I have learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

(Maya Angelou, writer)

Maya Angelou has been a role model to many people over the years.

Do you agree with what she says? Why or why not?

Watch this!

Original material © Cambridge University Press & Assessment 2023

CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK

Think about it: 21st-century families How are families today different from or similar to families in the past?

Vocabulary

PL E

•

Match the words and phrases in the vocabulary box with the correct definitions.

1

nuclear family privacy wouldn’t change it for the world

a

b c d e f

g

family members that extend beyond the nuclear family, such as grandparents, uncles and aunts the state of being alone, not disturbed by other people when people depend on each other equally an expression meaning that you like something exactly as it is a small family group consisting of two parents and their children a word to describe someone who doesn’t need support from anyone else several generations

READING TIP

3

Understanding unfamiliar words

Complete the paragraph with word classes or phrase types from the box. Sometimes there may be more than one answer. adjective collocation

SA M

extended family independent interdependent multigenerational

2

noun semi-fixed expression

When I was growing up, I lived with my mum and dad and my sister – we were the typical _____1.

However, it’s very different now. I live in a _____2 household with my _____3. It’s a big house, which is a good thing as you need plenty of space when a lot of people are living together. By that I mean you need some _____4; you don’t want to feel like you are being watched by everyone all the time. In some ways, we are _____5 because we all share the cost of running the house. But in others we are quite _____6 because we all come and go as we please. We are one big happy family, and I _____7.

Choose a word from the vocabulary box in Exercise 1 to go in each gap in the paragraph in Exercise 2.

When you come across an unfamiliar word, you can use the co-text (the words on either side of it) to help you decide what type of word it is and work out its possible meaning.

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1

Listening

6

LISTENING TIP Identifying speakers

02

5

Listen to the first part of a social media live room discussion. Answer the questions. a How many people are taking part: two, three or five? b What did you hear that helped you reach this answer?

Speaking 7

Now listen to the whole discussion. Which of the following words or phrases do you hear? They are listed in the order you will hear them.

• serious threat •

technological innovations

•

traditional families

•

shapes and sizes

•

weak evidence

•

house prices

•

family ties

•

reconnected

Discuss the following questions with a partner. a Do you think that Samantha, Paul and Anita know each other very well? Why or why not? b Who was leading the conversation? What makes you say that? c Did the speakers share similar views on family?

What makes you say that? d Which speaker’s ideas do you agree with the most and why?

SA M

03

4

Listen again. Note down whether each statement below is true, false or not given. a The topic of the discussion is families over the years. b Paul thinks that families use technology on a regular basis. c Anita lives in a nuclear family. d Paul believes that most people prefer to live on their own. e Anita suggests that people who live together do everything together. f Paul wonders if families are communicating less because of mobile phones.

PL E

When you can’t see who is talking, use clues like accents, the speed at which people talk and the use of names to help you identify who is taking part in a conversation or discussion.

Relationships and role models

LISTENING TIP

True, false or not given?

If a statement is true, it will agree with information you hear.

If a statement is false, it is incorrect and will not match with information you hear.

If a statement is not given, you will not hear information that matches the statement.

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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK

Sociology: Someone to look up to •

What does the phrase ‘role model’ mean to you?

3

ACADEMIC LANGUAGE Sociology respondent responsible citizenship role model statistics survey undesirable characteristics

READING TIP

PL E

anti-role model antisocial behaviour community controversial ideas moral values research

Read and listen to the article, then answer the questions with a partner. a What does the writer suggest makes role models more effective? b What do you think the phrase ‘put on a pedestal’ means (line 19)? What clues in the co-text make you think that? c According to the article, where have young people turned to find a new type of role model? d What can you infer about the author’s attitude towards online influencers? e What do you think are the traits of a good role model? Use information in the article and your own ideas to justify your answer.

Identifying important information

USE OF ENGLISH

Use the following text features to help you to determine important information in a text: headings and subheadings

•

proper names

•

subject-specific language

•

nouns and noun phrases.

Attitudinal adverbs

SA M

•

When looking for answers to specific questions, identify important information in the question and scan for the same or similar information in the text.

Reading 1

2

Check the meaning of any words in the Academic language boxes that you do not know in a reliable dictionary.

Skim the article about role models quickly, then choose the sentence that summarises the writer’s overall point of view. a All role models are a force for good. b Role models do not have a place in the modern world. c There are different types of role models that can have a positive or negative influence. d We should only look for role models in our local communities.

4

Attitudinal adverbs express a writer’s attitude towards an action. They are usually used to describe a whole phrase or sentence, rather than a single word.

Attitudinal adverbs can be formed from an adjective by adding -ly: unfortunate → unfortunately sad → sadly honest → honestly They are usually positioned before the subject of the sentence.

Unfortunately, many social influencers do not set a good example.

Find the following attitudinal adverbs in the article and match them to one of the synonyms a–d. clearly fortunately a b

hopefully surprisingly

all being well luckily

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c d

obviously amazingly

04

1

Relationships and role models

Someone to look up to When asked to think of a person we admire, we usually recall a role model who has had a positive impact on our lives in some way. But the concept of a role model is much more complex than this.

10

15

35

But it’s not all good news. Statistics show that the phenomenon of online influencers continues to grow. These people create large online communities and reach huge audiences. There is no doubt that some use this influence as a force for good, but a high proportion continue to share ideas and exhibit behaviours that encourage negative behaviour in their followers. This has real-world effects, often on minoritised or vulnerable sections of society.

Not all public figures in the media display undesirable characteristics, but those that do are generally ‘distant’ individuals famous for one aspect of their life, such as sportspeople, actors and musicians. Because they have lifestyles that others aspire to, enjoying wealth, fame and popularity, they are often put on a pedestal. Research has shown that despite negative behaviour and attitudes, many people in the public eye are still idolised by some individuals or groups, who may also attempt to emulate this negative behaviour.

40

45

The conclusion that may be drawn from recent studies is that many are thinking more critically about the characteristics they admire and aspire to emulate in others, and hopefully modifying their views on what a role model really should be. But the long arm of social media still gives a powerful voice to the anti-role model.

SA M

20

People who exert a positive influence on others usually have a stronger effect if their beliefs and actions match their admirer’s ideas and goals. Those we look up to can obviously motivate and inspire us, and shape our outlook on life. However, negative role models, or anti-role models, can have an equally powerful effect – for example, celebrities who glamorise antisocial behaviour, controversial ideas and misguided values but become rich and successful nonetheless.

PL E

5

community. These included teachers, healthcare workers, leaders of charity or social groups, and family members, all of whom give a more accessible face to the idea of what makes a good role model.

25

30

Fortunately, more positive, inspirational role models can often be found away from the media spotlight. A recent survey of 16–20-year-olds suggested that young people may be turning away from the cult of celebrity and looking for inspiration closer to home. Surprisingly, when asked to identify one person they considered to be a role model, 72% of respondents named someone from their local

Speaking 5

glamorise: to make something seem special and desirable 22 emulate: to copy or imitate someone 42 minoritised: to be considered as a minority; that is, a small group in society that is different from others because of ethnicity, religion, political beliefs, etc.

42 vulnerable: someone who is weak or without protection 11

Discuss these questions in small groups. a Who do you admire in your community and why? b Why do you think people admire celebrities? c Do you know any online influencers? If so, are they a force for good or a negative influence?

What makes you say that?

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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK

Talk about it: The impact of social media on relationships Which of the elements in the box below do you think makes a good discussion?

Why? What other elements would you add to the list? disagreeing interrupting listening negativity

participation speaking loudly staying on topic

Listening

PL E

•

2

Listen to a group of students discussing friendship.

Copy the table into your notebook and tick the phrases you hear.

Functional language

Watch this!

Speaking

Category (a–e) a

The way I see it…

How about you…?

Look at these categories of functional language that can be used in a group discussion. For each one, write an example phrase in your notebook. a Invite a speaker to continue speaking. b Invite someone to join in the discussion/express their opinion. c Show understanding of another speaker’s attitude. d Put forward your own feelings or opinions/ develop an argument. e Agree with someone.

Go on…

From my point of view…

SA M

1

Carry on…

Tick

3

What do you reckon…?

I know just how you feel.

What makes you say that?

I feel we should…

What about you…?

I’m with you…

Don’t stop there…

Look at the table from Exercise 2. For each phrase, choose a functional language category from Exercise 1 and write the letter in the third column.

For example: Carry on = a. Are any of the phrases the same as or similar to the ones you noted for Exercise 1?

20 Original material © Cambridge University Press & Assessment 2023

05

1

Speaking

Work in groups. Follow the instructions to play the game ‘Yay!’ Note: Your teacher will decide which group member will start your discussion.

• Put your personal slips of paper from Exercise 4 face up on the table next to you.

The aim is to join in the discussion, using the phrase on each slip of paper once.

6

SPEAKING TIP Stress in sentences When you want to emphasise what you are saying, you can pronounce specific words (nouns, verbs and adjectives) louder and/or more slowly. This is called sentence stress. In the following example, the stressed words are marked with a dot.

Choose three functional language categories from Exercise 1 and a phrase for each category. It can be your own phrase or one from the table in Exercise 2.

Then follow the steps below.

Step 1: Write each phrase on a separate slip of paper (you will need these again in Exercise 6).

•

When you have used all your personal phrases shout ‘Yay!’

•

The discussion continues until there is only one person remaining. Then the whole group shouts ‘Yay!’

21ST-CENTURY SKILLS Discussion skills

When taking part in group activities, there are several skills to consider:

Step 2: Practise saying the phrase out loud and decide which word you stressed. Try to speak as naturally as possible.

•

Communication: Invite contributions from other people in the conversation.

•

Emotional development: Show understanding of other people’s perspectives and feelings.

SA M

Step 3: Say the phrase to a partner. Ask them to identify when and how you used stress.

5

Try to use the phrases naturally. When you have used a phrase, turn the slip of paper over.

PL E

•

Friends are not just about making me feel better.

4

Relationships and role models

Read the speaking task and note down some ideas.

•

What are the positive and negative impacts of social media on relationships today?

Collaboration: Work with others to plan, organise and carry out the task.

Consider what words and phrases you can use to show each of these skills in your discussion.

Make notes before you start if you think that will be helpful.

7

Which of the three skills in the 21st-century skills box did you use in your discussion? Which skill would you like to develop further? How will you do this?

21 Original material © Cambridge University Press & Assessment 2023

CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK

Academic writing: A discussion essay 1

WRITING TIP The importance of planning

CRITICAL THINKING Asking questions

•

Number the points in the order they are discussed in the essay.

•

Compare your ideas map with a partner.

Justify your choices by referring to the essay.

PL E

Planning is the first step in creating an effective piece of writing, whether it is a newspaper article or a discursive essay. A well-planned text means your ideas will follow a logical progression and will demonstrate coherence.

Read the essay question and the model response to it on the next page, then complete the tasks.

• Copy and complete the ideas map to show the ideas the author brainstormed before writing the essay. Use as many bubbles and arrows as you need to show main ideas and connected or supporting ideas.

You can develop your critical thinking skills when you analyse an essay by asking yourself questions such as: What is the main argument?

•

What evidence does the writer provide to support their argument?

•

What assumptions and inferences does the writer make?

SA M

•

Having friends is part of what makes us human, but not all friendships are good. Indeed, close friends can sometimes have a negative effect on our wellbeing and happiness. Discuss.

1 Introduction

Why are friends important?

22 Original material © Cambridge University Press & Assessment 2023

2

1

Relationships and role models

Woodrow Wilson, the 28th president of the United States, was said to be a firm believer in the idea that friendships are what hold the world together – a powerful thought that underlines the importance of friendship1 from a global social perspective. However, on a personal level, friends can bring a great deal of positivity into our lives in the same way that a lack of friends can leave us isolated and lonely.2

PL E

Good friends are there for us in difficult times and provide emotional support and encouragement to overcome the challenges life throws at us. They can boost our selfesteem and help us to build inner strength and self-belief. This idea has been borne out time and again by global events, such as natural disasters and social disruptions like the Covid-19 pandemic. Such challenges really underline the power of friendship groups. Moreover, engaging with friends keeps us socially active and open to new experiences, new relationships and new opportunities. But let’s not forget that friendship is a two-way street.

Early in childhood we learn the importance of friendship through caring and sharing. In other words, to have good friends we have to be a good friend in return.

Unfortunately, this is not always the case. Some friendships can be unequal or one-sided, with one friend more demanding of the other’s time and attention. And, too frequently, these self-absorbed friends fail to recognise when they need to give some support in return.

In this situation, instead of the friendship providing us with positive reinforcement, it can leave us feeling stressed and put upon. Sociologists suggest that when this happens, we need to create distance from the so-called friend3 to protect ourselves from these negative effects.

SA M

In conclusion, I believe that while some friendships can be less beneficial, the positives that good friendships can bring far outweigh the negatives. Through good friendships we build positive values like generosity, patience, kindness and support, which in turn help create a stronger, connected, caring, and sharing society.

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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK

Read the model essay again. Use the Use of English box to help you decide whether the underlined sentences (1–3) use the word that to help define, evaluate or compare.

2

USE OF ENGLISH that clause The word that can be used in different ways to foreground a writer’s intention.

ACADEMIC LANGUAGE

1 Define: to provide additional information about the head noun phrase.

Explain, expand, exemplify You can use specific words and phrases in academic writing to signal to your reader the relationship between what you have just said and what follows. These words and phrases can be used to:

PL E

… the newspaper article + that + discusses the values of friendship.

2 Evaluate: to signpost a person’s viewpoint.

The professor + believes that + we need to cut down on our use of social media.

•

explain a point in a slightly different way: in other words, to put it another way, that is to say…

•

expand a point: moreover, what’s more, furthermore

•

exemplify a point: such as, for instance, like.

3 Compare: to compare two concepts or ideas.

Walking to work can provide thinking time + in the same way that + sitting on a noisy train makes it hard to think.

Copy and complete these sentences, using that in the way indicated in brackets. a The book that _____. (define)

3

SA M

b Reading a book before bed can help relax you in the same way that _____. (compare) c I think that books _____. (evaluate)

d The friend that I _____. (define)

e Good friends are the ones that _____. (compare)

4

Look at the words and phrases in the Academic language box. Find some examples of language used to explain, expand and exemplify in the model essay.

Choose a word or phrase from the Academic language box to complete each of these sentences. Use each word or phrase only once. a We’ve decided to stay at home this summer. _____, we’ve decided not to go on vacation and just enjoy being at home. b Famous people, _____ Maya Angelou, show us how to be a good role model for younger generations. c I think celebrations _____ weddings help to cement our family ties. d The discussion was really interesting. _____, it made me think about how I could be a better friend. e My older sister was my role model when I was growing up. _____, she still is. f Relationships contribute to our health and wellbeing. _____ our family and friends play an important role in our lives.

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1

Plan and write the first draft of a discussion essay.

Step 6: Check that the format of your essay matches the target text type (a discussion essay). Use the model essay for guidance.

Step 7: Work with a partner. Review each other’s essay using the checklist below. Make notes and give each other feedback on whether further revisions are needed. Explain and justify your notes.

•

The main ideas are clear.

•

The main ideas are well supported with linked ideas.

•

The ideas follow a logical progression.

•

The writer has used words and phrases to signpost when they explain, expand or exemplify a point.

•

The essay matches the word limit

•

The essay reads like a discussion essay.

PL E

Some people suggest that the teacher– student relationship is what ultimately impacts the outcome of a student’s education. Others believe it is not the relationship that counts, but how well the teacher facilitates student learning. Discuss both views and give your opinion. Write 250–300 words.

Step 5: Edit your essay – check for cohesion, grammar and spelling errors.

Step 1: Brainstorm ideas in your notebook. Create a mind map to make connections between your ideas.

Step 2: Identify the main ideas connected to each point of view and put them in a paragraph plan.

Step 3: Write a first draft of your essay. Make sure you stick to the word limit.

Step 4: Review and revise your essay. Check the first draft against the task to ensure you have addressed the question set. Check for coherence.

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Relationships and role models

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Project challenge PROJECT LEARNING OBJECTIVES In your project, you will… collaborate with others to plan, organise and carry out activities to achieve a project outcome(s)

•

conduct research to produce information that will inform the project outcome

•

contribute to group discussions and encourage others to share their opinions.

PROJECT OPTION 1

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•

Presentation on positive role models

Step 3: Rehearse and deliver your presentation.

Research, plan and deliver a presentation on positive role models in your society. (See, for example, Nobel Prize winner Tu Youyou, shown in the photo above.)

•

Research leader: Work with your team to review the collected information and decide what to include in the presentation.

Step 1: Decide on leadership roles in your project team: project leader, research leader, presentation leader, reflect and review leader.

•

Presentation leader: With your team, decide on the length of the presentation and create the presentation material. Decide who will present each section.

•

Reflect and review leader: Help the team assess the presentation for coherence and appropriate use of language. Make any changes needed.

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Brainstorm to identify the main points and supporting information you want to cover in your presentation. Record your ideas in an ideas map, ensuring that everyone contributes to the discussion.

Create a timeline for your project.

Step 2: Conduct your preparation and research.

•

•

Research leader: Use the ideas map to identify main points and example role models to research. Decide with your team what information you want to find out for each of your chosen role models.

Assign each team member a role model to investigate. Coordinate the data collection phase.

Project leader: Check project progress against your timeline. Encourage team members.

•

Project leader: Organise practice sessions, peer support and constructive feedback.

•

Presentation leader: Coordinate and lead the presentation.

Step 4: Have a group discussion on how the project went. Consider what you:

• • • •

learnt as a group learnt in your leader roles would change next time would like to learn more about – topic or task.

CRITICAL THINKING Brainstorming ideas

Explore techniques for researching and brainstorming ideas. For example, research

Tony Buzan’s approach to using ideas maps to creatively capture, expand and organise thoughts and arguments.

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Relationships and role models

PROJECT OPTION 2 A sociology article

•

Project leader: Check project progress against the timeline. Encourage team members.

Research, write and publish a sociology article about how families use social media.

Step 3: Analyse your findings and write the first draft.

•

Research leader: Work with your team to collate, review and create visual representations of the data, if appropriate.

Have a brainstorming session to identify the main points and supporting information you want to cover in your article. Record your ideas in an ideas map, ensuring that everyone contributes to the discussion.

Create a timeline for your project.

•

Article leader: Work with your team to write the first draft of your article. Include tables or charts to show the results, if appropriate.

Step 2: Carry out your research.

•

Reflect and review leader: Work with your team to review the article for coherence and appropriate use of language and textual layout. Make any changes.

•

Project leader: Decide with your team how you will publish your article and who you will share it with.

Research leader: Find out how to create an effective survey tool (questionnaire) and the types of questions you could use (multiple choice, Yes/No, etc.). Then, as a team, create a questionnaire that will collect the information you need for your article. Decide how the questionnaire will be distributed and coordinate the data collection phase.

Step 4: Review, revise and publish your article.

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•

PL E

Step 1: Decide on leadership roles as a team: project leader, research leader, article leader, reflect and review leader.

CRITICAL THINKING Analysing text types

A key sub-skill in critical thinking is being able to analyse something unfamiliar, such as different types of text, and identify specific patterns and formats. You can then use the results of your analysis to guide your own writing. In this project, you could analyse unfamiliar target text types like surveys/questionnaires and sociology articles.

SELF- AND PEER ASSESSMENT

Work with a partner to discuss these questions.

Future projects

a

How did you feel your contribution ensured a successful project outcome?

a

What aspect of your learning in this project do you think you will use in a future project?

b

In addition to the skills outlined in the Critical thinking boxes, what other critical-thinking skills do you think you used during the project?

b

What skills would you like to develop in future projects

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Practise and prepare Speaking

EXAM TIP

EXAM TIP

Skimming and scanning

Answering questions

If the question targets a specific side of a discussion or argument:

Avoid answering simply ‘yes’ or ‘no’. Try to give the interviewer more information – for example, Yes, I have two older brothers and one younger sister. My sister still lives at home, but I don’t see much of my brothers because they’re both at university.

PL E

Reading

•

skim the text quickly to identify the relevant paragraph

•

find key words in the question to help you scan the text for the target information.

Remember, you may need to scan for synonyms or make inferences across several lines of text.

The list below gives some of the disadvantages of the overuse of technology in families. Which disadvantages are mentioned by the writer of the text?

Choose TWO answers.

A Technology is affecting how parents behave around their children.

B Family members don’t talk at mealtimes because they are on their mobile phones.

C Children are isolating themselves from their parents D Bedrooms are becoming a place of work.

E Parents believe that work is their main priority.

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1

3

2

Work with a partner. Take it in turns to be the interviewer and interviewee.

Let’s talk about your family.

•

Do you have any brothers or sisters?

•

What do your relatives do for their occupations?

•

Who are you closest to in your family?

•

What do you and your family do in your leisure time?

•

What is the last occasion you celebrated together as a family?

The list below gives some of the advantages of using personal technology to communicate with family.

Which advantages are mentioned by the writer of the text? Choose TWO answers.

A Families can create chat groups to exchange news.

B Technology helps bring family members together wherever they live.

C Families agree when they can use mobiles during meal times.

D Children use their mobile phones to tell their parents what time they will be home.

E Mobile technology provides a quick way for parents to check that their children are safe.

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Technology – a help or hindrance to families? tablets or chat online with friends, while parents return to their own mobile devices. This all suggests that technology is seriously impacting family life.

But is that a generalisation? It could be said that the very accessibility of mobile technology helps to strengthen family ties. No matter where people are in the world, they can chat face to face. The affordability of mobile personal devices also enables families to stay in touch more regularly. Gone are the days of expensive phone calls where people had to hurry through their news.

And, from a safety perspective, children can get in touch with their parents instantly if they need help and support, while parents can check on younger children’s whereabouts for peace of mind. Supporters also point out that the key to families using technology successfully is to be mindful of when and where they use it. Responsible families often agree rules or codes of practice around how they will use their technology – for example, turning off mobiles during family meals or celebrations.

PL E

The impact of technology on family life remains a heavily debated topic online, in our national newspapers and across academic journals. Communication devices permeate our daily lives in ways that we could never have imagined 30 years ago. People use them to access their preferred social media platform, post a quick update to friends and family, book a taxi or take part in a conference call. But there are those who believe, like the film director Steven Spielberg, that ‘technology can be our best friend, and technology can also be the biggest party pooper of our lives’.

It seems that advances in technology as such are not bad for families and family relationships. Rather, the way in which the technology is used is what counts. Families who use technology unchecked and without regard for the effect it may have on their relationships are likely to see negative consequences, whereas those families who exercise a degree of monitoring and self-control will reap the rewards.

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Ever since the birth of the internet, researchers have been investigating the impact of personal technology on our relationships, and recent findings are starting to indicate some worrying trends. For example, some people appear to be blurring the lines between work and family, which results in what Jenny Radesky and Brandon McDaniel refer to in a 2017 article as ‘technoference’.

It’s too easy for parents to carry on working outside the office and get distracted from what is going on around them. This inevitably has an impact on their parenting and could in turn affect their children’s behaviour. And then, of course, the accessibility of online entertainment and communication through mobile media can set family members apart even more. Instead of parents and children doing something together like watching a TV programme or sitting down together to chat after dinner, children go to their bedrooms to play on their

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REFLECTION Work with a partner. Think back to the quotation and question on the opening page.

Do you think that all role models provide good advice that we could follow? Why or why not?

Tell your partner.

2

Reflect on your progress as a learner while working on this unit. Discuss these questions with your partner. a

How did your attitude to the unit theme affect your approach to the exercises and tasks covered?

b

How do you work out the meaning of unfamiliar words that you read in your first language? What did you learn in the Think about it lesson that could help you work out the meaning of unfamiliar words in the future?

d

What was the purpose of recreating the ideas map for the model essay?

What will you take away from this exercise when you plan essays in the future?

f

How did you find your leader role in your group project?

What aspects of it did you enjoy and what aspects were more challenging?

Would you do anything differently next time?

In the listening exercises, you heard people speaking with different accents.

Which accent did you find most difficult to understand? Why do you think that was?

What could you do to improve your ability to understand different accents?

g

3

SA M

c

e

PL E

1

What did you learn about academic language in this unit that you did not know before? How will you use this knowledge in your own writing?

Which exercise did you enjoy most and why? Which unit exercise did you enjoy least and why?

Think about your answers to the above questions and use them to create three new learning goals.

SUMMARY CHECKLIST I can…

listen to a social media discussion about 21st-century families and identify specific information. read a journal article about role models and answer critical questions. use functional language to promote an inclusive discussion about the part social media plays in relationships. plan and write a first draft of a discussion essay on the importance of a positive teacher–student relationship. explore and analyse the use of attitudinal adverbs. explore and analyse the use of that clauses to define, analyse and compare points. fulfil a specific leadership role in a group project.

30 Original material © Cambridge University Press & Assessment 2023

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CAMBRIDGE GLOBAL ENGLISH 12: WORKBOOK

Contents 6

1

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8

Think about it: 21st-century families Sociology: Someone to look up to Use of English: Attitudinal adverbs Use of English: that clauses Academic writing: A discussion essay Check your progress

8 10 12 14 16 18

Problem or opportunity?

20

Think about it: Developing a growth mindset Psychology: The benefits of play Use of English: Modals for probability and possibility Use of English: Parts of speech Academic writing: Describing data in charts and graphs Check your progress

20 22 24 26 28 30

Then and now

32

2

Think about it: The impact of artificial light on insects Medicine and biology: The effects of stress Use of English: Not only… but also… and Neither… nor Use of English: Formal conditional structures Academic writing: A proposal Check your progress

32 34 36 38 40 42

Visual arts

44

Think about it: Looking at arts and crafts Art: Visual literacy as a life skill Use of English: Adjectives modified with extreme adverbs Use of English: Impersonal passive reporting verbs Academic writing: An argument essay Check your progress

44 46 48 50 52 54

The benefits and risks of artificial intelligence (AI)

56

Think about it: The role of AI in customer service Computer science: Human–robot interaction Use of English: Rhetorical questions Use of English: Subordinating conjunctions Academic writing: An agree/disagree essay Check your progress

56 58 60 62 64 66

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3

PL E

How to use this book

4

5

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Contents

7

8

68

Think about it: The secrets of a long and healthy life History and economics: An edible history Use of English: Modal verbs for speculating and making deductions Use of English: Passive voice Academic writing: Summarising Check your progress

68 70 72 74 76 78

Tiny wonders

80

Think about it: The magic of microscopic marine organisms Biology: Tiny creatures Use of English: Prefixes in scientific language Use of English: Adverbs for report writing Academic writing: A report Check your progress

80 82 84 86 88 90

Sustainability

92

Think about it: What is sustainability?

Business and environmental management: Embracing sustainability Use of English: Syntax – premodifying noun phrases Use of English: Linking and transition words Academic writing: Expository essay Check your progress

92 94 96 98 100 102

Fabric and fashion

104

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9

What it is to be human

PL E

6

Think about it: Ancient textiles and clothing Cultural studies: The link between culture and fashion Use of English: Negative and positive quantifiers Use of English: Linking words to show contrast Academic writing: Advantages and disadvantages essay Check your progress

10 Fiction and the future

Think about it: Stories from the future Literature: Science fiction Use of English: it and there Use of English: Hedging language Academic writing: Critical analysis – fiction Check your progress

Key phrases bank Irregular verb table Acknowledgements

104 106 108 110 112 114

116 116 118 120 122 124 126

128 131 133

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1 Relationships My generationand role models 1

PL E

Think about it: 21st-century families

Read the fact files about two people. Then complete them using words from the box. wouldn’t change it for the world privacy nuclear family interdependent multigenerational independent extended family

Rebecca

I live in a flat with my mum and dad. While this kind of traditional

.…………………………………………1 is still quite common in my country, things have started to change in the past few decades. There are all kinds of family

SA M

arrangements these days. For example, I’ve got a friend whose grandparents live with him and his parents. I really feel for him – he doesn’t have much .…………………………………………2. My grandmother lives round the corner

from us, which is great. I spend a lot of time at her place – she’s honestly like a second mother to me. As for my parents and me, I’d say we all get on pretty well together. I feel I can talk to them about anything. I’m an only child so I would say I’m quite .………………………………………3

because I don’t have a brother or sister to help me out or do things for me.

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Silas I live in an .…………………………………………4 with my parents, two younger brothers, my aunt and my grandparents all together in the one house. .…………………………………………5 living is common in my culture, so my family is quite typical. We’re a close family and fairly .…………………………………………6 too.

PL E

For instance, my grandfather helps me with my maths homework and when my aunt has a problem with her laptop, I’ll do my best to sort it out. We have a lot of fun together – especially when we’re cooking dinner. We’re really lucky to have each other.

I love my family and I .…………………………………………7.

2

A

Increasing pressures on family life

B

Different family shapes and sizes

Read the fact files again. Who do these phrases refer to? Circle R for Rebecca, S for Silas or N for neither of them. a

appreciates having a secondary parental figure

R S

N

b

provides practical support to one particular relative

R S

N

c

regrets not having more privacy at home

R S

N

d

mentions that family structures have undergone change over time

R S

N

SA M

3

Choose the heading that fits both fact files.

4

Underline the stressed words in the following sentences from the fact files. a

I live in a flat with my mum and dad.

b

I feel I can talk to them about anything.

c

I spend a lot of time at her place – she’s honestly like a second mum to me.

d

We have a lot of fun together – especially in the kitchen when we’re cooking dinner.

Challenge 5

Write a short text about your family life. Include a heading. ……………………………………………………………………………………..……. ……………………………………………………………………………………..…….

SPEAKING TIP When you want to emphasise what you are saying, you can stress certain words – that is, pronounce them more loudly or slowly, or by pausing briefly after you say them. We usually stress content words in a sentence, rather than function words (about, and, the, to, it, etc.).

I love my family and I wouldn’t change it for the world.

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CAMBRIDGE GLOBAL ENGLISH 12: WORKBOOK

Sociology: Someone to look up to 1

Skim the four extracts and match them with the type of text. book summary dictionary entry teen blog

a

anti-role model: a person who displays undesirable characteristics and antisocial behaviour that you want to avoid as you plan your life and make progress towards your personal goals.

b

Abstract

Background

Identity formation is a dynamic process that begins in adolescence. During this time, children look to adults as role models.

Objective Bursting with fun facts and The aim of this research is to see if there is a illustrations, it charts the lives and relationship between identified role models, and achievements of some of the most adolescents’ interest in education, confidence, inspiring and controversial women happiness and physical activity. in history. Among those featured are painter Frida Kahlo, nurse Mary Seacole and civil rights d I really admire Dylan Conrique. I love her singing activist Rosa Parks. and she has an amazing voice. She seems like a kind, amazing human and everything she does is awesome!

– Taylor, 13

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c

PL E

research article

2

Match the words in bold in the extracts with the definitions below. a

not wanted or approved of

b

people with qualities that others admire and try to copy

c

a way of behaving that is harmful or annoying to other people or society

d

causing a lot of angry public discussion and disagreement

e

a person who displays negative qualities that we hope to avoid in our own lives

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3

Relationships and role models

Read the article, then answer the questions.

In some cases, however, fiction may provide even better role models, partly because fictional characters can achieve things that have never been done before.

The people who invented the submarine and helicopter were fascinated by Jules Verne’s descriptions in his novels Twenty Thousand Leagues Under the Sea and a

The Clipper of the Clouds. Throughout The Clipper of the Clouds, which features a fictional flying machine called the Albatross, Verne explores the nature of flight and its effects on humanity. As young people discover creative and ingenious ideas in history and fiction, the fear of consequences disappears. They no longer concern themselves with what might happen if they don’t succeed.

Perhaps it won’t be too long before the next generation of inventors and influencers starts looking to more recent stories and films for inspiration. The Harry Potter series, for example, is bursting with original thoughts and ideas.

PL E

Role models have a clear effect on how children express their originality as they are growing up. To encourage inventiveness and creativity in their children, parents should allow them to look for their own role models. For a start, there are many good role models to be found in real stories of amazing people throughout history.

Human rights campaigner Malala Yousafzai, for example, was inspired by a woman called Meena – a human rights activist in Afghanistan.

Who served as a positive role model for Malala Yousafzai? .………………………………………………………………

b

Which two inventions may have been inspired by works of fiction?

SA M

.……………………………………………………………… c

Which works of fiction may inspire young people to develop creativity and originality in future? .………………………………………………………………

4

Read the article again. Circle true (T), false (F) or not given (NG) for each of the following statements. a

The text is taken from a book summary.

T

F

NG

b

The writer of the text is a parent.

T

F

NG

c

Characters in novels may sometimes inspire young people more than real-life role models.

T

F

NG

The underlined phrase in paragraph 2 means ‘they become less willing to take risks’.

T

F

NG

d

Challenge 5

In your notebook, write 150 words about a fictional character or a person in real life who you look up to.

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Use of English: Attitudinal adverbs USE OF ENGLISH

Check!

1

PL E

After that first chemistry lesson we quite honestly thought he was a bit silly.

But he was just different from all the other teachers. Unfortunately, the rest of them were serious and uninspiring. They’d talk, we’d take notes and that was about it, sadly. It was really boring and obviously it didn’t put any of us in the mood for learning. But Mr Gupta would walk into class and make stuff like the periodic table amazingly come alive. He clearly enjoyed what he was doing. I’ll always remember what he taught me – well, hopefully I will!

Read the journal entry. Underline the adverbs of attitude.

Notice 2

Look at the adverbs of attitude you have underlined.

Tick the three statements that are true.

Adverbs of attitude…

express the way something is done

SA M

a b

must go at the beginning of a sentence

c

can go at the beginning, middle or end of a sentence

d

are used to emphasise someone’s feeling about something

e

may sometimes be preceded by a comma

Focus 3

Circle the most appropriate adverb. a

Fortunately / Sadly, it was an unusually warm winter so my brother and I couldn’t go skiing after all.

b

You’ve got to believe me – I really / unfortunately did enjoy the meal your grandmother prepared for us!

c

Have you heard the bad news? My best friend Kate’s moving overseas with her parents. I’m obviously / amazingly going to miss her loads.

d

Look at the price tag on those boots – they’re so expensive, but sadly / hopefully they’ll be reduced in the sales soon.

GET IT RIGHT! Remember to put the adverb in the correct position in the sentence – it needs to go before the verb.

Example: This summer I can hopefully go and visit my cousins. (not go hopefully)

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Practice 4

In some of these sentences, the attitudinal adverbs are in the wrong place. Rewrite the sentences that are incorrect. Put a tick beside any sentences that are correct. a

If I had to choose, I would buy obviously the cheaper one. …………………………………………………………………………………….

b

Our bus was delayed but surprisingly we arrived at the theatre on time. …………………………………………………………………………………….

Most of our customers are happy clearly with the service.

PL E

c

……………………………………………………………………………………. d

I have a big family and we all luckily get on very well.

…………………………………………………………………………………….

Challenge

Fill the gaps with an appropriate adverb. a

He fell during yesterday’s match but …………………… he wasn’t injured at all.

b

I’d been really looking forward to trying the new restaurant, but …………………… the food was rather disappointing.

c

My brother and I are really close – …………………… we’ll stay that way forever!

d

We really enjoy spending time with our grandparents and

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5

…………………… for us, they live quite near us.

e

She looks really pale and her hands are shaking. She’s …………………… not feeling very well.

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Use of English: that clauses USE OF ENGLISH One mystery that has confused scientists for a long time is ‘yawn ­contagion’1. This refers to the urge we have to yawn when we see other people do it.

PL E

Although some researchers first thought that this urge was a kind of social empathy, which enables people to connect with each other2, it remained unclear whether we ‘catch’ a yawn or not.

However, a recent study by Professor Elisabetta Palagi at the ­ niversity of Pisa in Italy has shown that the3 most important U factor is the relationship between the yawner and the person that hears or sees it, rather than the nationality, sex or age of the people involved.

SA M

The research team studied cases of yawning among a group of adults from around the world over the course of one year.

The results showed that people are most likely to catch or pass on a yawn when ­interacting with family members4, followed on a decreasing scale by friends, then acquaintances and finally strangers. Children develop contagious yawning at the age of four or five – around the same time that they begin to understand the emotions of other people.5

Check!

1

Read the information about yawning.

Match the bold phrases with the uses of that below. a

Define: to provide additional information about the head noun or phrase.

b

Evaluate: to signpost a person’s viewpoint.

c

Compare: to compare two ideas.

1

Notice 2

Read the information again. Circle true (T) or false (F) for each of these statements about the use of that clauses. a

Who or which can never be used instead of that.

T

F

b

That can be omitted after some verbs.

T

F

c

That is never preceded by a comma.

T

F

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Focus Match the beginnings (a–e) and the endings (i–v) to make correct sentences. a

Yawn contagion is a phenomenon that

i

people are less likely to respond to a yawn with another yawn if the other person is a stranger.

b

The researchers considered a number of different factors that

ii

sampled people from many different countries.

c

The research team discovered that

iii

has been a puzzle for many years.

d

It was a study that

iv

were associated with contagious yawns, such as gender and age.

e

Professor Elisabetta Palagi is one of the researchers that

v

helped write the study.

Practice 4

PL E

3

Which two sentences are missing the word that?

Mark where in the sentence that should go. a

Why didn’t you mention you were planning a skiing trip?

I would have come!

I explained I would be late for the meeting this morning.

c

Empathy is a word describes the ability to understand the feelings of another person.

After some verbs, the word that can be omitted.

Example: She told us (that) we couldn’t leave class early.

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b

GET IT RIGHT!

d

Do you know anyone took part in the research study?

Challenge 5

Complete these sentences using a that clause. a

Students generally like lessons

that are fun and motivating. .………………………………………………………………

b

I didn’t manage to finish all the homework

.………………………………………………………………

c

Have you finished the book

.………………………………………………………………

d

I like the kind of film

.……………………………………………………………… e

A good friend is someone .………………………………………………………………

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Academic writing: A discussion essay

2

Look at the two pictures. Make notes on the following questions in your notebook.

•

What might the families enjoy about spending time together in these different ways?

•

What do you think they may be talking about in each situation?

PL E

1

Read the essay question and the sample introduction and conclusion. What should you do in a discussion essay?

A

include language from the essay question

B

state your own opinion at the beginning and at the end

SA M

Some people say that sitting down and eating a meal together is the best way for families to enjoy quality time together. Others say that families can enjoy quality time equally well in other ways. Discuss both views and give your own opinion.

Introduction

There are many ways in which families can appreciate spending time in each other’s company. While some people take the view that strong family bonds can be formed equally well away from the dinner table, I firmly believe that parents and children who regularly sit round a table to enjoy a plate of food connect with each other.

Conclusion

To sum up, I think that shared mealtimes are the best way for families to connect with each other on a regular basis. What could be better than enjoying a plate of food and some good conversation?

3

Which view does the student agree with in the question – the first view or the second view? .…………………………………………………………………………………………..

WRITING TIP When answering questions, it is important to support your points by giving examples from your own knowledge and experience.

42 Original material © Cambridge University Press & Assessment 2023

1

4

Relationships and role models

Read the following points a student has made about family meals.

Complete the sentences with your own ideas, using words and phrases from the box. for instance like such as a

for example

I really believe that parents and children can spend quality time together away from the dinner table. This could involve spending time outdoors as a family ……………………………………………………………………………………..

It is important to remember that family meals enable children to learn

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b

important life skills ……………………………………………………………… c

Some people think that in today’s fast-paced society, it can be difficult for

parents and children to find the time to sit down and enjoy meals together

at home …………………………………………………………………………… d

There is no doubt that mealtimes provide an ideal chance for families to

…………………………………………………………………………………….

Look at the underlined phrases in Exercise 4.

Which phrase can be used to introduce views of people you don’t agree with?

6

Complete the graphic organiser with your own ideas about the topic.

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5

Eating a meal

………………………....…….... ………………………....…….... ………………………....…….... ………………………....……....

Best way for families to spend quality time together

………………………....……....

7

Other ways ………………………....…….... ………………………....…….... ………………………....…….... ………………………....…….... ………………………....……....

Write your own essay in your notebook. Then complete the checklist.

Have you…

rephrased the words in the essay question?

stated your opinion in the introduction and the conclusion? used appropriate phrases such as ‘I firmly believe’ to express your views? considered both views? supported your points with relevant examples?

43 Original material © Cambridge University Press & Assessment 2023

CAMBRIDGE GLOBAL ENGLISH 12: WORKBOOK

Check your progress Vocabulary Circle the correct answers. a

b

It’s just me and my two children at home.

We’re a/an ……… family.

d

e

Circle two words from each set that could correctly complete the text.

Moving to a foreign country can be a life-changing experience. It can completely alter your outlook

A

nuclear

B

multi-generational

C

extended

A person who exhibits the opposite behaviour and qualities to those you want to follow yourself can be described as a/an ………

A

role model

B

anti-role model

C

global citizen

Yawns are least contagious when they come from ………

on life, enabling you to meet new people, become familiar with a different culture and perhaps even learn another language. However, before setting out on your new adventure, you obviously / surprisingly / clearly1 need to make some important decisions.

One of these is choosing where to live. For me, opting to live with a host family was hopefully

/ honestly / luckily2 the best choice I could have

made. I felt a bit apprehensive when I first arrived, but fortunately / hopefully / luckily3 those feelings

didn’t last long because the family was so warm and welcoming. We’d all sit round the table and eat

A

family

B

acquaintances

C

strangers

together and go on trips to the beach. They honestly

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c

2

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1

Grammar

The delay in which a yawn is passed on is closely linked to the ……… between the people involved.

A

nationalities

B

relationships

C

ages

/ surprisingly / unfortunately4 made me feel like part of the family. I spent a whole year with them but the time went amazingly / surprisingly / clearly5 quickly. It’s an experience I’ll obviously / sadly / hopefully6 never forget!

One ……… of having a role model is that they can inspire you to achieve your personal goals.

A

drawback

B

disadvantage

C

benefit

44 Original material © Cambridge University Press & Assessment 2023

1

Reading 3

Relationships and role models

Speaking

Skim the information below and decide who the intended audience is.

A

university researchers

B

politicians

C

parents and educators

5

Use phrases from the box to write your responses to questions a–c in your notebook.

I firmly believe that There is no doubt that It’s impossible to argue with the fact that It’s important to remember that

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A survey of 13- and 14-year-olds carried out by academics at Cardiff University showed that those who argue ‘a lot’, compared to those who ‘never’ argued, were more likely to have been involved with a human rights organisation in the past 12 months and to have contacted a politician or signed a petition.

4

Which statement best sums up the ideas in the text in Exercise 3?

A

Young people are increasingly having arguments with others about political issues.

B

Young people who frequently have disagreements tend to be more interested in community issues.

Do you think that children should be taught debating skills at school? Why or why not?

b

What kind of topics would be interesting for teenagers to have debates about? Why?

c

How important are role models in our lives?

In your opinion, what makes a good role model?

Writing 6

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Professor Sally Power, who led the study, said: ‘Traditionally, rows between teenagers have been seen as an unwelcome and stressful part of growing up. In actual fact, our research indicates arguments may be one route through which young people acquire skills of debate that enable them to have higher levels of civic engagement.’

a

Read the essay question and underline the key words.

Some people say that it is better to have a few close friends. Others say that a large group of friends is preferable. Discuss both these views and give your own opinion.

7

Write an introduction to the essay by paraphrasing the question and stating your opinion and main reason.

d

Look back at your discussion essay and find two places where you could provide more information from your own experience to support a point, using ‘such as’, ‘for instance’ or ‘like’.

What did you learn about collaborating with others through your work in this unit?

What did you do well?

REFLECTION

Write answers to these questions in your notebook. a Choose five new words from this unit and write a definition for each one in your notebook. b What did you learn about ‘global citizenship’ in the unit? Write down some ideas. c Would you be interested in reading any of the books mentioned in the reading text about role models? If so, which one and why?

e

45 Original material © Cambridge University Press & Assessment 2023

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SA M Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

Contents 7

About the authors

8

How to use this series

10

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Introduction

How to use this Teacher’s Resource

12

About the syllabus

17

About the assessment

17

Approaches to learning and teaching

18

Setting up for success

20

Teaching notes Relationships and role models

2

Problem or opportunity?

3

Then and now

4

Visual arts

89

5

The benefits and risks of artificial intelligence (AI)

110

6

What it is to be human

133

7

Tiny wonders

155

8

Sustainability

177

9

Fabric and fashion

200

10 Fiction and the future

222

Literature lessons

245

Acknowledgements

246

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1

48

21 44 67

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

CONTENTS

Digital resources The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see inside front cover.

Active learning Assessment for learning

Differentiation

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Developing language skills

Improving learning through questioning Language awareness Metacognition Skills for life Lesson plan template Audio files and audioscripts

Progress tests 1–3 and answers

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Coursebook answers Workbook answers

You can download the following resources for each unit:

Differentiated worksheets and answers Sample answers

End-of-unit tests and answers Wordlists

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

How to use this Teacher’s Resource Teaching notes

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This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Global English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents pages for details of all the material available to you, both in this book and through Cambridge GO.

This book provides teaching notes for each unit of the Coursebook and Workbook.

Each set of teaching notes contains the following features to help you deliver the unit.

The Unit plan summarises the lessons covered in the unit, including the number of learning hours recommended for the lesson, an outline of the learning content and the Cambridge resources that can be used to deliver the lesson.

Lesson

Approximate number of learning hours

Outline of Learning objective learning content

Resources

Think about it: 21st-century families

1–2

Listen to a social media live discussion about 21st-century families.

Explore the use of attitudinal adverbs.

Coursebook: Think about it: 21st-century families Workbook: Think about it: 21st-century families Digital Classroom: Family relationships

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IGCSE English as a Second Language: L1, L2, L3, L4, S1, S2, S3, S4 IELTS Speaking task part 3 FCE Listening part 4 FCE Speaking part 4

The Background knowledge feature provides information which helps the teacher to familiarise themselves with the cross-curricular and international content in the unit.

Students’ prior knowledge can be informally assessed through the Getting started feature in the Coursebook.

BACKGROUND KNOWLEDGE

Henry Ford Henry Ford (1863–1947) was an American industrialist and founder and owner of the Ford Motor Company. He designed and built the first car that was inexpensive enough for middle-class

50

Americans to afford. This made the automobile – traditionally an expensive luxury – accessible to large sections of society. The Ford Model T revolutionised transportation and US industry.

As a result, Ford became one of the richest and best-known people in the world.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

HOW TO USE THIS TEACHER’S RESOURCE

There are often common misconceptions associated with particular grammar points. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. At Cambridge University Press, we have unique access to the Cambridge Learner Corpus to help us identify common errors for key language groups.

How to identify

How to overcome

Students make mistakes in word order when using attitudinal adverbs, e.g.

Write examples of correct and incorrect word order with a variety of adverbs. Invite students to identify the mistakes.

Explain which are correct and which are incorrect. Ask students to compare the correct and incorrect order and encourage them to come up with rules.

It will be clearly a good idea to invite some guest speakers.

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Misconception

Reflecting the Coursebook, each unit consists of multiple lessons.

At the start of each lesson, the Learning plan table includes the learning intentions and success criteria that are covered in the lesson, along with the relevant framework that they are linked to.

It can be helpful to share learning intentions and success criteria with your students at the start of a lesson so that they can begin to take responsibility for their own learning.

LEARNING PLAN Learning intentions

Framework links

• Students can listen to and understand a discussion about 21st-century families.

IGCSE English as a Second Language: L1, L2, L3, L4, S1, S2, S3, S4

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Listening: Listen to a social media live discussion about 21st-century families and learn to identify speakers.

Success criteria

IELTS Speaking task part 3

The Language support feature contains information to help you present the grammar in the unit.

LANGUAGE SUPPORT

that clauses That is a conjunction, a connector – it shows that a clause forms part of a larger sentence.

It can be the object of many verbs.

I understood that he had refused to accept any advice from a counsellor.

It can follow many nouns and adjectives.

A that clause can also be the subject of a sentence.

That she should admit her mistake was rather surprising.

It can be a complement after be.

The main thing is that they are safe and at home.

They knew that the upcoming months would be difficult.

I admire his belief that things will work out well for him.

In some types of that clause, in a formal style, after words expressing the idea that something is important or desirable, should + infinitive or the subjunctive is often used instead of ordinary verb forms.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

For each lesson, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided, with home–school link suggestions to enable learners to continue their learning at home.

Starter ideas

Main teaching ideas

1 Getting started (5–10 minutes)

1 Match the words and phrases in the vocabulary box with the correct definitions. (5–10 minutes)

Begin with an ice-breaking activity. Write a few words and/or numbers about yourself on the board. Explain that these are the answers to questions about you. Ask students to guess what the questions are. Then ask them to write their own words and numbers before joining up in small groups to work out each other’s questions.

•

Write the words and phrases from the box on the board. Ask students to explain the meaning of any that they are familiar with.

•

Ask students to match the words/phrases with the correct meanings, then check answers as a class.

•

Ask students to work in pairs to create sentences using the new vocabulary.

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•

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The Cross-curricular links feature provides suggestions for linking to other subject areas.

CROSS-CURRICULAR LINK

Literature: Ask students if they know who Maya Angelou was. Put students into groups to research her, then ask groups to share what they have found. You could read an extract from her most famous work, I Know Why the Caged Bird Sings or her poem ‘Still I Rise’. Students could also start a ‘Famous quotations’ poster, collating photos and information about the people quoted in the opening section of each unit.

Differentiation idea: This feature provides suggestions for how activities can be differentiated to suit the needs of your class.

Critical thinking opportunity: This feature provides suggestions for embedding critical thinking and other 21st-century skills into your teaching and learning.

Assessment idea: This feature highlights opportunities for formative assessment during your teaching.

Digital Classroom: If you have access to Digital Classroom, these links will suggest when to use the various videos and interactive activities.

Answers to Coursebook exercises can be found integrated within the lesson plans. Coursebook and Workbook answer keys are also available to download.

52

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

HOW TO USE THIS TEACHER’S RESOURCE

Digital resources to download This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: •

Lesson plan template: a Word document that you can use for planning your lessons.

Each unit includes:

• •

Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are the least challenging with the most support, while worksheets labelled ‘C’ are the most challenging with the least support. Worksheet B is between worksheets A and C. Answer sheets are provided.

Sample answers: these sample writing answers contain teacher comments, which allow students and teachers to assess what ‘good’ looks like in order to inform their writing.

End-of-unit tests: these provide quick checks of the student’s understanding of the vocabulary and grammar covered in the unit. Answers are provided.

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•

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Additionally, the Teacher’s Resource includes: • Progress test 1: an exam-style test to use at the end of Unit 2 to discover the level that students are working at and whether there are areas that you need to go over again. The results of this test can inform your planning. Answers are provided.

• Progress test 2: an exam-style test to use after students have studied Units 3–5 in the Coursebook. You can use this test to check whether there are areas that you need to go over again. Answers are provided.

• Progress test 3: an exam-style test to use after students have studied all units in the Coursebook.

You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. Answers are provided.

• Audioscripts: available as downloadable files.

• Answers to Coursebook questions • Answers to Workbook questions • Wordlists: editable lists of key vocabulary for each unit.

In addition, you can find more detailed information about teaching approaches.

Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Coursebook and Workbook).

Video and interactive grammar activities are available through the Digital Classroom.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

About the syllabus Global English 10–12 is an English as a Second Language course that builds on Global English 1–9 and the Cambridge International pathway. Stage 10 takes Cambridge IGCSE™ English as a Second Language as its base, and Stages 11 and 12 bridge upwards to provide light-touch links to other popular frameworks.

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Cambridge Global English 10–12 syllabus correlation CEFR level

Qualification/framework links

10

B2

Cambridge IGCSE™ English as a Second Language Cambridge English Qualification: B2 First (FCE)

11

B2+

IELTS Academic Reading and Writing IELTS Listening and Speaking Cambridge English Qualification: B2 First (FCE)

12

B2+/C1

IELTS Academic Reading and Writing IELTS Listening and Speaking Cambridge English Qualification: C1 Advanced (CAE)

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Stage

About the assessment

At the end of each unit in the Coursebook there is a Practise and prepare spread, designed to be used after the unit to practise exam-style tasks. These exercises can be used in class or for self-study. The aim of these pages is to familiarise students with task types found in the Cambridge IGCSE English as a Second Language, IELTS and Cambridge exams. Exam strategies are presented and practised throughout the spread, helping to equip students with the tools and techniques they need for success in their exams. Exam-style tasks are clearly labelled in the Teacher’s Resource in the unit plan and learning plan.

The Teacher’s Resource contains two different types of downloadable tests. The end-of-unit tests address the main grammar and vocabulary focus, and are to be used after each unit.

The three progress tests include exam-style questions (aligned with the correlation table above) and contain one exercise each of reading, writing, speaking and listening. Progress test 1 can be used diagnostically to help identify each student’s readiness for the new level, and covers the themes of the first two units. Progress test 2 can be used mid-year and is based on the themes of the first five units. Progress test 3 can be used at the end of the year and is based on the themes of Units 6–10.

54

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

Unit plan

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1 Relationships and role models Approximate number of learning hours

Outline of learning content

Framework links

Resources

Think about it: 21st-century families

1–2

Listen to a social media live discussion about 21st-century families.

Explore the use of attitudinal adverbs.

IGCSE English as a Second Language: L1, L2, L3, L4, S1, S2, S3, S4 IELTS Speaking task part 3 FCE Listening part 4 FCE Speaking part 4

Coursebook: Think about it: 21st-century families Workbook: Think about it: 21st-century families Digital Classroom: video – Family relationships

Sociology: Someone to look up to

1.25–2

Read a journal article about role models.

IGCSE English as a Second Language: R1, R2, R3, S1, S2, S3, S4 IELTS Academic reading task type 3 IELTS Speaking task part 3 FCE Speaking part 4

Coursebook: Sociology: Someone to look up to Workbook: Sociology: Someone to look up to Workbook: Use of English: Attitudinal adverbs

Talk about it: The impact of social media on relationships

1–1.75

IGCSE English as a Second Language: L1, L2, L3, S1, S2, S3, S4 IELTS Speaking part 2 FCE Speaking part 3

Coursebook: Talk about it: The impact of social media on relationships Digital Classroom: video – The impact of social media on relationships

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Lesson

Discuss the part that social media plays in relationships.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

Approximate number of learning hours

Outline of learning content

Framework links

Resources

Academic writing: A discursive essay

1.5–2.5

Plan and write a first draft of a discussion essay on the importance of a positive teacher–student relationship.

Analyse the use of that clauses.

IGCSE English as a Second Language: W1, W2, W3, W4 IELTS Academic writing task 2 FCE Writing part 1

Coursebook: Academic writing: A discursive essay Workbook: Use of English: that clauses Workbook: Academic writing: A discursive essay Digital Classroom: grammar activity – Explain, expand, exemplify Differentiated worksheets 1A, B and C Unit 1 Sample answers

Project challenge

1.25–2

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Lesson

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Give a presentation on positive role models.

Create a survey then analyse and present the data in a short article.

IGCSE English as a Second Language: W1, W2, W3, W4, S1, S2, S3, S4 IELTS Academic writing task 1 IELTS Academic writing task 2 IELTS Speaking part 2 IELTS Speaking part 3 FCE Writing part 1 FCE Speaking part 2 FCE Speaking part 3 FCE Speaking part 4

Coursebook: Project challenge

IGCSE English as a Second Language: R1, R2, R3, R4, S1, S2, S3, S4 IELTS Academic reading task type 1 IELTS Speaking part 1 IELTS Speaking part 2 FCE Reading & Use of English part 5 FCE Speaking part 1 FCE Speaking part 2

Coursebook: Practise and prepare Workbook: Check your progress

Practise and prepare

0.5–1

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Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

Reading and speaking: Skim and scan to find information; answer questions on a topic.

1 RELATIONSHIPS AND ROLE MODELS

Lesson

Approximate number of learning hours

Outline of learning content

Framework links

Resources

Cross-unit resources: Unit 1 Audioscripts End of Unit 1 test Unit 1 Wordlist

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BACKGROUND KNOWLEDGE Maya Angelou Maya Angelou (1928–2014) was born in St Louis, Missouri, USA and had a wide-ranging career as a singer, dancer, actress and composer. However, she became most famous as a writer, poet and civil rights activist. She worked for Malcolm X, and Dr Martin Luther King, Jr. She was also an educator.

In 2000, Maya Angelou was awarded the National Medal of Arts by US President Bill Clinton and in

2010, she was awarded the Presidential Medal of Freedom, the highest civilian honour in the USA, by President Barack Obama. Angelou’s most famous work is I Know Why the Caged Bird Sings (1969), which is about her childhood until the birth of her son. ‘Still I Rise’, probably her most famous poem, is about self-respect and confidence, and about how nothing will hold her back, including her skin colour.

Think about it: 21st-century families

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LEARNING PLAN Learning intentions

Success criteria

Framework links

Listening: Listen to a social media live discussion about 21st-century families and learn to identify speakers.

• Students can listen to and understand a discussion about 21st-century families.

IGCSE English as a Second Language: L1, L2, L3, L4, S1, S2, S3, S4

• Students can identify speakers by accent, name and speed of delivery.

IELTS Speaking task part 3

• Students can identify the relationship between speakers.

FCE Speaking part 4

Speaking: Talk about role models and about families in the 21st century.

Vocabulary: extended family, independent, interdependent, multigenerational, nuclear family, privacy, wouldn’t change it for the world

FCE Listening part 4

• Students can identify speakers’ opinions.

• Students can discuss role models.

21st-century skills Collaboration: Make relevant suggestions based on the current topic of conversation; provide justification for ideas or suggestions; listen attentively while other students are contributing; respectfully wait for own turn to speak.

Communication: Present points clearly and persuasively; use simple techniques to start, maintain and close conversations of various lengths; speak with suitable fluency.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

Starter ideas

CROSS-CURRICULAR LINK

1 Getting started (5–10 minutes) Begin with an ice-breaking activity. Write a few words and/or numbers about yourself on the board. Explain that these are the answers to questions about you. Ask students to guess what the questions are. Then ask them to write their own words and numbers before joining up in small groups to work out each other’s questions.

•

Ask students what they hope to accomplish this year in their English lessons. Suggest that they write down their goal on the first page of their notebooks, and remind them to look back at this as they work through the course to see how they are progressing.

•

Literature: Ask students if they know who Maya Angelou was. Put students into groups to research her, then ask groups to share what they have found. You could read an extract from her most famous work, I Know Why the Caged Bird Sings or her poem ‘Still I Rise’. Students could also start a ‘Famous quotations’ poster, collating photos and information about the people quoted in the opening section of each unit.

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•

Show the opening spread and title of the unit and ask: What is the unit going to be about?

What do you think you are going to learn in this unit? Elicit ideas.

Read the question on the title screen and ask students what they think they might see. Then play the video all the way through and check students’ predictions. If any vocabulary is obviously new for your students, pause the video to explain it.

Play the video a second time, pausing to discuss what is being shown and the questions on the end screen.

You can take the opportunity to review words and phrases associated with the topic of families. Note that questions 1–3 on the end screen are differentiated two- or three-part questions. The first part should be relatively easily accessed from the video. The other parts, and question 4, require reasoning and personal opinion.

More confident students will be able to offer more extensive reasons for their ideas.

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Assessment idea: Direct students to the learning intentions in the unit opener. Ask them to read each bullet point and to decide if there is anything they already know. Write the stems I can… and I think I can… on the board. Invite students to write a sentence or two about what they think they can do.

You can do this activity at the beginning of every unit to help you informally assess how much prior knowledge students have. It will also help students to understand what they are expected to learn and how to recognise their own success, which will in turn promote self- or peer assessment.

Digital Classroom: Use the video ‘Family relationships’ to introduce and review vocabulary related to the topic of families.

2 What was life like in the past?

(10–15 minutes)

58

You may like to play the video a third time for consolidation.

Main teaching ideas

•

Ask students to think about someone they remember because that person did something special for them. Invite them to explain what makes this person unforgettable.

•

Turn to Maya Angelou’s quotation and ask students whether they agree with it or not.

Invite them to justify their opinions.

•

Write the words and phrases from the box on the board. Ask students to explain the meaning of any that they are familiar with.

•

Ask students what they think life was like in their country 100 years ago. Elicit ideas.

•

Ask students to match the words/phrases with the correct meanings, then check answers as a class.

•

Bring in or ask students to look for photographs of family life in the past. Ask: How are families today different from or similar to families in the past? Have an open class discussion.

•

Ask students to work in pairs to create sentences using the new vocabulary.

1 Match the words and phrases in the vocabulary box with the correct definitions. (5–10 minutes)

Answers a extended family

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

b

privacy

c

interdependent

d

wouldn’t change it for the world

e

nuclear family

f

independent

g

multigenerational

•

•

4 Listen to the first part of a social media live room discussion. Answer the questions. (10–15 minutes)

Ask students to read the paragraph, then discuss what strategies they might use when filling in the gaps in an exercise like this.

Focus on the word functions and phrase types in the box. Explain that a useful strategy is to decide what the function of the missing word is.

If necessary, review the meaning of collocations and semi-fixed expressions.

Students then work individually to complete the exercise.

•

Students can then work in pairs or small groups to compare their choices before checking answers as a class.

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•

Answers 1 noun/collocation; 2 adjective; 3 noun/collocation; 4 noun/collocation; 5 adjective; 6 adjective; 7 semi-fixed expression

3 Choose a word from the vocabulary box in Exercise 1 to go in each gap in the paragraph in Exercise 2. (5–10 minutes) •

Ask students what strategies they can use when they come across unfamiliar vocabulary in a text.

•

Read the Reading tip as a class and ask students if they have ever tried using the co-text as suggested in the tip. If they have, ask how successful they were. If they have not, invite them to do it now.

•

•

Ask students what strategies they can use to identify speakers in a listening activity.

Elicit ideas.

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2 Complete the paragraph with word classes or phrase types from the box.

Sometimes there may be more than one answer. (5–10 minutes)

Answers 1 nuclear family; 2 multigenerational; 3 extended family; 4 privacy; 5 interdependent; 6 independent; 7 wouldn’t change it for the world

•

Read the Listening tip and ask students which of the suggested ideas they generally use.

•

Explain to students that they are going to listen to a conversation about social media. Have a brief class discussion about what students think people will say about this topic.

•

Explain that on the first listening, students should identify how many people are taking part. Then play the recording once and discuss the answer as a class.

Differentiation idea:

•

Support: Turn this into a multiple-choice exercise. For example, How many people are there: two men and a woman, two women and one man, or a man and a woman? Who introduces the discussion: Anita, Samantha or Paul?

•

Challenge: Invite students to say how many women and men take part in the conversation and how similar or different their accents are. Challenge them to identify the accents if they can.

Download the audio transcript on Cambridge GO.

Answers a three b There are three different accents and three names: Paul, Samantha and Anita.

Students should complete Exercise 3 individually and then compare their answers with a partner before sharing them with the class.

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

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02

CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

5 Now listen to the whole discussion.

Which of the following words or phrases do you hear? They are listed in the order you will hear them. (5–10 minutes) Explain to students that they are now going to listen to the whole conversation.

•

Ask students to read the list of words and phrases. Put them in pairs or small groups to discuss any meanings they know. They can check in a dictionary if they need to.

•

Ask students to copy the list of words/phrases in their notebooks and tick off the ones they hear.

•

Play the recording, then check answers as a class.

•

As an extension, ask students to identify who says each word/phrase.

6 Listen again. Note down whether each statement below is true, false or not given. (5–10 minutes) •

Explain to students that they are going to listen to the discussion again. They need to decide whether particular statements are true, false or not given.

•

Ask students to read the sentences first, then play the recording twice.

•

Check answers as a class.

Differentiation idea:

Support: Give students options to choose from.

For example: The topic of the discussion is about a) families over the centuries or b) families in the UK in the last ten years.

Challenge: Provide sentence stems for students to complete. For example: The topic of the discussion is…

Answers a false; b true; c false; d not given; e false; f true

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•

Ask: Did the speakers use any words or phrases you are not familiar with? How did that affect your ability to follow the gist of the conversation?

Invite students to explain what strategies they use when there is language they do not understand. Remind them of strategies they learnt and used previously.

Divide students into pairs or small groups to discuss their ideas before having a class discussion.

Answers a Student’s own answers. They should pick up on clues about the speakers, such as that they share information about themselves, which they wouldn’t if they knew each other very well. For example, Samantha says she has two daughters; Anita tells them about who she lives with.

Answers serious threat; technological innovations; shapes and sizes; house prices; family ties

•

Ask students to read the questions and reflect on them individually, making brief notes of any ideas they have. Encourage them to consider how the different accents and voices helped them answer the questions.

•

Download the audio transcript on Cambridge GO.

•

•

PL E

•

7 Discuss the following questions with a partner. (10–15 minutes)

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03

b Samantha. She invites the others to speak, using phrases such as ‘So if I can start with you Paul’, ‘Any thoughts, Anita?’, ‘Do you want to come in here, Paul?’ c The speakers mainly share similar views on family. They use phrases to show agreement (‘Yeah, I agree’, ‘Got to agree with you there, Anita’, ‘Sure, Anita’s right’). However, at the end, Anita shows that she does not share Paul’s view when she says, ‘No, I can’t go along with that’. d

Student’s own answers.

Plenary ideas Learning logs (5–10 minutes) •

Ask students to start a learning log. This could be a section in their notebooks or in a portfolio, a separate notebook or folder, either digital or on paper – students can choose for themselves. In the learning log they will write down their reflections, observations, objectives for the year and successes.

Explain that this will help them to track their progress and establish new aims.

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This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

•

Begin by asking students to consider the strategies they use when they come across unfamiliar words.

Ask them to write down two strategies they would like to try the next time they do a listening exercise like the ones in this lesson.

Workbook For further explanation and practice, students can complete Workbook pages 8–9.

Homework ideas Students think of the question posed in the listening text: Is the idea of family under serious threat? They record a short podcast giving their opinion and supporting it with examples.

PL E

•

Sociology: Someone to look up to LEARNING PLAN Learning intentions

Framework links

• Students can read and understand a journal article about role models.

IGCSE English as a Second Language: R1, R2, R3, S1, S2, S3, S4

• Students can use text features to understand a text.

IELTS Academic reading task type 3

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Reading: Read an article about role models; use text features to understand a text; identify a writer’s opinion; identify general and subject specific academic language; make inferences.

Success criteria

Speaking: Discuss role models using academic language.

• Students can identify a writer’s opinion.

Language focus: attitudinal adverbs

• Students can identify general and subject-specific academic language.

Vocabulary: anti-role model, antisocial behaviour, communities, community, controversial ideas, moral values, research, respondent, responsible citizenship, role model, statistics, survey, undesirable characteristics

IELTS Speaking task part 3 FCE Speaking part 4

• Students can make inferences about a writer’s opinion and attitude.

• Students can discuss role models using suitable language.

21st-century skills Critical thinking: Distinguish between attitude and opinion; identify assumptions and inferences in an argument.

Learning to learn: Use a vocabulary notebook (digital or paper); make use of sentence-level and discourse-level clues to approach the meanings of unfamiliar lexical items.

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This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

Common misconceptions How to identify

How to overcome

Students make mistakes in word order when using attitudinal adverbs, e.g.

It will be clearly a good idea to invite some guest speakers.

I hopefully will use English for my work.

The audience was quite young and had obviously a lot of energy.

Write examples of correct and incorrect word order with a variety of adverbs. Invite students to identify the mistakes.

Explain which are correct and which are incorrect. Ask students to compare the correct and incorrect order and encourage them to come up with rules.

Write some sentences on slips of paper and cut them up. Put them in envelopes and ask students to rearrange the words to make correct sentences with the correct word order.

Students use the wrong adverb, e.g.

Obviously, the new supplier doesn’t pay much attention to risk management.

Effectively, if we are not satisfied with the quality, we cannot integrate their products into our own products.

Sincerely, I think that the exam was too easy.

Collect examples of common mistakes made by students.

Write them on the board and ask students to explain why they used a particular example. This will give you and them an idea where the mistake stems from.

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PL E

Misconceptions

Establish the meaning of the adverbs that cause the most confusion.

Divide students into groups and ask them to choose one adverb, and to explain the meaning to the rest of the class.

Give students gap-fill exercises.

Ask them to think of the meaning of the sentence and then choose the appropriate adverb.

Starter ideas

Main teaching ideas

What is a role model? (5–10 minutes)

1 Check the meaning of any words in the Academic language box that you do not know in a reliable dictionary.

(5–10 minutes)

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•

Focus on the title of the lesson. Ask students what they think the phrasal verb look up to means (to feel admiration and respect for someone).

•

Remind students of what they learnt about Maya Angelou. Explain that many people consider her a role model. Ask why this might be.

•

Ask: What does the phrase ‘role model’ mean to you? What makes a person a role model?

Can a role model be a negative one? Why? Discuss ideas as a class.

•

Ask students to work either independently or in pairs to look at the Academic language box containing vocabulary related to sociology and to note down their meanings, using a dictionary to help, where necessary.

•

Ask students if they know of any other sociology-specific words. They should add these words and their meanings to their list.

Answers Student’s own answers.

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This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

2 Skim the article about role models quickly, then choose the sentence that summarises the writer’s overall point of view. (5–10 minutes) Ask students to read the sentences and to work alone to choose the one that best summarises the text.

•

Share ideas as a class.

•

As an extension, students could discuss in small groups whether or not they agree with statements b and d, giving reasons.

Answers c

Answers a Role models are more effective if their beliefs and actions match their admirer’s ideas and goals. b to believe someone is perfect; the words ‘put’ and ‘on’ suggest placing them somewhere like a valuable item; the word ‘pedestal’ also suggests placing these people above yourself

3 Read and listen to the article, then answer the questions with a partner.

(15–20 minutes) •

Before students read the article again, ask them what strategies they use when answering questions based on a reading text. At this stage, students have already encountered texts of varying length and degrees of difficulty, so they should be familiar with a few strategies, such as using context and contextual clues to understand the meaning of unfamiliar vocabulary, making inferences based on the text, skimming the text to gain a general idea of what it is about and to recall background knowledge.

•

Focus on the Reading tip and ask students if they have used any of these features to identify information in previous reading exercises.

•

Students then read the article again and follow the tips to answer the questions.

•

When they have finished, invite them to share answers in small groups and to discuss any differences. After a few minutes, discuss the answers as a class. Invite students to justify their ideas and give examples to support them.

•

Finally, ask students what strategies they used and how successful they felt these were.

Differentiation idea: •

Challenge: Ask students to guess the meaning of unfamiliar vocabulary from the context and explain it in their own words.

Download the audio transcript on Cambridge GO.

c local communities

d Student’s own words, e.g. The writer seems to be implying that we should be wary of online influencers. While there are some good ones there are also some bad ones.

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04

•

PL E

•

notebooks where they can keep a record of vocabulary they have looked up.

Support: Encourage less confident students to guess the meaning from the context and then confirm by checking in a dictionary. Encourage them to create a vocabulary section in their

e Student’s own answers, e.g. inspirational, set a good example, model good values and morals, show us how to be responsible active citizens

Use of English (10–15 minutes) Attitudinal adverbs •

Write the words ‘opinion’ and ‘attitude’ on the board. Ask students how they can tell the difference between the two when they are reading a text (‘opinion’ refers to a point of view and ‘attitude’ to feelings about something).

Critical thinking opportunity: Ask students to read the explanation and elicit examples of opinion and attitude, for example: What’s your opinion about X? How do you feel about X? Can you think of adverbs that show attitude? (examples include apparently, clearly, fortunately, frankly, hopefully, obviously, personally, really, simply, (not) surprisingly).

Workbook For further explanation and practice, students can complete Workbook pages 12–13.

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CAMBRIDGE GLOBAL ENGLISH 12: TEACHER’S RESOURCE

4 Find the following attitudinal adverbs in the article and match them to one of the synonyms a–d. (15–20 minutes) •

Ask students to read the synonyms and to match them to one of the adverbs in the box.

•

Check answers as a class.

•

5 Discuss these questions in small groups.

(10–15 minutes) Ask students to read the questions and give them a few minutes to collect their thoughts individually and to make some notes.

•

Ask students to pair up and to compare and contrast their ideas.

•

Finally, join pairs into groups of four to discuss ideas further. Remind students of the importance of using polite forms of disagreement at all times.

Homework ideas •

Home–school link: Students ask older relatives and/ or family members if they had a role model when they were their age, what made these people role models and what they think the traits of a good role model are.

•

Students compare those role models with their own and write a text about it. They can include photographs of the people mentioned.

Workbook

For further explanation and practice, students can complete Workbook pages 10–11.

Additional resources

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Answers Student’s own answers.

Plenary ideas

•

Postcard summary (5–15 minutes) •

Students deliver the postcard to a partner and then reply to each other’s postcard.

PL E

Answers a hopefully; b fortunately; c clearly; d surprisingly

•

drawing that sums up their understanding of the lesson. On the back, they choose someone in the class to ‘send’ the postcard to and write a few sentences sharing their insights. Point out that this is not a drawing competition; the drawing is simply to demonstrate understanding.

Give students a large card or half an A4 sheet of paper. On the front, they should make a quick

Search for Jack Bonneau’s Tedx Talk ‘Kids Can Be Role Models’ to inspire students with ideas about positive role models.

Talk about it: The impact of social media on relationships LEARNING PLAN

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Learning intentions

Success criteria

Framework links

Speaking: Use stress in spoken language; discuss the part social media plays in relationships; use suitable language to discuss a topic; apply 21st-century skills in a discussion.

• Students can use stress to make a point.

IGCSE English as a Second Language: L1, L2, L3, S1, S2, S3, S4

• Students can discuss the role of social media in modern relationships.

IELTS Speaking part 2 FCE Speaking part 3

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

CONTINUED Learning intentions

Success criteria

Listening: Listen to and understand a discussion about friendship; identify stress in spoken sentences.

• Students can use functional language to conduct a discussion.

• Students can use 21stcentury skills to conduct a discussion properly.

PL E

Language focus: functional language

Framework links

• Students can listen to and understand a discussion about friendship.

• Students can identify stress in a conversation.

21st-century skills Communication: Invite contributions from participants in a conversation.

Emotional development: Show understanding of other people’s perspectives and feelings.

Collaboration: Participate with others to plan, organise and carry out events.

•

SA M

Starter ideas

Good discussions (5–10 minutes) •

Write a list of the elements that make up a good discussion on the board. Include some elements that are not so good and ask students to identify them. An example list could be: everyone should participate, respect turn-taking, be respectful, listen to each other, disagree politely, justify opinions and give examples to support them, interrupt when someone is speaking, speak in a loud voice, monopolise the discussion, listen actively, make eye contact when speaking.

•

Ask students to work in small groups and rank the elements of a good discussion in order of importance.

•

Discuss ideas as a class.

Digital Classroom: Use the video ‘The impact of social media on relationships’ to:

•

•

stimulate discussion

link to the 21st-century skills theme of considering other people’s perspectives and feelings.

Read the question on the title screen and ask students what they think they might see. Then play the video all the way through and check students’ predictions.

Play the video a second time, pausing to discuss what is being shown and the questions on the end screen.

Note that questions 1 and 3 on the end screen are differentiated two-part questions. The first part should be relatively easily accessed from the video. The second part requires reasoning, discussion and personal opinion. More confident students will be able to offer more extensive reasons for their ideas. Note also that the ‘Pause for thought’ invites students to consider other people’s perspectives and feelings.

You may like to play the video a third time for consolidation.

introduce the topic of how social media can affect our relationships

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This material is not final and is subject to further changes prior to publication.

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Main teaching ideas

•

1 Look at these categories of functional language that can be used in a group discussion. For each one, write an example phrase in your notebook.

(5–15 minutes) Working individually, students make notes of phrases they could use for each example of functional language.

•

They should then pair up and compare their answers.

Differentiation idea:

Assessment idea: Before starting this exercise, tell students that they are going to listen to a discussion about friendship. Ask them to listen and identify how many speakers there are and where they are from. Play the recording once. Ask the class what helped them decide (voices, accents, etc.)

PL E

•

•

Support: Give students a card with a list of example phrases and ask them to put them in the correct category, a–e.

•

Differentiation idea:

•

Challenge: Ask students to come up with an example sentence for each phrase they think of.

They could also work in pairs, choose a phrase and invent a mini dialogue. For example:

Support: Give students a card with a few true/ false sentences. For example: Dima thinks that she could sit at home alone without friends and be OK.

•

Challenge: Ask students to summarise the opinion of each speaker in one sentence.

Student A: I think people nowadays spend too much time on social media. What about you?

Download the audio transcript on Cambridge GO.

3 Look at the table from Exercise 2.

For each phrase, choose a functional language category from Exercise 1 and write the letter in the third column.

For example: Carry on = a. Are any of the phrases the same as or similar to the ones you noted for Exercise 1?

(5–10 minutes)

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Student B: From my point of view, if one spends time doing useful things, that’s fine.

Answers Student’s own answers.

05

2 Listen to a group of students discussing friendship. Copy the table into your notebook and tick the phrases you hear.

(10–20 minutes)

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Play the recording again and ask students to identify examples of the use of stress (for example, fun, and). Ask them to explain why these words are stressed. What is the speaker’s intention? For example, they may suggest that the speaker had a lot of fun, to encourage Harry to continue with this explanation.

•

Play the recording while students tick the phrases they hear, then check answers as a class.

Divide students into small groups to label the phrases in Exercise 2 with the categories from Exercise 1.

•

Check answers as a class.

•

Ask: Did you hear any of the phrases you thought of in Exercise 1? Discuss responses.

Answers (2 and 3)

•

Ask students how they add emphasis to a word or phrase when they are speaking in their own language. Ask how they do this in English.

Make sure they understand that we use stress for this kind of emphasis. Read the Speaking tip as a class.

Functional language

•

Ask students to read the phrases in the table and then to copy it in their notebooks.

•

Tick

Category (a–e)

Carry on…

a

The way I see it…

d

How about you…?

✓

b

Go on…

✓

a

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This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

Functional language

Tick

Category (a–e)

From my point of view…

✓

d

What do you reckon…?

✓

b

I know just how you feel.

c

What makes you say that?

b

I feel we should…

d

What about you…?

Don’t stop there…

✓

e

Divide students into groups and allocate one member of each group to start the discussion.

Students then discuss the question, following the instructions in the Coursebook.

Assessment idea: Prepare a simple form where you can take notes of the aspects of students’ performance you would like to assess, such as participation, fluency, pronunciation, use of polite language, correct use of the phrases they have chosen. Circulate, listening in to their interactions and make notes. Use these to plan further support and/or challenges.

a

Students complete the exercise following the steps.

Answers Student’s own answers.

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7 Which of the three skills in the 21stcentury skills box did you use in your discussion? Which skill would you like to develop further? How will you do this?

(5–10 minutes)

5 Read the speaking task and note down some ideas. (5–10 minutes) •

Ask students to read the question and write down some ideas.

•

Remind them that they do not need to write full sentences when they take notes – only short phrases, ideas or words.

Answers Student’s own answers.

6 Work in groups. Follow the instructions to play the game ‘Yay!’ (10–15 minutes) •

•

PL E

I’m with you…

Answers Student’s own answers.

Read the instructions for the exercise aloud to the class and check that everyone understands them. Explain that if someone uses a phrase inappropriately or unnaturally, group members can challenge them, and then they have to pick up that slip again.

b ✓

4 Choose three functional language categories from Exercise 1 and a phrase for each category. It can be your own phrase or one from the table in Exercise 2. Then follow the steps below.

(5–10 minutes) •

•

As a class, read through the list of discussion skills in the 21st-century skills box. Check that everyone understands them. Explain to students that they will need to apply these skills in the exercise.

•

Ask students to look at the 21st-century skills box and discuss which skills they used, using the question prompts to guide the discussion.

Answers Students should have used all three skills in the game.

Plenary ideas Planning ahead (5–10 minutes) •

Ask students to think back to their reflection in Exercise 7. Explain that they are now going to plan how they are going to develop their chosen skill further.

•

Give them a few questions to consider – for example: How long are you going to spend on this task? (set realistic deadlines), How will you maximise your effort? Will you take a break? If so, when?

How will you recognise success?

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•

Ask students to write the questions and their answers in their learning log. They can include a calendar to set their deadlines.

Homework ideas Home–school link: Students could video-interview friends, family members and relatives and ask: What are the positive and negative impacts of social media on relationships nowadays? Remind them to ask for permission to video-record these people.

Students can upload the recordings to the class website or blog. If the interviews are in the student’s own language, they can explain in English what the interviewee has said.

Additional resources •

Students may find Mayurakshi Ghosal’s TEDx talk, ‘The Effects of Social Media on Relationships’, interesting for this lesson.

PL E

•

•

Academic writing: A discussion essay LEARNING PLAN Learning intentions

Framework links

• Students can use a mind map to organise and establish relationships between ideas.

IGCSE English as a Second Language: W1, W2, W3, W4

• Students know whether a that clause is used to define, evaluate or compare.

IELTS Academic writing task 2 FCE Writing part 1

• Students can use academic language to signpost ideas for readers.

SA M

Writing: Use a mind map to organise ideas and establish relationships between them; identify whether a that clause is used to define, evaluate or compare; use academic language to signpost ideas for readers; use a flow chart to plan a discussion essay; draft a discussion essay; use a checklist to give feedback.

Success criteria

Language focus: that clause

• Students can use a flow chart to plan a discussion essay.

Vocabulary: explain, expand, exemplify

• Students can write the first draft of a discussion essay.

• Students can use a checklist to give feedback.

21st-century skills Critical thinking: Understand and analyse links between ideas and distinguish between main and supporting points.

Learning to learn: Listen and respond positively to feedback and understand why a correction was given; recognise areas of strength or weakness in learning the subject, plan for improving subject skills and/or knowledge by thinking about what could have been done better.

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Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

LANGUAGE SUPPORT It can follow many nouns and adjectives.

I admire his belief that things will work out well for him.

In some types of that clause, in a formal style, after words expressing the idea that something is important or desirable, should + infinitive or the subjunctive is often used instead of ordinary verb forms.

His parents insisted that he should accept the job offer immediately.

It is of critical importance that every child in the country have the same opportunities to access quality education.

PL E

that clauses That is a conjunction, a connector – it shows that a clause forms part of a larger sentence.

I understood that he had refused to accept any advice from a counsellor.

A that clause can also be the subject of a sentence.

That she should admit her mistake was rather surprising.

It can be a complement after be.

The main thing is that they are safe and at home.

It can be the object of many verbs.

They knew that the upcoming months would be difficult.

Common misconceptions Misconceptions

How to overcome

Write two or three incorrect sentences on the board. Ask whether students think they are right or wrong and to justify their answers.

Write correct examples of the use of what and that.

Establish that what is only used to mean ‘the thing(s) which’ and it cannot be used as a relative pronoun after a noun or a pronoun.

Explain that after all, everything, anything, etc. we use that or nothing.

Also explain the use of that as a relative pronoun and to introduce indirect speech.

Ask students to make a poster with rules of use and examples. Keep it on display for reference.

SA M

Students use what instead of that, e.g.

We organise everything what our customers would like to book.

How to identify

Before the lesson

Students can complete Differentiated worksheet 1A, B or C. These worksheets are designed for self-study to help students revise that clauses, which are explored further in this lesson. If you don’t have enough class time, the worksheets can be set as homework after this lesson.

Starter ideas My writing experience (5–15 minutes) •

Ask students what genres of writing they have read or learnt about. They may suggest description,

narrative, poetry, reports, letters of different kinds, articles, essays, etc.

•

Ask what kinds of essays they have written (for and against, opinion, advantages and disadvantages, etc.).

•

Ask: Before writing an essay or doing any other kind of writing, what do you do to prepare? Students may suggest techniques such as brainstorming ideas, deciding on the appropriate language to use, preparing a plan, selecting points to include in each paragraph.

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•

Ask students whether or not they plan their writing and why planning is important. Read the Writing tip on the importance of planning as a class.

Note that some students may not plan their writing because they think that they then have to follow the plan precisely, so point out that plans are not rigid, and that students may make changes, if necessary.

Encourage reluctant students to try planning their essays.

Tell students that they are going to write a discussion essay. Ask: What is the difference between an opinion essay and a discussion essay? Elicit ideas.

Students should note that opinion essays are where the writer can put forward one particular point of view or deal with both sides of an argument.

Discussion essays consider a topic from both angles before making the writer’s own viewpoint clear.

Assessment idea: Ask students to write down in their learning log or notebooks what they remember about ‘good’ writing, such as good paragraph writing, organisation, etc. Invite students to identify some of the difficulties they have had with each type of writing, their strengths and areas for improvement.

Main teaching ideas

SA M

1 Read the essay question and the model response to it on the next page, then complete the tasks. (10–20 minutes)

70

could model it by completing bubbles 1 and 2, verbalising your mental processes so that students understand how to do the exercise.

Alternatively, ask for a volunteer to explain how to do it.

•

Divide students into pairs to complete the third task.

Answers Example ideas map: Woodrow Wilson

PL E

•

•

Ask students whether they have ever used graphic organisers. Which have they used and what for?

•

Ask: Have you ever used mind maps? Invite a volunteer to draw a mind map on the board and explain how it works. Ask: What are mind maps useful for? (for example, establishing relationships between ideas and concepts).

•

Read the Critical thinking box about asking questions and emphasise the importance of developing critical thinking skills.

•

Students should then read the model essay, looking up any unfamiliar vocabulary and recording it in the vocabulary section of their folders or notebooks.

1 Introduction

unequal

one-sided

3 Two-way relationship

put upon

demanding stress

Why are friends important?

4 Bad friendships

2 Benefits of a good friend

5 Attributes of a good friend generosity kindness support patience

keep us engaged fun support and encourage

•

Once students have finished reading, ask them to complete the first two tasks.

self-esteem

•

This may be the first time that some students have attempted an exercise like this, so you

health and wellbeing

Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

Use of English (10–15 minutes) that clause •

Write three sentences using a that clause or phrase – one to compare, the second to provide additional information and the third to signpost a person’s viewpoint. Underline the that clauses. For example:

2 Read the model essay again. Use the Use of English box to help you decide whether the underlined sentences (1–3) use the word that to help define, evaluate or compare. (5–10 minutes) •

Ask students to read the underlined sentences in the model essay and decide whether that is used to define, evaluate or compare.

I have just read an interesting essay that explains the impact of droughts on world economies.

•

Share answers as a class.

My parents think that too much time spent on social media can seriously affect real-life relationships.

Answers 1 define; 2 compare; 3 evaluate

•

Give students a couple of minutes to discuss in small groups what that is used for in the underlined clauses. You can write define, evaluate, compare for additional support. Share ideas as a class.

Read the explanations and examples in the Use of English box. Ask students to check whether their ideas were correct and invite them to give additional examples, before they complete sentences a–e in the box.

Answers Student’s own answers.

Digital Classroom: Use the grammar activity ‘Explain, expand, exemplify’ to consolidate understanding of signposting words and phrases that introduce explanation, expansion and exemplification. For screens 1 and 2, encourage students to read the words and phrases, discuss their answers with a partner and then brainstorm all the words and phrases that they can think of that have a similar function that they can think of. Share examples as a whole class. For screens 3 and 4, encourage students to discuss their answers with a partner before they choose the words and phrases.

3 Look at the words and phrases in the Academic language box. Find some examples of language used to explain, expand and exemplify in the model essay. (5–10 minutes)

SA M

•

PL E

You can personalise your computer in the same way that you set up special effects on your mobile phone.

Workbook

For further explanation and practice, students can complete Workbook pages 14–15.

•

Focus on the Academic language box and the examples. Ask students to add more items to each category.

•

Ask them to return to the model essay and complete the exercise.

•

Check answers as a class.

Answers Explain: In other words, to have good friends we have to be a good friend in return.

Expand: Moreover, engaging with friends keeps us socially active, and open to new experiences.

Exemplify: This idea has been borne out time and again by global events, such as natural disasters and social disruptions like the COVID-19 pandemic.

4 Choose a word or phrase from the Academic language box to complete each of these sentences. Use each word or phrase only once. (5–10 minutes) •

Students should complete this exercise individually.

•

When they have finished, they should share answers in pairs before checking as a class.

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Answers a in other words / to put it another way / That is to say b

such as / like / for instance

c

like / such as / for instance

d

Moreover / What’s more / Furthermore

e

Moreover / What’s more / Furthermore

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f To put it another way / That is say / In other words

5 Plan and write the first draft of a discussion essay. (20–30 minutes) •

Explain to students that they are now going to write a draft of their discussion essay.

Before they start, focus on the plan. Check that students understand what they need to do at each stage. There may be some expressions they do not know (for example, task rubric, coherence, cohesion) so explain these as necessary.

You may also find opportunities to use this literature section in Unit 2: Problem or opportunity, where it links with the theme of problem-solving.

Download the audio transcript on Cambridge GO.

Answers 1 Student’s own answers. For example:

Working individually, students brainstorm ideas and organise them using a mind map. Then they identify the main ideas and start writing their first draft following the steps in the flow chart.

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•

In this first literature section, students read three extracts from a teen/young adult novel called Fish in a Tree by Linda Mullaly Hunt, about a girl with a learning difficulty (dyslexia). Do not mention the specific learning difficult Ally has to begin with, but ask students how having a learning difficulty might affect a young person, at school and at home. How might it make them feel? How might other people perceive them? What effect might it have on their relationships, such as friendships or interactions with family, neighbours and strangers? What difference might a good student-teacher relationship make for someone with a learning difficulty?

•

When they have finished their draft, students use the checklist to self-assess their work.

Differentiation idea:

•

Support: Create an essay template for students to use as a guide, with a choice of linking phrases (for example, however, nevertheless, in addition) or academic language for each paragraph.

•

Challenge: Students could write a second draft of their essay, implementing any suggestions from the completed checklist.

Answers Student’s own answers.

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Literature: A teen novel (20–30 minutes)

This is the first literature section of Cambridge Global English Stage 12. The literature lessons can be taught as and when you think it is appropriate and when you think they fit into your timetable. However, suggestions will be included when the topic of the spread fits into the theme of the unit.

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a This could be an aim, and teenagers might be looking for this kind of help from fiction that they read, but it also needs to be appealing and entertaining, not preaching or very obviously out to teach them a life lesson. b This will obviously depend on specific novels, but many popular teen novels deal with serious issues, or have these issues as the backdrop to the story, for example Harry Potter being an orphan and treated badly by his adoptive family. c It can be argued that the story is just as important as in adult fiction, if not more so, to maintain the interest of a teen reader and to keep them reading.

2 Students should be able to work out from the extracts that Ally has trouble with reading.

Some of them may know the term ‘dyslexia’.

3

Student’s own answers.

4 There are many further examples of first-person narration in the extracts (all the instances where it uses ‘I’, ‘my’ or ‘me’)

Sense of Ally as a person: she’s proud, not wanting anyone to realise that she struggles to read; she’s brave and will stand up for herself; she has low self-esteem due to her learning difference.

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1 RELATIONSHIPS AND ROLE MODELS

5

a ‘it’ refers to Ally’s dyslexia. ‘Like the ground underneath my feet’ is quite an effective image to describe the problem – always there, never going away, difficult to move or change.

Plenary ideas One-minute reflection (5–10 minutes) •

b We get the impression that Ally’s classmates are not supportive of her; they are unkind and call her names.

d She is afraid people will think that she’s dumb.

Also, we don’t know this from the extracts, but perhaps she’s worried about disappointing her family if they find out that she can’t read. e Mr Daniels seem to be a kind person who is keen to help Ally. He is a good teacher who makes an extra effort in order to help his students.

f It applies to Ally in that she might struggle with reading, but she’s good at other things (in other parts of the book, we see that she’s good at maths and drawing) and should be judged on these, not just on her ability to read.

Student’s own answers.

•

It is easy to _____ because _____.

•

I’m doing well in _____ because _____.

•

I had some difficulties in _____. For example, _____.

•

I want to improve _____. Can I do this by myself or do I need help?

Tell them they have one minute (or up to three but not more) to complete each starter with a phrase, a few phrases or short sentences. The idea is that they write a quick reflection on some key points about their essay.

Homework ideas •

Students use the feedback they received in Exercise 5 to write their final draft. When they have finished, they can upload it to the class blog or website, or save it in their portfolios.

•

Home–school link: Students ask relatives or family members about a teacher that had a positive impact on their lives as students. They collect the information and write a paragraph about it.

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c It tells us that she’s a kind and sensitive person; that she regrets that she might have done something that will hurt another person’s feelings.

Give students a card or sheet of paper with a number of sentence starters. For example:

Workbook For further explanation and practice, students can complete Workbook pages 16–17.

Project challenge LEARNING PLAN

Learning intentions

Success criteria

• Collaborate with others to plan, organise and carry out activities to achieve the project outcome(s).

• Students can successfully collaborate with others to plan, organise and carry out activities to achieve the project outcome(s).

• Contribute to sharing tasks fairly based on task workload and students’ skills.

• Students can share tasks fairly based on task workload and team member skills.

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CONTINUED Learning intentions

Success criteria

• Set timeframes for how long each task should take.

• Students can keep to a timeframe.

• Explore ways to take turns speaking in group discussions.

• Give polite, constructive feedback.

• Students can take turns speaking in group discussions.

• Students can use feedback to improve work.

• Students can give polite and constructive feedback.

• Conduct research to produce information that will inform the project outcome.

• Students can effectively improve work based on feedback.

• Contribute to group discussions.

• Students can successfully conduct research to produce information that will inform the project outcome.

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• Use feedback to improve work.

• Encourage others to share their attitudes and opinions.

Language focus: revision of Unit 1 Vocabulary: revision of Unit 1

• Students can contribute to group discussions.

• Students can encourage others to share their attitudes and opinions.

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21st-century skills Collaboration: Take personal responsibility for own contribution to a group task; manage the sharing of tasks in a project; ensure progress towards a goal, keep group focused on goal despite distractions and obstacles.

Starter ideas

•

Quiz (10–15 minutes) •

Divide the class into small groups. Ask groups to write ten quiz questions about the unit.

•

When groups have finished, they exchange their quiz with other groups and work to solve the exchanged quiz.

Main teaching ideas

Organising work (10–20 minutes) •

•

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Note: As this is the first project of the year, students may need some step-by-step guidance and modelling on how to proceed, so this initial stage may take a little longer.

Tell the class that they are going to work on a project. Ask students to read the descriptions of the projects. Clarify any aspects that might not be clear to them.

Have students choose a project and get together in small groups with other students who have chosen the same project.

Differentiation idea: You can decide to group students of mixed levels of confidence so that more confident students can cue and support their less confident team members. Also, students can show different skills that contribute significantly to the group, such as research skills, technical skills, etc. Ensure there is a good mix of skills. You can also be flexible as to the amount of time each group needs to complete the project.

•

If appropriate, you can video-record groups as they are working, as well as record their presentations.

•

Go through the planning stage of each project and have group members decide on the roles each will take.

•

As teams work on their projects, they decide on a logical task sequence and plan a timeline. Remind them to include meetings for the whole team and

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1 RELATIONSHIPS AND ROLE MODELS

meetings for teammates doing the same task with the same deadline. Tell them to use a timeline to keep on task. They should discuss how long they think each task will reasonably take those involved.

Remind teams of the importance of accountability.

Teammates should communicate with the group as early as possible if they are struggling or are going to miss a deadline as this may have a knock-on effect for other members of the group.

Media literacy: Ask teams to discuss what questions they can ask themselves when assessing whether information is reliable and useful. For example: Is the information upto-date enough? Who is responsible for the content? Is the information presented without bias or is the bias acceptable? What’s the purpose of the information? (for example, to entertain, inform, attack) Is there support for the information given? How does this source of information compare with other sources?

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Assessment idea: Create a set of success criteria with the class. Discuss with students what success criteria they believe they should try to meet in their work in terms of collaboration, communication, creativity, etc.

Build a set of four or five criteria. You can also develop a set of success criteria that can be applied to all the projects in the Coursebook. If students have recorded themselves while planning and organising the project, they can watch the recording at the Reflect and assess stage and assess how they have worked. If they have not been able to record themselves, you can create a template as a class with the points they need to focus on, e.g. polite language, respect turn-taking, etc. Students can then tick off the criteria they believe they have met.

Some suggested evaluation criteria are provided below.

CROSS-CURRICULAR LINK

•

Groups read the Critical thinking box and research Tony Buzan’s approach for brainstorming ideas.

Remind them to use these tips when preparing their project.

•

Groups follow the steps in the Coursebook and carry out their tasks according to plan.

•

Groups present their project to the class and collect feedback.

•

If groups have recorded their presentation, they can use the recording in their reflections in step 4.

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Evaluation criteria Individual • Contributes to the fair and appropriate allocation of tasks.

Project option 1 – Presentation on positive role models (45–60 minutes)

• Meets deadlines or provides early communication to the team about the need to extend a deadline.

Outcome • Uses information taken from reputable sources.

• Compares points and arguments from different sources.

Group • Sets expectations of how long each task should take.

• Identifies and resolves problems in a proposed plan, timeline, task.

Project option 2 – A sociology article (45–60 minutes) •

Groups read the Critical thinking box about analysing text types. Encourage them to use these ideas in their projects.

•

Groups follow the steps in the Coursebook and carry out their tasks according to plan.

•

Consider having a class blog or website where students can publish their article. If this is not possible, they can share their article with other groups or classes and gather feedback.

Self- and peer assessment and future projects (5–10 minutes) •

Teams read and discussion the questions in the Self- and peer assessment box. They can record their answers in their notebook, or in their learning log if they have one.

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Plenary ideas

was very well organised/presented. I think… is very effective. I really like the way you…. What I liked most about…. I’m afraid I didn’t quite understand….

How else could you…? Can you think of any alternatives? Have you thought about…?

Consolidation (5–10 minutes) Ask students to revisit the assessment criteria they created at the beginning of the lesson. They can then apply the criteria to assess each other’s projects.

•

After each group has presented their project, ask the class to give feedback. Remind students of the importance of giving polite and constructive feedback. If necessary, provide examples of polite language they can use to give feedback.

For example: In general, I think your presentation

Homework ideas •

Students could write a review of the projects they liked most and explain why.

•

Home–school link: Students could share their project with their family.

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•

Practise and prepare Starter ideas

you know is correct and that you have used before. If you don’t know a word, think of another way to say it. If you make a mistake, correct it. Extend your answers. Explain your answer with a reason.

Learning strategies (10–15 minutes) •

As a class, create a skills poster with a list of useful strategies for reading and speaking. Keep it on display so that students can add more strategies as they progress through the year. The list could include:

Main teaching ideas

1 The list below gives some of the disadvantages of the overuse of technology in families. Which disadvantages are mentioned by the writer of the text? Choose TWO answers. (5–10 minutes)

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Ask students to think about the reading/speaking strategies they use. Ask: What strategies do you use when you read a text or discuss a question or talk about a topic? What do you focus on? What do you do first? How successful are your strategies? Allow some thinking time and then have a class discussion.

•

•

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Reading: Previewing the text to get a sense of what the text is about. Look for headlines or titles; images or photos; signal words; format.

Contextualise the text. Ask yourself where you are likely to find it. Skim the text to get the main idea. Scan it to quickly search for a particular piece of information. Try to guess the meaning of unfamiliar vocabulary from the context.

Speaking: Listen to as much English as possible.

Speak as much English in class as possible.

If you have the opportunity to speak English outside the class, take it! Before you speak, think carefully about what to say. Don’t rush, speak a little slower than normal. Use language

•

This exercise develops skills for IELTS Academic reading task type 1 and FCE Reading & Use of English part 5.

Critical thinking opportunity: Focus on the rubric.

Ask students how they think they would do the task. What ‘method’ would they use? Elicit ideas.

•

Read the Exam tip about skimming and scanning as a class. Are the ideas given there similar or different from students’ ideas?

•

Students complete the exercise independently.

Answers A and C

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This material is not final and is subject to further changes prior to publication.

1 RELATIONSHIPS AND ROLE MODELS

Assessment idea: Ask students to work in pairs and make a short list of the things they need to include in the task, such as vocabulary and discourse markers. They take turns to do the task. While one of them is doing the speaking task, the other checks everything is included using the checklist. Then they give each other feedback.

2 The list below gives some of the advantages of using personal technology to communicate with family.

Which advantages are mentioned by the writer of the text? Choose TWO answers. (5–10 minutes) •

Students complete the task as instructed.

Answers Student’s own answers.

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Answers B and E

3 Work with a partner. Take it in turns to be the interviewer and interviewee.

(10–15 minutes) •

This activity develops skills for IELTS Speaking parts 1 and 2 and FCE Speaking parts 1 and 2.

Critical thinking opportunity: Focus on the rubric.

Ask students how they think they would do the task. What ‘method’ would they use? Elicit ideas.

•

•

With the class, read the Exam tip about answering questions. Are the ideas given there similar or different from theirs?

Plenary ideas

Consolidation (5–10 minutes) •

Give each student a slip of paper or index card and ask them to write one question related to this unit they would like to ask the class.

•

Collect the papers, shuffle them and invite a student to pick a card and read the question. The class then discusses the question.

Homework ideas •

Students do the speaking tasks.

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Differentiation idea:

•

•

Support: Give students a few minutes to review the vocabulary and discourse markers. Then have them write some notes to help them during the task.

Challenge: Give students a time limit to make the note (for example, one minute).

Home–school link: Students could ask the fourth question in Exercise 3 to parents, relatives or guardians: What do you and your family do in your leisure time? They could record a podcast reporting the different answers.

Workbook For further explanation and practice, students can complete Workbook pages 18–19.

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This material is not final and is subject to further changes prior to publication.

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Original material © Cambridge University Press & Assessment 2023.

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Original material © Cambridge University Press & Assessment 2023.

This material is not final and is subject to further changes prior to publication.