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Shaftesbury Road, Cambridge CB2 8EA, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA

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477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05-06/07, Visioncrest Commercial, Singapore 238467

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We share the University’s mission to contribute to society through the pursuit of education, learning and research at the highest international levels of excellence.

www.cambridge.org Information on this title: www.cambridge.org/9781009797573

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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press & Assessment.

First published 2014 Second Edition 2019 Second Edition update published 2021 Third Edition 2025

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Printed in the United Kingdom by A Printer Ltd, Cambridge

A catalogue record for this publication is available from the British Library

ISBN 978-1-009-79757-3 Reading, Writing and Critical Thinking Student’s Book with Digital Pack 5 ISBN 978-1-009-53616-5 Reading, Writing and Critical Thinking Student’s eBook with Digital Pack 5 Cambridge University Press & Assessment has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press & Assessment does not guarantee the accuracy of such information thereafter.

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CONTENTS

Map of the book

4 8

UNIT 1

Conservation

UNIT 2

Design

UNIT 3

Privacy

Business

Psychology

110

Careers

134

Health sciences

158

Collaboration

182

Technology

206

Language

230

UNIT 4

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Your guide to Unlock

UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9

UNIT 10 Glossary

254 265

Thanks and acknowledgements

271

Unlock Advisory Panel

272

Video scripts

t en

MAP OF THE BOOK

UNIT

VIDEO

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1 CONSERVATION

Time expressions Compound adjectives

Key reading skills: Taking notes in outline form Challenging ideas in a text Previewing Understanding key vocabulary Reading for main ideas Reading for detail Making inferences Synthesizing

Describing emotional responses

Facial recognition technology

Key reading skills: Previewing a text Identifying perspective and purpose Understanding key vocabulary Using your knowledge Previewing Reading for main ideas Reading for detail Identifying purpose Synthesizing

Collocations for behaviour Problem– solution collocations

Small business Saturday

Key reading skills: Working out meaning from context Using your knowledge Understanding key vocabulary Previewing Reading for main ideas Summarizing Making inferences Synthesizing

Business and marketing vocabulary

Lego artist Nathan Sawaya

Key reading skills: Annotating a text Interpreting quotes Understanding key vocabulary Previewing Reading for main ideas Annotating Making inferences Predicting content using visuals Using your knowledge Summarizing Synthesizing

Reading 2: Preserving our heritage (Urban planning)

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The role of Helvetica font in graphic design

Reading 1: What makes a successful logo? (Marketing)

Reading 2: Rebranding and logos (Marketing)

3 PRIVACY

Reading 1: Cybercrime is on the rise (Ethics/Law) Reading 2: Combatting cybercrime (Ethics/Law)

4 BUSINESS

Reading 1: Starting out mobile (Business management) Reading 2: Keeping your customers (Marketing)

Reading 2: Can we learn to be more creative? (Psychology)

Experimental science terminology

Reading 1: The creative mind (Psychology)

5 PSYCHOLOGY

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2 DESIGN

VOCABULARY

Key reading skills: Identifying an argument Using your knowledge Previewing Understanding key vocabulary Reading for main ideas Reading for detail Making inferences Predicting content using visuals Distinguishing fact from opinion Synthesizing

Preserving traditional perfume making skills

Reading 1: Are we living in the digital dark ages? (Information technology)

READING

GRAMMAR

CRITICAL THINKING

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Grammar for writing: First and second conditionals

Evaluating facts to build support for an argument

Academic writing skills: Paragraph structure and unity Impersonal statements Writing task type: Write an argumentative essay

Writing task: Make and support an argument for what to do with an ageing but culturally or historically significant area or neighbourhood in your city or country.

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Paraphrasing

WRITING

Determining and applying criteria

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Grammar for writing: Non-defining relative clauses Appositives

Grammar for writing: Impersonal passive constructions Passive for continuity

Academic writing skills: Structuring a summary–response essay Writing a conclusion

Analyzing problems and solutions

Writing task type: Write a summary–response essay Writing task: Summarize criteria and then analyze a logo in terms of those criteria. Academic writing skills: Writing about problems Writing about solutions

Writing task type: Write a problem–solution essay

Writing task: Describe an online behaviour that you think is problematic and explain what you think should be done to prevent or eliminate it.

Expressing contrast Grammar for writing: Reductions of subordinate clauses

Analyzing advantages and disadvantages

Academic writing skill: Writing about similarities and differences Writing task type: Write a compare and contrast essay

Synthesizing information from more than one text

Writing task type: Write an expository essay

Academic writing skills: Citing quoted material Writing an expository essay

Grammar for writing: Complex noun phrases with what

Writing task: Compare and contrast two products or services regarding their potential as a mobile business.

Writing task: What is creative thinking? Explain the current understanding of this concept, synthesizing information from different sources.

UNIT

6 CAREERS

VIDEO

READING

Apprenticeships

Key reading skills: Interpreting graphical information Predicting content using visuals Previewing Understanding key vocabulary Reading for main ideas Reading for detail Identifying purpose Making inferences Synthesizing

Compound nouns

Medical implants

Key reading skill: Recognizing discourse organization Using your knowledge Understanding key vocabulary Reading for main ideas Understanding discourse Reading for detail Working out meaning from context Scanning to predict content Making inferences Synthesizing

Verbs and verb phrases for causation Word families

Behind the scenes look at the RAF Red Arrows

Key reading skills: Using context clues to understand terminology and fixed expressions Previewing Understanding key vocabulary Reading for main ideas Summarizing Reading for detail Working out meaning from context Using your knowledge Synthesizing

Hedging devices

Artificial intelligence (AI)

Key reading skills: Drawing out common themes Predicting content using visuals Understanding key vocabulary Reading for main ideas Reading for detail Summarizing Distinguishing fact from opinion Using your knowledge Working out meaning from context Synthesizing

Reporting expert opinions

The Miriwoong language

Key reading skills: Using background knowledge to annotate a text Understanding key vocabulary Using your knowledge Reading for main ideas Reading for detail Annotating Making inferences Working out meaning from context Synthesizing

Reading 1: The skills gap (Education)

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Reading 2: What is the value of a university education? (Education/Business)

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7 HEALTH SCIENCES

Reading 1: Air pollution and public health (Medicine)

8 COLLABORATION Reading 1: The value of talent (Business / Sports management) Reading 2: The perfect work team (Business)

9 TECHNOLOGY Reading 1: AR: Changing the world around us (Design/ Technology) Reading 2: AR in education – A positive or negative development? (Education)

Reading 2: Linguistic purism and English as a global language (Linguistics/Sociology)

Latin prefixes in academic English

Reading 1: Loanwords in English (Linguistics)

10 LANGUAGE

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Reading 2: How ocean pollution impacts health (Medicine)

VOCABULARY

GRAMMAR

CRITICAL THINKING

Grammar for writing: Active vs. passive voice to discuss figures

Analyzing information in graphs and other figures

WRITING Academic writing skill: Making a claim

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Writing task type: Write an argumentative essay with graphical support Writing task: What is a good choice for a career path with a secure future?

Grammar for writing: Cause and effect: logical connectors

Analyzing causes and effects

Writing task type: Write a cause and effect essay

Writing task: Choose one illness or disease that is commonly caused or made worse by pollution. Discuss the pollution related factors that contribute to the disease or illness.

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U Grammar for writing: Concession and refutation

Academic writing skill: Writing about causes and effects

Understanding audience and purpose

Academic writing skill: Anticipating counter-arguments

Writing task type: Write a report giving recommendations Writing task: Present your recommendations for assembling and organizing an effective and satisfied team in a report for a young company.

It clefts Grammar for writing: Parenthetical phrases Using the semicolon

Constructing an argument using a premise

Academic writing skill: Formal style in academic writing Writing task type: Write an argumentative essay

Academic writing skills: Avoiding overgeneralizations Refuting counter-arguments Writing task type: Write a pros and cons essay

Grammar for writing: Hedging predictions

Evaluating and synthesizing arguments

Highlighting supporting examples

Writing task: Choose an emerging technology that you think will have positive impact on learning outcomes. Present an argument to support your position.

Writing task: Write an essay on the pros and cons of English medium university education in your country or another country that you know well.

YOUR GUIDE TO

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UNLOCK YOUR ACADEMIC POTENTIAL

Unlock Third Edition is a six-level, academic-light English course created to build the skills and language students need for their studies (CEFR Pre-A1 to C1). It develops students’ ability to think critically in an academic context right from the start of their language learning. Every level has inspiring videos on a range of academic topics.

CRITICAL THINKING

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Unlock Third Edition includes the right mix of lower- and higher-order thinking skills development in every unit, with clear learning objectives. Students are better prepared for their academic studies and have the confidence to apply the critical thinking skills they have developed. Critical thinking in Unlock Third Edition:

CREATE

EVALUATE

ANALYZE

REMEMBER

UNDERSTAND

APPLY

• is informed by a range of academic research from Bloom in the 1950s, to Krathwohl and Anderson in the 2000s, to more recent considerations relating to 21st Century Skills. • has a refined syllabus with a better mix of higher- and lowerorder critical thinking skills • is measurable, with objectives and self-evaluation so students can track their critical thinking progress. • is transparent so teachers and students know when and why they’re developing critical thinking skills • is supported with professional development material for teachers so teachers can teach with confidence

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TEACHER RESOURCES

We’ve carried out research with teachers across the world to understand their needs and how we can better meet them with Unlock. All teacher resources can be accessed on our learning platform, Cambridge One cambridge.org/one.

• Fully interactive presentation software, Presentation Plus, with pop-up activities to type or automatically display answers. • Downloadable Model Answer Booklet with model answers for all end-of-unit productive activities and example answers for all ‘Answers may vary’ activity types in the Student’s Book. • Variations of unit tests, mid- and end-of-course tests giving teachers options when assessing student understanding and progress. • Teacher Manual and Development Pack supporting your teaching with flexible lesson plans with timings for every unit. • Digital Workbook with videos to assign additional DIGITAL practice for your students whenever you see this symbol: WORKBOOK

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RESEARCH

Unlock Third Edition is informed by consulting with a global advisory panel and comprehensive review of the material so you can be assured of the quality of every lesson.

• Extensive market research with teachers and students to fully understand their needs throughout the course’s development. • Consulting academic research into critical thinking. • Refined vocabulary syllabus using our exclusive Corpus research.

HOW

WORKS

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WATCH AND LISTEN 1

YOUR KNOWLEDGE

Work with a partner. Discuss the questions.

1 What, do you think, is the best way to maintain privacy on the internet? 2 What security issues should you consider before you spend money online? 3 How can you recognize emails that are intended to trick you into providing personal information?

PREPARING TO WATCH PRIVACY

ACTIVATING YOUR KNOWLEDGE

1 Read the sentences. Write A if you agree and D if you disagree. Discuss your opinions with a partner. 1 More steps need to be taken to protect our online privacy.

the internet, security is more important than privacy. Watch and2 Onlisten

Encourages discussion around the themes of the unit with inspiration from interesting questions and striking images.

USING YOUR KNOWLEDGE TO PREDICT CONTENT

2 You are going to watch a video about facial recognition technology.

you watch, discuss the questions with a partner. Features an Before engaging and motivating video 1 How is facial recognition technology used now? 2 How might facial recognition technology be misused? which generates interest in the topic and GLOSSARY develops listening skills. fraud (n) the crime of getting money by deceiving people

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Unlock your knowledge

surveillance (n) the act of watching a person or a place that may be involved in criminal activity

READING READING

rogue (adj) a person who behaves in an unexpected way, often causing damage

READING 2 WHILE WATCHING

PREPARING TO READ

1 Read the sentences and choose the best synonym for the words in bold.

Reading 1

watchdog (n) an organization responsible for making certain that companies obey laws and standards

violate (v) to act in a way that does not show respect for an important principle

READING 1 UNDERSTANDING KEY VOCABULARY

think up (phr v) to produce a new idea or plan

1 The investment company turned out to be a fraudulent business. As a result, she lost a lot of her savings. a reliable b incapable c dishonest 2 If a social media site becomes a hostile environment, users should immediately log off. a unfriendly b unreliable c boring 3 The deceptive website looked real at first but, on closer inspection, it was obviously fake. a trustworthy b misleading c old-fashioned 4 After the devastating flood, the community came together to help people in need. a widespread b destructive c residential 5 He felt anger and humiliation when he learned that the person he had been texting had lied to him. a embarrassment b rage c concern 6 Before he shops online, he researches the business to make sure it is legitimate. a false b profitable c lawful

64 UNIT 3

UNDERSTANDING

you know and don’t know. Then, use the correct form of the words KEY VOCABULARY Provides a different angle on the in bold to complete the sentences (1–8). topic and serves as a model text for the writing task. accountable (adj) responsible assemble (v) gather in one place combat (v) fight eliminate (v) remove something exhibit (v) show malicious (adj) intended to harm or upset people prosecute (v) take to court to argue the guilt of regulate (v) control

verbs face lose

suffer

take

nouns behaviour confidence consequences pain a reputation responsibility

SKILLS

1 If someone commits an illegal act, they should expect to . 2 After she lost her money to an e-commerce scam, she in making online purchases. 3 While cybercriminals should be punished, consumers should also for keeping their sensitive data safe. 4 The man on the phone such odd that I didn’t want to give him any personal information. 5 When people are taken advantage of online, they often that goes beyond financial loss. 6 You should only donate to organizations that have for helping people in need.

1 If young people spend too much time on the internet, they often begin to signs of anxiety.

2 After he that wasis done with computers and found was sentenced to 25 Cybercrime is any malicious activity or the guilty, internet.he These crimes have a negative impact businesses and the economy. They also yearsoninsociety, prison. cause great harm to individuals. Victims of fraud suffer emotional consequences, 3 They announced their plan to a team of international often exhibiting behaviour related to anxiety and stress. Some people even become safety experts. afraid to go online or leaveonline their homes. Worse, scammers frequently target society’s 4 Cyber never most vulnerable members. In 2022, harassment it was reported may that the mostbe amount of money altogether, lost to fraud but there happened to those aged 60 older.parents One of those was Mary Barker, woman from it. areand steps canvictims take to protect theira retired children against the United Kingdom, who lost £70,000 of her pension after criminals created a fake website that 5 Online businesses with poor cybersecurity should be held looked identical to a well-known investment firm’s website. if thieves break into their database and steal

it may lead to financial devastation, cybercrime is often treated as a low-priority issue. 2 Although However, the problem is notconsumer going awaydata. any time soon. Internet use has soared in recent years,

leading to an increase in fraudulent activity such as phishing attacks, which can lead online users to fake websites or malware. And online use only continues to grow. Cybercrime Magazine reported that 70 UNIT 390% of the global population over age 6 will be online by 2030. That will amount to an astonishing seven billion internet users. best way to eliminate cybercrime is to find and prosecute criminals. Because crime rings often 3 The operate across international borders, they are difficult – though not impossible – to stop. They do, however, require international effort and cooperation. In one case, 59 people were arrested after a month-long operation that involved 19 countries across Europe. The suspects stole credit-card information and used it to purchase expensive goods from countless online shops. The arrests took place only after law-enforcement agencies assembled a team that consisted of numerous online merchants, banks and logistics companies that spanned several countries. In another case, 75 arrests were made after the cooperation of several countries including Malaysia, UAE, Nigeria, Argentina, Germany and Australia. The suspects belonged to a cybercrime ring known as Black Axe, a group which, along with similar crime rings, are said to be responsible for most of the financial cybercrimes committed globally.

Language development

QR codes

Consolidates and expands on the language presented in preparation for the writing task.

Allow students to easily access the audio of the4 reading passages.

2 Work with a partner. Discuss the questions. Choose collocations from the box to describe online fraud.

Criminals will do what it takes to obtain our usernames, passwords and other personal data and, let’s face it: if we conduct transactions online, we are vulnerable to fraud. To eliminate the seemingly endless dangers associated with the internet, we must take every measure possible to protect ourselves. The best way to do so is to take extreme care with personal information. Thieves break into mobile phones, tablets and computers when users access wi-fi through unsecured networks. That means you should think twice before logging into a bank or credit-card account from your local café. One study reported that 87% of consumers said they had used an unsecured wi-fi network at least once over the course of a year and, while that may not sound like much, even that one time

66 UNIT 3

exhibit

COMBATTING CYBERCRIME

build

uses related to security and privacy 1 accuracy Why, doof you think, has cybercrime increased in recent years? facial recognition technology 2 the What canofindividuals do to protect themselves against future facial recognition technology cybercrime? 3 Given that the internet is global, who is responsible for preventing cybercrime?

It is useful to know something about the topic before you begin reading. Quickly COLLOCATIONS FOR BEHAVIOUR reading the first sentence of each paragraph will help you remember and consider Complete sentence one verb the correct form) andto what you1know abouteach the topic. This with knowledge will(inmake the article easier one noun. In some items, more than one answer is possible. read critically.

are discussed. 1 You are going to read an essay about possible solutions to how facial recognition technology works cybercrime. Work with a partner. Discuss the questions.

Reading 22 Work with a partner. Cover the definitions and discuss which words

computers or the internet

DEVELOPMENT Previewing LANGUAGE a text

Watch the video. Put a tick in the box next to the topics that PREPARING TO READ

Offers students the opportunity to develop the reading skills required to process academic 2 You are going to read an article about cybercrime. Work with a USING YOUR partner. Read the definition below. Then discuss the different types KNOWLEDGE texts, and presents and practises the vocabulary of cybercrime you know about. needed to comprehend text itself. cybercrime (n) criminalthe activities that are done using

UNDERSTANDING MAIN IDEAS USING YOUR KNOWLEDGE

4 Exchange your tables with another pair of students. Give each EVALUATE 5 Spending more time online creates more opportunities for other feedback about the solutions that you have proposed. Which criminals to take advantage of people. one(s) do you think are most likely to be effective? Which one(s) 6 Mental health professionals believe that victims of identity theft will be the most likely to happen? Why?

WRITING WRITING

should seek help as soon as possible.

5 Revise your solutions based on the feedback from other students. 5 Complete the tasks below. 1 Research some tips online from experts or research about what people should do when they are victims of cybercrime. Write 4–5 pieces of advice. Make sure you use each strategy (R, G and S) at least once.

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CRITICAL THINKING

GRAMMAR FOR WRITING

At the end of this unit, you will write a problem–solution essay. Look at this unit’s writing task in the box below.

IMPERSONAL PASSIVE CONSTRUCTIONS

GRAMMAR

Describe an online behaviour that you think is a problem and explain what you think should be done to prevent or eliminate it.

People say that phishing attacks are among the most common types of cybercrime. When reporting what people think or say, writers a passive which has no 2 Ask 5–6 classmates for tips on what to create do when facing cybercrime. apparent agent. constructions are commonly used: listed in the Ask forTwo at least one example of each strategy Explanation onthe page Write your classmates’ advice in Phishing attacks are said to bebox among most81. common types of cybercrime. It is said thatthe phishing attacks are among mostclassmates common typesask of cybercrime. table below. Whenthe your you for tips, cite These passive often appear with the verbs agree, argue, believe, claim, yourconstructions experts or research, give generally held views and make consider, decide, expect, say, think anduse understand. Note,(R, however, not all of direct suggestions. You may each strategy G and S)that more these verbsthan allow both constructions. once. Updating passwords regularly is believed to be one of the best ways to prevent cybercrime. experts or research held views It is argued that cybercrime lawsgenerally are too weak to keep consumers safe.direct suggestions

SKILLS

Analyzing problems and solutions

Framing a text in terms of problems and their possible solutions can be an effective form of analysis. First identify the problem. Analyze the problem and look at it from different angles. How did the problem arise? What conditions allow it to continue? Consider a range of possible ways to reduce or eliminate the problem and, finally, decide which solution is best.

51 Read Underline instances in which theonline Work the withparagraph. a small group. Think all of the examples of problematic subject of one appears in another role in behaviours. subsequentLook behaviour. Givesentence a clear explanation of each of the sentences. rewrite the paragraph theofpassive where back at theThen two reading texts for ideas using or think examples from appropriate. Omit the by phrase if it is not necessary. your own experience. Two examples are provided for you below (identity theft and phishing). Identity theftThen, is a growing It occurs when be somebody useseach yourbehaviour. personal discussproblem. how difficult it would to control information Decide to open whether bank accounts, money or Impossible make purchases. Almost (2) 40 each borrow behaviour is: (1) to control, million people reported last year. of 30 and Possible toidentity controltheft but not stop,People or (3)between Possiblethe to ages stop. 39 are especially likely to become victims. Criminals targeted almost 300,000 people identity theftStolen (n) using someone’s in order in that age group in 2022. credit cards werepersonal the most information common source of to to be them to get money or goods in their name identity theft.pretend Unfortunately, policeand do not usually recover the stolen cards. phishing (n) pretending to be a trustworthy contact, such as a bank, and attempting to trick the victim into revealing information, such as bank details, over the internet

EVALUATE

Writers often choose the passive voice when the agent is ‘people’. As a subject, ‘people’ may be too general or repetitive.

1 Use the underlined verb in the correct form to complete sentences

1–3 in the impersonal passive. Grammar for writing

Develops the lower- and higher-order thinking skills required for the writing task.

combat cybercrime. Presents and practises grammatical structures It stronger international laws are required to combat cybercrime. and features 2needed for the writing task. People claim that cybercrime is most common among people

Critical thinking

1 People argue that stronger international laws are required to

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aged 20–39.

10 Make any necessary changes to your essay. is most common among people aged a It cybercrime 20–39.

b Cybercrime WRITING TASK

ACADEMIC WRITING SKILLS

what you think should be done to prevent or eliminate it.

advertising purposes. 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each It websites collect our personal data for advertising objective. PLAN

SKILLS

1 What is writers the origin the behaviour? Whytodo people behave this When presenting problems, useof a range of strategies demonstrate to their way? What allowsstatistics people to behave this way? readers that these problems are technology important. Facts, and examples (especially 2 What the consequences of allowing thisproblem. behaviour ones that will resonate withare readers) can highlightfor thevictims seriousness of each to continue? What are the consequences for internet users in Here are some examples of these strategies. general?

facts

statistics

Cybersecurity is a career field that is growing quickly.

More than 60% of parents reported checking the websites their teenagers visit.

76 UNIT 3

examples

Clara Bennett had been saving money for her wedding when she lost £20,000 to fraud.

1 Read the sentences. Write the numbers (1–8) in the correct boxes.

most common among people aged

20–39. OBJECTIVES REVIEW Describe an online behaviour that you think is a problem and explain 3 People understand that websites collect our personal data for

2 Work in pairs. Choose two of the behaviours you thought of in Exercise 1. ABOUT Discuss thePROBLEMS questions and make notes. Use the tables WRITING on page 77 to organize your notes.

ANALYZE

purposes. 1 Choose a danger associated with the internet to write about.

3 = very well

2 = well

1 = not so well

I can …

78 UNIT 3

82 UNIT 3

watch and understand a video about facial recognition technology. preview a text.

identify purpose and tone.

analyze problems and solutions.

facts

statistics

Academic writing skills

examples

Practises all the writing skills needed for the writing task.1 A large gang of cyberfraud suspects was arrested after police

from multiple countries cooperated in the investigation. 2 People often connect on social media because they have shared interests. 3 The more time people spend online, the greater their risk is for 10 Make any necessaryexperiencing changes to your essay. internet fraud. 4 Four out of five children in the UK reported feeling unsafe on social media most of the time.

OBJECTIVES REVIEW

80 UNIT 3

1 = not so well

I can …

WORDLIST

preview a text.

malicious (adj) negative (adj) offensive (adj) prosecute (v) regulate (v) resolve (v) run into (phr v)

= high-frequency words in the Cambridge Academic Corpus

analyze problems and solutions. use impersonal passive constructions.

use passives for continuity.

identify purpose and tone.

disturbing (adj) eliminate (v) exhibit (v) fraudulent (adj) hostile (adj) humiliation (n) legitimate (adj)

watch and understand a video about facial recognition technology.

DIGITAL WORKBOOK

learning objectives.

2 = well

use passives for continuity. Uses the skills and language learned throughout write about problems. the unit to support students in drafting, write about solutions. producing and editing a piece of academic write a problem–solution essay. writing. This is the unit’s main learning objective. 2 Use the Unlock Digital Workbook for more practice with this unit’s

abhorrent (adj) accountable (adj) assemble (v) combat (v) confront (v) deceptive (adj) devastating (adj)

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well

use impersonal passive constructions. Writing task

write about problems.

Objectives write about solutions.review

Wordlist

Allows students to evaluate how well they 2 Use the Unlock Digital Workbook for more practice with this unit’s have mastered the skills covered in the unit. learning objectives.

Lists the key vocabulary from the unit. The most frequent words used at this level in an academic context are highlighted with this icon

write a problem–solution essay.

DIGITAL WORKBOOK

WORDLIST abhorrent (adj) accountable (adj) assemble (v) combat (v) confront (v) deceptive (adj) devastating (adj)

disturbing (adj) eliminate (v) exhibit (v) fraudulent (adj) hostile (adj) humiliation (n) legitimate (adj)

malicious (adj) negative (adj) offensive (adj) prosecute (v) regulate (v) resolve (v) run into (phr v)

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

COMPONENTS

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Unlock offers 70–90 hours per Student’s Book, which is extendable with the Digital Pack, and additional activities in the Teacher’s Manual and Development Pack.

Unlock is a paired-skills course with two separate Student’s Books per level. For levels 1–5 (CEFR A1–C1), these are Reading, Writing and Critical Thinking and Listening, Speaking and Critical Thinking. They share the same unit topics so you have access to a wide range of material at each level. Each Student’s Book includes access to the Digital Pack.

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Unlock Basic has been developed for pre-A1 learners. Unlock Basic Skills integrates reading, writing, listening, speaking and critical thinking in one book to provide students with an effective and manageable learning experience. Unlock Basic Literacy develops and builds confidence in literacy. The Basic books also share the same unit topics and so can be used together or separately, and Unlock Basic Literacy can be used for self-study.

STUDENT COMPONENTS

All material in the Student’s Digital Pack (Levels 1–5) can be accessed on Cambridge One, our learning platform, using the unique code printed on the inside front cover of the Student’s Book. Description

Student’s Book with Digital Pack

• 8 units per level (Levels 1–4); 10 units (Level 5) • QR codes for students to easily access the Class Audio • Levels 1–5 includes access to the Digital Pack: – Interactive eBook with videos – Digital Workbook – Downloadable audio for listening activities and pronunciation (Listening and Speaking strand) – Downloadable audio for reading passages (Reading and Writing strand) • Unlock Basic Skills comes with downloadable audio and video (11 units) • Unlock Basic Literacy comes with downloadable audio (11 units)

Interactive eBook with videos

• Levels 1–5 • Digital version of the Student’s Book with auto-graded activities • Student’s Book videos for students to watch on their own

Digital Workbook with videos

• Levels 1–5 • Extension activities to further practise the language and skills learned • Additional video comprehension and extension activities that are different from the activities in the Student’s Book.

Resource

TEACHER COMPONENTS

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All teacher components can be accessed on Cambridge One, our learning platform. Teachers can access the Digital Workbook with videos by creating an account. To access the Teacher’s Resources and Presentation Plus, please request an access code from your local Cambridge representative.

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Audio

Description

• Downloadable audio for listening activities and pronunciation (Listening and Speaking strand) • Downloadable audio for reading passages (Reading and Writing strand) • Flexible lesson plans with timings, lesson objectives and lesson observation templates • Downloadable Model Answer Booklet with model and example answers for productive skills • Supplementary classroom materials for Levels 1–4 • Common student errors • Developing critical thinking skills in your students, a teacher development material with clear objectives, in-practice activities and opportunities for review and self-evaluation

Teacher Development Resources

Additional materials which can be used for professional development: • Peer-to-peer training workshop materials with PowerPoint presentations • In-session worksheets, trainer’s notes • Pre- and post-workshop quizzes

Presentation Plus

• Fully interactive presentation software, with pop-up activities to type or automatically display answers • Embedded audio and video for easy access to play in class

Tests

• Unit, mid-course and end-of-course tests for the assessment of student understanding and progress

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Teacher’s Manual and Development Pack

This online training course gives you a thorough knowledge of how Unlock works and what it includes and acquaints teachers with the methodological principles behind the course.

TEACHING WITH UNLOCK THIRD EDITION

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CONSERVATION

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about preserving traditional perfume making skills.

Reading skill Identify an argument.

Critical thinking Evaluate facts to build support for an argument.

Writing task Write an argumentative essay.

Write structured and unified paragraphs; write impersonal statements.

Academic writing skills

Use first and second conditionals.

Grammar

UNIT 1 CONSERVATION

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U 1 What are some of the oldest buildings that you know of? Do they hold cultural or historical significance? 2 Think about the most interesting neighbourhood you know. What makes it interesting? What do the buildings look like? 3 How can you save digital family photos to make sure they are available to future generations?

Work with a partner. Discuss the questions.

es YOUR KNOWLEDGE

CONSERVATION

WATCH AND LISTEN 1

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1 How, do you think, are scents created when manufacturing perfume? 2 What traditional skills, for example calligraphy or wood carving, might be in danger of becoming extinct one day? 3 The UNESCO Intangible Cultural Heritage lists protect traditions that are culturally and historically significant. Which of the following five traditions, do you think, are on the UNESCO Intangible Cultural Heritage lists? • Thailand: Songkran (traditional New Year festival) • Sri Lanka: harvesting pearls from oysters • United Arab Emirates: Al Talli (traditional embroidery skills) • Japan: sushi making skills • Italy: opera singing

2 You are going to watch a video about preserving traditional perfume making skills. Look at the photos and discuss the questions with a partner.

PREDICTING CONTENT USING VISUALS

1 Work with a partner. Discuss the questions.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

repository (n) a place where things are stored founder (n) someone who establishes an organization masterpiece (n) a work of art, such as a painting, movie or book the passage of time (phr) the process of time going past seal (v) to close a container so that nothing can enter or leave it elders (n) older people, especially those with respected positions in society 16 UNIT 1

GLOSSARY

1 What do you think the man is sampling? 2 What are the women doing? Why might they be doing it? 3 How might the fourth photo be related to the perfume industry?

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Watch the video and check your predictions from Exercise 2. Then circle the sentences that best express the problems the perfume industry faces.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

a Young people no longer want to buy perfume. b Some perfume recipes are too old to be recreated. c Young people may not want to work in the perfume industry. d Some raw materials can only grow in specific regions. e Knowledge of traditional skills may be lost to younger generations.

Watch the video again. Circle the correct answers.

DISCUSSION

MAKING INFERENCES

Jean Kerléo said the scents at the Osmotheque ‘represent very rare moments’. What moments might he be referring to?

5 Work with a partner. Discuss the question.

1 More than 4,000 perfume scents are a as old as the Roman Empire. b manufactured in Versailles, France. c stored in a cellar called the Osmotheque. 2 The harvesting of Taif roses a produces a unique extract. b requires a Mediterranean climate. c creates many high demand jobs.

UNDERSTANDING DETAIL

6 Work with a partner. Discuss the questions. 1 The narrator compares perfume evolution to ‘influential masterpieces’. Are the two comparable? Why / Why not? 2 What other traditional skills might be protected by UNESCO? WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

USING YOUR KNOWLEDGE

1 You are going to read an article about storing records. Look at the list of types of record in the left-hand column of the table below. Add six more examples of your own. Then tick (✔) where you store each type of thing. Compare your answers with a partner. in a box or drawer

type of record

holiday selfies medical records receipts from major purchases playlists of music

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bank statements

I throw them away / delete them

family photos

in the cloud

U old school records

on my phone / tablet

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2 Work with a partner. Discuss the questions.

PREVIEWING

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1 Think about items in the table in Exercise 1. How long do you think these records will last? Do you think your grandchildren will be able to access them? Your great-grandchildren? Why / Why not? 2 Look at the title of the article on page 20. What does the word digital mean there? Give some examples of digital devices that you use. What are some digital devices that are no longer widely used – perhaps devices that your parents used? 3 The Dark Ages is the term used to refer to Europe from about the fifth to the tenth century. We have very few records from this time, so it is difficult to find out about how people lived then. How do you think digital could be related to the Dark Ages? What do you think the title means?

UNDERSTANDING KEY VOCABULARY

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3 Read the sentences. Write the correct form of the words in bold (1–8) next to their definitions below (a–h).

1 The internet is not working so I have been unable to retrieve the files I uploaded yesterday. 2 Many employees have still not adopted the practice of saving their work regularly. 3 The company has been in business for almost 200 years. Its longevity is a result of the quality of its products and service. 4 You need to use the same document format as the rest of us. The one you are using is not compatible. 5 Your computer files are vulnerable if you do not protect them by using a strong password. 6 We are working on two different possible scenarios: one, if our business grows slowly, and the other, if success comes more quickly. 7 Problems with security prompted software designers to make major changes to the new version of the program. 8 The cupboard was filled with boxes of memorabilia from my childhood and the early years of my parents’ marriage.

(adj) not well protected; able to be harmed (n) something that is usually or regularly done (v) to make someone decide to do something (n) how long something lasts (n) a description of a current or future situation (v) to find and bring something back (n) a collection of items connected to a person or event (adj) able to work successfully with something else

a b c d e f g h

READING 1

ARE WE LIVING IN THE

DIGITAL DARK AGES? m Ca id

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1 Imagine these scenarios: (1) 2040: A box of

4 Vint Cerf, a vice president at Google, argues that

this could happen if we do not quickly take steps to address the issue. He uses the term ‘bit rot’ to describe how our digital records may slowly but surely become inaccessible. In our scenarios, for example, it is not the longevity of the records themselves that is the concern; it is that we may no longer have compatible devices, such as video cassette and CD players, to access them. Most software and apps that were used to create documents and websites ten or twenty years ago are already out of date, and in another sixty years they may not even be available. The problem is particularly challenging with interactive apps and websites. We can read letters from long ago, but will we be able to read an X feed or access a Snapchat exchange a hundred years from now?

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memorabilia, including floppy disks and VHS tapes¹, is found in the attic of an old house with a label that says, ‘Records and early videos of Bill Gates (1975–1985)’. (2) 2050: You find an envelope labelled ‘bank records’ in your grandmother’s desk. Inside the envelope, there is an old CD marked with the date 1998, your great-grandfather’s name, and the words ‘all overseas bank accounts’.

2 If these stories were really to happen, the people

who found these items would be very excited – at least at first. Their excitement would be quickly followed by frustration because it would be difficult for them to retrieve the information on the disks and tapes. Even if the records were still in good condition, it would be hard to find a device that could read them. Compare these discoveries to one that might have occurred around the turn of the twentieth century: a box of old letters and photographs on a high shelf at the back of a cupboard. The information these items contain would be immediately accessible because you would only need your eyes.

3 Computers and digital technology have vastly

6 Both Cerf and Satyanarayanan stress the

importance of deliberate preservation. In the past, you could throw your old photos into a box without having to decide what to save and what to throw away. With digital records, however, you need to make an active decision about what to keep. Satyanarayanan says it is likely that important records – government documents, big news stories, etc. – will be transferred to new forms of storage technology as they emerge. It is the records of everyday life, the ones we do not yet know the value of, that may disappear into the digital dark ages.

¹floppy disks and VHS tapes (n) early forms of electronic media storage

20 UNIT 1

like computer scientist Mahadev Satyanarayanan of Carnegie Mellon University to take action. He has found a way to store everything that is needed to interpret a record – the record itself, as well as the original operating system and the application it used – all together in the cloud. Using his state-of-the-art approach, Satyanarayanan has been able to recover and preserve digital records that might otherwise have been lost forever.

expanded our capacity to store all kinds of information, but how long will our access to this stored information last? In fact, the people who found the disks and tapes in our scenarios would be lucky because disks and tapes are physically real. Although those technologies are long out of date, it’s information on the web that is much more vulnerable; it is completely digital and can disappear in a flash. This is a problem that began to worry technology experts in the early twentyfirst century. They became concerned that, without better ways of preserving information, future generations might look back on our times as the ‘digital dark ages’. If current practice continues, future generations may not have access to the digital record of our lives and our world.

5 This problem has prompted technology experts

WHILE READING

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Most academic texts put forward a claim. It is important to be able to identify the central claim in a text because this is the most important thing the writer is trying to express. Once you have identified the claim, the next step is to understand the ways that the author supports that argument. This will help you evaluate the strength and quality of the claim. Three common ways to support an argument are to (1) appeal to the reader’s emotions, (2) rely on the words of an expert and, perhaps most common, (3) present facts.

SKILLS

Identifying an argument

4 Read the article. Complete the tasks.

READING FOR MAIN IDEAS

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1 Which sentence best captures the writer’s central claim? a Digital technology is not keeping up with the need to save records. b It would be easier to keep records if we made a physical copy of everything. c We are not preserving our digital records, so our history may be lost. d As our capacity to store records increases, we have to throw more things away. 2 Underline the sentence in the article that expresses this claim.

5 Read the article again. Complete the tasks.

READING FOR DETAIL

1 The writer begins with two examples to illustrate the central claim. What are they? Underline them in the article. 2 Read the extracts from the article below. What kind of support do they provide for the claim: emotional appeal (EA), expertise (E) or facts (F)? a If common practice continues, future generations may not have access to the digital record of our lives and our world. b Vint Cerf, a vice president at Google, argues that this could happen if we do not quickly take steps to address the issue. He uses the term ‘bit rot’ to describe how our digital records may slowly but surely become inaccessible. c Most software and apps that were used to create documents and websites ten or twenty years ago are already out of date. d Satyanarayanan says it is likely that important records – government documents, big news stories, etc. – will be transferred to new forms of storage technology as they emerge. e It is the records of everyday life, the ones we do not yet know the value of, that may disappear into the digital dark ages.

READING 1

6 Reread Paragraph 4. Circle two problems with our current practices that Vint Cerf points out.

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1 Physical records take up much more space than digital records. 2 The devices necessary to read our records will not be available. 3 Software used to create applications goes out of date quickly. 4 We may not have access to the cloud in the future.

1 Some early records of Bill Gates were recently found.

7 Read the article again. Write T (true), F (false) or DNS (does not say) next to the statements below. Then correct the false statements.

2 The capacity to store a lot of digital records does not guarantee future access to them.

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3 Maintaining access to out-of-date interactive applications is particularly difficult.

4 All government records are currently stored in the cloud.

READING BETWEEN THE LINES MAKING INFERENCES

8 Work with a partner. Discuss the questions.

1 Why does the writer make a comparison to the Dark Ages? 2 What do you think the term bit rot means? Think about the meaning of a bit in the digital world. 3 Why is it more difficult to preserve a conversation thread on X than a letter?

DISCUSSION

9 Work with a partner. Discuss the questions.

1 Have you ever looked at old photos, letters, or records of birth, weddings or deaths related to previous generations of your family? If so, describe what you found. Did you wish more items had been saved for you to look at? 2 Discuss specific items you might save for future generations of your family.

WRITING 10 Imagine you have saved memorabilia from your life for future generations. Write a letter to a relative in the distant future. The letter should describe 4–5 items you decided to save and explain why you chose those items. 22 Unit 1

READING 2 PREPARING TO READ 1 Work with a partner and answer the questions.

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1 Look at the photos on page 24. Do you think modern buildings or historic buildings are more attractive? Explain. 2 Read the definition of heritage at the bottom of page 24. Describe how buildings might be connected to heritage. 3 How might historic preservation of buildings or neighbourhoods be good for the economy and the environment?

PREDICTING CONTENT USING VISUALS

2 Use the words in the box to complete the sentences (1–8).

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demolition (n) destruction vibrant (adj) lively and energetic affluent (adj) rich adaptive (adj) having the ability to change when conditions change anonymous (adj) having no unusual or interesting features irreversible (adj) impossible to change back renovation (n) the repair of a building to bring it into good condition opted for (v) chose

UNDERSTANDING KEY VOCABULARY

houses all looked the same so it was difficult to 1 The find the one we were looking for. 2 The old printing factory is now a trendy, successful hotel, and a good example of reuse and recycling. 3 When the architect designed the building, she solar energy instead of natural gas as the main power source. 4 Having received countless letters of complaint, the city cancelled the upcoming of the old building. 5 Despite the recent , the historic home maintained an old-fashioned quality. 6 Although the city has become quite , there are still affordable houses to be found in some areas. 7 What he loved most about his neighborhood were the cafés and restaurants, where locals ate and socialized on a regular basis. 8 The years have brought about changes to the city. It will never be the same as it once was.

READING 2

Preserving our heritage¹

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1 Everywhere I look, there are new buildings under

construction. The neighbourhoods that I knew as a boy, filled with beautiful old buildings, have mostly disappeared, and in their place, anonymous, modern, high-rise buildings have appeared. If we continue in this way, nothing will remain of our heritage; soon I will no longer recognize my city. What is left of the city’s traditional buildings and neighbourhoods must be preserved and it is imperative that this process begins now.

2 Historic preservation has become popular all over

attractions with exhibits, galleries and boutiques. Renovated for this purpose, they are not intended to be functioning communities for local residents. However, it is also possible to preserve old buildings and adapt them for reuse by the local community. In Bahrain, buildings in a historic district of the city of Muharraq have been restored, and today they are part of a vibrant neighbourhood of homes, small shops and businesses contributing to the nation’s economy.

5 Some opponents of historic preservation have argued

that it is too expensive, but many recent projects all over the world have demonstrated that this is not necessarily the case. In fact, renovation of an existing structure for adaptive reuse can cost about £40 per square metre less than even the most basic new construction, while preserving the beauty of the original building. And, although it is often claimed that old buildings have a more significant environmental footprint4 than new construction because they aren’t very energy efficient, architects and environmental experts maintain that the greenest building is the one that is already built. New construction almost always has a more serious environmental impact because it requires the use of all-new materials that must be transported, often over long distances, instead of recycled materials that are already on site. We recycle so many other things. We can and should recycle buildings, too.

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the world in recent years, but many countries around the world have opted for demolition and new construction over preservation. There is good reason for this; as the population has become more affluent, residents want all the conveniences of modern living. However, the built environment² should be more than shiny new buildings with air conditioning and washing machines; it should also reflect the beauty of our culture and heritage. How can our children understand and maintain their cultural identity if we erase so much of the physical evidence of it? Will they recognize a barjeel, the wind towers that once provided natural air conditioning for buildings all over the region? Will they understand the significance of mashrabiyas, the delicately carved wooden windows that provide a screen against the outside world? Not if they have all disappeared.

4 Al Bastikiya and Beit al Jasra are successful tourist

3 The arguments for preserving historic buildings are

6 Historic preservation is an option that opens many

possibilities; demolition, in contrast, is irreversible. Once these treasures are lost, they are lost forever, an important link in our heritage that can never be recovered.

24 UNIT 1

heritage (n) features belonging to the culture of a particular society, such as traditions, languages or buildings, that were created in the past and still have historical importance 2 built environment (n phr) setting made by people for human activity, including buildings, parks and roads 3 sheikh (n) an Arab ruler or head of a group of people 4 environmental footprint (n phr) the impact something or someone has on the environment 1

not simply about an emotional attachment to the past. There are also good economic arguments in favour of preservation. The renovation and preservation of historic districts can become an economic engine, drawing tourists and small businesses to the area. There are several good examples of this in the Middle East. In Dubai, the historic Al Bastikiya district draws thousands of tourists every year from all over the world. It also attracts local residents, eager to learn about their city’s past. In Bahrain, the hundred-year-old Beit al Jasra was at one time the summer home of a sheikh³. It has been beautifully restored and is now a centre for traditional crafts, such as rug weaving and basket making. International visitors are not only interested in shopping centres; they also want to learn about our culture and traditions like these.

WHILE READING 3 Read the article. Then complete the tasks.

READING FOR MAIN IDEAS

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1 Circle the statements that express the main ideas. a If new buildings continue to replace old buildings, our heritage will be harmed. b Dubai has successfully preserved many of their historic buildings. c Preserving historic buildings is a wise economic choice. d For some buildings, historic preservation is less expensive than demolition. e Environmentally safe procedures must be used at all new building sites. 2 Highlight the sentences in the article that express the main ideas you circled.

4 Read the article again. Then complete the tasks.

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1 Write one example each of the facts, expertise and emotional appeals the author uses to support his argument. Compare your answers with a partner. fact expertise emotional appeal 2 Why does the author use the examples of the barjeel and mashrabiya?

READING FOR DETAIL

5 Read the summary and circle the correct words.

The author gives several reasons why (1)adaptive reuse / historic preservation is valuable. First, it creates more (2)economic / modern opportunities. (3)Small businesses / Corporations that are drawn to historic districts will generate income. Preservation of historic buildings also promotes (4)employment / tourism, which will contribute to the local economy. In many cases, it is less expensive to (5)renovate / demolish old buildings than to build new ones. Furthermore, preserving buildings creates less (6)environmental / irreversible damage than building new ones. Sadly, if we lose all our old buildings, we may also lose our (7)residents / identity.

READING 2

READING Distinguishing fact from opinion

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SKILLS

READING BETWEEN THE LINES

Writers often present their arguments as a combination of facts and opinions. It is important to be able to distinguish them. Opinions often contain:

• first person references: I / We don’t want to lose the neighbourhoods we grew up in. • modal verbs: Residents must / should / need to support historic preservation. • verbs of belief: We often think / believe newer buildings are better. Writers may also ask questions in an effort to persuade readers to accept their arguments.

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MAKING INFERENCES

6 Work with a partner. Answer the questions.

1 Which signposts of opinion from the skills box occur in the article? 2 Write two sentences from the article with signposts of opinion.

DISTINGUISHING FACT FROM OPINION

• How can cities preserve their history if they don’t preserve their buildings?

7 Work with a partner. Discuss the questions. Find phrases in the text that helped you answer. 1 What does the author mean when he says Al Bastikiya and Beit al Jasra were ‘not intended to be functioning communities for local residents’? 2 What does the statement ‘the greenest building is the one that is already built’ mean? 3 How does the author see the relationship between buildings and culture? Do you agree with him?

DISCUSSION

8 Work with a small group. Half the group should take the position of Group A and half of Group B. Think of ways to argue your position to the other team. Use Readings 1 and 2 for support.

26 UNIT 1

Group B It’s better to tear down old buildings to make way for new ones. Cultural identity can still be preserved without historical buildings. We don’t need memorabilia from past generations to understand our heritage.

Group A It’s better to preserve old buildings than tear them down. It’s difficult to maintain cultural identity when historical buildings are gone. Without memorabilia from previous generations, we won’t fully know our heritage.

SYNTHESIZING

LANGUAGE DEVELOPMENT TIME EXPRESSIONS

A new high school was built at the turn of the century / in recent years to accommodate the growing student population.

A few new restaurants have opened in my neighbourhood over the past / last week / month / year.

GRAMMAR

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There are many different phrases that can tell the reader when or how something happens. There are also phrases that describe things and events as they relate to a stated or implied timeframe.

tells when something happens

At one time, the office building I work in was a museum.

My car is old but I’m going to keep it for the time being.

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Slowly but surely, her new software company is starting to earn money. The express train is very fast. We’ll be there in a flash / in the blink of an eye. Thanks to weekly emails, her family is up to date on her travelling adventures.

My smartphone is out of date. It doesn’t even work most of the time. It is about time for repairs to be made on the bridge that crosses the river.

tells how something happens

describes things and events in relation to a timeframe

1 Complete the sentences with an appropriate expression. In some items, more than one answer is possible.

, my favourite places in the city where I grew up have changed. One place that has changed a lot (2) is the public library. When I was a child, most books were worn and (3) . Now, everything is digital. People can borrow any e-book they want (4) . It’s also easier to get to the library (5) than it used to be. , the city buses ran slowly, but (6) , they have improved greatly. Overall, I’m pleased with the changes that have occurred in my city and I’m going to stay here, at least (7) . (1)

2 Choose a neighbourhood, building or street that you are familiar with. Describe the changes that have occurred in your lifetime to a partner. Use time expressions. LANGUAGE DEVELOPMENT

A compound adjective is a phrase which acts as a single adjective. • state-of-the-art technology • hundred-year-old house • long-term solution • out-of-date computer • one-bedroom flat • record-breaking sales When a compound adjective comes before a noun, the phrase should be hyphenated.

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GRAMMAR

COMPOUND ADJECTIVES

Using his state-of-the-art approach, Satyanarayanan has been able to recover and preserve digital records. When the phrase appears in other contexts, no hyphenation is necessary. Although those technologies are long out of date, it’s information on the web that is much more vulnerable. When a compound adjective before a noun includes a number, it is always singular. The hundred-year-old Beit al Jasra was at one time the summer home of a sheikh. This building is more than a hundred years old.

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3 Match the words in column A to words in column B to make compound adjectives. Then write the compound adjective in front of a noun it might modify in column C. Column C

idea actor windows country loan clothes tips software child environment

Column B known to date saving efficient speaking dollar term year old paced fashioned

Column A money energy old fast two up well short million Spanish

28 UNIT 1

4 Choose three of the phrases from Column C in Exercise 3. Write three sentences that require the compound adjectives to be hyphenated and three sentences that do not require them to be hyphenated.

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5 Use the phrases below to write six questions. Choose three of the questions to ask a partner. Use compound adjectives when you answer your partner’s questions.

1 last-minute gift

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2 time-saving techniques 3 part-time job

4 Arabic-speaking country 5 long-term goals 6 fast-growing city

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WRITING CRITICAL THINKING

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At the end of this unit, you will write an argumentative essay. Look at this unit’s writing task in the box below.

Do some research to find an old but culturally or historically important area or neighbourhood in your city or country. What do you think should be done with it and why?

SKILLS

Evaluating facts to build support for an argument

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When you make an argument, you need to decide which facts will support it. You can do this by looking at the facts you have researched and deciding which are the most interesting, contain the most relevant information and are most likely to persuade your reader. Think about why the facts support your argument and the implications of using each particular fact. It is better to use relevant facts than to overwhelm your reader with too many facts – this shows that you are able to analyze information. Choosing the right facts will make your argument strong and appealing to the reader.

ANALYZE

1 Read these facts about preservation and new construction. Which support preservation (P) and which support new construction (NC)?

30 UNIT 1

1 More than 400 million tons of materials get delivered to new construction sites in the UK each year. Of these, 60 million tons are wasted. 2 Renovating old buildings often releases toxic materials that can be dangerous to future occupants. Removing these materials is expensive – more than £15,000 per 100 square metres. 3 Some research studies estimate that a new, energy-efficient building can make up for the environmental impact of tearing down an old building in as little as ten years. 4 Heritage tourism sites, like the old city in Fez, Morocco, bring in millions of tourists and millions of dollars every year. 5 A recent study suggests that it takes 35 to 50 years for a new building to save the amount of energy that is used when an existing building is torn down and a new one is built. 6 Traditionally, many local families lived in villas, which allowed several generations to live together. With the move towards apartments, there is less space and fewer opportunities for extended families to live together under one roof. 7 A study in the USA demonstrated that an average of 14.6 jobs were created per million dollars spent on renovation, compared with 11.2 jobs per million dollars spent on new construction.

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8 When restoring old buildings, there are often surprises which can cause a project to take twice as long as new construction projects, resulting in increased costs. 9 On a cost per square metre basis, renovation is usually slightly more expensive than new construction. 10 New construction near the waterfront will allow 2,000 families to move from residences without electricity or running water to modern housing.

2 Work in a small group. Look at the facts from Exercise 1 and discuss the following questions.

1 How do the facts support preservation or new construction? 2 What kind of reader would find each fact interesting or persuasive? Why? 3 Which facts are the most relevant for buildings in your city or country? Why?

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3 Choose the neighbourhood or area that you would like to research and write about. Try to choose an area you know well. Will you recommend that the buildings be demolished to make way for new construction or that the built environment be preserved? Research facts that support your argument.

EVALUATE

4 Work with a partner. Look at the facts you have researched and answer the questions.

1 Who will the reader be? 2 What kinds of facts and information would your reader find interesting? Which are the most interesting? 3 Are the facts relevant to your argument? Which are the most relevant? 4 Have you included information that may appeal to your reader’s emotions? 5 Have you included any statements by experts? 6 Are any of the facts in Exercise 1 relevant to your argument? Which could you use in your essay?

CRITICAL THINKING

GRAMMAR FOR WRITING Both first and second conditionals can be used to make proposals about the future and to describe their consequences.

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GRAMMAR

FIRST AND SECOND CONDITIONALS

First conditional

explanation

If we preserve our heritage, our children will grow up with a sense of cultural identity.

Implies a future event is possible or likely. Use these conditionals to present your own arguments in a positive way. You can also use them to make a threat sound more immediate or serious.

sentence

Second conditional

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If we continue in this way, nothing will remain of our heritage.

sentence

If the developers were allowed to demolish the buildings, the city centre would lose an important part of its character.

If the old building were to be kept, we would waste an opportunity to develop the local infrastructure. (formal)

explanation

Implies a future event is unlikely, hypothetical or impossible. Use these conditionals to present alternative positions.

1 Complete each sentence with the correct verb forms to make first and second conditionals.

2 Work with a partner. One partner reads a sentence. The other partner changes the form of the conditional from first to second or second to first. Then switch roles. 1 If the library is renovated, there will be more space for young people to gather. 2 If the new homes were energy efficient, the owners would save a lot of money. 32 UNIT 1

1 If we (invite) neighbourhood residents to the meeting, more people would attend. 2 If they (build) a new shopping centre downtown, there won’t be enough room for parking. 3 If they (reduce) their travel budget, they would save a lot more money. 4 If the city (improve) public transportation, traffic will be greatly reduced.

ACADEMIC WRITING SKILLS PARAGRAPH STRUCTURE AND UNITY Unified paragraphs = Topic sentence (main idea) + background information / support for the topic sentence

SKILLS

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Academic essays are divided into unified paragraphs.

• Do not include sentences that do not support the topic sentence. • Do not add new ideas or information.

1 Each paragraph is missing a sentence. Read the sentences (a–f) and write the correct letters in the paragraphs (1–4) they belong in. You will have two sentences left over.

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a Farmers’ markets are becoming increasingly popular in UK cities. b Homeowners cannot make major changes that affect the appearance of their home or the surrounding gardens and trees without planning permission. c Stonehenge is visited by thousands of people on the longest and shortest days of the year, which often causes significant damage to the site. d One of their top priorities is to make sure that, now and in future generations, people can continue to visit these invaluable cultural landmarks. e Because their homes are protected, owners are willing to invest in them. f Extensive resources exist to help residents implement energy-efficient, money-saving techniques in their homes.

1 The creation of historic conservation areas generally increases property values. Owners do not have to worry about future changes in the character and quality of their neighbourhood. As a result, these areas tend to attract wealthier families who can afford to pay for the unique character that historic conservation areas provide. 2 People are often unaware that there are financial advantages to living in a historic conservation area. Local authorities may offer grants for repairs and renovations. Funding may also be available from other organizations, such as charities with an interest in preserving our architectural heritage. In the past twenty years, their number has increased from just 3 one or two to over five hundred. Their popularity has been driven by the public’s desire for locally grown food and also by an increasing awareness of the impact on the environment of food that comes from far away. Experts predict that the demand for locally grown food will continue to increase.

ACADEMIC WRITING SKILLS

IMPERSONAL STATEMENTS

When you state a position, there is no need to use phrases that mark it as your personal opinion such as I think or in my opinion. The reader understands that you are making a case based on your view of the subject.

SKILLS

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4 English Heritage (the English Heritage Trust) is a charity that manages historic buildings, such as palaces, stately homes and castles. It also protects ancient sites such as Stonehenge. More than 5,000 years of history are preserved by the charity. Donations and entrance fees fund the conservation work done by the charity across the country.

Avoid writing a personal statement, such as:

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I think we should start preserving traditional neighbourhoods. Express the same idea with an impersonal statement: What is left of the city’s traditional buildings and neighbourhoods must be preserved and it is imperative that this process begins now. 2 Write your opinion about the situations below. Use impersonal statements. Then compare your opinion with a partner’s. 1 The city wants to build a state-of-the-art hospital in a residential neighbourhood. The new hospital will create a lot of jobs, but it will also cause extra traffic and noise for the residents.

2 The historic district on the waterfront was restored but it was very expensive. Opponents say the money should have been spent on other causes, like helping people in need.

34 UNIT 1

4 A new convention centre would be an incredible benefit for this city and its citizens, as it would provide both jobs and revenue. However, it will require the demolition of a dozen historic buildings.

3 The mayor’s idea to build several new apartment buildings was met with protest. Even though the city needs more housing, residents say the buildings are anonymous and will cause the city to lose its character.

WRITING TASK Do some research to find an old but culturally or historically important area or neighbourhood in your city or country. What do you think should be done with it and why?

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PLAN

1 Discuss the questions with a partner. Then make notes about the area you have chosen to write about. This information will be used in your introductory paragraph.

1 Where is the area or neighbourhood you have chosen located? 2 What is the historical significance of the area? 3 Describe the physical condition of the buildings or houses.

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2 Write three reasons why the buildings should be renovated and three reasons why they should be torn down. Decide your position. Write a statement of your position. This will be your thesis statement. renovated torn down thesis statement

3 Review your notes in Critical thinking, Exercises 3 and 4 on page 31. What are the main ideas of your essay? Write two or three ideas in a table like the one below. These will be the basis of your body paragraphs. Make notes that support your ideas. Use at least three relevant vocabulary words. Share your ideas with a partner. main idea

4 Consider the alternatives and consequences of your position. Complete the following sentences.

body paragraph 3

body paragraph 2

body paragraph 1

support

If the buildings are torn down, If the buildings are renovated,

5 Consider the position you have taken in your essay. Why is it the best option? Why is it important? Write a sentence, using at least one new vocabulary word. This is how you will end your essay. WRITING TASK

WRITE A FIRST DRAFT 6 Write your essay. Use your essay plan to help you structure your ideas. Write 400–450 words.

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REVISE 7 Use the Task checklist to review your essay for content and structure.

✔

TASK CHECKLIST

Does the introductory paragraph provide a good description of the area?

Is your position definitely and clearly stated in your introduction?

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Do the body paragraphs offer support for your position from different angles? Do the body paragraphs state a proposal and its consequences?

Does the concluding paragraph state the negative consequences of the alternative position? Is each paragraph unified?

Does each paragraph include a topic sentence?

EDIT

8 Use the Language checklist to edit your essay for language errors.

Have you expressed your opinions as impersonal statements, avoiding I think, etc.?

36 Unit 1

Have you presented and dismissed alternative positions with second-conditional statements?

Have you stated your proposal and its consequences with first-conditional statements?

Have you used time expressions correctly?

9 Make any necessary changes to your essay.

✔

LANGUAGE CHECKLIST

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about preserving traditional perfume making skills. identify an argument.

distinguish fact from opinion.

evaluate facts to build support for an argument. use first and second conditionals.

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write structured and unified paragraphs. write impersonal statements.

write an argumentative essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

renovation (n) retrieve (v) scenario (n) state-of-the-art (adj) vibrant (adj) vulnerable (adj) well-known (adj)

= high-frequency words in the Cambridge Academic Corpus

longevity (n) long-term (adj) memorabilia (n) one-way (adj) opt for (v) out-of-date (adj) practice (n) prompt (v)

adaptive (adj) affluent (adj) anonymous (adj) compatible (adj) demolition (n) energy-efficient (adj) fast-growing (adj) irreversible (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

DESIGN

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about the importance of fonts.

Reading skills Take notes in outline form; challenge ideas in a text.

Critical thinking Determine and apply criteria.

Writing task Write a summary–response essay.

Structure a summary– response essay; write a conclusion.

Academic writing skills

Use non-defining relative clauses; use appositives.

Grammar

UNIT 2 DESIGN

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U Work with a partner. Discuss the questions.

YOUR KNOWLEDGE

1 What are some of your favourite brands, whether in sportswear, fast food, car manufacturing or another industry? Why do they appeal to you? 2 Are you more or less likely to buy clothes or accessories that feature a logo? Explain. 3 Consider the following slogans: Disneyland: ‘The happiest place on Earth’; Toyota: ‘Let’s go places’; Burger King: ‘Have it your way’. Which do you think make more of an impact on consumers, slogans or logos? Explain.

DESIGN

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work with a partner. Discuss the questions.

1 When you are typing a document, do you choose your font carefully? Why / Why not? 2 Do you use exclamation marks when you write in English? If so, where do you use them? If not, why not? 3 Do you read advertisements? If so, which ones do you like best? If not, do you think you are immune to advertising?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 You are going to watch a video about design in advertising. Look at the photos and discuss the questions with a partner.

endemic (adj) regularly found and very common cursive (n, adj) joined-up writing

be in full swing (idiom) be fully underway; be at the highest level of activity, popularity, etc. period (US n) full stop authoritarian (adj) demanding total obedience come off (as) (phr v, informal) seem a particular way to other people; create a particular impression 40 UNIT 2

typography (n) the design of writing in a piece of printing or on a computer screen

exclamation point (US n phr) exclamation mark

GLOSSARY

1 Which advertisements do you think are more effective? Why? 2 How does the look of the letters – the font – differ in each photo? 3 How do you think the font affects the look of a logo, advertisement or sign? 4 Do you think the font affects the way people perceive the information? If so, how big a difference does it make? 5 What are the benefits of simple lettering?

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Watch the video and check your predictions from Exercise 2. Which sentence best expresses the main idea of the video?

1 The advertisement for Coca-Cola is the most effective advertisement ever. 2 Many corporations today use Helvetica because it communicates a clear message. 3 Slogans use Helvetica font today so they appear authoritarian.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

Watch the video again. Write examples for each main idea. 1 In the 1950s, bad typography was prevalent.

UNDERSTANDING DETAIL

2 Helvetica has several characteristics which make it successful.

5 Work with a partner. Discuss the questions.

1 Which type of lettering do you prefer, the typography in the advertisements from the 1950s or in the ones of today? Why? 2 Do you think the lettering in an advertisement, logo or sign is crucial to the success of a business? 3 Think of an advertisement, logo or sign that you find attractive. What is it? Why, do you think, does it appeal to you?

6 Work with a partner. Discuss the questions.

DISCUSSION

MAKING INFERENCES

1 Why, do you think, was there a wide variety of lettering designs in the 1950s? 2 What public image do governments and corporations who use Helvetica hope to create?

WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

PREVIEWING

1 How would you answer the title question? 2 How might a logo tell a story about the company it represents?

1 You are going to read a chapter from a marketing textbook about logos. Work with a partner. Preview the text on page 44 and discuss the questions.

2 Read the sentences. Write the correct form of the words in bold (1–8) next to their definitions below (a–h).

UNDERSTANDING KEY VOCABULARY

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1 The researchers used specific criteria to rate the quality of the products. 2 The initial report said that the business had made a 10% profit last year, but a subsequent report corrected the amount to 7%. 3 The new smartphone has aroused tremendous interest in consumers in Kuwait. 4 The president’s speech was an effort to reinforce a positive image of the company. 5 The advertisement conveys the message that these products use the most advanced technology. 6 Advertisements that are evocative of childhood adventure have been successful for us in the past. 7 We should stop using plastic and find a way to package our products that is more sustainable. 8 The best way to retain customers is to give them a good price and good service. a

42 Unit 2

(v) to provide more proof or support for an idea or opinion and make it seem true b (adj) making a person remember or feel a particular thing c (adj) next; happening after something else d (adj) causing little or no damage to the environment and therefore able to continue for a long time e (n) standards used for judging something f (v) to keep; to continue having g (v) to express an idea so that it is understood by other people h (v) to make someone have a particular feeling or reaction

WHILE READING 3 Read the textbook chapter. Then circle the statement that gives the most complete and accurate description of a good logo.

READING FOR MAIN IDEAS

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a A good logo is easy for anybody to recognize and understand. b A good logo expresses a company’s identity in a way that is easy to recognize. c A good logo will last forever in the public’s mind. d A good logo helps the company to make a profit.

Using an outline to take notes on a text can help deepen your understanding of the text and help you remember more of the details. Main ideas provide the basic organization for an outline, with supporting details and examples listed below them.

SKILLS

Taking notes in outline form

Criteria for a successful logo I. Efficient form of visual communication A. Simple and easy to remember so it is unlikely to be confused with other logos. Example: B. C. Arouses Example: II. and adaptable Example: A. Across B. Across 1. Can shrink Examples: 2. from a distance III. Tells a A. Conveys company’s 1. Example: 2. Example: B. Evokes Example:

READING FOR DETAIL

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4 Complete the outline with information from the textbook chapter. Complete the main ideas, details and examples. Use examples from the text.

READING 1

Chapter

5 What makes a successful logo?

logo is an efficient visual form that than anything else, a logo needs 1 Aconveys 4 More an organization’s message. to tell a story – to convey the company’s

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Logos may seem quite simple. After all, they are often just a name or very basic image, but in fact, designing a good logo takes a lot of time and thought. So, what are the criteria that define a good logo? If you ask ten different graphic designers, you may get ten different answers. However, there are some common themes.

good logo is clear and simple. 2 ASimple logos are easy to remember.

contrast, the FedEx logo, with its block 5 Inletters forming a forward pointing arrow between the ‘E’ and the ‘x’, looks like it belongs to a serious business. Its aim is to inspire confidence: we are a company you can trust to deliver your package.

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In studies where participants were shown hundreds of unfamiliar logos, the ones they remembered later all had simple designs. Some designers advise the use of no more than two colours. A good logo must also be unique so it will not be confused with the logo from another organization. For example, the logo for IKEA is so familiar that any new logo in those shades of blue and yellow would probably remind people of IKEA. A unique logo also arouses curiosity when people see it for the first time. They want to know more about it. When tennis star Novak Djokovic began wearing shirts by the Japanese clothing manufacturer UNIQLO, people unfamiliar with the company became curious about the odd combination of letters that make up its logo.

identity and evoke an emotional response in the people who see it. But to be successful, the message and the response must be appropriate for the organization that the logo represents. The Barbie logo, with its easygoing yet elegant handwriting in the signature pink colour, represents the brand precisely. It is spontaneous and fun. It works for a doll, but it probably would not be effective for a bank or an insurance company.

should be flexible enough to 3 Logos adapt across time and placement.

a brand stand out from the crowd 8 Making is key to the survival of a business – and

a logo is one powerful tool in achieving this. For other types of organizations, it is the public’s connection to the role the organization plays in society that is important, and logos can help to reinforce this. Whatever the type of organization, those who get their logos right will reap the benefits² for many years to come.

forgo (v) not use / have / do something that is usual reap the benefits (v phr, idiom) to get something good as the result of your own action

44 Unit 2

more on the logo than their name. The public immediately recognizes the Nike swoosh, the McDonald’s golden arches or Apple’s apple. Research has shown that the more evocative the logo, the more positive the impact on customer loyalty – suggesting that the most powerful logos are those which forgo¹ lettering to rely on symbols.

a logo becomes widely recognized, 7 Once businesses and organizations often rely

The World Wide Fund for Nature (WWF) hopes that its iconic black and white panda resonates with the public, and encourages people to make a donation to support its global conservation work saving endangered species and their habitats, and reducing people’s footprint for a sustainable future.

Apple’s iconic logo was originally rainbow coloured, which worked in the 1970s, but today it would look dated. The subsequent grey and black Apple logo looks more contemporary, yet it retains the original design. Designers also need to consider where the logo will appear. Will it be on shopping bags? Coffee cups? Does it need to shrink down to a tiny icon on a digital device, like the Netflix N or the Facebook f? Will people be able to recognize it from far away on the side of a truck?

emotional response is particularly 6 An important for charitable organizations.

Challenging ideas in a text Not all ideas you read in a text are equally valid. When writers present their arguments, they present facts, opinions and analysis. You may not agree with everything in a text. It is important to read all texts critically. As you read, ask yourself, ‘Does this make sense based on my own experience and knowledge?’ and ‘Do my experience and knowledge contradict what I have read?’ Be ready to challenge ideas in a text before you accept them, but be ready to support your challenge with evidence.

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SKILLS

READING BETWEEN THE LINES

5 Work with a partner. Read the quotes from the textbook chapter and answer the questions for each one.

MAKING INFERENCES

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• A good logo is clear and simple. • Simple logos are easy to remember. • A good logo must also be unique so it will not be confused with the logo from another organization. • A unique logo also arouses curiosity. • A logo needs to tell a story – to convey the company’s identity and evoke an emotional response.

1 Do you agree with the statements? 2 What evidence is there to support these statements? 3 Can you think of examples of successful logos that contradict the statements? Why are they successful? 4 Do you think the text is trustworthy based on the statements above?

6 Work with a partner. Complete the tasks.

2 Look online and find a logo that is not in the textbook chapter, and that meets each of these three criteria. 3 Present your logo to the class. Explain how it meets your criteria.

1 Review your outline in Exercise 4. Write three criteria for a successful logo below.

DISCUSSION 7 Work in small groups. Discuss the question. Think of another logo. Choose one that you think is not as successful as those in the textbook chapter. Explain why you think so. READING 1

READING 2 PREPARING TO READ 1 You are going to read another chapter in the textbook. Preview the chapter on pages 47–48 and discuss the questions with a partner.

PREVIEWING

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1 The chapter title uses the word ‘brand’ to describe an action and adds the prefix ‘re-’. What does ‘rebranding’ involve? 2 Several major companies rebranded in 2023. What are some reasons these companies may have rebranded? 3 Would you mind if one of your favourite brands changed their logo? Why / Why not?

2 Read the sentences and cross out one word in each that does not have a similar meaning to the words in bold.

UNDERSTANDING KEY VOCABULARY

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1 The company is holding a contest to refine their existing logo. improve change create

2 She graduated from the foremost university for graphic design, so she won’t have any trouble finding a job. leading

wealthy

principal

3 Because of the fashion designer’s distinctive patterns, her brand is the most famous one in the world. recognizable different

common

4 We want people to associate our products with other highquality goods. distinguish

connect

relate

disagreement with offense towards

objection to

6 In our meeting, we discussed strategic changes we should make to our brand so we can attract more customers. trivial

tactical calculated

7 If the logo resembles a familiar person or animal, consumers will connect with it more easily. looks like 46 Unit 2

is similar to

competes with

5 A recent public survey showed opposition to our new logo, so we have decided not to use it.

Chapter

6 Rebranding and logos

need to be able to change as markets change. To keep up with changes, 1 Businesses they frequently update their brands and advertising in a process called rebranding.

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Rebranding often prompts these companies to redesign their logos at the same time. Take Netflix, for example. The company was founded in 1997 as a DVD-by-mail service. The logo featured the brand name as two separate words, with the image of a film reel swirling between them. The company rebranded over the years as it developed, first into a streaming service and then into a production company. The current logo was introduced in 2014, featuring a signature red colour to display the Netflix name. In 2016, the company’s distinctive letter N was added to their branding. This is used on their app and to identify original programming on the streaming platform.

and new logo designs are always strategic decisions. They may be 2 Rebranding needed because a company has changed its focus. For example, Xerox, a company

whose primary product was once photocopiers, wanted to call attention to the fact that it handles a much wider range of document technology now. Some companies may want to change their image because there have been some negative associations with their old one. For example, Kentucky Fried Chicken hoped to distance itself from unhealthy fried foods. When it redesigned the product’s logo, the word ‘fried’ disappeared and only the initials, KFC, remained. The logo for oil company British Petroleum (BP) looked like any sign you might see at a gas station. Customers often associate fossil fuels with climate change and a negative impact on the environment, so BP opted for a ‘greener’ logo, one that resembles a sunflower.

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brands simply mature and need a new logo to show this. Many high-tech 3 Some companies, often founded by young entrepreneurs, begin with logos that reflect the

age of their founders. If the companies are successful and begin to appeal to a wider audience, they may want to refine their logo. Both Spotify, the music and video streaming service, and Snapchat, the image messaging app, have gone through this process. Spotify’s earlier, youthful logo has recently evolved into a simple graphic that evokes sound waves. Snapchat’s cute ghost has lost its silly face, retaining only the figure’s outline.

es READING 2

public generally resists changes to familiar logos 4 The at first. However, opposition to the new design usually

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dies down after a while, especially if the new logo retains some familiar elements. For example, the new BP logo kept the colour scheme of the old logo, and the new KFC logo retains the familiar bearded face of its founder, Colonel Sanders. If there is too much change, however, customers may become confused or reject the change. Executives at PepsiCo found this out when they changed the logo for one of their brands: Tropicana orange juice. Customers were looking for the familiar orange with a straw; they did not recognize the product with the new logo, which consisted of an ordinary glass of orange juice, as Tropicana. Sales dropped dramatically, and PepsiCo brought back the old logo.

final reason for a new logo design comes from technology. New platforms¹ may necessitate 5 Amodifications. As devices become smaller, logos need to be simpler and easier to recognize on a small

scale. Companies like Airbnb and PayPal dropped their names and chose simpler graphics for their latest logos so that users can identify them more easily on their mobile devices.

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in technology can place limits on logo designs, but can also offer new options. In particular, 6 Changes as more business and personal interactions take place in digital environments, more companies are

creating logos that are animated and interactive. The foremost example of this is Google’s latest logo, which appeared in 2015. The new logo has the same four basic colours as the old logo, but it transforms into a number of different images, depending on the product. For example, at the start of a Google voice search, the logo transforms into four dots in the Google colours, then into four wiggling lines that look like sound waves. logos can be expensive. The sunflower logo cost BP £4.6 million to design, and a further £132 7 New million to rebrand all its assets. New logos can also be risky. PepsiCo lost $33 million in revenue on top of the cost of rebranding twice with its short-lived Tropicana logo. Yet, for most companies, the process can inject new energy into a brand, and is therefore considered worth the investment. 1

platform (n) the type of system a computer or smartphone uses

48 Unit 2

WHILE READING 3 Read the textbook chapter. Write the paragraph number next to the main ideas below.

READING FOR MAIN IDEAS

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1 Consumers may show a lack of enthusiasm for new logos. 2 For some companies, rebranded logos can draw attention to new products or create a more positive image. 3 Brands must adapt to new technology. 4 Some brands want to prove they have grown up and evolved.

4 Work with a partner. Write the reasons for each company’s redesign in the box below.

company

reason 1 2 3 4 5 6

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1 British Petroleum 2 Google 3 Snapchat 4 Xerox 5 Netflix 6 PayPal

READING FOR DETAIL

5 Read the textbook chapter again. The outline on page 50 notes the reasons for rebranding given in the text, supporting information and examples. Fill in the blanks with the information in the word box. Compare your outline with a partner.

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I. Change in focus A. New product or service Example: Xerox B. Examples: II. Brand has matured A. B. Desire to reach wider audience Examples:

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III. A. Initial resistance may subside if familiar elements are used Examples: B. Example: Tropicana IV. A. Examples: Airbnb, PayPal B. Example:

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Impact of changing technology KFC, BP Technology can provide more branding choices Attempt to shift negative perceptions Spotify, Snapchat Problems with rebranding Google Too much change leads to rejection Smaller devices require smaller logos KFC, BP Founders were young

READING BETWEEN THE LINES MAKING INFERENCES

6 Work with a partner. Write T (true) or F (false) next to the two statements. More than one answer may be correct. Find evidence in the textbook chapter to support your answers. 1 Consumers want the brands they use to be socially responsible. 2 Netflix changed its original logo to fit better on smaller devices.

7 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions. 1 How important is a logo for a brand, in your opinion? 2 What changes would you suggest to improve a famous logo?

SYNTHESIZING

DISCUSSION

WRITING 8 Use ideas from Reading 1 and Reading 2 to complete the task. Think of a company or product you believe should rebrand. Write an email to the company explaining why you think they should rebrand and give them some ideas for a new logo. 50 Unit 2

LANGUAGE DEVELOPMENT DESCRIBING EMOTIONAL RESPONSES

br 1 evoke

GRAMMAR

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1 Look at the graphic of common verb + noun collocations used to describe emotional responses. Decide if each group of expressions describes positive, negative or mixed responses.

4 stir up

trouble, opposition, feelings, anger

feeling(s), memories, emotions mixed

2 inspire

confidence, awe, fear

interest, excitement, enthusiasm

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3 arouse

5 generate

interest, curiosity, suspicion, anger

6 provoke

controversy, outrage, anger, anxiety

2 Complete the sentences with an appropriate collocation from Exercise 1. In some items, more than one answer is possible. For 4, use different collocations to change the meaning from positive to negative or negative to positive.

3 Work with a partner. Using some of the collocations from Exercise 1, describe possible emotional responses to the unusual or difficult situations below.

1 The advertising campaign successfully among a younger age group than had previously used the product. 2 Eating at a particular fast food restaurant always for her because she ate there so often as a child. 3 Expressing an unpopular opinion on social media is a sure way to , but a lot of people do it anyway. 4 The company realized that their logo, which showed an image of a bear showing its teeth, among consumers.

1 Imagine someone wrote something dishonest about you on social media. 2 Imagine a famous person was going to teach your class for a day.

LANGUAGE DEVELOPMENT

Paraphrasing is an important and useful writing skill, especially when you write a summary. When you paraphrase, you put another person’s ideas into your own words. To write a paraphrase, use synonyms and different grammatical structures to express the ideas in a new form without changing their meaning. You may also need to arrange the ideas in a different order.

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GRAMMAR

PARAPHRASING

Original: Changes in technology can place limits on logo designs but they can also offer new options. Paraphrase: At the same time that emerging technology restricts logo designs, it can also open up new possibilities. Original: The public generally resists changes to familiar logos at first. Paraphrase: In the beginning, people usually don’t like it when logos they know well change.

If you use identifiable phrasing from the original text, you must use quotation marks.

4 Match the paraphrases (a–c) to the statements (1–3).

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1 Logos are commonly used by organizations to promote their identity and to increase public recognition. 2 Many companies choose logos that reflect their name, origins or products so that consumers can easily associate the logo with the company. 3 Colour is a crucial element of any logo because colours help anchor the logo in consumers’ memories, allowing them to distinguish the logo from other, similar logos.

5 Paraphrase the three sentences from Reading 2 below.

a To make it easier for customers to connect an image to an organization, logos often echo how the company began, what products they offer and what they are called. b Establishing what a company represents and making people more aware of them is often the purpose of logos. c Because colour can evoke the past, it is an important aspect of a logo, helping customers remember it and tell it apart from other logos it might resemble.

3 As devices become smaller, logos need to be simpler and easier to recognize on a small scale.

52 UNIT 2

2 If the companies are successful and begin to appeal to a wider audience, they may want to refine their logo.

1 Some companies may want to change their image because there have been some negative associations with their old one.

WRITING CRITICAL THINKING

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At the end of this unit, you will write a summary–response essay. Look at this unit’s writing task in the box below.

Determining and applying criteria

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Understanding criteria can help you organize an essay and ensure that you address the most relevant issues. To choose and use criteria effectively, you must first understand what you are evaluating – its components, purpose and goals. Then you can identify the criteria that show if its purpose has been fulfilled and its goals have been met.

SKILLS

Summarize the information in Reading 1, ‘What makes a successful logo?’ Then choose a logo that is not mentioned in either reading text and analyze it in terms of the criteria given in Reading 1.

1 Review the entire outline (Parts I, II and III) of the criteria for a successful logo on page 43. Write the criteria below.

2 Complete the tasks.

2 Compare your ordered list with a partner’s. Discuss any differences between the two lists. Explain your order to your partner. Make any changes that you agree on. 3 Work with a partner. Are there additional criteria that you think are important or helpful in creating a logo? Add them to your list. Reorder your list if necessary.

EVALUATE

1 Which criteria do you think are crucial for a successful logo? Which are important but not essential? Based on your discussion in Exercise 5 on page 45, are some criteria not valid at all? Choose the top five criteria and rank them in order of importance. 1 2 3 4 5

REMEMBER

CRITICAL THINKING

3 Work with a partner. Complete the tasks. Make notes.

APPLY

1 Choose a logo for your analysis. 2 Apply the criteria from the list you made in Exercise 1. Does your logo meet each of the criteria completely, partly or not at all?

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br EVALUATE

1 How successful do you think the logo is? Explain your answer.

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2 Is your judgment based on the criteria in the chapter or were other criteria important? If so, what were they? Why were they important?

GRAMMAR FOR WRITING GRAMMAR

NON-DEFINING RELATIVE CLAUSES Non-defining relative clauses:

1 The logo for Dove skincare company is a good example of a symbol that reminds consumers of the company name. Dove was founded in 1957.

54 UNIT 2

1 Combine the sentences to make non-defining relative clauses. The second sentence contains additional information.

• provide additional information about a noun. • include details that are not essential. • can be removed without affecting the sense of the sentence. • are separated from the rest of the sentence by commas. IKEA, which is a multinational company, has a logo that is recognized around the world. The non-defining relative clause gives additional information about IKEA, but it does not identify the company. The information is not necessary for understanding the meaning of the rest of the sentence.

2 Marimekko is known for its patterns that contain bright and colourful, yet simple, designs. Marimekko is a fashion company based in Finland.

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3 A Welsh artist, Annie Atkins, has designed graphics for many Hollywood movies. Annie Atkins once quit a job in advertising to go to film school.

4 The Korean company Kia redesigned its cars and subsequently refined its logo. The refined logo now represents confidence and innovation.

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2 Use non-defining relative clauses to write sentences about two brands, logos or designers you are familiar with. Share your sentences with a partner.

es GRAMMAR FOR WRITING

An appositive is a noun phrase that provides more information about another noun. Appositives are commonly used with proper nouns.

Rolex, a luxury watch brand, makes each of its watches by hand in Switzerland. Music artist Rihanna founded Fenty Beauty in 2017. The CEO of Gymshark, Ben Francis, is one of the world’s youngest billionaires. Like relative clauses, if an appositive provides information which is not essential to the sentence, it requires commas around it. The CEO of Gymshark, Ben Francis, is one of the world’s youngest billionaires. (There is only one CEO of Gymshark, so the information is not essential to the sentence.) When the appositive is essential to the meaning of the sentence there are no commas. Music artist Rihanna founded Fenty Beauty in 2017. (Readers need to know which music artist is being described.)

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GRAMMAR

APPOSITIVES

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3 Rewrite the paragraph, using appositives for the additional information.

McDonald’s is a multinational company that was founded in 1940. The founders were Richard and Maurice McDonald. The founders were brothers. The fast food company is famous for its logo. The logo consists of a gold symbol in the shape of the letter ‘m’. The ‘golden arches’ is among the most recognized symbols in the world. The ‘golden arches’ is the logo’s nickname.

1 Harry Styles

4 Write two sentences of your own with appositives, using the proper nouns given.

2 Adidas

56 UNIT 2

ACADEMIC WRITING SKILLS STRUCTURING A SUMMARY–RESPONSE ESSAY

• Format 1: Summarize then respond. Summarize the entire source text first. Then respond with your own ideas or an application of the ideas from the source. • Format 2: Integrate the summary and the response. Summarize the source text point by point, responding to each point with your own ideas or an application of the ideas from the source. Remember that the summary should include only the most important points, not details.

SKILLS

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There are two basic formats for a summary–response essay.

The response usually consists of impersonal statements of the writer’s point of view, followed by justified support for that point of view.

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1 Summarize the seventh paragraph of Reading 1. Using format 1 write a response to that summary in one or two sentences. 2 Summarize the fourth paragraph of Reading 2. Using format 2 write a response, in one or two sentences. 3 Compare your summaries and responses with a partner.

WRITING A CONCLUSION

Do …

SKILLS

The conclusion is your opportunity to make a final impression on your readers – to remind them of the point you are trying to make and to leave them with something to think about.

✔ refer to your main idea and emphasize its importance, without repeating your thesis statement.

• point out wider implications of the ideas you have presented. • point out the personal relevance to your readers of the ideas you have presented. • refer to future possibilities.

✔ give your readers something to think about:

✔ refer to something in your introduction; for example, if you began with a story, you could come back to it in your conclusion.

Do not … ✘ repeat your thesis statement or summarize your supporting points. ✘ undermine your argument with expressions such as ‘This is only one interpretation.’

ACADEMIC WRITING SKILLS

4 Work with a partner. Complete the tasks.

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1 Circle the sentence that expresses the main idea of Reading 1. a A successful logo evokes happy memories in the minds of consumers. b A successful logo captures a company’s identity and message in a way that is memorable and pleasing to look at. c A successful logo is one that athletes are willing to wear and promote. 2 Read the last paragraph of Reading 1 again. Identify the purpose of the sentence below. Those who get their logos right will reap the benefits for many years to come. a refers to main idea b gives readers something to think about

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3 Circle the sentence that expresses the main idea of Reading 2. a Rebranding is unavoidable due to constant advances in technology. b Rebranding is important for companies who have been in business for a long time. c Rebranding is a way a company can revitalize its image and message in order to appeal to today’s customers. 4 Read the last paragraph of Reading 2 again. Identify the purpose of the sentence below. For most companies, the process can inject new energy into a brand. a refers to main idea b gives readers something to think about

WRITING TASK

PLAN

1 Which format will you use for your summary–response essay, format 1 or format 2? See Academic writing skills, page 57. Discuss the format you chose and why you chose it with a partner. 2 What logo will you discuss in your essay? See Critical thinking, Exercise 3, page 54. Describe the logo to a partner and explain why you chose to write about it. 58 Unit 2

Summarize the information in Reading 1, ‘What makes a successful logo?’ Then choose a logo that is not mentioned in either reading text and analyze it in terms of the criteria given in Reading 1.

3 Review your list of criteria from Critical thinking, Exercise 2, page 53. Paraphrase each of the criteria. Read your paraphrases to a partner to make sure you have kept the original meaning. Use your paraphrases in your essay.

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1 2

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4 Review the information that applies to the format you will follow.

Format 1: summary and then response Opening paragraph: Review the main idea that you chose (Academic writing skills, Exercise 4 on page 58) and use it as the basis of your one-paragraph summary of Reading 1. Make sure you have explained the criteria. Body paragraphs: Write one paragraph or more applying the criteria for a successful logo to your choice of product or service. • Add details from Reading 2 if they are relevant to your essay. • Review your notes on applying the criteria to the logo you have chosen (see Critical thinking, Exercises 2 and 3 on pages 53–54). You probably will not need a separate paragraph for each criterion. • Refer to the criteria in your introduction, but do not explain them again here. Logo X is indeed simple, but not unique, so it may easily be confused with other, more famous logos. Conclusion: Make sure your conclusion answers this question: After considering all of the criteria, do you believe the logo you selected is successful? Why / Why not?

Format 2: integrated summary and response Opening paragraph: Review the main idea that you chose (Academic writing skills, Exercise 4 on page 58) and use it as the basis of your opening paragraph. Body paragraphs: Write one or more paragraphs explaining and applying each of the criteria for a successful logo to your choice of product or service. If there are any additional criteria that you think are important, discuss them as well. Conclusion: Make sure your conclusion answers this question: After considering all of the criteria, do you believe the logo you selected is successful? Why / Why not?

5 Refer to the Task checklist on page 60 as you prepare your essay. WRITING TASK

WRITE A FIRST DRAFT 6 Write your essay. Use your notes and the essay plan in Exercise 4 to help you. Write 400–450 words.

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REVISE 7 Use the Task checklist to review your essay for content and structure.

Does your essay contain a summary of the criteria – either in a separate paragraph (format 1) or point by point (format 2)?

✔

TASK CHECKLIST

Does your summary include the most important information from the original textbook chapter?

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Did you use your own words to paraphrase the points in the original texts?

Did you apply the criteria from Reading 1 to a new logo? Does your conclusion contain an evaluation of the logo’s success?

Have you left your reader with something to think about? Does each paragraph include a topic sentence?

EDIT

8 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST

✔

Have you paraphrased any information you used from Reading 1 and Reading 2?

Did you add extra information in non-defining relative clauses with commas? Did you punctuate appositives correctly according to how each one is used?

9 Make any necessary changes to your essay. 60 Unit 2

Have you used quotation marks and cited your source if you used the exact words from a source text?

Have you used words and phrases for describing emotional responses correctly?

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about the importance of fonts.

make notes in outline form.

challenge ideas in a text. determine and apply criteria.

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use appositives.

use non-defining relative clauses.

structure a summary–response essay. write conclusions.

write a summary–response essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

resemble (v) retain (v) stir up (phr v) strategic (adj) subsequent (adj) suspicion (n) sustainable (adj)

= high-frequency words in the Cambridge Academic Corpus

evoke (v) foremost (adj) generate (v) inspire (v) opposition to (n) outrage (n) provoke (v) refine (v) reinforce (v)

anxiety (n) arouse (v) associate (v) controversy (n) convey (v) criteria (n) curiosity (n) distinctive (adj) evocative (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

PRIVACY

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about facial recognition technology.

Reading skills Preview a text; identify perspective and purpose.

Critical thinking Analyze problems and solutions.

Writing task Write a problem–solution essay.

Write about problems; write about solutions.

Academic writing skills

Use impersonal passive constructions; use passives for continuity.

Grammar

UNIT 3 PRIVACY

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Work with a partner. Discuss the questions.

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PRIVACY

WATCH AND LISTEN 1

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USING YOUR KNOWLEDGE TO PREDICT CONTENT

1 Read the sentences. Write A if you agree and D if you disagree. Discuss your opinions with a partner.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH 1 More steps need to be taken to protect our online privacy. 2 On the internet, security is more important than privacy.

2 You are going to watch a video about facial recognition technology. Before you watch, discuss the questions with a partner. 1 How is facial recognition technology used now? 2 How might facial recognition technology be misused?

GLOSSARY

fraud (n) the crime of getting money by deceiving people

surveillance (n) the act of watching a person or a place that may be involved in criminal activity think up (phr v) to produce a new idea or plan

watchdog (n) an organization responsible for making certain that companies obey laws and standards

rogue (adj) a person who behaves in an unexpected way, often causing damage

violate (v) to act in a way that does not show respect for an important principle

64 UNIT 3

Watch the video. Put a tick in the box next to the topics that are discussed. how facial recognition technology works uses related to security and privacy accuracy of facial recognition technology the future of facial recognition technology

UNDERSTANDING MAIN IDEAS

WHILE WATCHING

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Watch again. Take notes on five uses for facial recognition technology.

Watch the video again. Write as many details as you can about facial recognition technology in the table below. Use your notes from Exercise 4 to help you.

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main ideas

details

prevent identity theft and fraud

how it is used in ways unrelated to security and privacy

connect patients to their healthcare records database is a target for hackers

6 Work in a small group. Discuss the questions.

DISCUSSION

how it is used to improve security and protect privacy

concerns about widespread use

UNDERSTANDING DETAIL

1 Are you in favour of or opposed to the widespread use of facial recognition technology? Explain your answer. 2 What are possible consequences if facial recognition technology identifies a person incorrectly?

WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 Read the sentences and choose the best synonym for the words in bold.

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USING YOUR KNOWLEDGE

2 You are going to read an article about cybercrime. Work with a partner. Read the definition below. Then discuss the different types of cybercrime you know about.

SKILLS

It is useful to know something about the topic before you begin reading. Quickly reading the first sentence of each paragraph will help you remember and consider what you know about the topic. This knowledge will make the article easier to read critically.

66 UNIT 3

Previewing a text

cybercrime (n) criminal activities that are done using computers or the internet

3 Work with a partner. Preview the article on page 68 by reading the first sentence in each paragraph. Answer the questions below.

PREVIEWING

1 What are the three types of cybercrime described in the article? 2 What circumstances lead to an increase in fraudulent online activity?

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WHILE READING 4 Read the article and circle the sentence that expresses the main idea.

READING FOR MAIN IDEAS

a When it comes to e-commerce fraud, food-related internet scams are especially on the rise. b People are hesitant to spend money online because of internet fraud. c Internet fraud is a growing problem that can happen to anyone with an online presence.

READING FOR MAIN IDEAS AND DETAIL

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5 Read the article again. Then, read each sentence and put a tick in the correct box. main idea

details

1 Thieves take advantage of natural disasters to commit fraud.

2 Thieves may use a victim’s personal information to access their bank account. 3 Phishing emails may lead people to fake websites asking for money.

4 A seller promises to deliver a product and then disappears. 5 Identity theft leads to serious consequences for victims.

9 Stress and anxiety are common side effects of identity theft.

8 E-commerce fraud is a common type of internet fraud.

7 Governments may warn the public about possible scams.

6 Over £30 billion was lost to e-commerce fraud in 2022.

6 Use your work in Exercise 5 to create an outline of the article. Add examples to the main ideas and details, referring back to the article as needed. (See page 43 for help and an example outline.) READING 1

C Y B ERCRIME IS O N T HE RIS E Goh spent nearly £100 online on salmon 1 Charlie and beef before discovering he had been

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scammed. The Singaporean actor was not alone. Over the course of one month in 2022, at least 168 people in Singapore lost nearly £12,000 in e-commerce scams related to food. The crime was simple: advertisements offering luxury food items at inexpensive prices were posted to online platforms. As soon as potential customers placed their orders and paid via an online payment system, the fraudulent seller vanished. Victims like Goh never received their purchases – and never saw their money again.

fraud, which is defined as a hostile 2 E-commerce activity that takes advantage of online shops

often takes place following highly publicized natural disasters. After a terrible flood, earthquake or wildfire, it is natural for people to want to help. But because they want to help, they are taken advantage of by dishonest people. Criminals will send phishing emails, which are emails that appear to be from legitimate businesses, to potential donors. Victims are then led to fake websites, where they unknowingly donate money to criminals. Deceptive behaviour like this is common. In 2022, the Charity Commission, which monitors charitable organizations in the United Kingdom, reported that one in eight charities had experienced some sort of cybercrime in the past 12 months. In the United States, the Federal Trade Commission regularly posts warnings about scams during hurricane season, especially in the wake of particularly destructive storms. Charity fraud can occur on a smaller scale, too. Using online ads and other methods, American Travis Peterson convinced people to donate valuable items to his fake charity for veterans. He was caught and sent to prison, but not before cheating victims out of more than £400,000.

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and consumers, is among the most common types of online crime. It is also said to be extremely profitable. One study showed that worldwide, the amount of money lost to online payment fraud in 2022 amounted to almost £33 billion, a number that is only expected to rise in the coming years. E-commerce scams are merely one example of the dangers associated with the internet.

troubling online scam 4 Another is charity organization fraud. This

with an online presence can run into 3 Anyone trouble like identity theft, which occurs when

with the internet. Consumer behaviour has shifted dramatically in recent years, fuelled largely by the ease of online shopping, the prevalence of smartphones and the rise in social media, which provides advertisers with limitless opportunity to reach customers. In the United States alone, 76% of all consumers shop online. It is claimed that, when online traffic experiences a 15–20% increase on popular shopping sites like Amazon, a 2–5% increase in fraudulent activity is expected to follow.

scams can have devastating 6 Online consequences for victims. They suffer pain well

beyond financial loss. In the United Kingdom, one in five fraud victims lost more than £1,000. A loss like this can lead to stress, anxiety and depression. Because victims often blame themselves, they may experience shame and humiliation. Cybercrime is a growing problem. It is time to get tough on the laws and make sure these abhorrent criminals face the consequences of their offensive actions.

68 UNIT 3

The more we conduct business online, the more 5 vulnerable we make ourselves to dangers associated

personal information is stolen and used to make purchases, apply for loans and even withdraw money from a victim’s bank account. Financial identity theft is an especially disturbing crime. It often results in loss of money, not to mention the stress and time it costs to resolve the issue. Will Bottom knows this all too well. Bottom logged into his bank account one day and discovered almost £10,000 missing. After a data breach at a government organization, his personal information fell into the hands of a criminal, who used it to make a fake driver’s licence in Bottom’s name. The scammer was then able to steal money, unfreeze bank accounts that Bottom had frozen and even purchase an expensive car. Fortunately, the thief was caught and punished, but not before costing Bottom time, money and emotional trauma.

READING BETWEEN THE LINES

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Understanding the writer’s perspective on the topic can help you determine the purpose of a text. Positive or negative words, such as those underlined in the examples below, can help you establish the writer’s perspective, specifically if he or she is offering praise or criticism.

SKILLS

Identifying perspective and purpose

It is time to get tough on the laws and make sure these abhorrent criminals face the consequences of their offensive actions.

Online scams can have devastating consequences for victims.

7 Work with a partner to complete the tasks.

IDENTIFYING PURPOSE

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1 Read the sentences and circle the phrase that best describes the writer’s perspective regarding cybercrime. a As soon as potential customers placed their orders and paid via an online payment system, the fraudulent seller vanished. • positive • negative • neutral and informative b After a terrible flood, earthquake or wildfire, it is natural for people to want to help. • positive • negative • neutral and informative

2 Choose the idea that best describes the writer’s main purpose in writing this article. a to help victims get back the money they have lost b to find and punish cybercriminals c to assure people it is safe to donate to charity organizations d to explain cybercrime to readers and persuade them that it is a problem 3 Skim read the article. Find words and phrases that support your ideas about the writer’s perspective and highlight or circle them.

1 After reading the article, what would you say to warn your friends and family about potential internet dangers? 2 Make a prediction about the future of cybercrime.

8 Work in small groups. Discuss the questions.

DISCUSSION

WRITING 9 Imagine you are a cybersecurity expert and you have to post a warning about a common cybercrime. Write a one-paragraph warning about one of the crimes discussed in Reading 1 or another that you know about. Share your paragraph with a partner. READING 1

READING 2 PREPARING TO READ 1 You are going to read an essay about possible solutions to cybercrime. Work with a partner. Discuss the questions.

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USING YOUR KNOWLEDGE

1 Why, do you think, has cybercrime increased in recent years? 2 What can individuals do to protect themselves against cybercrime? 3 Given that the internet is global, who is responsible for preventing cybercrime?

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U UNDERSTANDING KEY VOCABULARY

2 Work with a partner. Cover the definitions and discuss which words you know and don’t know. Then, use the correct form of the words in bold to complete the sentences (1–8). accountable (adj) responsible assemble (v) gather in one place combat (v) fight eliminate (v) remove something exhibit (v) show malicious (adj) intended to harm or upset people prosecute (v) take to court to argue the guilt of regulate (v) control

70 Unit 3

1 If young people spend too much time on the internet, they often begin to signs of anxiety. 2 After he was and found guilty, he was sentenced to 25 years in prison. 3 They announced their plan to a team of international online safety experts. 4 Cyber harassment may never be altogether, but there are steps parents can take to protect their children against it. 5 Online businesses with poor cybersecurity should be held if thieves break into their database and steal consumer data.

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6 There is no single law that online privacy, so it’s difficult to understand exactly what personal information businesses should have access to. 7 He finally called the police after receiving several emails that demanded he send money to an anonymous bank account. 8 It is increasingly important that we cybercrime that is aimed at vulnerable people such as children and the elderly.

WHILE READING 3 Read the article on page 72. Circle the correct answers.

READING FOR MAIN IDEAS

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1 Dealing with cybercrime a has gotten easier as technology advances. b is not taken seriously enough by law enforcement. c has recently become a high priority for law enforcement. 2 Consumers must take a lot of responsibility for a reporting cybercrime to the police. b learning the identity of online thieves. c keeping their own sensitive data safe. 3 To combat cybercrime, a each nation should create strict laws for prosecuting criminals. b international law enforcement agencies should work together. c Internet users should limit the time they spend online.

4 Read the essay again. Complete the table with the solutions that are suggested to combat cybercrime. problem cybercrime rings

fraudulent websites

solutions

identity theft

READING FOR DETAIL

READING 2

COMBATTING CYBERCRIME is any malicious activity that is done with computers or the internet. These 1 Cybercrime crimes have a negative impact on society, businesses and the economy. They also

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cause great harm to individuals. Victims of fraud suffer emotional consequences, often exhibiting behaviour related to anxiety and stress. Some people even become afraid to go online or leave their homes. Worse, scammers frequently target society’s most vulnerable members. In 2022, it was reported that the most amount of money lost to fraud happened to those aged 60 and older. One of those victims was Mary Barker, a retired woman from the United Kingdom, who lost £70,000 of her pension after criminals created a fake website that looked identical to a well-known investment firm’s website.

it may lead to financial devastation, cybercrime is often treated as a low-priority issue. 2 Although However, the problem is not going away any time soon. Internet use has soared in recent years,

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best way to eliminate cybercrime is to find and prosecute criminals. Because crime rings often 3 The operate across international borders, they are difficult – though not impossible – to stop. They do,

however, require international effort and cooperation. In one case, 59 people were arrested after a month-long operation that involved 19 countries across Europe. The suspects stole credit-card information and used it to purchase expensive goods from countless online shops. The arrests took place only after law-enforcement agencies assembled a team that consisted of numerous online merchants, banks and logistics companies that spanned several countries. In another case, 75 arrests were made after the cooperation of several countries including Malaysia, UAE, Nigeria, Argentina, Germany and Australia. The suspects belonged to a cybercrime ring known as Black Axe, a group which, along with similar crime rings, are said to be responsible for most of the financial cybercrimes committed globally. will do what it takes to obtain our usernames, passwords and other personal data and, 4 Criminals let’s face it: if we conduct transactions online, we are vulnerable to fraud. To eliminate the seemingly endless dangers associated with the internet, we must take every measure possible to protect ourselves. The best way to do so is to take extreme care with personal information. Thieves break into mobile phones, tablets and computers when users access wi-fi through unsecured networks. That means you should think twice before logging into a bank or credit-card account from your local café. One study reported that 87% of consumers said they had used an unsecured wi-fi network at least once over the course of a year and, while that may not sound like much, even that one time makes it more likely that criminals will hack your personal data.

stealing identities is the one of the primary activities in e-commerce fraud, protecting 5 Because oneself against the latter will help prevent the former. Additional cautions all internet users

who wish to donate to charitable causes should not let the possibility of cybercrime stand in 6 People their way. However, it’s a good idea to check out the organization with an official government body. For example, in the United Kingdom, potential donors can input a charity’s name and registration number to the Action Fraud website to make sure the charity has built a reputation for honest fundraising. to one estimate, the financial damages brought about by cybercrime will reach more 7 According than £18 trillion by 2027. That is why it’s important for the international community to come together to regulate online spaces, passing laws that are effective in finding criminals and holding them accountable for their abhorrent actions.

72 UNIT 3

should take include using strong passwords and changing them regularly, turning on multi-factor authentication on accounts, if available, and making sure operating systems and internet browsers are up to date. Thieves are often skilled at creating deceptive websites that look authentic, so before making a purchase or donation online, examine the URL or app name for misspelled words, a logo that appears slightly off or anything else that looks odd. Be sure to read online reviews of the business, keeping an eye out for any suggestion of a scam.

READING BETWEEN THE LINES 5 Work with a partner. Read the sentences from Reading 2 (a–h). Write I if the writer’s purpose is to inform about the growing problem of cybercrime and A if the purpose is to advise how it can be combatted.

IDENTIFYING PURPOSE

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1 a Internet use has soared in recent years, leading to an increase in fraudulent activity such as phishing attacks, which can lead online users to fake websites or malware. b Cybercrime Magazine reported that 90% of the global population over age 6 will be online by 2030. c The best way to eliminate cybercrime is to find and prosecute criminals. d To eliminate the seemingly endless dangers associated with the internet, we must take every measure possible to protect ourselves. e Be sure to read online reviews of the business, keeping an eye out for any suggestion of a scam. f For example, in the UK, potential donors can input a charity’s name and registration number to the Action Fraud website to make sure the charity has built a reputation for honest fundraising. g According to one estimate, the financial damages brought about by cybercrime will reach more than £18 trillion by 2027.

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h That is why it’s important for the international community to come together to regulate online spaces, passing laws that are effective in finding criminals and holding them accountable for their abhorrent actions. 2 Circle the words that best describe the writer’s perspective on cybercrime. emotional informative angry hopeful approving concerned

SYNTHESIZING

Brainstorm ten tips that people should follow to avoid becoming victims of cybercrime. Compare your tips with another pair.

6 Work with a partner. Use ideas from Reading 1 and Reading 2 to complete the task below.

DISCUSSION

READING 2

LANGUAGE DEVELOPMENT COLLOCATIONS FOR BEHAVIOUR

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1 Complete each sentence with one verb (in the correct form) and one noun. In some items, more than one answer is possible. build

exhibit

verbs face lose

suffer

take

nouns behaviour confidence consequences pain a reputation responsibility

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2 Work with a partner. Discuss the questions. Choose collocations from the box to describe online fraud.

behaviour, activity

devastating

consequences

legitimate

business, reason, website

1 What should consumers look for before they make a purchase or donate money online? 2 Describe e-commerce fraud in your own words. 3 How might a consumer be persuaded to give money to a fake business?

74 UNIT 3

abhorrent, disturbing, deceptive, fraudulent, hostile, malicious, offensive

PROBLEM–SOLUTION COLLOCATIONS VOCABULARY

There are many nouns and verbs that describe problems and solutions. Some form typical or frequent collocations.

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verbs

stating the existence of a problem

become, face

an issue, a problem

face, pose, present, represent

a challenge, a danger, a problem, a risk, a threat

cause, run into

trouble, problems

address, confront, eliminate, face, respond to

a challenge, a danger, an issue, a problem, a risk, a threat

fix, resolve, solve

a problem

resolve

an issue

describing solutions

nouns

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3 Complete each sentence with either one verb (in the correct form) or one noun from the Explanation box. In some items, more than one answer is possible.

solution

can’t finish homework on time

better time management

social media collects personal data

privacy apps

roommate doesn’t help clean apartment

make a schedule of tasks

problem

4 Work with a partner. Choose two of the scenarios below. Form collocations from the Explanation box above to describe the problems and solutions.

1 As long as people interact online, cyber fraud a threat to us all. 2 If you use your credit card on an unsecured website, you might trouble with online fraud. 3 While it’s difficult to eliminate of computer viruses, it’s possible to take steps to protect your devices from them. 4 It’s time to an issue no one wants to talk about: children are often victims of identity theft. 5 They attended a technology conference that was all about the danger of the elderly being cheated in online scams. 6 Can you a problem for me? I clicked on a link that led to a website with malware.

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you will write a problem–solution essay. Look at this unit’s writing task in the box below. Describe an online behaviour that you think is a problem and explain what you think should be done to prevent or eliminate it.

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SKILLS

Analyzing problems and solutions

EVALUATE

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1 Work with a small group. Think of examples of problematic online behaviour. Give a clear explanation of each of the behaviours. Look back at the two reading texts for ideas or think of examples from your own experience. Two examples are provided for you below (identity theft and phishing). Then, discuss how difficult it would be to control each behaviour. Decide whether each behaviour is: (1) Impossible to control, (2) Possible to control but not stop, or (3) Possible to stop. identity theft (n) using someone’s personal information in order to pretend to be them and to get money or goods in their name phishing (n) pretending to be a trustworthy contact, such as a bank, and attempting to trick the victim into revealing information, such as bank details, over the internet

2 Work in pairs. Choose two of the behaviours you thought of in Exercise 1. Discuss the questions and make notes. Use the tables on page 77 to organize your notes.

ANALYZE

76 UNIT 3

1 What is the origin of the behaviour? Why do people behave this way? What technology allows people to behave this way? 2 What are the consequences for victims of allowing this behaviour to continue? What are the consequences for internet users in general?

Problem 1 origins of and reasons for behaviour

consequences victims

internet users

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consequences

origins of and reasons for behaviour

victims

internet users

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U 3 Discuss the questions about each behaviour in Exercise 2 and make note of any good ideas you have. Use the tables to organize your notes. 1 What can individual internet users do to help control and/or prevent this behaviour? 2 Do you know of any organizations that are responsible for preventing or responding to this behaviour? What do they currently do? What more could they do? Problem 1

responses/solutions

individuals

current

organizations

Problem 2

proposed

individuals

responses/solutions organizations

current proposed

CRITICAL THINKING

4 Exchange your tables with another pair of students. Give each other feedback about the solutions that you have proposed. Which one(s) do you think are most likely to be effective? Which one(s) will be the most likely to happen? Why?

EVALUATE

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5 Revise your solutions based on the feedback from other students.

IMPERSONAL PASSIVE CONSTRUCTIONS

Writers often choose the passive voice when the agent is ‘people’. As a subject, ‘people’ may be too general or repetitive.

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People say that phishing attacks are among the most common types of cybercrime. When reporting what people think or say, writers create a passive which has no apparent agent. Two constructions are commonly used: Phishing attacks are said to be among the most common types of cybercrime. It is said that phishing attacks are among the most common types of cybercrime. These passive constructions often appear with the verbs agree, argue, believe, claim, consider, decide, expect, say, think and understand. Note, however, that not all of these verbs allow both constructions. Updating passwords regularly is believed to be one of the best ways to prevent cybercrime. It is argued that cybercrime laws are too weak to keep consumers safe.

GRAMMAR

GRAMMAR FOR WRITING

1 Use the underlined verb in the correct form to complete sentences 1–3 in the impersonal passive.

78 UNIT 3

1 People argue that stronger international laws are required to combat cybercrime. It stronger international laws are required to combat cybercrime. 2 People claim that cybercrime is most common among people aged 20–39. a It cybercrime is most common among people aged 20–39. b Cybercrime most common among people aged 20–39. 3 People understand that websites collect our personal data for advertising purposes. It websites collect our personal data for advertising purposes.

2 Rewrite sentences 1–3 in the impersonal passive in two ways. 1 People believe that children are especially vulnerable to the dangers of the internet.

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2 People say that 15 million people are victims of identity theft each year.

3 People expect that antivirus software will protect them against cybercrime.

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3 Now write three sentences of your own using an impersonal passive construction with say, believe or think.

PASSIVE FOR CONTINUITY

GRAMMAR

A writer might choose to use the passive

• to maintain continuity within and across sentences. • to make it easier for readers to follow ideas. subject of the first clause

subject of the second clause

Because people want to help after a natural disaster, thieves take advantage of them. (active) subject of the first clause

subject of the second clause

1 Even though her computer had a strong password, someone easily broke into it. Even though her computer had a strong password, it was easily broken into. 2 Although the author had written several books about online safety, the panel did not invite her to speak at the event. 3 The software engineers usually discuss recent advances in technology, but this year people asked them to examine the topic of cybersecurity.

4 Work with a partner. Rewrite the sentences using the passive for continuity. Omit the by phrase if it is not necessary.

Because people want to help after a natural disaster, they are taken advantage of. (passive) In the second sentence, the passive allows people to be the subject of both clauses, providing greater continuity. Notice that the by phrase is omitted. The passive allows writers to continue using the same noun phrase as the subject across clauses and sentences. It is easier for readers to follow ideas when the subject remains the same.

GRAMMAR FOR WRITING

5 Read the paragraph. Underline all the instances in which the subject of one sentence appears in another role in subsequent sentences. Then rewrite the paragraph using the passive where appropriate. Omit the by phrase if it is not necessary.

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Identity theft is a growing problem. It occurs when somebody uses your personal information to open bank accounts, borrow money or make purchases. Almost 40 million people reported identity theft last year. People between the ages of 30 and 39 are especially likely to become victims. Criminals targeted almost 300,000 people in that age group in 2022. Stolen credit cards were the most common source of identity theft. Unfortunately, police do not usually recover the stolen cards.

ACADEMIC WRITING SKILLS

SKILLS

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WRITING ABOUT PROBLEMS

When presenting problems, writers use a range of strategies to demonstrate to their readers that these problems are important. Facts, statistics and examples (especially ones that will resonate with readers) can highlight the seriousness of each problem. Here are some examples of these strategies. facts

statistics

Cybersecurity is a career field that is growing quickly.

More than 60% of parents reported checking the websites their teenagers visit.

examples

Clara Bennett had been saving money for her wedding when she lost £20,000 to fraud.

1 Read the sentences. Write the numbers (1–8) in the correct boxes. facts

statistics

examples

80 UNIT 3

es 1 A large gang of cyberfraud suspects was arrested after police from multiple countries cooperated in the investigation. 2 People often connect on social media because they have shared interests. 3 The more time people spend online, the greater their risk is for experiencing internet fraud. 4 Four out of five children in the UK reported feeling unsafe on social media most of the time.

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5 In one case, consumers purchased antique furniture online but never received their merchandise. 6 After he lost £85,000 to fraud, Edward Schwarz became so depressed that he did not want to leave his home. 7 People shop online because of the convenience of free delivery. 8 Only 7% of all scam victims worldwide report their experience to the police.

2 Work with a partner and complete the tasks below.

Partner A: Find an extract from Reading 1 that contains a fact, a statistic and an example. Partner B: Find an extract from Reading 2 that contains a fact, a statistic and an example. Analyze the extracts together to be sure you have identified the fact, statistic and example correctly.

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3 Work in small groups. Choose a topic from the box to write a paragraph about. Include at least one fact, one statistic, one example and one opinion about the topic. charitable giving fraud malware e-commerce fraud phishing emails

SKILLS

WRITING ABOUT SOLUTIONS

When a writer offers recommendations or solutions, they may do it in several ways:

1 Accessing the internet on a public wi-fi network may help thieves steal your personal information. 2 Online businesses should increase their level of security so consumers feel safer. 3 Cybersecurity experts recommend using short sentences, rather than single words, as passwords. 4 One solution is to increase the punishment for cybercriminals.

4 Work with a partner. Take turns reading the statements out loud and deciding which strategy the writer uses: R, G or S.

• cite experts or research (R): Law enforcement authorities advise victims to report online fraud so they can hold criminals accountable. • cite generally held views (G): Most internet users are not as careful with their personal data as they should be. • make direct suggestions of their own (S): Consumers should make sure a website is legitimate before making a purchase.

ACADEMIC WRITING SKILLS

5 Spending more time online creates more opportunities for criminals to take advantage of people. 6 Mental health professionals believe that victims of identity theft should seek help as soon as possible.

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5 Complete the tasks below.

1 Research some tips online from experts or research about what people should do when they are victims of cybercrime. Write 4–5 pieces of advice. Make sure you use each strategy (R, G and S) at least once.

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2 Ask 5–6 classmates for tips on what to do when facing cybercrime. Ask for at least one example of each strategy listed in the Explanation box on page 81. Write your classmates’ advice in the table below. When your classmates ask you for tips, cite your experts or research, give generally held views and make direct suggestions. You may use each strategy (R, G and S) more than once. experts or research

generally held views

direct suggestions

PLAN 1 Choose a danger associated with the internet to write about.

82 Unit 3

Describe an online behaviour that you think is a problem and explain what you think should be done to prevent or eliminate it.

WRITING TASK

2 Complete the table below. Refer to Exercise 5 on page 82 for solution ideas. Share the table with a partner to make sure your information is clear and relevant. problem

consequences

three solutions

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1 2

3 Use the table above to write your introductory paragraph.

• Describe the problem. • Explain its consequences. • End with a thesis statement that suggests there are possible solutions, but do not list what those solutions are. You will present those in the body of your essay.

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4 Complete the tasks below using the information in the table in Exercise 2.

1 State each possible solution and explain how it works. 2 Explain what steps need to be taken to carry out this solution. Solution 1: Solution 2: Solution 3:

• Refer back to your main idea. • Make a direct suggestion about how to solve the problem. Refer to the solutions you presented in the body of your essay. • Leave your readers with something to think about.

5 Think about your concluding paragraph. Write two or three sentences.

6 Refer to the Task checklist on page 84 as you prepare your essay.

WRITING TASK

WRITE A FIRST DRAFT 7 Write your essay. Use your notes and the information in Exercise 4 to help you structure your ideas. Write 400–450 words.

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REVISE 8 Use the Task checklist to review your essay for content and structure.

✔

TASK CHECKLIST

Have you explained the danger and its consequences in your introductory paragraph?

Does your thesis statement suggest that solutions are possible but not list them?

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Have you provided at least three possible solutions in separate body paragraphs? Do you refer to research or generally held views?

Does each paragraph have a topic sentence and are all points in the paragraph related to that topic?

Does your conclusion refer back to the main idea of your essay? Does each paragraph include a topic sentence?

EDIT

9 Use the Language checklist to edit your essay for language errors.

✔

LANGUAGE CHECKLIST

Have you used problem–solution collocations?

Have you used appropriate vocabulary to describe behaviour and responses to behaviour?

Have you used impersonal passive statements in your essay? Have you used the passive, where appropriate, to create continuity of subject? Have you used a combination of facts, statistics, examples and opinions? 84 Unit 3

10 Make any necessary changes to your essay.

OBJECTIVES REVIEW

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1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

br I can …

watch and understand a video about facial recognition technology.

preview a text.

identify purpose and tone.

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analyze problems and solutions.

use impersonal passive constructions. use passives for continuity. write about problems. write about solutions.

write a problem–solution essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

malicious (adj) negative (adj) offensive (adj) prosecute (v) regulate (v) resolve (v) run into (phr v)

disturbing (adj) eliminate (v) exhibit (v) fraudulent (adj) hostile (adj) humiliation (n) legitimate (adj)

abhorrent (adj) accountable (adj) assemble (v) combat (v) confront (v) deceptive (adj) devastating (adj)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about problems faced by small, independent businesses.

Reading skill Work out meaning from context.

Critical thinking

Write about similarities and differences.

Writing task Write a compare and contrast essay.

Academic writing skill

Express contrast; use reductions of subordinate clauses.

Grammar

Analyze advantages and disadvantages

UNIT 4 BUSINESS

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U Interview three or four classmates with the questions below. Then work in a group and compare your answers to find similarities and differences.

YOUR KNOWLEDGE

1 Have you ever eaten at a street food van? If yes, describe an experience you’ve had. If no, why not? 2 Name a shop or business that you return to often. Why do you keep returning? 3 If you were going to start your own small business, what would it be? Give reasons for your answer.

BUSINESS

WATCH AND LISTEN 1

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USING YOUR KNOWLEDGE TO PREDICT CONTENT

1 Work with a partner. Discuss the questions.

1 What kinds of small businesses can you find in most town centres? 2 What challenges do you think people owning small businesses face?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Complete the questionnaire. Work in a small group and compare your answers. agree

not sure disagree

1 Small shops / market stalls are popular places to shop. 2 It is a good time to start a new business.

3 It is hard to make a profit in a new retail business.

GLOSSARY

private sector (n) businesses not owned / controlled by the government afloat (adj) having enough money to pay what you owe

deposit (n) an amount of money that you pay when you rent something, and is returned to you when you return the thing you have rented

premises (n) the building(s) that a company uses for their business activities relief (n) money or other services that provide help for people who need it

regulatory burden (n phr) laws that business owners have to obey, including laws regarding the amount of tax they pay

WHILE WATCHING UNDERSTANDING MAIN IDEAS

88 UNIT 4

Watch the video and take notes. Write one or two sentences to summarize why the UK’s small businesses are in the news.

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Watch again. Complete the table.

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1 Type of shops on UK high streets

LISTENING FOR KEY INFORMATION

2 Number of small businesses in the UK

3 Proportion of sales in private sector by small businesses 4 Date of Small Business Saturday

5 Amount it cost Eve to start her shop

6 How Jamie’s father financed his business 7 How tax on Kate’s shop is calculated

5 Choose the best meaning for each of the phrases in bold.

1 Visit any UK high street or market place and you will find an array of specialist shops. a a large number of b several c a variety of 2 … the retailers are bustling with customers … a are attracting b are full of c are competing for 3 If you look ahead, it’s going to be a small firm’s world. a are optimistic b work hard c think about the future 4 It’s a huge chunk; it’s over half of what our rent is. a amount b proportion c number

WORKING OUT MEANING FROM CONTEXT

DISCUSSION 6 Work in a small group. Discuss the question. Would you be prepared to take a risk like selling your home to start a business? If so, in what circumstances? If not, why not? WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

USING YOUR KNOWLEDGE

1 It is easy to turn a hobby into a business. 2 It usually only costs about £3,000 to start a mobile business. 3 Street food van owners usually make a profit more quickly than new restaurant owners. 4 The number of mobile businesses is increasing. 5 Street food vans are the most common type of mobile business in the world.

1 You are going to read an article about mobile businesses. Discuss the statements with a partner. Rate each statement on a scale of 1 (completely disagree) to 5 (completely agree).

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2 Read the words and their definitions below. Use the correct forms of the words in bold to complete the sentences below.

UNDERSTANDING KEY VOCABULARY

aspiring (adj) wishing to become successful break even (idiom) to have no profit or loss at the end of a business activity component (n) one of the parts of something fluctuating (adj) changing frequently from one level to another outweigh (v) to be greater or more important than something else proposition (n) a proposal or suggestion, especially in business revenue (n) the money that a business receives regularly transition (n) a change from one form or type to another

90 Unit 4

1 The price of oil has dramatically since 2000, going from £30 a barrel to almost £120, then down to £70! are a little risky. 2 The most interesting business chef. She has just started her career 3 My daughter is an working in a food van. the potential risks. 4 The potential profits of the machine has broken so we have had to stop 5 One production. 6 It can be difficult for small family businesses to make the to large public companies. 7 The first year, our business lost money; the second year, it . in 2022 was over £30 billion 8 Amazon’s UK (£30,000,000,000).

3 Read the article on page 92 quickly to find the answers to the questions below.

SKIMMING

1 What are the average start-up costs for a street food van?

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2 What kind of mobile business can you find in Jeddah? 3 What did Rich Harper do with an old truck he bought? 4 What are some other examples of mobile retail?

5 What are some of the problems that mobile retail owners face?

6 How much money do street food vans bring in annually in the US?

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4 Read the article again. Decide whether this article would be worth reading for each of these people. Write Y (yes), N (no) or M (maybe).

1 A small business owner who wants to find a bigger location 2 A small business owner who wants to expand into other parts of the city, but is not sure where 3 A person who wants to open a restaurant, but does not have much money 4 A person looking for a job with a tech company 5 A researcher looking for current economic trends 6 A researcher looking for information on traffic flow in a city

WHILE READING

5 Read the article and summarize the writer’s main argument in one sentence. Compare your ideas with a partner.

READING FOR MAIN IDEAS

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Mobile

1 Maybe you make the world’s best pies, or

you have always helped your friends and neighbours by mending their computers, or perhaps you have green fingers and your garden is the envy of the street. A lot of businesses are started by people who have hobbies or special talents and want to turn these interests into a business. But scaling up from a hobby to a real business, such as a bakery, restaurant or shop, requires business know-how and substantial investment. Many people do not have enough of either of these, so they never take the first step.

4 The mobile food vendor trend in the US and

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Europe has spread to other parts of the globe. Today, you can get waffles and pancakes from a truck in Jeddah, Saudi Arabia and tacos from an old school bus in Dubai. The success of these street food vans has inspired other entrepreneurs to consider starting out on wheels. Rich Harper once ran a chain of gyms, but his real interest was boxing. In 2005, he bought an old truck, equipped it with some gym equipment and took to the streets – all for a total start-up cost of just under £5,000. His business quickly made a profit and is still going strong, as he brings the boxing ring to customers all over his state.

2 An increasing number of aspiring business

owners have found a way to take a first step that makes this transition from hobby to business more gradual, less expensive and less risky. They are taking their dreams and talents on the road – in vans and trucks, and even horse trailers. The first entrepreneurs to do this have been in the food business. In recent years a wave of street food vans has arrived on the scene, serving everything from gourmet cupcakes and burgers to Vietnamese street food. Street food vans have become a way for aspiring chefs to try out recipes and test the water before making a big investment in a traditional, brick-and-mortar business¹.

3 Beginning on a small scale has its advantages,

inspiration from the United States where, today, there are vehicles that sell flowers, shoes, clothes and all kinds of specialty food items. There are also mobile businesses that provide services, such as hair styling, pet grooming and repair of high-tech devices. Mobile retail has grown steadily and continues to gain popularity. Mobile retail is not without problems, however. Weather, the fluctuating price of fuel, and just finding a place to set up are all challenges that mobile entrepreneurs have to deal with. These business owners, however, feel the advantages outweigh the disadvantages. In the United States, the mobile food business alone – the largest in the mobile retail sector – generates an annual revenue of $2.7 billion.

6 Once convinced that their business has

achieved sufficient success, some successful mobile entrepreneurs move on to a brick-andmortar business. Others, like Rich Harper and his boxing gym, are satisfied to stay mobile. In an interesting twist, some brick-and-mortar business owners, observing the success of mobile retailers, have added a mobile component to their business. The vehicle acts as a marketing tool to bring business into the shop. As stand-alone businesses or as extensions of shops, mobile retail has huge future potential in these economic times.

92 UNIT 4

²overhead costs (n) the regular costs, such as rent and heating, that are involved in operating a business

¹brick-and-mortar business (n phr) a business with a physical location in a building

the most important of which is the relatively modest size of start-up costs. These costs, which consist primarily of the vehicle and any required equipment, usually come to about £5,000–£10,000, a fraction of what it would cost to start a shop or restaurant. Similarly, overhead costs² are generally low. Mobile business owners must pay for fuel, of course, but other utility payments are modest. With such tightly controlled costs, mobile businesses often break even in a year or two; in contrast, success comes to brick-and-mortar businesses much more slowly, and they often fail within the first two years. In short, mobile businesses are relatively low-risk propositions.

5 United Kingdom entrepreneurs could take

READING BETWEEN THE LINES

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Most texts will contain words and phrases that you don’t know, but stopping to look up each unfamiliar word will make it more difficult to understand the whole text. Instead you should keep reading. You can try to work out the general meaning of unfamiliar words and phrases by looking for examples, contrasts, comparisons or in-text definitions. There may also be some other words in the context that indicate their general meaning. Understanding the general meaning of unfamiliar words and phrases can enable you to carry on reading.

SKILLS

Working out meaning from context

In recent years a wave of street food vans has arrived on the scene, serving everything from gourmet cupcakes and burgers to Vietnamese street food.

The context allows you to guess that gourmet cupcakes are a type of food. It is not important to know exactly what kind of food.

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6 Find the phrases (1–8) in the article. Work out the meaning from the context. Match the phrases with their definitions (a–h). 1 have green fingers (para 1) 2 the envy of the street (para 1) 3 scale up (para 1) 4 arrive on the scene (para 2) 5 test the water (para 2) 6 going strong (para 4) 7 move on to (para 6) 8 stand-alone (para 6)

a try out in a safe way or on a small scale b be good at growing plants c appear d doing very well e something your neighbours wish they had f independent g increase in size, amount or importance h progress to

7 Work with a partner. Write a sentence for each phrase in Exercise 6, using the phrase in context correctly. Share your sentences with the class.

WORKING OUT MEANING FROM CONTEXT

READING 1

DISCUSSION 8 Work with a partner. Discuss the questions.

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1 Describe a hobby, special talent or interest you have that you could turn into a mobile business. 2 With your partner, choose one possible mobile business. Discuss what would be required to start the business, including know-how and startup costs.

WRITING

9 Imagine you are planning to open a mobile business and need a business partner to invest in it. Write an email to a potential partner that explains your idea, why it would be successful and what startup costs you would use their investment for.

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READING 2

PREPARING TO READ USING YOUR KNOWLEDGE

UNDERSTANDING KEY VOCABULARY

1 You are going to read an essay about customer loyalty. Work with a partner and discuss the questions. 1 What are some things businesses can do to encourage customers to return? 2 When you shop, do you prefer to have a lot of items to choose from, for example several brands of shampoo, styles of shoes or types of snacks? Or do you prefer to have fewer choices? Explain your answer.

2 Read the sentences (1–7) and write the letter of the definitions (a–h) of the words in bold.

94 Unit 4

1 Wikipedia is a free online encyclopedia that anyone can contribute to or edit. The website was a pioneer in the concept of information crowdsourcing. 2 One way to improve student retention in universities is to allow both in-person and remote learning for everyone. 3 As an incentive to sign up for their subscriptions, many streaming services like Netflix offer one free month of access. 4 To continue growing the company, the finance team sets monthly earning goals that are challenging yet attainable. 5 Although they had an ongoing partnership in the restaurant business, the two friends decided to open a mobile pizza van. 6 If one company offers a good merchandise return policy, similar companies should follow suit in order to remain competitive.

7 He shrewdly sold his bookshop shortly before e-books became popular. 8 I have finally accumulated enough points on my credit card for a free return flight to Egypt.

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a one of the first businesses or people to do something b possible to achieve c in a way that is based on good judgment d encouragement e the ability to keep something f continuing g do the same thing h gradually collected

WHILE READING

READING FOR MAIN IDEAS

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3 Read the essay on page 96. Then match the claims made in the essay (a–c) with the evidence that supports the claims (1–3). a Subscription services give customers fewer choices. b Subscription services increase sales. c Reward schemes are a good way to keep customers loyal.

1 When customers fly with one airline on multiple trips, that airline rewards them with free travel. 2 Subscription services make decisions for consumers who may have difficulty making decisions for themselves. 3 A company calculated that customers, having paid for the subscription service, will even shop for items they might otherwise buy at the local supermarket.

es READING 2

Keeping your

customers

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costs at least five times more to sell 1 aIt product to a new customer than to an

existing one. So what are businesses doing to hold on to their customers? The answer is – everything they possibly can. Two popular business strategies with successful track records for customer retention are reward schemes, often also referred to as loyalty schemes, and subscription services.

schemes encourage customers 2 toLoyalty continue buying products or services

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from one particular company by offering customers rewards. Airlines, pioneers of loyalty schemes, provide a good example. When customers fly with one airline on multiple trips, that airline rewards them with free travel. Generally, customers have to accumulate a specific number of ‘air miles’ in order to receive their reward, providing an incentive to continue flying with one airline. Other companies, from Starbucks to Tesco, have followed suit, offering rewards to loyal customers.

idea with a long history, but subscription services offer more than a convenient way to replace household necessities. They offer customers products that are tailored to their own personal needs and desires. This kind of treatment makes customers feel special and deepens their connection to the brand. In a retail environment where consumers are faced with a dizzying array of¹ products, this kind of service can combat what has been referred to as ‘the paralysis of choice’. In other words, the service makes decisions for consumers who may have difficulty making decisions for themselves. For the company, subscription services offer guaranteed regular sales, an ongoing relationship with their customers and, like loyalty schemes, a rich source of data about buying behaviour.

Consumers often belong to multiple loyalty 3 schemes, yet most people participate

Reward schemes and subscription services 6 are just two of the marketing tools that

businesses use to hold on to customers. They have learned that it makes better business sense to devote attention and even money to their current customers than to try to attract new ones. ¹a dizzying array of (quantifier) a confusingly large number of different things on display

96 UNIT 4

A second successful strategy for maintaining customer relationships is the subscription service. In these schemes, customers sign up to purchase items, such as shaving products, snacks or make-up, on a regular basis. These items are delivered to the customer’s home. The convenience of home delivery is an

subscription services. In return, customers get what they value most, for example, free delivery or access to digital content. It may seem as if Amazon would lose money by not charging their customers for delivery, but the company has shrewdly calculated that customers, having paid for the subscription service, will even shop on Amazon for items they might otherwise buy at the local supermarket. Studies show that Amazon subscription customers spend more than twice as much as customers who don’t have a subscription.

actively in only a few. Companies are interested in understanding the reasons behind this behaviour. The most successful loyalty schemes have several features in common. They are simple and easy to understand, but most important, their rewards are attainable. Customers receive rewards often enough that they see the benefit of remaining loyal to the company. The schemes not only keep customers buying the company’s products or services, they also provide the company with valuable information about their customers’ behaviour and preferences.

Some companies, such as Amazon, 5 even charge their customers for their

4 Read the essay and write the letter of the missing sentences. Keeping customers loyal is not the only reason for such schemes. They also provide valuable information about what consumers like. (2) Subscription services offer more than convenience; they also offer products that are specific to customers’ needs and desires. They offer a limited selection, which helps customers make decisions. (3) For example, Amazon subscription members spend 100% more than non-subscription customers. 1 a The most effective loyalty schemes provide bonuses like free delivery. b The most effective loyalty schemes are simple and have attainable rewards. 2 a Airlines were the first to offer reward schemes, and they are probably still the most familiar to the public. b However, customers enjoy free delivery or access to digital content. 3 a Research suggests that customers buy more products when they have a subscription. b Research has shown that subscription customers spend more on items like shaving products, snacks and make-up.

SUMMARIZING

(1)

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READING BETWEEN THE LINES

5 Think about Reading 2 as you complete the sentences below. Discuss your answers with a partner.

SYNTHESIZING

6 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions.

DISCUSSION

1 It might cost five times more to sell a product to a new customer than to an existing one because . 2 Customers might join a loyalty scheme but then not participate actively in it because . 3 The term ‘paralysis of choice’ probably means . 4 Subscription customers might spend more money after becoming members because .

MAKING INFERENCES

1 How might a mobile food vendor use a loyalty scheme or subscription service to attract and retain customers? 2 As a customer, what is your biggest incentive for returning to the same shops, restaurants or online businesses?

READING 2

3 Do you take part in a loyalty scheme? If so, what do you like or not like about it? If not, why not? 4 Do you take part in a subscription service? If so, do you think having the subscription has encouraged you to buy more? If not, why not?

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LANGUAGE DEVELOPMENT

There are many different ways to connect contrasting ideas. Contrast connectors may differ in both structure and meaning.

structure

GRAMMAR

EXPRESSING CONTRAST

meaning direct contrast

concession: the contrast might be unexpected

examples

Unlike / In contrast to travel magazines, travel blogs are usually free.

Travel magazines can be expensive. However / By contrast / On the other hand, travel blogs are usually free.

Despite / In spite of the director’s best efforts, the company was unable to make a profit.

The director made a huge effort. Nevertheless / However, the company was unable to make a profit.

Instead of / Rather than hiring another employee, the boss did the extra work himself.

The boss didn’t hire another employee. Rather / Instead / On the contrary / In fact, he did the extra work himself.

correction or replacement: the first clause or phrase is wrong or insufficient; the clause that follows is correct

to connect contrasting ideas in two sentences

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to connect a contrasting noun phrase with another in the same sentence

98 UNIT 4

1 Choose the best contrast connector from the box to complete each sentence. More than one answer may be possible. Use each connector only once. By contrast However In fact Rather than Unlike

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offering bonuses like discounts or free products, some businesses donate a portion of their profits to charity as part of their loyalty scheme. 2 Some companies offer the same rewards to all loyalty scheme customers. , some businesses offer different levels of benefits based on how much the customer spends. 3 major online retailers, small brick-and-mortar businesses often charge low or no fees for their subscription services. 4 They assumed their mobile business would be successful within a year. , it was several years before they made a profit.

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2 Complete the sentences below with a contrast connector from the box and your own information. Compare your answers with a partner. Then discuss other possible connectors you could use in each sentence. Despite However Instead Instead of Nevertheless Rather Rather than

1 The restaurant offered unlimited free delivery and a free food item they did not see an increase in sales . with each purchase. However, 2 spending a lot of money on advertising, . 3 paying full price for an airline ticket, . 4 Everyone knows that subscription services like Amazon collect our personal data. . 5 Many people no longer shop at brick-and-mortar businesses. .

LANGUAGE DEVELOPMENT

BUSINESS AND MARKETING VOCABULARY 3 Work with a partner. Complete the conversation below with the correct words and phrases from the box. In some items, more than one answer is possible.

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break even brick-and-mortar generate revenue make a profit marketing tool on a large/small scale start-up costs track record utility bills

A: I heard you were starting a mobile bookshop business. Congratulations! B: Thanks. It’s always been my dream to own a business. I’m planning to start (1) and sell books by local authors only. A: Can you (2) by only selling only a small selection of books? B: Probably not, but I hope to at least (3) so I don’t go into debt. A: Why don’t you think about other ways to (4) ? You could sell mugs, T-shirts and art made by local artists. B: I love your idea, but I’m afraid that would increase my (5) . I need to keep those low if I want any chance at success. I originally wanted to open a (6) business in the neighbourhood but that was just too expensive. A: I understand that. And bookshops haven’t had a very good (7) in recent years. It seems like more have closed than opened. B: I also don’t need sophisticated (8) for a mobile business. I’ll just paint my van in bright colours and update my social media every day, and I’ll be off to a good start. (9) will be lower, too. I’ll have to pay for gas, of course, but there won’t be water or electricity costs.

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4 Practise the conversation with your partner. Switch roles and practise again. Then use the vocabulary in the box to discuss a business you would like to start.

100 Unit 4

WRITING CRITICAL THINKING

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At the end of this unit, you will write a compare and contrast essay. Look at this unit’s writing task in the box below.

Not all products and services fit the same business model. Some might have a more successful introduction in a mobile setting. For others, a mobile setting would not be appropriate. Compare and contrast two products or services regarding their potential as a mobile business.

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Many comparison essays involve a discussion of the ways in which one thing is better or worse than another. When you discuss advantages and disadvantages, consider all the aspects of the situation, including all the people involved. This will mean that you consider all the possible advantages and disadvantages and have the widest possible view of the situation you are analyzing.

SKILLS

Analyzing advantages and disadvantages

1 Work in small groups. Complete the tasks.

ANALYZE

1 List the advantages and disadvantages of starting a business in a mobile setting that are discussed in Reading 1. Add your own ideas. advantages of a mobile setting

disadvantages of a mobile setting

factors that contribute to failure of mobile operation

location unpredictable for customers

lower financial risk

factors that contribute to success of mobile operation

2 Write what factors might contribute to the operation’s success or failure in the table below. Consider the customers’ perspective as well as the business owner’s interests.

3 What type of customer would be best served by a mobile operation and why? How would going mobile affect the customer experience? CRITICAL THINKING

101

2 Work in small groups. Complete the tasks.

EVALUATE

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1 Read the list of products and services below. Brainstorm ideas for five others and add them to your list. • a yoga studio • minor surgery • architecture studio • art classes for children • mobile phone and tablet repair 2 Decide whether each one would work better as a mobile or a traditional business or either. Place them in the diagram below. Give reasons for your choice.

mobile

traditional

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U 3 Choose two products or services that you would like to write about. ANALYZE

3 Complete the table with all the advantages and disadvantages of going mobile for your two chosen products. Think about all the advantages and disadvantages to different people involved in a business and its customers.

4 Work with a partner. Compare your tables in Exercise 3. Add any of your partner’s ideas that are also true for the products you are going to write about. 102 UNIT 4

product 2:

product 1:

disadvantages of mobile operation

advantages of mobile operation

GRAMMAR FOR WRITING REDUCTIONS OF SUBORDINATE CLAUSES

• To form the participle phrase, the subject in the subordinate clause and auxiliary verb be are deleted. subordinate clause with a passive verb

While she was browsing the web, she discovered a new loyalty scheme. While browsing the web, she discovered a new loyalty scheme.

Once they are convinced that their business has achieved sufficient success, some successful mobile entrepreneurs move on to a brick-andmortar business. Once convinced that their business has achieved sufficient success, some successful mobile entrepreneurs move on to a brick-and-mortar business.

subordinate clause with a continuous verb

GRAMMAR

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• Many subordinate clauses that contain the auxiliary verb be can be reduced to participle phrases if the subject of the subordinate and main clauses are the same.

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1 Read the paragraph and underline the sentences with participle clauses. Change three of the participle clauses into full clauses to add sentence variety to the paragraph.

Before starting a new business, entrepreneurs should have a smart business plan. When researching ideas, aspiring owners should make sure they are filling a need that exists. Someone might want to make fancy winter jackets for pets, but do consumers want that too? Another important aspect of a smart business plan is a marketing strategy. If used correctly, marketing tools should attract and build relationships with customers. For example, loyalty schemes that reward customers with free coffee or members-only discounts are incentives that will lead to customer retention. And remember, unless impressed by the product and service, customers will not return. Finally, potential business owners should have a reserve of extra money while waiting to make a profit. 1 2 3

GRAMMAR FOR WRITING

103

2 Rewrite the sentences. Reduce the first clause to a participle clause. 1 Although she was nervous about starting her own business, Elif knew she was doing the right thing.

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2 If it is written by a trained professional, a marketing plan will include vital components about start-up costs, marketing strategies and consumer needs.

3 Unscramble the words and phrases to make sentences. Then reduce the first clause in each sentence to a participle clause.

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1 Luisa learned how / business, / was operating her own / While she / to set attainable goals.

2 he began to make more money. / was interviewed / Once Navin / by a popular food blog,

3 was hiring / interesting people / he interviewed a lot of / When Bai / new employees.

104 Unit 4

ACADEMIC WRITING SKILLS WRITING ABOUT SIMILARITIES AND DIFFERENCES

block organization

SKILLS

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In essays and reports, writers often compare or contrast people, things or ideas in order to make an argument. There are two common ways to structure a text that includes comparison and/or contrast: point-by-point organization

compare one feature (e.g. cost)

all the features (e.g. cost, size, appearance) of another thing

compare another feature (e.g. size)

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all the features (e.g. cost, size, appearance) of one thing

1 Work with a partner. Complete the tasks.

1 Look at the two outlines below. Fill in the blanks with the words and phrases in the word bank. Use some words more than once. Which structure does each one represent? doctor education and training Structure:

teacher

Structure:

Feature 1: education and training Job A: Job B: doctor Feature 2: Job A: teacher Job B:

2 Think about the features of a job opportunity that can influence an applicant’s choice. List as many as you can. Choose the two that you think are most important. Which of the structures above would you use to organize an essay about this topic? Why?

Job: teacher Feature 1: Feature 2: impact on society Job: Feature 1: education and training Feature 2:

impact on society

ACADEMIC WRITING SKILLS

105

2 Read the preparatory notes for a report about the food industry. Then answer the questions below with a partner.

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1 Starting out in the baking industry — Mobile or Brick-and-mortar — Background info 2 Mobile business Impossible to bake on site, can’t bake and sell at same time, small space, need access to kitchen space with oven, ingredients storage space Much cheaper start-up costs than brick-and-mortar, able to go on site at events/functions, fewer competitors, more varied customer base, larger area covered, lower overheads 3 Brick-and-mortar Huge initial overheads, significant investment, competitive industry, need to find right location. All business on one site, large kitchen, time for product development 4 Conclusion

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1 Which structure do these notes follow? a point-by-point organization b block organization 2 Complete a block outline using the phrases below. Base answers on your own opinion about working for yourself / working for someone else. less flexibility and freedom in work hours may be isolating to work without colleagues possibility of losing a lot of money receive regular salary and promotions successful business may lead to unlimited income salary and promotions may be limited work wherever and whenever I want

3 Reorganize the notes above to create a point-by-point outline.

106 Unit 4

Point-by-point outline 1 Important features to think about when deciding whether to start your own business 2 Financial security working for someone else – working for yourself – 3 Working conditions working for someone else – working for yourself – 4 Conclusion

Block outline 1 Starting your own business and working for yourself or working for someone else – background info 2 Working for yourself working conditions – financial security – 3 Working for someone else working conditions – financial security – 4 Conclusion

4 A report usually contains recommendations or considerations for the future. Which of the conclusions below would be best for this report? Give reasons for your choice.

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a Today, the street food van business is an enormously successful industry, which could lead aspiring bakers to try their luck with a mobile business. However, a mobile bakery would require more investment than another type of street food van. b A mobile bakery has potential as a business model. Although the initial investment may be higher than with other street food vans, it is significantly lower than that of a brick-and-mortar bakery and there is an opportunity to be a pioneer of street food baking.

WRITING TASK

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PLAN

1 Work with a partner. Describe the products or services you plan to write about and the features you are comparing. You will use some of this information in your introduction. 2 Prepare an outline for your essay using the block or point-by-point organization given in Academic writing skills. Provide evidence for each point you want to make in your essay. Exchange your outline with a partner to confirm the evidence you provided is relevant.

es 3 Make notes on the background information for your introduction.

WRITING TASK

107

4 Make notes on which product or service is more appropriate for a mobile business and explain why. Make a recommendation and discuss it with a partner. You will use this in your conclusion.

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WRITE A FIRST DRAFT

5 Write your essay. Use your plan to help you structure your ideas. Write 400–450 words.

REVISE

6 Use the Task checklist to review your essay for content and structure.

✔

TASK CHECKLIST

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Did you give some background information on mobile retail operations? Have you used an appropriate organizational structure for comparison and contrast? Have you provided evidence to support your argument in your body paragraphs?

Does your concluding paragraph make recommendations or refer to considerations for the future? Does each paragraph include a topic sentence?

EDIT

7 Use the Language checklist to edit your essay for language errors.

Are your contrast markers grammatically correct?

Did you hyphenate the terms correctly? Have you reduced some subordinate clauses with be to participle clauses, for sentence variety?

8 Make any necessary changes to your essay. 108 Unit 4

Have you used business and marketing vocabulary correctly?

Have you chosen appropriate contrast markers for your intended meaning?

✔

LANGUAGE CHECKLIST

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about the problems faced by small, independent businesses. work out meaning from context.

analyze advantages and disadvantages.

express contrast.

use reductions of subordinate clauses.

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write about similarities and differences. write a compare and contrast essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

revenue (n) shrewdly (adv) start-up costs (n) track record (n) transition (n) utility bills (n)

= high-frequency words in the Cambridge Academic Corpus

incentive (n) make a profit (v phr) marketing tool (n) on a large / small scale (adv) ongoing (adj) outweigh (v) pioneer (n) proposition (n) retention (n)

accumulate (v) aspiring (adj) attainable (adj) break even (idiom) brick-and-mortar (adj) component (n) fluctuating (adj) follow suit (idiom) generate revenue (v phr)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

109

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IT N U

PSYCHOLOGY

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about an artist who creates sculptures from plastic bricks.

Reading skills Annotate a text; interpret quotes.

Critical thinking

Use complex noun phrases with what.

Writing task Write an expository essay.

Cite quoted material; write an expository essay.

Academic writing skills

Grammar

Synthesize information from more than one text.

UNIT 5 PSYCHOLOGY

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U 1 What do you think it means to be creative? Explain your answer. 2 Name three people you think are creative. How do they express their creativity? 3 Describe the possible advantages and disadvantages of being a creative person.

Work with a partner. Discuss the questions.

es YOUR KNOWLEDGE

PSYCHOLOGY

111

WATCH AND LISTEN 1

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1 Complete the questionnaire about creativity. Work with a partner and compare your answers.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH 1 Number the creative activities in your order of preference. making a model or sculpture cooking without a recipe making a useful object, e.g. clothing or furniture decorating something, e.g. a room or a cake 2 What creative activities did you do as a child?

3 What was the last thing you (or someone you know) created?

PREDICTING CONTENT USING VISUALS

2 Look at the pictures. Discuss the questions with your partner. 1 What kind of toy will be discussed in the video? 2 What do you think the man in the picture’s job is? 3 Do you think the man is successful at his job? Why / Why not?

GLOSSARY

creative medium (n phr) a method or way of expressing an artistic idea such as writing or painting

boardroom (n) a room where the people who control a company or organization meet creative release (n phr) an artistic activity somebody does to feel free of negative emotions such as stress commission (n) a request to do a special piece of work

112 UNIT 5

vision (v) the ability to imagine how something could be developed and to plan for this

irresistible (adj) impossible to ignore or refuse because it is too pleasant or attractive

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Watch the video and take notes. Circle the ideas you hear.

1 According to psychologists, Lego is popular because it is easy to make things from. 2 Nathan’s work is difficult to transport to other countries. 3 Nathan gave up his career as a lawyer to become a Lego sculptor. 4 Nathan doesn’t make much profit from his work.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

Watch again. Write two details for each main idea.

1 There are several reasons Lego is popular with children.

UNDERSTANDING DETAIL

2 Nathan Sawaya’s work shows that Lego is not just for children. 3 Nathan has built some very large Lego models. 4 Nathan used to be a lawyer.

1 What do you think of Nathan Sawaya’s models? Which models in the video did you like the most? Why? 2 Why, do you think, are Nathan’s models so popular? Why, do you think, are Nathan’s models so expensive to buy? 3 Is the amount of creativity required an important factor in your choice of career? Why / Why not? 4 Would you say that being creative is generally an advantage in life? Why / Why not?

5 Work in a small group. Discuss the questions.

DISCUSSION

5 Nathan builds each model from the bottom up.

WATCH AND LISTEN

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READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 You are going to read an article about what makes people creative. Read the definitions. Use the correct forms of the words in bold to complete the sentences below.

attribute to (phr v) to say that something is caused by something else cognition (n) the use of conscious mental processes genius (n) someone with great and rare natural ability label (v) to assign a (usually negative) characteristic to somebody or something norm (n) accepted standard or way of doing something stimulation (n) an action that causes someone to become active, interested or enthusiastic suppress (v) to prevent something from being expressed or known trauma (n) severe emotional shock or physical injury that affects you for a long time

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114 Unit 5

1 His violent behaviour has been a brain injury. 2 This kind of behaviour is definitely not the for traditional society, but it is more acceptable among young people. 3 Scientists hope that this new medication will improve in older people who have experienced problems with memory. 4 She tried to all her other thoughts in order to concentrate completely on the exam questions. 5 If you always complain and do not work well with others, you will be an unsatisfactory employee. 6 Many children who live in extreme poverty suffer significant that can last a lifetime. 7 After she started working, she found that she missed the intellectual of student life at the university. 8 Many people consider Einstein the greatest scientific of all time.

2 Read the first sentence only of each paragraph of the article on page 116. Then circle the topics you think will be discussed in the article. Compare your answers with a partner.

PREVIEWING

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a the connection between pain and creativity b how ordinary people can become more creative c how and why creative people behave differently d how psychologists test people to determine whether they are creative e how creative people think differently from other people f how experts define creativity g the disadvantages of being a creative person

WHILE READING

READING FOR MAIN IDEAS

3 Read the article and check your predictions from Exercise 2.

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Annotating a text includes marking it up with highlighting or underlining, and writing notes and comments in the margins. Annotating can help you understand the text’s main argument, as well as its organization. It is especially helpful in longer texts. You will find that it is much easier to review a text that you have annotated than one you have not.

SKILLS

Annotating a text

When you annotate, it is important that you highlight, underline or bracket only the most important parts of the text. If you highlight almost everything, the process will not be useful. Make short notes in the margins to indicate main ideas, supporting examples, definitions and quotes. You can also make a note of words you need to look up. If you need to synthesize ideas across two or more texts, it is helpful to annotate them all in the same way and to note the parts of each text that are different and that are the same. ANNOTATING

5 Annotate the rest of the article. Compare your annotations with a partner’s.

4 Read the first and second paragraphs of the article again. Notice the annotations. How has the student used highlighting, underlining, etc. in their annotations?

READING 1

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THE CREATIVE MIND is the secret to the world’s most creative 1 What minds – the minds of resourceful inventors,

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innovative scientists and inspired artists? Are they simply lucky to be born with the right genes? That may be part of the explanation, look up but most studies suggest that only about ten percent of creativity can be attributed to a person’s genes. So, are they simply smarter than the rest of us? Such individuals are certainly intelligent, but intelligence cannot be supporting the key, as numerous studies have shown that detail a high IQ¹ alone does not lead to creativity. main idea Creative thinkers seem to have a special way of thinking. Creativity researcher and neuroscientist Nancy Andreasen, in a 2014 Atlantic Magazine article, describes creative people as [‘better at recognizing relationships, making associations quote, and connections, and seeing things in an original definition way – seeing things that others cannot see’.] example For example, in the early 2000s, Jack Dorsey, one of the founders of Twitter, tried to use text messages to improve the system for reserving and sending out taxis. He made a connection between two seemingly unrelated systems, but he was too far ahead of his time – the necessary technology was not yet available. Today, most taxi services use a version of Dorsey’s original idea.

Johann Sebastian Bach lost both his parents when he was only nine years old. Research by Hungarian scientist Szabolcs Keri confirms this. He says, ‘We found that many individuals with artistic creativity suffered from severe traumas in life.’ He and other researchers believe that this trauma affects brain structure and expands the brain’s ability to make the diverse and multiple connections that underlie much of creative thinking.

investigating the sources of creativity 4 Those have noted that some creative geniuses do not

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always fit in well with societal norms. They don’t seem able to suppress the fountain of ideas that bubble up in their minds, some of which may seem irrelevant or inappropriate to others. Creative people are also curious; they seem wired³ to seek novelty, take risks and push limits in their explorations. The reward centres in their brains seem to need more than the average amount of stimulation in order to release dopamine, the chemical that triggers feelings of pleasure. In a 2022 article published on the American Psychological Association website, neuroscientist Anna Abraham summarized the key to creative cognition. ‘Across different age groups, the best predictor of creativity is openness to new experiences,’ she said. ‘Creative people have the kind of curiosity that draws them toward learning new things and experiencing the world in new ways.’

2 So what are the requirements for creativity?

supporting First of all, creativity takes time. We tend to detail think of breakthroughs as coming in a sudden

children, creative people are often unable 5 As to sit still, unable to focus on their lessons, instead, always looking for something new and interesting to capture their attention. Today, many children who display this kind of behaviour are often labelled as trouble makers. However, their characteristics were probably extremely useful in the past – when humans depended on hunting, a risky and unpredictable but exciting activity – and researchers suspect they may also contribute to creativity.

search for the source of creativity continues. 6 The Most researchers agree that the answer will be complex and that there is probably no single characteristic which can explain the world’s most creative minds.

a surprising twist, creativity may also be 3 Insparked by suffering, such as a serious illness or the loss of a loved one. We can see examples of this in the lives of many great creative geniuses. Artist Paul Klee suffered great pain for much of his life, as did many other artists, and composer

116 UNIT 5

IQ (n) intelligence quotient: a measure of someone’s intelligence found from special tests

incubation (n) protected development

wired (adj) biologically programmed

flash of brilliance, but this is rarely the case. Ideas often evolve and form over a long period. Andreasen, who conducted a study of creative thinking, described her findings this way, [‘… almost all of my (research) subjects confirmed that when Eureka moments occur, they tend to be precipitated by long periods of preparation quote and incubation²], and to strike when the mind is relaxed.’ In fact, many of history’s most creative people have a reputation as daydreamers or look up procrastinators. Martin Luther King, Jr, reportedly example wrote his ‘I Have a Dream’ speech at ten o’clock the night before he delivered it, although it is likely to have gone through a long period of ‘preparation and incubation’ in his mind before that.

Interpreting quotes Writers often include quotations from other people, especially experts. This allows writers to add another voice in support of their perspective. It is important for readers to interpret these quotations – understand what they mean and think about why they are relevant to the text – because they often contain key ideas.

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SKILLS

READING BETWEEN THE LINES

6 Work with a partner. Read each quotation below and discuss your interpretation. Read the article again for context, if needed. Look up any words you do not know, especially the words in bold.

MAKING INFERENCES

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Andreasen: ‘… almost all of my (research) subjects confirmed that when Eureka moments occur, they tend to be precipitated by long periods of preparation and incubation …’ (paragraph 2) Keri: ‘We found that many individuals with artistic creativity suffered from severe traumas in life.’ (paragraph 3)

7 Discuss your interpretation of the quotations in Exercise 6 with the rest of the class. Answer the questions. 1 Did you all have a similar interpretation of the quotes? 2 Why, do you think, did the writer include each of the quotes in the text?

DISCUSSION

8 Work in small groups. Discuss the questions.

1 Why, do you think, are people who don’t fit in with society’s norms more likely to be tolerated in a community of artists? 2 Do you have any techniques for generating creative ideas?

9 Complete the tasks below.

1 Set a timer for five minutes and write about one of the topics below, or choose your own topic. Write continuously, without worrying about spelling or grammar. Topics: • something you’ve never done before but would like to try • a skill or talent you wish you had • the best or worst job you’ve ever had 2 When you’re finished writing, consider the process, how you felt while doing it and whether you generated new ideas as you were writing. Discuss with a partner.

WRITING

READING 1

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READING 2 PREPARING TO READ 1 You are going to read an article about learning to be creative. Work in small groups. Complete the task.

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PREDICTING CONTENT USING VISUALS

1 Look at the pictures and think of as many uses as you can for each item.

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U 2 How, do you think, does this task relate to creativity? Discuss with your group. USING YOUR KNOWLEDGE

2 Work with a partner. Answer the questions.

118 Unit 5

1 Approximately how many hours of practice do you think it takes to become an expert at playing a musical instrument, swimming or baking a cake? a 1,000 hours b 10,000 hours c 100,000 hours 2 Do you think you are good at finding solutions to problems? Why / Why not? 3 Describe a time when you tried something new. Did you succeed, fail or neither? 4 How might questions 1–3 be measures of creativity?

3 Use the correct form of the words in the box to complete the sentences.

UNDERSTANDING KEY VOCABULARY

arrive at c onformity constrain contend contradictory emulate reproduce trait

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1 His grades are excellent but he talks too much and doesn’t pay

attention. This

behaviour leads teachers to think he is

different or opposite

bored in his classes.

2 I had an idea for an invention just as I was falling asleep but the same

I forgot what it was. I’ve been trying to

do or make again

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conditions every night, hoping I will remember. 3 For many people, the fear of failure

limits

4 In order to learn how to cook, he his favourite cookbooks. 5 Common personality

their creativity.

every recipe in all of

copied and tried to do as well as

characteristics

of creative people include

curiosity, independence and a willingness to take risks.

6 Many artists and musicians attend the university, which is known for discouraging

and encouraging independent thinking.

behaviour that follows the usual standards

7 The article

claims

that, without ongoing creativity, human

progress would come to a halt. reaching

an agreement on the best way to gather data,

the researchers began their experiments.

8 After

READING 2

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Can we learn to be

more creative?

1 Most of us would like to be more creative, but

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we assume there is little we can do about it. Is creativity indeed something that only some of us are born with? Perhaps, but current thinking suggests we should not be satisfied with our inborn talents. Psychology professor K. Anders Ericsson claims that with enough practice, any of us can become experts, in ice skating, piano or anything else. However, he is quick to add that this requires a specific kind of practice and lots of it – about 10,000 hours. To develop expertise, simple repetition is not enough; what Ericsson calls ‘deliberate practice’, is required: that is, pushing beyond one’s comfort zone1 and setting goals that are above one’s current level of performance. The more deliberate practice, the better the performance. In his 2016 book, Peak: Secrets from the New Science of Expertise, Ericsson says he has spent 30 years looking ‘for kinds of limits that would actually constrain some individuals from being successful …’ He says he has yet to find those limits and he doesn’t believe they exist. Not everyone agrees, however. A 2014 study concluded that practice explains only about 25% of the difference between top performers and performers who were just ‘very good’. The rest was due to natural ability. Still, 25% is not insignificant.

involves examining all the facts and arriving at a single solution. In contrast, divergent thinking involves coming up with many possible solutions – for example, thinking of many different uses for a brick or a paperclip. What most people think of as creativity generally involves divergent thinking. And divergent thinking can be taught, practised and learned.

3 Even with practice, divergent thinking alone

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cannot make one creative, however. Scott Barry Kaufman, a cognitive psychologist, says that most creative people share one personality trait: openness to new experience. Since this trait and these processes have been identified, less creative people can try to emulate them. Creativity experts advise that we be open to many different and possibly contradictory ideas, that we take time to let our own ideas form and develop, allowing new connections to become apparent. Normally, we tend to reproduce what we already know because conformity is comfortable, and new ideas – in other words, creative ones – move us into unfamiliar territory.

4 This unfamiliar territory involves risks – risk

of failure and risk of criticism – as well as a willingness to carry on in the face of failure. Creative thinkers accept that not all their ideas will work. In general, creative artists, inventors and scientists come up with a huge number of ideas, knowing that many of them will not succeed. Ernest Hemingway wrote 47 different endings for his novel A Farewell to Arms before he found one that worked. Thomas Edison came up with dozens of inventions that failed and over a thousand versions of his lightbulb before he found success.

2 Ericsson has looked primarily at artistic and

5 Moving outside of our comfort zone , 1

engaging in deliberate practice and tolerating contradictory ideas, risk and failure are all things we can learn to do better. It is unlikely that doing so will transform any of us into creative geniuses, but it does have the potential to increase our level of creativity.

comfort zone (n phr) a familiar place or situation in which you feel at ease

120 UNIT 5

athletic expertise, but can these findings apply to creativity? Is it a skill, like ice skating or playing the piano? Can we learn to be more creative? Most experts agree that even if most people cannot hope to become creative geniuses, they can learn to become more creative through practice. Psychologists contend that there are actually two levels of creativity, which they refer to as ‘Big C’ and ‘small c’. Big C creativity applies to breakthrough ideas, ones that may change the course of a field or even history. It’s unlikely that any amount of practice can lead ordinary thinkers to Big C creativity. Small c, however, is a different story. Small c creativity refers to everyday creative problem solving, like creating a new recipe or improving a process, which psychologists subdivide further into convergent and divergent thinking. Convergent thinking

WHILE READING 4 Read the article on page 120. Annotate the text, making a note of main ideas, supporting details, definitions, examples and words you need to look up.

ANNOTATING

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5 Using your annotations and the sentences below, complete the missing main ideas and details in the box.

a Thomas Edison invented many versions of his lightbulb. b Creative people often engage in divergent thinking. c People can become experts in anything if they practise enough.

main ideas

1 2 They can conceive of multiple uses for one object, such as a brick. 3

6 Using your annotations, match the summaries to the two researchers mentioned in the article.

7 Work in small groups. Discuss the questions.

MAKING INFERENCES

1 Why is conformity comfortable? Explain and think of two examples. 2 Why is it important for creativity’s sake to allow yourself to have contradictory ideas? Explain and think of two contradictory ideas. 3 Do you consider Thomas Edison’s dozens of unsuccessful inventions as failures? Explain.

READING BETWEEN THE LINES

1 Researcher With a lot of practice, learning to think of unique ideas and innovative solutions is possible. However, more than that is needed to be creative. A common feature of creative minds is a willingness to try new things. This characteristic is one that people who strive to be more creative can replicate. 2 Researcher As long as people are willing to work hard, anyone can become an expert, whether in a sport or with a musical instrument. Persistence is important. However, people also have to challenge themselves to go beyond persistence, even to the point of unease at the number of hours they must put in to achieve success. So far, no limitations have been found that would prevent success if a person is willing to work for it.

SUMMARIZING

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1 We can learn to be more creative. 2 3 Creative thinkers are not afraid of failure.

details

READING 2

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DISCUSSION 8 Work with a partner. Put the phrases in the box under the headings you think are appropriate. Then think of your own examples and compare them with another pair.

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inventing a new recipe invention of the internet invention of clothing that doesn’t need ironing DNA sequencing repairing eyeglasses with a paperclip invention of meatless meat

big C ideas

small c ideas

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U SYNTHESIZING

9 Work in small groups. Discuss the statements that are true for you, giving reasons and examples. 1 a I get my best ideas when I’m focused on a topic at my desk. b I get my best ideas when I am (choose one) exercising / walking in nature / daydreaming / other. 2 a I am more of a divergent thinker. b I am more of a convergent thinker. 3 a I like to step out of my comfort zone. b I prefer to stay in my comfort zone.

122 Unit 5

LANGUAGE DEVELOPMENT EXPERIMENTAL SCIENCE TERMINOLOGY

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1 Work in pairs. Read the passages (1–3) quickly and think about words or phrases that could fill the gaps. Then use the correct form of the words and phrases in the box to complete the passages.

conduct a study (v phr) to do academic research, such as an experiment contend (v) claim control group (n phr) participants in an experiment who do not receive experimental treatment establish a causal link (v phr) to show a cause and effect connection experimental group (n phr) participants in an experiment who receive experimental treatment implications (n) conclusions suggested by the results of an academic study intervention (n) action taken to deal with a problem research subjects (n) all the participants in an experiment

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1 Does listening to music improve focus while studying? To find out, researchers studied two groups. The students in the listened to music with lyrics while they studied. The students in the studied without listening to music. 2 Researchers to find the link between physical activity and creativity. The were divided into two groups. One group spent some time dancing, while the other group made movements with their arms but did not dance. Afterwards, each group had to brainstorm the different ways a newspaper could be used. The group that danced before brainstorming had many more original ideas than the group that did not dance. 3 Recent studies have between the practice of meditation and academic performance. Researchers that meditation improves concentration and short-term memory. In addition, if students are struggling with stress and anxiety, meditation can help them cope. Early , or providing them with a coping technique as soon as possible, is important. The results have clear . Students should be taught and encouraged to meditate so they have a higher chance of success in their academic lives.

LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING

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At the end of this unit, you will write an expository essay. Look at this unit’s writing task in the box below. What is creative thinking? Explain the current understanding of this concept by synthesizing information from different sources.

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When you synthesize ideas from more than one text, you draw ideas from both (or all of them), evaluating each text. If the texts make similar claims about a point, you can report where they converge. If the texts contain contradictory claims, you may need to acknowledge that as well. When you do this, make sure the texts are addressing the same information. Annotating the original texts can help you prepare a synthesis. Synthesizing information from more than one text is an important skill because it shows your understanding of texts beyond a simple summary.

SKILLS

br Synthesizing information from more than one text

ANALYZE

1 Review Reading 1 and Reading 2. As you read, review your annotations. Then summarize the topics that are discussed and the main points the writer is making about them. Compare your summaries with a partner.

124 UNIT 5

2 Use your annotations on Reading 1 and Reading 2 to complete the table below for each topic. If one of the articles does not address a particular topic, write an X. Add any other topics that you think are important. Compare your table with those of other students.

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topic

Reading 1

APPLY

Reading 2

a sources of creativity

b research findings

c descriptions of creative behaviour

e different kinds of creativity

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d specific examples of creative individuals

f traits that creative thinkers share g disadvantages of creativity

h suggestions for increasing an individual’s creativity

ANALYZE

1 Select three topics from the table and/or your outside research. The topics should be the ones that are the most important for describing our current understanding of creativity. Make sure you include some topics that are discussed in more than one source. 2 Consider the entries in your chart for those topics. Are they facts, opinions or examples? Which will provide the strongest support? 3 Scan Reading 1 and Reading 2 and highlight any quotes that can help you make your points.

4 Think about the table above and your outside research and complete the tasks.

3 Conduct outside research on creative thinking. Make notes on the ideas in your research that make similar claims or converge from the ideas in Readings 1 and 2.

CRITICAL THINKING

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GRAMMAR FOR WRITING A complex noun phrase with what can perform the same function as a noun + relative clause.

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GRAMMAR

COMPLEX NOUN PHRASES WITH WHAT

• noun + relative clause

• complex noun phrase with what

We still do not know for certain the things that We still do not know for certain what leads lead to creativity. to creativity. • In a complex noun phrase beginning with what, the pronoun what replaces both the relative pronoun and the noun (phrase) it refers to. However, what can only be used to replace general terms like ‘the things/stuff/activities that …’ • These complex noun phrases can appear as subjects or objects. Notice that, although ‘the things/stuff/activities’ are plural, what always takes a singular verb. Subject: What most people think of as creativity generally involves divergent thinking. Object: We tend to reproduce what we already know. Complex noun phrases with what add variety to a writer’s sentences. This structure is also an efficient and elegant way to draw attention to a point.

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1 Read the sentences (1–3). Circle the letter that restates the underlined part of each sentence so that it contains a complex noun phrase with what.

2 Rewrite the sentences so that they contain a complex noun phrase with what. Make sure you use the correct verb form after what. 1 According to the study, the things that improve creativity for some people are reading fiction and spending time in nature.

126 UNIT 5

1 The article did not clearly explain the tasks that the research subjects did during the experiment. a what the tasks were that the research subjects did during the experiment. b what the research subjects did during the experiment. 2 A common topic of research focuses on the things that single out the most creative people in the population. a what singles out the most creative people in the population. b what are the things that single out the most creative people in the population. 3 The trait that is important for creative thinkers is an active imagination. a What trait that creative thinkers have b What is important for creative thinkers

2 The article describes the processes that take place in our brains to allow us to form memories.

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3 Write three sentences of your own about creativity using complex noun phrases with what. 1

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ACADEMIC WRITING SKILLS

CITING QUOTED MATERIAL

SKILLS

Using a variety of sentence types can be particularly useful in summaries and syntheses when you want to distance your own writing from the original text. You can increase variety by changing the length, type, order and pattern of sentences you use. You can also add variety by using direct quotations, which can provide interesting details and important support in an essay. When you use somebody’s exact words, make sure you use quotation marks and cite the source of the quotation. The source may include the person’s name as well as when and where the words appeared.

1 Use Reading 1 and the information in brackets to complete the passage.

In a (1) (year) article in (2) (source), Nancy (3) Andreasen, (job), points out that creative people are ‘better at recognizing relationships, making associations and connections, and seeing things in an original way – seeing things that others cannot see’.

• In a study published in 2023, Professor Barbara Sahakian from the Department of Psychiatry at the University of Cambridge said, ‘Reading isn’t just a pleasurable experience – it’s widely accepted that it inspires thinking and creativity, increases empathy and reduces stress.’ • ‘People often see discomfort as a sign to stop pursuing a goal, yet discomfort often means you are making progress,’ explained Kaitlin Woolley, one of the authors of the 2022 article ‘Motivating Personal Growth by Seeking Discomfort’.

ACADEMIC WRITING SKILLS

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2 Scan Reading 2 to find the quotation attributed to the expert below. Use the quotation and the source information given to write a sentence of your own citing the quotation.

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Name: K. Anders Ericsson Year: 2016 Source: Peak: Secrets from the New Science of Expertise

3 Do some research to find two more quotes about creativity or creative thinking that you could cite in your essay. Then use the information to write sentences of your own, citing the quotations.

1 Name: Quote:

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Year: Source: Your sentence(s): 2 Name: Quote:

Year: Source: Your sentence(s):

WRITING AN EXPOSITORY ESSAY

SKILLS

Because you are reporting the work of other writers, you will not make a claim based on your own views. However, you will still need a thesis statement to give your readers an idea of the content of your essay.

An expository essay is an essay that synthesizes information from two or more sources. In this type of essay you should summarize the key points about the topic from all texts, analyze how the texts are different and similar and make an evaluation of them – this can be your own opinion of the texts, but this isn’t an argumentative essay so you don’t need to convince the reader of your point of view. You must weave information from the source texts together to make a coherent new text.

128 UNIT 5

As you prepare to write your essay, a simple table can help you gather and organize your ideas.

4 Look at the three topics you chose in Critical thinking, Exercise 4 on page 125. For each topic, use your notes to write one or two sentences that bring together (synthesize) the ideas from all sources, using the table below as guidance. These will be your topic sentences.

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topic sentences

notes

examples, expert opinions, quotes

creative behaviour

Creative thinkers see unexpected connections between ideas and find a range of ways to approach a problem or task.

R1: seeing connections between ideas open to as much info as poss. seeking novelty R2: openness to experience accepting contradictory info

Jack Dorsey tried to use text messages to improve the system for reserving and sending out taxis. Scott Barry Kaufman, cognitive psychologist, says most creative people are open to new experience.

topic

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U WRITING TASK

What is creative thinking? Explain the current understanding of this concept by synthesizing information from different sources.

PLAN

1 Work with a partner. Discuss the information you will use to complete the table on page 130. Use your notes from Exercise 4 on page 129 as needed.

es WRITING TASK

129

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Write a thesis statement for your essay. Remember that in an expository essay you don’t need to give a strong opinion, but your thesis should give the reader a general idea of the essay.

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What background information will you mention in your introductory paragraph?

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U Decide on the content of your body paragraphs. Put the most important point first.

• First body paragraph and supporting information

• Second body paragraph and supporting information

130 Unit 5

• Third body paragraph and supporting information

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Conclusion: What thoughts do you want to leave your readers with?

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2 Complete the table above. Use your notes from Exercise 4 on page 129 as needed.

3 Refer to the Task checklist on page 132 as you prepare your essay.

WRITE A FIRST DRAFT

4 Write your essay. Use your essay plan to help you structure your ideas. Write 400–450 words.

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REVISE 5 Use the Task checklist to review your essay for content and structure.

✔

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TASK CHECKLIST Have you introduced and explained your topic?

Have you included information from all your sources?

Have you paraphrased the information in the articles in your own words?

Have you used quotations from experts?

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Have you used a variety of sentence structures?

Does your concluding paragraph leave your readers with something to think about?

EDIT

6 Use the Language checklist to edit your essay for use of appropriate language and style. LANGUAGE CHECKLIST

✔

Did you use terminology from experimental science correctly?

Did you draw attention to a point by using a complex noun phrase with what?

Did you cite the source and year of any quotations properly?

132 Unit 5

7 Make any necessary changes to your essay.

Did you punctuate quotations accurately?

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about an artist who creates sculptures from plastic bricks. annotate a text.

interpret quotes.

synthesize information from more than one text. use complex noun phrases with what.

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cite quoted material.

write an expository essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

label (v) norm (n) reproduce (v) research subjects (n) stimulation (n) suppress (v) trait (n) trauma (n)

= high-frequency words in the Cambridge Academic Corpus

control group (n) emulate (v) establish a causal link (v phr) experimental group (n) genius (n) implications (n) intervention (n)

arrive at (phr v) attribute to (phr v) cognition (n) conduct a study (v phr) conformity (n) constrain (v) contend (v) contradictory (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

CAREERS

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about apprenticeships.

Reading skill Interpret graphical information.

Critical thinking Analyze information in graphs and other figures.

Writing task Write an argumentative essay with graphical support.

Make a claim.

Academic writing skill

Use the active and passive voice to discuss figures.

Grammar

UNIT 6 CAREERS

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Work with a partner. Discuss the questions.

YOUR KNOWLEDGE

1 What do you think the fastest growing careers will be in the next ten years? 2 How well should a university education prepare students for their future jobs? 3 What kind of job do you have or hope to have? Why did you choose this job? 4 Are there other paths to careers than attending university? Explain.

CAREERS

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WATCH AND LISTEN 1

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USING YOUR KNOWLEDGE TO PREDICT CONTENT

1 Circle the answers that best express your opinion. Explain your answers to a partner.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

1 For secondary school graduates, an apprenticeship offers a more promising / less promising career path than university. 2 An apprenticeship should last less than one year / one year or more. 3 Apprentices should / should not receive the same salary and benefits as regular employees. 4 Apprenticeships are / are not time and cost effective for companies.

2 You are going to watch a video about apprenticeships. Look at the photos and discuss the questions with a partner. 1 How do the education methods differ in the first two photos? 2 How might apprenticeships help fill gaps in the labour market? 3 What job is shown in the fourth photo? What qualifications do you think are necessary for that job?

GLOSSARY

trade (n) a particular business or industry

costly (adv) expensive

vocational (adj) providing skills and education that prepare you for a job

labour market (phr) the supply of people in a particular country who are able and willing to work

136 UNIT 6

dual (adj) something with two parts

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Watch the video. Number the sentences in the order they are mentioned.

1 Apprenticeships are common in Germany. 2 A traditional career path can be expensive, time consuming and impractical. 3 Companies benefit from hiring apprentices.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

Watch the video again. Circle the correct answers.

1 In Germany, which occupations commonly offer apprenticeships? a engineering b nearly all of them 2 What is the UK’s space industry an example of? a a dual studies apprenticeship b a traditional career path 3 How do companies benefit from apprenticeships? a apprentices commit to taking permanent jobs b companies can tailor their training to specific skills

a Apprenticeships are considerably less expensive than a traditional education. b Apprenticeships are becoming increasingly popular with young people.

5 Circle the statement that can be inferred from the video. Discuss your answer with a partner.

DISCUSSION 6 Work with a partner. Discuss the question. Is a traditional education or an apprenticeship more appealing to you? Explain your answer. WATCH AND LISTEN

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READING READING 1 Interpreting graphical information Academic texts often include tables, graphs or other diagrams to support and extend the content of the text. In a good academic text the graphical information is always discussed and interpreted in the body of the text.

SKILLS

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PREPARING TO READ

1 You are going to read an article about the demand for workers with appropriate skills. Work with a partner. Look at the graph and discuss the questions below.

Fastest Growing Occupations 45% 45%

35% 32% 32%

28% 27% 27% 26% 26% 24% 23% 23% 23% 22% 22% 21% 21% 21%

$36,440 per year

20%

Growth rate, 2022–32

$61,770 per year $126,260 per year $108,020 per year $104,110 per year $120,360 per year $110,680 per year $81,390 per year $130,020 per year $64,080 per year $132,270 per year $67,010 per year $120,000 per year $145,080 per year $83,640 per year $48,800 per year $33,530 per year $34,680 per year $36,980 per year $43,740 per year

Wind turbine service technicians Nurse practitioners Data scientists Statisticians Information security analysts Medical and health services managers Epidemiologists Physician assistants Physical therapist assistants Software developers Occupational therapy assistants Actuaries Computer & information research scientists Operations research analysts Solar photovoltaic installers Home health and personal care aides Taxi drivers Personal care and service workers Veterinary technologists and technicians Veterinary assistants and laboratory animal caretakers

2022 median pay

Occupation

PREDICTING CONTENT USING VISUALS

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As a first step to understanding information presented in graphical form, read the title, headings and the labels on the axes on any graphs. This will provide some context for the information presented there. If the axes of a graph are not labelled, try to work out what the labels would be.

Source: US Bureau of Labor Statistics

138 UNIT 6

1 Put the jobs into 4–5 categories that make sense to you (e.g. computer science). Which category has the fastest growing jobs? 2 What sorts of skills and knowledge are required for the categories you selected in question 1? 3 Why, do you think, are these occupational areas predicted to be the fastest growing in the near future? 4 What implications might this prediction have for school curriculum development?

2 Now look at Figures 1 and 2 in the article on pages 140–141 and answer the questions about each graph.

PREVIEWING

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1 What does the horizontal axis (the x-axis) in Figure 1 measure? 2 What does the vertical axis (the y-axis) in Figure 1 measure? 3 What do the blue and grey bars in Figure 2 measure?

3 Based on the information in the graphs in the article, answer the questions.

1 What problem does the first column of Figure 2 illustrate? 2 How does the information in Figure 2 explain the problems that the employers in Figure 1 are experiencing?

4 Read the definitions. Use the correct form of the words in bold to complete the sentences below.

UNDERSTANDING KEY VOCABULARY

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assertive (adj) forceful; bold and confident comprise (v) to have things or people as parts or members; to consist of expertise (n) a high level of knowledge or skill labour (n) workers, especially people who do practical work with their hands mismatch (n) an occasion when people or things are put together that do not work well together persistent (adj) (of a problem) lasting for a long time, difficult to resolve pose (v) to cause prospective (adj) wanted or expected to do a particular thing in the future

1 Professors at this technical institute are known for their in robotics and high-tech electronics. 2 This situation a real problem for our company because we can’t find skilled applicants to fill our positions. 3 There is an unfortunate between the organization’s goals and its actions. 4 Experts are studying the youngest sector in the labour force, which workers between the ages of 18 and 24. 5 You have to be more if you want people to listen. 6 Our costs were way too high, so we moved our operation to Vietnam, where workers’ salaries are lower. 7 The staff in the admissions office regularly meet with students to answer their questions and give campus tours. 8 For the last five years, there has been a shortage of job applicants with skills in a wide range of technical areas.

READING 1

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THE SKILLS GAP Figure 1.

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1 All over the world, business leaders and government officials complain about the ‘skills gap’. Businesses have plenty of job openings, but they cannot find enough qualified applicants to fill the positions because workers’ skills do not match those needed by employers. Figure 1 shows the results of an annual survey of about 39,000 companies worldwide.

Percentage of companies with difficulty filling positions 75% 77% 69%

50%

54% 45%

38%

35%

36% 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

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2 For the most part, the employees that Source: Manpower (2023) employers in western countries are seeking fall into two categories. The first category includes professionals in STEM fields (Science/Technology/Engineering/Mathematics) that require advanced training and expertise, especially in Information Technology (IT). The second category is much larger, comprising workers in the ‘skilled trades’. Workers in the skilled trades have expertise in, for example, manufacturing, computers, electronics and construction. There are simply not enough workers with training in these areas to meet the growing demand. These jobs require more than a secondary education (for example, a training course to develop the required skill), but often they do not require a university education. In the United States, almost half of the labour force works in these kinds of jobs.

Causes of the skills gap

4 Both industry and academic experts argue that businesses themselves need to take a more assertive role in the preparation of the labour force they require. Businesses have the best information about what skills their employees will need, so it makes sense for them to participate in training prospective employees. First, they need to communicate better with schools and universities about the skills they require. Second, they should establish relationships with future employees earlier, perhaps through partnership schemes that begin training future employees while they are still students. Finally, businesses may need to develop and provide their own in-house training. 140 UNIT 6

Closing the skills gap

3 Why have we been unable to bridge this gap and prepare workers for the jobs of the future, or even the jobs of today? The answer lies in both the job market and the education system in many western countries. The job market is changing more quickly than ever before. Many of the jobs that companies need to fill today did not exist when current job applicants were in school, making it difficult for curriculums to keep up with the demands of the market. Nevertheless, numerous business leaders argue that schools are not doing enough to provide the technical training that many jobs demand. For example, only a quarter of all schools in the United States teach computer science. Most schools and universities continue to offer the same type of education that they have provided in the past. As a result, lots of students graduate with degrees that do not prepare them for the jobs that are available. Given this mismatch between the education system and the job market, several labour experts say we cannot and perhaps should not depend on traditional schooling to close the skills gap and should instead find alternative solutions.

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5 Technical skills, particularly computer science skills, are in high demand, but developing these skills is not necessarily best accomplished by means of a traditional university education. There are a wide range of schools, courses and training schemes that have opened in response to the demand for computer science professionals, some in brick-and-mortar classrooms and others online – technical colleges for the digital age. The top computer science schools are expensive, but some boast a 99% placement rate for their graduates, many of whom find positions that pay $100,000 a year or more. The first column in Figure 2 displays the number of new computing jobs compared to the number of recent graduates in that field.

Figure 2.

400,000 350,000

200,000 150,000

50,000 0

100,000

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250,000

Bachelors Degrees Awarded

300,000

Total Job Openings

450,000

Computing

Engineering

Physical Sciences

Bio Sciences

Mathematics

6 The skills gap is both persistent and expensive. One business expert estimates that a company loses $14,000 when a position remains open for three months. The skills gap is the result of many factors, and there is no single solution to the problems it poses. It is likely that a combination of approaches will be needed before the supply of qualified workers will be able to meet demand for them.

WHILE READING

5 Read the article. Then match the main ideas (a–f) with each paragraph (1–6).

a Schools that provide training in IT can help fill the skills gap. b Employees in the skilled trades and with STEM training are in the greatest demand. c There is no single solution to the skills gap. d Current job applicants do not have the skills that employers are looking for. e Businesses need to participate more in preparing future employees. f Universities do not always offer an education with a clear career path.

READING FOR MAIN IDEAS

6 Which of the statements in Exercise 5 expresses the main idea of the whole article? READING 1

141

7 Read the article again. Write T (true), F (false) or DNS (does not say) next to the statements below. Tell your partner the correct version of the false statements.

READING FOR DETAIL

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1 Globalization has led to labour shortages in some developing countries. 2 The most critical labour shortages are in IT fields. 3 The positions that companies are trying to fill all require a university education. 4 About 50% of workers in the United States are in the skilled trades. 5 School curriculums have adapted well to meet the new demand for technical skills. 6 Businesses have the most accurate knowledge of the kinds of employees that are in demand. 7 More than 1,000 IT schools and training schemes have opened to meet demand. 8 A position that remains unfilled for three months can cost a company more than $10,000.

READING BETWEEN THE LINES IDENTIFYING PURPOSE

8 Work with a partner. Answer the questions.

1 What is the purpose of this article? a to persuade universities to change their courses b to offer general information 2 Where might you find an article like this? a in a print or online magazine b in an academic journal

DISCUSSION

9 Work with a partner. Discuss the questions.

WRITING

• offering an internship • establishing a training scheme for new employees • informing schools and universities what skills prospective employees should learn 142 Unit 6

10 Write an email to a business you know about. Suggest ways they can hire employees that fulfil their company’s needs. Ideas may include:

1 Who should take action to help decrease the skills gap? 2 How might current university students be convinced to pursue careers that are most in demand?

READING 2 PREPARING TO READ

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1 Work with a partner. You are going to read an article about the value of a university education. Look at the graphs on page 145. Then discuss the questions.

1 What information does Figure 1 illustrate? 2 Based on Figure 2, what advice might you give to someone who is undecided about getting a university education? 3 Based on the graphs, do you think the article will be in favour of or against university degrees? Explain your answer.

PREDICTING CONTENT USING VISUALS

2 Read the sentences. Circle the term closest in meaning to the words in bold.

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1 The employee disputes the claim that he stole his idea from a fellow colleague. admits disagrees with dislikes 2 The ambiguity of the latest report makes it difficult to know how bad the unemployment numbers really are. uncertainty simplicity density 3 She heard from multiple sources that the company was being purchased by a famous international business. many reputable insufficient 4 The chronic decline in education majors may lead to a shortage of teachers in the future. enormous continuing recent 5 Universities cannot assert that every graduate will find a job. However, they usually do everything they can to assist them. deny assume claim 6 The lack of science and engineering majors, compared to high job growth in those fields, is an illustration of the growing skills gap. warning example solution 7 The founder of the company sold her successful business and retired at a young age. creator investor president

UNDERSTANDING KEY VOCABULARY

es READING 2

143

WHILE READING 3 Circle the sentences that best summarize the information in Figure 1 and Figure 2.

READING FOR MAIN IDEAS

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a Only people with degrees in certain fields are earning a high income. b There is worldwide growth in the number of people obtaining a university education. c If a person earns a higher degree, they can generally count on earning more money.

4 Read the article. Number the main ideas, from 1 to 4, in the order they appear in the article.

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a Better health and access to healthcare is one advantage of earning a university education. b It is often thought that a degree in the arts can complement the technical skills of a potential employee. c A person educated in a STEM field will most likely earn more than a person with a literature degree. d Over a lifetime, people with university degrees earn significantly more than people without degrees.

5 Read the article again. Which phrase best completes the main idea of the whole text? Circle the correct answer. A university education: a is worth it in certain fields. b is worth the investment. READING FOR DETAIL

6 Look at the graphs in the article and answer the questions.

144 Unit 6

Figure 1 1 Which region is predicted to see the most growth in highereducation enrolment by 2040? a South and West Asia b East Asia and the Pacific c North America and Western Europe 2 During which years are the highest rates of growth expected to occur? a 2025–2030 b 2030–2035 c 2035–2040 3 Figure 1 shows the number of students, in millions, predicted to be in higher education through the year 2040. What is the number of students predicted for each of the years below? a 2025 b 2035 c 2040 Figure 2 1 What are the median annual earnings for a person who has completed high school? 2 With which level of education will a person earn a median of $61,600?

What is the value of a university education? university education is a significant investment, so it makes sense to consider carefully whether it is 1 Aworth the time and money. In good economic times and bad, and in spite of its rising cost, the answer is ‘yes’. According to UNESCO, around the world the number of people getting a university education is rising steadily (see Figure 1). 594.1

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305.9

250.7

377.4

471.7

99.9

2000

2005

2010

2015

2020

2025

2030

2035

2040

br Arab States

Central & Eastern Europe

Central Asia

East Asia & the Pacific

Latin America & the Caribbean

North America & Western Europe

South & West Asia

Sub-Saharan Africa

Figure 1. Worldwide higher education enrolment by global region, actual from 2000 to 2015 and projected to 2040. Source: Calderon, UNESCO

The impact of a university education

university education has a broad and positive 2 Aimpact. People with a degree are by far the

Dollars 90,000 80,000 70,000

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most likely to enter and remain in the labour 60,000 force. In OECD countries, average participation 50,000 in the labour force for those without secondary 40,000 30,000 school qualifications is about 60%. For those with secondary school qualifications, the figure 20,000 10,000 is close to 80%, and for graduates, it is about 0 All Less than High Some Associate’s Bachelor’s Bachelor’s Master’s 87%. Graduates also earn more than those educational high school school college, no degree or higher degree or higher attainment completion completion degree degree degree with only secondary school qualifications. In levels the United States, individuals leaving education Figure 2. Median annual earnings of full-time, year-round workers ages 25–34, by educational attainment: 2021 with only secondary school qualifications earned on average Source: U.S. Department of Commerce $30,000 per year in 2022, whereas those with a degree made about $52,000. Over a lifetime, that difference adds up to about $800,000. Figure 2 provides a dramatic illustration of the impact of a degree on income in the United States.

consequences of getting – or not getting – a university education extend beyond income. There 3 The is a strong association between education and health. Chronic diseases, such as heart disease and

diabetes, pose the greatest threats to public health in developed countries today. These diseases are caused, at least partly, by lifestyle choices, such as poor diet or smoking. In general, people with higher levels of education make healthier lifestyle choices and have greater access to high-quality healthcare.

Income variance between degrees

It is evident that a university degree provides an economic advantage, but not all degrees have the same 4 earning power. Most analyses suggest that degrees in STEM fields (Science, Technology, Engineering

and Math) have the greatest potential impact on future income. In the United States, a graduate with, for example, a Chemical Engineering degree can expect to earn over $100,000 annually, whereas a graduate with a Literature or Art degree may be lucky to get $56,000 for an entry-level position. Marc Andreessen, the founder of the internet company Netscape, once declared that somebody who studies a non-technical field like literature will probably end up ‘working in a shoe store’.

technical knowledge alone may not be sufficient for success. Steve Jobs, one of the founders 5 Yet, of Apple, famously asserted that it was technology married with the arts ‘… that yields the results

that make our hearts sing’. Other major employers in the technology field agree. Industry leaders say employees from arts backgrounds are good at managing ambiguity, unlike engineers, who tend to see situations in black and white. Arts graduates can see a problem from multiple perspectives. It is interesting to note that the income disparity between arts and STEM graduates gradually diminishes as they continue in their careers. In fact, arts degrees are quite common among the world’s most highly paid workers. About one-third of the directors of Fortune 500 companies1 have an arts background. Students, parents, politicians and industry leaders may argue over which are the most valuable degrees, but the value of a university degree in general cannot be disputed.

Fortune 500 companies (n) the businesses ranked by Fortune magazine as the 500 most profitable companies in the US for a particular year

READING 2

145

READING BETWEEN THE LINES 7 Work with a partner. Explain what you think the quotes mean. Then discuss whether you agree or disagree with them.

MAKING INFERENCES

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1 In general, people with higher levels of education make healthier lifestyle choices … 2 Marc Andreessen, the founder of the internet company Netscape, once declared that somebody who studies a non-technical field like literature will probably end up ‘working in a shoe store’. 3 Steve Jobs, one of the founders of Apple, famously asserted that it was technology married with the arts ‘… that yields the results that make our hearts sing’.

8 Work with a partner or in small groups. Use ideas from Reading 1 and Reading 2 to answer the following questions.

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SYNTHESIZING

DISCUSSION

1 Other than those already mentioned, which career fields do you think will experience a skills gap in the future? Explain your answer. 2 Do you think encouraging students to get a university degree will help close the skills gap? Why / Why not?

LANGUAGE DEVELOPMENT

English, especially academic English, uses a large number of compound nouns, as they are an efficient way of expressing complex concepts concisely. Compound nouns are formed of two or more words and can be made from several different parts of speech. They also take different forms:

healthcare, lifestyle, throwback, earthquake, homeowner

right-of-way, dry-cleaning, build-up, passer-by, well-being

separate words

learning curve, world leader, drinking water, student identification number

hyphenated words

single words

VOCABULARY

COMPOUND NOUNS

Noun + noun compounds are very common.

In the United States, almost half the labour force works in these kinds of jobs. There are a wide range of schools, courses and training schemes. The top computer science schools are expensive, but some boast a 99% placement rate for their graduates.

146 UNIT 6

1 Complete the tasks below. 1 Form noun + noun compound nouns with the words from the box and write them next to the correct definitions (1–5).

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first noun: earning, placement, entry, training, job second noun: market, power, level, scheme, rate

1 the number of graduates placed in jobs in their chosen field of study 2 the lowest level of a company or type of work

3 a programme that teaches people skills in a particular field or profession 4 the ability to earn money 5 the number of available jobs

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2 Use a noun + noun compound noun from Question 1 to complete the sentence below. The is strong at the moment. If you are interested in changing careers, now is a good time to do it. 3 Write a sentence with a noun + noun compound noun that you did not use in Question 2.

2 Choose a word from the box to complete the complex noun phrases (a–e). Then use the correct form of the noun phrases to complete the passages (f–j). income participation technology training university

, the number of students is According to a report on (f) expected to rise by 8% by the year 2030. That increase may impact the (g) because, if more people are earning degrees, fewer people will be working. (h) tend to earn high salaries. In fact, their earnings are often higher than average, so employees in this field can expect to earn more than the (i) in their region. Another benefit of this career is that it can often be achieved by participating in a (j) , many of which are cheaper and shorter than traditional university programmes.

a graduate scheme b enrolment trends c information professional d median household e labour force rate

LANGUAGE DEVELOPMENT

147

WRITING CRITICAL THINKING

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At the end of this unit, you will write an argumentative essay. Your essay should include some form of graphical support. Look at this unit’s writing task in the box below.

Analyzing information in graphs and other figures

Information in academic texts is often presented visually – in graphs or other types of figure. This information usually extends what is in the text or illustrates points that may be more difficult to understand in words. It is important to be able to connect this information with the information in the text, but, as with everything you read, you should process the information in graphs and figures critically. When describing a graph you don’t need to discuss all the information – you just need to mention the most important data that supports your main point.

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SKILLS

Considering the job market in your country, what is a good choice for a career path with a secure future?

UNDERSTANDING

1 Work with a partner. Read the information about an annual 100 Best Jobs report and look at the pie chart below. Complete the tasks. 1 Suggest why the author chose a pie chart to display this information. 2 Explain the meaning of each section of the pie chart in your own words. Figure 5 shows how the author of the report measured job quality. Open and honest management*, 12%

Good work–life balance*, 8%

Supportive work environment, 36%

Competitive salary, 14%

Flexible working arrangements, 9%

Job security, 9%

Opportunities for career progression, 7%

Training and personal development opportunities, 5%

Figure 5. What factors contribute to job satisfaction? *based on interviews with current job holders

148 UNIT 6

2 Work with a partner. Complete the tasks.

APPLY

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1 Look at Figure 1 below. Based on what you have learned in this unit, explain the wide range of median salaries for the jobs in the table. Which information surprises you most? 2 The highest-ranked job is also the highest paid, but this relationship is not consistent throughout the list. Explain what other components in the measure could be responsible for the ranking, with reference to two examples.

Figure 1. The 100 best jobs in the US, with median salary

Median salary in USD 375,000

Airline pilot

225,000

lawyer

195,000

information systems manager

180,000

nurse

130,000

Air traffic controller

139,000

Veterinary technician

38,000

sports coach

45,000

marketing specialist

62,800

pharmacist

131,650

technical writer

79,360

Civil engineer

88,450

cartographer

71,230

architect

81,230

1 Which kinds of jobs are most in demand? 2 Which kinds of jobs are easiest for employers to fill? Which are most difficult? 3 Is there a skills gap? If so, explain the gap. 4 If there is a skills gap, what kind of training would address this gap? 5 What are the job prospects for university graduates? Do most of them get jobs in their fields?

ANALYZE

3 You have read about the skills gap and the value of higher education, primarily as they apply to western countries. Investigate these issues in your own country or region, focusing on the questions below. Keep a record of your sources.

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cardiologist

Job Title

Rank

CRITICAL THINKING

149

4 Gather some statistics on employment in your country or region. Keep a record of your sources.

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1 What is the average participation rate in the labour market? Has this changed in recent years? 2 What percentage of young people go to university? 3 What is the unemployment rate? If possible, find out if there are different rates for people with different levels of education. Has this rate changed? 4 What are average salaries for university graduates? For those without a university education? Have these figures changed?

5 Imagine you are a careers adviser and some students have asked you to advise them about which job they should do in the future. Choose one of the top five jobs, and identify the key reasons why they should choose this job. Compare your advice with a partner’s and discuss how the two sets of advice differ and why.

EVALUATE

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GRAMMAR FOR WRITING GRAMMAR

ACTIVE VS. PASSIVE VOICE TO DISCUSS FIGURES Within an academic text, supporting images and graphical elements (graphs, tables, diagrams) are usually referred to as figures.

Using active and passive voice

Active: To introduce an idea by discussing a figure, the active voice is usually preferred.

Every year, the news magazine US News and World Report publishes a report about the year’s 100 best jobs. Figure 5 shows how the report’s authors measured job quality.

Passive: If you have already introduced an idea and wish to explore it in more detail using a figure, the passive is a useful way to avoid repetition.

150 UNIT 6

Judgment of job quality has several components. These are illustrated in Figure 5. These verbs are frequently used when discussing figures: demonstrate display illustrate reveal depict list indicate show Last year’s employment rate, as depicted in the figures on the slide, was lower than average. Students who graduated with scientific degrees had a higher starting salary, as demonstrated in Figure 2. Figure 1 indicates that jobs in the healthcare industry are rising steadily.

1 Work with a partner. Choose a graph type from the word box and write it below the correct graph (A–D). bar graph histogram line graph pie chart

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2 Work with a partner. Fill in the blanks with a type of graph from the word box above.

1 A displays frequency data, usually in columns, with the y-axis as the counter. 2 A compares categories that are not part of the whole. 3 A often shows information that changes over a period of time. 4 A shows sections in proportion to the data they represent.

12% 14%

Civilian labor force participation rate, seasonally adjusted

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Which of the following do you feel best defines the US skills gap?

44%

68.0

66.0

22%

64.0

Source: Adecco 2013

Lack of soft skills (i.e. communication, critical thinking, creativity, collaboration) Lack of technical skills Lack of strong leadership skills Lack of computer based technology skills N/A – I do not think there is a skills gap in the US workforce

60.0

58.0

Oct 2003

STEM college degrees still male-dominated

62.0

Oct 2005

Oct 2007

Oct 2009

Oct 2011

Oct 2013

Oct 2015

Oct 2017

Oct 2019

Oct 2021

Oct 2023

Normal

50.0

Male 2020–21 Female

Male Female

2011–12

79.3 71.1

38.2 35.2

36.6 31.0

35.0 34.6

30.0

20.0

Below Associate

28.9 20.7

65.4 65.0

22.4 19.3

69.0 63.4

64.8 61.8

80.7 80.7

Frequency

40.0

10.0

Associate

Bachelor

Master

Doctor

0.0

1.00

2.00

3.00

4.00

5.00

6.00

Job satisfaction

GRAMMAR FOR WRITING

151

3 Work with a partner. Circle the correct statement for each figure (A–D).

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1 a Figure A indicates that more people lack leadership skills than technical skills. b Figure A reveals that nearly half of the US workforce lacks soft skills. 2 a Figure B depicts a steady rise in labour force participation from January 2021 to September 2023. b Figure B displays a sharp drop in labour force participation in April 2023. 3 a A decrease in the number of women pursuing STEM degrees is indicated in Figure C. b A comparison of men versus women studying STEM is shown in Figure C. 4 a An average score of peoples’ contentment with their jobs is illustrated in Figure D. b The number of people in search of greater job satisfaction is depicted in Figure D.

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4 Complete the sentences below with either active or passive verbs. 1 The table the top ten jobs that will be the most in demand over the next decade. 2 The rate of employee satisfaction in the latest survey that the company conducted. 3 The earning power of a lawyer compared to that of a motor mechanic in Figure 2. 4 The line graph the steady growth in STEM careers over the past 15 years.

5 Look at the figures in Reading 1 and Reading 2 again. Write two of your own sentences about them. Use one passive verb and one active verb.

6 Work with a group. Each group member should choose a graph from Unit 6. Summarize the information in the graph and then give 2–3 sentences that describe the material in the graph. Use both passive and active verbs.

152 Unit 6

ACADEMIC WRITING SKILLS MAKING A CLAIM SKILLS

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In an argumentative essay, a writer makes a claim and then provides support for that claim. The claim is delivered in the thesis statement. The claim is the writer’s argument and the thesis statement is the way that argument is expressed in words.

Thesis statement

makes a claim that readers can have an opinion about

gives an idea of what the paper will be about

narrows down a broader topic

An effective thesis statement:

• does not list every supporting idea that will be offered.

• helps readers understand and interpret information about the topic.

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• presents a claim that readers could argue with (facts do not make effective claims).

• is specific enough to be effectively supported in a short essay.

1 Use the elements in the Explanation box above to choose the best thesis statement for the topics. Remember that an effective thesis statement:

• makes a claim that readers can have an opinion about. • gives an idea of what the paper will be about. • uses words or phrases that narrow down a broader topic. 1 An essay about closing the skills gap a The skills gap is not going to go away until the appropriate parties address the problem. b Companies can close the skills gap by offering paid training schemes and ongoing mentorships to their employees. 2 An essay about work–life balance a Work–life balance is achieved when employees stay healthy, both physically and mentally. b A recent survey revealed that 66% of employees wish they had more work–life balance. 3 An essay about choosing a career a When selecting a career, the most important factors to consider are earning power and opportunity for growth. b Finding the right career is challenging because of our changing society.

ACADEMIC WRITING SKILLS

153

2 Read the essay question below and write a thesis statement, keeping in mind the information in the Explanation box on page 153.

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Industries such as computer science, engineering and healthcare are constantly evolving. How can employees remain marketable, even after they have been trained and educated in their field?

WRITING TASK

Considering the job market in your country, what is a good choice for a career path with a secure future?

U ni

PLAN

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1 Review your research results and the career path you chose in Critical thinking, Exercises 3–5 on pages 149–150. Write the claim you are going to make below.

2 Consider the factors you are basing your claim on. Make notes about each factor below. Then discuss them with a partner.

• form of education needed (university, vocational training, secondary education) • if university is needed, field of study • earning potential • market demand – positions that are in demand now and will continue to be in demand in the future • job satisfaction • statistics you have gathered that support your claim

154 Unit 6

3 Write a thesis statement for your essay in the first row of the table below. Read it to a partner. Make sure it makes a claim that readers can have an opinion about, gives an idea of the topic and is specific enough for a short essay.

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thesis statement

first topic sentence

second topic sentence

conclusion

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third topic sentence

4 Refer to your notes from Exercise 2. Choose two or three topics to write about in your essay. Write a topic sentence for each of your body paragraphs in the table above. Share your topic sentences with a partner. Make sure they give an idea of what each paragraph will be about. 5 Create a figure, based on the statistics you have gathered, to help explain a supporting point in one of your body paragraphs, or find one that already exists. Include the source of your information. Write a sentence that explains what your figure shows. Describe your figure to a partner.

7 Refer to the Task checklist on page 156 as you prepare your essay.

es 6 Think about your conclusion. What thoughts do you want to leave your readers with? Make notes in the table above.

WRITE A FIRST DRAFT 8 Write your essay. Use your essay plan to help you structure your ideas. Write 450–500 words.

WRITING TASK

155

REVISE

✔

TASK CHECKLIST

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Have you introduced and explained your topic? Does your thesis statement make a claim that people could argue about?

Have you paraphrased the information in the articles?

Do your body paragraphs have topic sentences?

Do your body paragraphs support your claim?

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Have you included a figure to support at least one of the points in your essay?

Have you explained the figure and said why it is important? Does your concluding paragraph leave your readers with something to think about?

EDIT

9 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST

✔

Have you used compound nouns correctly in your essay?

Did you give your graphics a figure number and title? Did you cite the source below them?

Did you use active and passive voice correctly to introduce or refer to information shown in graphics?

Did you use appropriate verbs to introduce information from graphics?

10 Make any necessary changes to your essay.

156 Unit 6

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about apprenticeships.

interpret graphical information.

analyze information in graphs and other figures. use the active and passive voice to discuss figures.

make a claim.

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write an argumentative essay with graphical support.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST ambiguity (n) assert (v) assertive (adj) chronic (adj) comprise (v) dispute (v) earning power (n) entry level (n, adj)

expertise (n) founder (n) illustration (n) job market (n) labour (n) labour force (n) mismatch (n) multiple (adj)

DIGITAL WORKBOOK

persistent (adj) placement rate (n) pose (v) prospective (adj) training scheme (n) work–life balance (n phr)

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

157

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IT N U

HEALTH SCIENCES

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about medical implants.

Reading skill Recognize discourse organization.

Critical thinking Analyze causes and effects.

Grammar

Write a cause and effect essay.

Writing task

Write about causes and effects.

Academic writing skill

Use logical connectors with causes and effects.

UNIT 7 HEALTH SCIENCES

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Work with a partner. Discuss the questions.

es YOUR KNOWLEDGE

1 Do you see signs of pollution where you live? Explain your answer. 2 How might air pollution impact people’s quality of life? 3 What diseases or illnesses do you think are caused by pollution? 4 What, do you think, is the worst public health crisis the world is facing now?

HEALTH SCIENCES

159

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work in a small group. Read about four recent medical advances and discuss how they will help people.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH 1 Recent advances have led to the 3D printing of drugs, which makes it possible to tailor pills to individual patients. The dosage, size, shape and flavour of a pill can be determined. 2 A woman received a surgical brain implant that reversed many effects of a traumatic brain injury. 3 A blood test was designed which can detect a person’s risk for Alzheimer’s disease. 4 Several groundbreaking weight loss drugs have recently been developed.

2 You are going to watch a video about a groundbreaking surgery. Before you watch, look at the pictures and discuss the questions with your partner.

GLOSSARY

profoundly deaf (phr) unable to hear any sound; the most severe form of deafness; extremely deaf

brainstem (n) the area at the base of the brain that carries brain signals to the rest of the body implant (n) something, such as a device, that has been put into the body in a medical operation pioneering (adj) using ideas and methods that have never been used before

trial (v) to test something in a formal way to discover how effective or suitable it is paralysis (n) a condition in which you are unable to move all or part of your body because of illness or injury 160 UNIT 7

1 What do you think you will learn about the girl? 2 What do you think the men in the second photo are doing? 3 What type of surgery might the doctors be performing?

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WHILE WATCHING

Watch the video and check your predictions from Exercise 2. Discuss the similarities and differences between Leia and Rodney.

Watch again. Write T (true) or F (false). Correct the false statements.

UNDERSTANDING MAIN IDEAS

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1 Leia first spoke when she was 22 months old.

UNDERSTANDING DETAIL

2 Leia’s surgery made it possible for more children to receive brain implants. 3 Rodney was a game designer prior to his ALS diagnosis.

Work with a partner. Read the sentences from the video and work out the meanings of the words in bold from the context.

DISCUSSION

1 Some children can develop a degree of speech, where others may only become aware of environmental sound. 2 For Leia’s parents, it was a difficult decision to allow surgeons to operate, but they’re delighted with the results. 3 Once a salesman and travel enthusiast, Rodney was becoming increasingly more isolated by his disease.

6 Work with a partner. Discuss the question. What questions might a patient ask before they decide to take part in a human trial in an experimental medical treatment?

WATCH AND LISTEN

161

READING READING 1

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PREPARING TO READ 1 You are going to read an article about the impact of air pollution on public health. Work with a partner. Discuss the questions.

USING YOUR KNOWLEDGE

1 What are some causes of air pollution? 2 In your opinion, are governments worldwide doing enough to combat the problem of air pollution? Explain your answer. 3 What is the relationship between air pollution and global warming?

2 Read the sentences and cross out one word beneath each that does not have a similar meaning to the word in bold.

UNDERSTANDING KEY VOCABULARY

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1 The documentary about air pollution and public health painted a grim picture of the future. worrying educational serious 2 Asking people to take the bus instead of driving is problematic; people are used to the convenience of their own vehicles. impolite troublesome difficult 3 Local supermarkets have promised to phase out plastic bags and ask customers to bring their own reusable bags. end gradually eliminate slowly stop abruptly 4 The company countered the claim that their factories were polluting the air; they said their manufacturing methods were environmentally friendly. defended against admitted opposed 5 Complications due to surgery are more likely to arise if a patient is otherwise unhealthy. difficulties benefits problems 6 One of the adverse effects of acid rain is irritated, itchy eyes. expected negative harmful 7 The children began to thrive when they moved out of the crowded city and into the countryside. flourish do well approve 8 Mortality rates due to heart disease vary around the world. death loss of life illness

162 Unit 7

WHILE READING 3 Read the article on page 164. Circle the main ideas.

READING FOR MAIN IDEAS

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a Fossil fuels can transform into toxic particles in the air, which cause numerous health problems. b Reducing wildfires and the use of fossil fuels is essential to the fight against air pollution. c Asthma is one of the most common illnesses in children who live in polluted regions. d Some of the most vulnerable victims of air pollution related illnesses are children. e Some countries rely too much on fossil fuels. f Fossil fuels, which are a common source of energy, lead to air pollution. g Air pollution from wildfires creates health problems, even for people who are far away.

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SKILLS

Recognizing discourse organization

Essays are usually organized to meet general goals. An essay may:

describe the causes or consequences of things

describe a process

compare and/or contrast two or more things

describe a system of classification

explain how something works

relate a series of events

4 Which discourse structure from the Explanation box best describes the article? Which words or phrases in the introduction helped you predict the discourse structure?

There are three kinds of … There may also be words that signpost different types of organization: At the beginning … Then, X is a consequence of Y. In contrast to X, Y …

Recognizing these discourse structures can help you predict and comprehend the content of a text. The introduction will often give clues as to how the essay will be organized:

UNDERSTANDING DISCOURSE

READING 1

163

AIR POLLUTION

AND PUBLIC HEALTH

may be a familiar sight: a dull haze lingers 1 Itover a city. The haze has a brownish quality

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and limits visibility, even as people go about their daily lives. While this may be a common scenario in some cities, it is important to know that air pollution in every form, whether visible as smog (a combination of the words smoke and fog) or invisible, poses a global threat to human health. Smog may not be present in every city, but data from the World Health Organization indicates that 99% of the world’s population breathes polluted air. Globally, air pollution is one of the leading causes of chronic disease and premature death; in some countries, it contributes to up to 10% of all deaths. There are several causes of air pollution, though they all stem from human activity.

cause of air pollution is wildfires. Across the 4 Another globe, climate change is evident. Temperatures are

imperative that action be taken to counter 5 Ittheis effects of air pollution. It is a health hazard

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rising, resulting in warmer seasons that last longer and a ground that is drier than ever. One spark, whether from a carelessly thrown cigarette, a smouldering1 campfire or a strike of lightning, can ignite a wildfire. The resulting smoke carries toxic particulate matter for potentially thousands of kilometres, exposing countless people to air pollution. Wildfire smoke also releases carbon monoxide. Breathing in this poisonous gas prevents sufficient oxygen from reaching the body’s organs and tissues. Consequences include dizziness and nausea. People also report feeling fatigue or ‘brain fog’ during wildfire season. One study has found that particulate matter can impact the attention span after only a few hours of exposure.

fuels are energy sources that are 2 Fossil extracted from plants and animals that have

been fossilized – or preserved in rock – for hundreds of thousands of years or more. These extracts are converted into such energy sources as electricity, heat and gasoline. Everything from cars to homes to small businesses to gigantic industries relies on fossil fuels to generate energy. However, fossil fuels contain high levels of carbon, allowing carbon dioxide and other greenhouse gases to be emitted into the atmosphere. This creates air pollution. then, does air pollution impact health? 3 How, Take one example: fossil fuel powered

of the total energy is derived from fossil fuels, must phase out non-renewable energy sources and instead utilize sustainable sources such as solar and wind power. In the face of recent world events, reducing wildfires is urgent. In 2023 alone, over 800,000 acres of land burned in Chile, Canada experienced its most devastating fires in recorded history, and Spain reported that their wildfire season now lasts longer than ever. The United Nations Environment Programme provides a grim warning, predicting that extreme wildfires will have increased by up to 50% by the end of the 21st century.

pollution is closely intertwined with public health; 7 Air therefore, reducing the former will improve the latter.

For this reason, it is essential to take steps now, especially if we want future generations to not only survive but thrive. Children should be able to grow up breathing clean air rather than being at the mercy of a dying planet.

smouldering (v) burning slowly; producing smoke but no flames

164 UNIT 7

air pollution is key to improving public 6 Reducing health. Countries like the United States, where 81%

vehicles. Cars, trucks and buses release poisonous chemicals into the air in the form of particulate matter, which is inhaled into the body by the simple act of breathing. And because the matter is smaller than a grain of sand, it can easily make its way into the bloodstream or lungs. This triggers adverse effects, including breathing difficulties and lung infections. People with existing health conditions are especially vulnerable to complications that arise from air pollution. Prolonged exposure can lead to lung cancer, heart disease and serious respiratory illnesses. In short, air pollution impacts the global mortality rate, a fact that should raise the alarm for immediate action to be taken.

for all humankind, but especially problematic for vulnerable populations. A California study found that children who were exposed to the smoky air of wildfires suffered from coughing, bronchitis, colds and other respiratory ailments. A 2020 report from the Centre for Research on Energy and Clean Air concluded that, as a result of air pollution, 16 million children live with asthma.

READING BETWEEN THE LINES 5 Read paragraphs 2 and 3 of the article again. Put the causes and effects of air pollution in the correct order from a to e.

READING FOR DETAIL

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1 impacts human mortality rate 2 fossil fuels are burned to power homes, businesses, cars, etc.

3 tiny particles are inhaled into the human body 4 lung cancer, heart disease 5 carbon dioxide and other poisonous chemicals enter the air

6 Read paragraph 4 of the article again. Put the causes and effects of wildfires in the correct order from a to f.

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1 longer, warmer seasons 2 drier ground 3 carbon monoxide limits oxygen to organs and tissues 4 dizziness, nausea, fatigue, brain fog 5 spark ignites a wildfire 6 particulate matter spreads via smoke

READING BETWEEN THE LINES

7 Find the phrases (1–3) in the article. Work out the meaning from the context. Write the definitions. 1 raise the alarm (para 3) 2 in the face of (para 6) 3 closely intertwined with (para 7)

DISCUSSION

WORKING OUT MEANING FROM CONTEXT

8 Work with a partner. Discuss the questions.

9 Write a letter to the editor of your local newspaper. Explain steps that can be taken to help prevent pollution related illnesses.

WRITING

1 How can individuals help prevent air pollution? 2 What advice would you give people to protect themselves against the health consequences of air pollution?

READING 1

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READING 2 PREPARING TO READ 1 You are going to read an article about ocean pollution. Scan the article to answer the questions.

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SCANNING TO PREDICT CONTENT

1 What is the most significant cause of ocean pollution?

3 How do microplastics impact health?

2 What are microplastics?

4 Where does mercury come from?

2 Read the words and their definitions. Write the correct form of the words in bold to complete the sentences below (1–8).

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UNDERSTANDING KEY VOCABULARY

proximity (n) nearness incurable (adj) impossible to cure transmission (n) the process of passing something from one person or place to another facilitate (v) to make something possible or easier surge (n) a sudden, large increase confined to (phr) existing in only a particular group of people reliance (n) when someone or something depends on someone or something else eradicate (v) to get rid of something completely

166 Unit 7

in the production of plastic in 1 Researchers predict a the coming years; it will result in much more plastic waste. 2 If you have the flu and want to protect others from the risk of , stay home until you feel better. 3 We need to reduce our on non-renewable sources of energy such as gas. 4 Some diseases, such as diabetes, are yet treatable; sufferers can still live relatively healthy lives. 5 Asthma is not any one region; however, living somewhere with heavy air pollution can make it worse. 6 According to the World Health Organization, smallpox was by the year 1980. 7 Poor hygiene the spread of germs. 8 The residents who lived in to the factory began to complain of headaches and dizziness.

HOW OCEAN POLLUTION AFFECTS HEALTH In many ways, the world’s oceans pose a great 1 mystery. Covering more than 70% of the earth,

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they remain largely unexplored and unseen by human eyes. Nevertheless, oceans around the globe are polluted by human activity. And while it may be easy to blame it on the fishing or shipping industries or on beaches piled with rubbish by too many tourists, the truth is that 80% of marine pollution originates on land. It is brought about by air pollution from urban factories, disease-carrying bacteria from agricultural regions and the plastic we use on a day-to-day basis. These pollutants not only harm marine life, but also promote the transmission of disease to humans. Ocean pollution is facilitating a public health crisis.

Plastic waste is the leading cause of sea pollution. 2 Because it is lightweight and durable, plastic is

dangerous ocean pollutant is mercury, 4 aAnother naturally occurring element that comes from

coal. When coal is burned as an energy source, mercury settles into the atmosphere. With the help of rain or snow, it is washed into rivers and carried to the ocean. Over time, fish may accumulate large amounts of mercury in their systems, which is then delivered to humans via the contaminated fish. As a neurotoxin, mercury can damage the nervous system. It may also harm the digestive and immune systems, as well as the lungs, kidneys, skin and eyes. Mercury poisoning puts adults at risk of incurable diseases such as heart disease and dementia. Tragically, the danger is not confined to adults. If an expectant mother consumes mercury, it can harm the developing brain of her unborn baby. The World Health Organization includes mercury in their top ten chemicals of public health concern.

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used in countless ways in almost every aspect of our lives. To illustrate its pervasiveness, the nonprofit Plastic Oceans International estimates that, around the world, one million plastic bags are used every sixty seconds. Many are then thrown away. Research shows that, as of 2019, 460 million tonnes of plastic are produced per year and an astounding 0.5% of that finds its way into the ocean. The problem is so severe that Nikola Simpson of the United Nation’s Development Programme warns that, if we don’t reduce our reliance on plastic, plastic fragments may outnumber the fish in the sea by the middle of the twenty-first century.

microplastics, which has been called ‘the silent menace’, points to cause for concern. A 2023 study in Environment & Health found evidence that microplastics can damage the liver, intestines and brain; they may also damage DNA. Additional research published in 2023 for the California State Legislature listed endocrine, digestive and reproductive problems, as well as respiratory illnesses and cancer, as some of the health hazards of microplastics.

How does plastic find its way to the ocean? 3 Research suggests it is primarily carried by rivers.

direction. Based on a 2023 study in the journal PLOS One, there has been a surge in ocean plastic pollution since 2005; that research estimated that approximately 171 trillion plastic particles are now present in the world’s oceans. The United Nations Environment Programme is pushing for an 80% reduction in plastic use over the next 20 years. On the part of consumers, reusing and recycling are major steps toward reaching that goal. However, real change must occur at the root. Our global reliance on plastic must be minimized, forcing a decrease in production. Once that happens, we can begin the work of eradicating the illnesses that arise as a result.

Imagine, for example, a plastic water bottle is inadequately disposed of in Budapest. That the landlocked city is 500 kilometres away from the coast makes no difference; its proximity to a river does. The river carries it out to sea. Along the way, the plastic decomposes, absorbing pesticides and other pollutants that were already present in the water. The plastic eventually breaks down into microplastics, categorized as fragments that are less than 5 millimetres in length, small enough for fish and shellfish to consume. Humans then eat the contaminated fish, allowing our bodies to also take in those tiny, toxic fragments. Research on the consequences of ingesting

Work must be done to reduce ocean pollution; 5 however, the trend is heading in the wrong

READING 2

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WHILE READING 3 Read the article. Which statement best expresses the main idea?

READING FOR MAIN IDEAS

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a Plastic waste and mercury are the two most preventable forms of ocean pollution. b Plastic waste has surpassed mercury as the deadliest form of ocean pollution. c Ocean pollution from plastic waste and mercury pose a serious threat to public health. d If we do not reduce ocean pollution, marine life will suffer worse consequences than humans.

4 Read paragraph 3 again. Use the phrases in the box to label the cause-and-effect chain.

READING FOR DETAIL

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consumed by fish microplastics organ damage, respiratory illness, cancer, etc. plastic decomposes; absorbs pollutants consumed by humans

1 rivers carry plastic to ocean

5 Read paragraph 4 again. Complete the cause-and-effect chain with details from the paragraph. 3

6 damages nervous system, developing brains, etc.

4 accumulates in fish

1 coal burned for energy

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READING BETWEEN THE LINES 6 Work with a partner. Discuss the questions.

MAKING INFERENCES

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1 Why might microplastics be called ‘the silent menace’? (para 3) 2 Mercury is listed by the World Health Organization as one of the top ten chemicals of public health concern (para 4). What other chemicals might be on their list? Explain your answers.

DISCUSSION

7 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions.

SYNTHESIZING

1 In your opinion, what is the most urgent pollution related threat to public health that is mentioned in the reading texts? Explain your answer. 2 How do fossil fuels contribute to each type of pollution discussed in the reading texts? 3 Reading 1 mentions that children are impacted by air pollution. What other groups may be especially vulnerable to pollution related illnesses? Explain your answer.

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es READING 2

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LANGUAGE DEVELOPMENT It is important to understand the differences in meaning among verbs and verb phrases that express aspects of causation in order to write with precision.

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GRAMMAR

VERBS AND VERB PHRASES FOR CAUSATION

Direct causation

Prolonged exposure can lead to lung cancer, heart disease and serious respiratory illnesses.

Part of a cause

Globally, air pollution is one of the leading causes of chronic disease and premature death; in some countries, it contributes to up to 10% of all deaths.

Makes effect easier to achieve Ocean pollution is facilitating a public health crisis.

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Passive causation

Humans then eat the contaminated fish, allowing our bodies to also take in those tiny, toxic fragments. direct causation

part of a cause

makes effect easier to achieve

passive causation

be a factor in, cause, be a cause help, facilitate, contribute to, of, lead to, result promote, fuel, affect, impact, in, be a/the result let*, allow, permit influence, have an encourage, foster, of, create, trigger, enable effect on, have a produce, bring role in about, drive * Notice that, unlike other passive causation verbs, let is not followed by to:

Global travel lets pathogens spread more easily.

1 The global rise in sea temperatures makes the spread of toxic forms of algae easier to achieve.

2 Long-term exposure to air pollution may be part of the cause of Alzheimer’s disease. 3 The accumulation of microplastics in the ocean passively causes toxins to gather in fish.

170 UNIT 7

1 Using the words in bold as a guide, rewrite the sentences with the correct form of one of the verbs or verb phrases from the table above. More than one answer is possible.

2 Use the information in italics to write a sentence about pollution. Use expressions from the table in the Explanation box on page 170. direct cause: abandoned fishing equipment effect: plastic waste in the ocean

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WORD FAMILIES

3 Complete the word families related to global health and pollution. Use a dictionary to help you. verb

noun

bacteria

(11) (13)

toxin transmission

(3)

digestive

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prevention

(5)

(6)

diagnose

(4)

(1)

(2)

adjective

(7)

infectious

(8)

(9)

(12)

reliant

respire

respiratory

(10)

(14)

(15)

(16)

(17)

4 Complete the paragraph with words from Exercise 3 in the correct form.

5 Use words from Exercise 3 to write two sentences about pollution and public health.

deposits can enter rivers and streams in various ways, for example, when agricultural regions are flooded after a heavy rainstorm. These (2) can (3) harmful waterborne illnesses to humans, causing symptoms such as high fever, stomach pains and respiratory (4) . The best (5) measure for waterborne illnesses is avoiding ingesting or swimming in contaminated water. If you believe you’ve been exposed to (6) water, see a doctor for (7) and treatment. (1)

1 2

LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING

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At the end of this unit, you will write a cause and effect essay. Look at this unit’s writing task in the box below.

Analyzing causes and effects

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In academic writing it is important to be able to provide an analysis of why something happens and of the consequences of events, behaviour or decisions. When you analyze the relationship between events, behaviour and decisions, don’t confuse causes with similar relationships, such as:

SKILLS

Choose one illness or disease that is commonly caused or made worse by pollution. Discuss the pollution related factors that contribute to the disease or illness.

1 correlation: two changes occurring at the same time. For example, there might be an increase in crime at the same time as an increase in the population of homeless people in the same area. This does not mean that the homeless people are responsible for the crime. 2 sequence: one thing happening after another. For example, an athlete grows a beard and then his team start winning more games. The new beard appeared first, but it is not a factor in the team’s success. In some cases, you can be certain of a causal relationship. For example, if you heat a gas, it will expand. This is clearly a causal relationship, so you can use a strong signal of direct causation. In other cases, the causal relationship is less clear – for example, the relationship between poverty and health problems. In such cases, you should use a weaker signal of causation. REMEMBER

1 Work with a partner. List the factors you have read about in this unit that have contributed to illnesses caused by pollution.

2 You are going to write a case history of an illness caused or made worse by pollution. Read the case histories for three illnesses that have created global concern in recent years on page 173. Then work with a partner and discuss the ways in which all the illnesses are similar and how they differ.

172 UNIT 7

UNDERSTAND

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A Asthma • symptoms caused by inflammation and narrowing of small airways of the lungs • first case reported in a Chinese medical textbook dating back to 2600 BCE • more asthma related deaths occur in low- to middle-income countries, where diagnosis and treatment are not always accessible • affected 262 million people in 2019 • responsible for 455,000 deaths in 2019 • incurable but many treatments available • main treatment is an inhaler • symptoms: coughing, wheezing, shortness of breath, tightness in chest • cause: single cause has not been identified; exposure to air pollution in early life increases risk; air pollution makes symptoms worse

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B Lung cancer • first case reported in the mid-nineteenth century • most common in people ages 45–75 • leading cause of cancer related deaths in the world • responsible for almost 10 million deaths in 2020 • cure rate may be 80–90% if diagnosed early • treatment: depends on various factors; may include surgery, radiation, chemotherapy • symptoms: persistent cough, chest pain, shortness of breath, fatigue, frequent lung infections • cause: 85% of cases linked to smoking; air pollution another contributing factor and makes symptoms worse

C Mercury poisoning • fatal cases first reported in 1865 • was used on crops to kill fungus beginning in 1914; poisoning and food poisoning increased • different types of mercury: elemental, inorganic and organic • elemental and inorganic mercury found in everyday products: glass thermometers, fluorescent light bulbs, batteries • organic mercury: comes from fumes from burning coal and fish with high levels of mercury • exposure to some levels of mercury is unavoidable; too much exposure leads to mercury poisoning • high levels or prolonged exposure can result in death • is curable for some; depends on amount of damage it has caused • treatment: chelation therapy; uses medicine to remove buildup of mercury in system • symptoms: loss of peripheral vision, lack of coordination of movement, muscle weakness, trouble speaking, hearing or walking, shaking or tremors, memory problems; may cause permanent brain damage in unborn babies • most common cause: eating contaminated fish and shellfish

CRITICAL THINKING

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3 Work with a partner. Find sources of information to look at for your case history – this could be in a library or online. For each source, answer the questions and decide whether the source is trustworthy.

ANALYZE

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1 Who is the author? 2 What are his or her credentials? 3 When was the content written? 4 Is it a personal webpage or was it published by an organization? 5 What extension does the website / organization’s website use: .co, .edu, .org, .gov? The extension can give you some idea of the purpose of the website. 6 Explain to your partner why you think this is / is not a trustworthy source.

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4 Do research using the sources you identified in Exercise 3. Write a case history for another pollution related illness in box D.

• • • • • • • • • •

EVALUATE

asthma

lung cancer

mercury poisoning

factor 1

5 Review your list of factors from Exercise 1. Write the three factors that have contributed most to the development and spread of each disease, or will do so in the future.

factors

factor 2 factor 3

174 Unit 7

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6 Work with a partner. Read the facts about asthma. Then list some possible consequences if the prevalence of asthma continues. Think of one consequence for each fact for each group. Make sure the relationships between events are causal and not correlational or simply sequential. For causal relationships, consider the strength of the causality.

Facts about asthma • Although there is no known cure, there are several treatments. • The most common treatment is an inhaler. • A severe asthma attack may require hospitalization; average stay is 3–5 days. • A small percentage of cases are fatal. • Air pollution can lead to an asthma attack.

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Consequences: For individuals and families:

For nations and regions:

7 Review the cause and effect chains you completed on page 168. Develop two or three cause and effect chains for the illness you researched in Exercise 4. These will become the basis of your body paragraphs in the writing task.

CREATE

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GRAMMAR FOR WRITING There are many different ways to express causes and effects using logical connectors.

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GRAMMAR

CAUSE AND EFFECT: LOGICAL CONNECTORS

• To connect a cause noun phrase and an effect clause in a single sentence because of [cause]

due to [cause]

thanks to [cause]

as a result of [cause]

Survival rates have increased as a result of more research into the origins of the disease. Thanks to increased awareness of the symptoms, diagnoses are being made more quickly.

because [cause]

since [cause]

• To connect a cause clause and an effect clause in a single sentence

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There are fewer doctors since funding for training has been reduced.

• To connect cause and effect in two sentences or clauses as a result [effect]

consequently [effect] so [effect]

as a consequence [effect] therefore [effect]

Wildfire events are increasing. As a result, respiratory illnesses have increased. People’s health is generally better. Therefore, life expectancies in many countries have increased. Some verbs, nouns and connectors look and sound similar, so they are easy to confuse. Take care when using these logical connectors. Because / because of

As a consequence / is a consequence of

Because air pollution is increasing, harm to marine life is growing. Many experts believe that immune system disorders have increased because of air pollution.

176 UNIT 7

Rivers carry plastic for long distances; as a result, plastic absorbs pollutants in the water. Long-term illness results in a loss of productivity for families and entire nations. Birth defects may result from a mother’s exposure to mercury during pregnancy.

As a result / results in / results from

Rivers carry plastic for long distances. As a consequence, plastic absorbs pollutants in the water. Ocean pollution is a consequence of human reliance on materials such as plastic.

1 Fill in the blanks with logical connectors from the box on page 176. More than one answer is correct.

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1 Some people don’t eat certain types of fish the risk of mercury poisoning is too high. 2 advances in modern medicine, the mortality rate of many forms of cancer is lower than it used to be.

2 Write two sentences describing the health consequences of pollution. Use logical connectors. Share your sentences with a partner.

ACADEMIC WRITING SKILLS

Academic writing often includes explanations for why something happens (causes) or the consequences of events, behaviour or decisions (effects). analysis of causes

analysis of effects

addresses causal factors in a situation or decision

SKILLS

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WRITING ABOUT CAUSES AND EFFECTS

addresses the consequences of an event or situation

These analyses may be chains. In other words, one cause may lead to an effect that causes another effect. The distinction between causes and effects is not always simple, as the effect of one situation can become the cause of another, and so on. More complex pieces of writing may include both types of analysis.

1 Look at the causes and effects of noise pollution in the boxes. Put the phrases in the order that you think they occur.

B1 2

lack of sleep memory and attention span problems schoolwork suffers children live near airports

3 4

A1 2

high blood pressure serious health problems stress loud, inescapable noise

3 4

ACADEMIC WRITING SKILLS

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2 Read the paragraph below describing the causes and effects of noise pollution. Add words and phrases from the Explanation box on page 176 to describe cause and effect. More than one answer may be correct.

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A decibel is the unit used to measure degrees of loudness. Noise pollution (1) the noises we hear every day reaching very high decibel levels. (2) lawn mowers, aeroplanes, construction and traffic, city dwellers are exposed to noise pollution on a regular basis. We often hear loud noises we can’t control or escape. (3) , we may experience stress, which can lead to sleep disturbances and high blood pressure. High blood pressure is a health hazard (4) it can lead to serious health problems. Studies have found that children who live near airports suffer from lack of sleep and, (5) , problems with (6) memory and shorter attention spans. , their schoolwork tends to suffer.

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3 Write about one of the cause and effect chains you created in Critical thinking, Exercise 7 on page 175. Write a short paragraph describing the cause and effect relationships in the chain. Use the words, phrases and grammatical structures of cause and effect that you have learned in this unit. Then compare your work with a partner.

Choose one illness or disease that is commonly caused or made worse by pollution. Discuss the pollution related factors that contribute to the disease or illness.

178 Unit 7

WRITING TASK

PLAN

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1 For each of your cause and effect chains from Critical thinking, Exercise 7 on page 175, write a topic sentence that introduces and unites the material in that chain. (Review Academic writing skills, Exercises 2 and 3 on page 178.) Share your topic sentences with a partner to make sure they are clear.

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2 Think about the introductory paragraph. Complete the tasks.

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1 What background information could you include? Review the case history you wrote in Critical thinking, Exercise 4 on page 174, and highlight possible points to include.

2 What claim will you make about the health consequences of this disease?

3 Write a thesis statement that expresses your claim. Read the thesis statement to a partner to make sure it makes a claim that readers can have an opinion about, provides information about the essay topic and is specific enough to be supported in the essay.

3 Think about your conclusion. Complete the tasks.

2 What do you want your readers to think about as they finish your essay? a future possibilities: b wider consequences: c other: Share these items with a partner to be sure they make a final impact on the reader.

1 How will you begin your conclusion? Make sure you remind your readers of the importance of your claim, but do not repeat your thesis statement.

4 Refer to the Task checklist on page 180 as you prepare your essay. WRITING TASK

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WRITE A FIRST DRAFT 5 Write your essay. Use your essay plan to help you structure your ideas. Write 450–500 words.

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REVISE 6 Use the Task checklist to review your essay for content and structure.

✔

TASK CHECKLIST

Have you introduced and provided background on the disease or illness?

Have you stated your claim clearly in your thesis statement?

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Have you developed and explained the cause and effect chains in the occurrence of the disease?

Does each body paragraph provide evidence to support your claim? Where necessary, is this evidence properly sourced? Does each paragraph have a topic sentence that unifies all of the material in the paragraph? Is there a concluding paragraph that refers to your claim and leaves the reader with something to think about?

EDIT

7 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST

✔

Did you use the correct form of global health words?

Did you use logical connectors correctly?

When discussing causation, did you use the verbs and verb phrases you learned about in this unit?

8 Make any necessary changes to your essay.

180 Unit 7

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about a groundbreaking surgery. recognize discourse organization.

analyze causes and effects.

use verbs and verb phrases for causation. use logical connectors with causes and effects.

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write about causes and effects. write a cause and effect essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

promote (v) proximity (n) reliance (n) reliant (adj) rely on (v) surge (v) thrive (v) transmission (n) transmit (v) transmittable (adj)

grim (adj) incurable (adj) infect (v) infection (n) infectious (adj) mutant (adj) phase out (phr v) prevent (v) preventable (adj) preventative (adj) prevention (n) problematic (adj)

accessible (adj) adverse (adj) bacteria (n) bacterial (adj) complications (n) confined to (phr) counter (v) drive (n) enable (v) eradicate (v) facilitate (v) fuel (v)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

181

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IT N U

COLLABORATION

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about an elite aerobatics display team.

Reading skill Use context clues to understand terminology and fixed expressions.

Critical thinking

Make concessions and refute counter-arguments.

Writing task Write a report giving recommendations.

Anticipate counterarguments.

Academic writing skill

Grammar

Understand audience and purpose.

UNIT 8 COLLABORATION

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Work with a partner. Discuss the questions.

es YOUR KNOWLEDGE

1 What are the advantages of working on a team versus working alone? 2 What conditions should exist for a group of people to work successfully together? 3 What is the role of the leader of a team? 4 What types of people would you want to work on a team with? What types of people would you not want to work with?

COLLABORATION

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WATCH AND LISTEN 1

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PREPARING TO WATCH

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1 Think about the qualities of successful teams you know. Then choose three terms from the box for each type of team below. Compare your ideas with a partner.

ACTIVATING YOUR KNOWLEDGE

discipline trust training experience skill knowledge motivation attention to detail competitiveness patience good communication courage a team of chefs USING YOUR KNOWLEDGE TO PREDICT CONTENT

a sales team

a gymnastics team

2 You are going to watch a video about an aerobatics team for the RAF (Royal Air Force). Before you watch, discuss the question with your partner. In what ways would flying a jet in an aerobatics team be different from flying a passenger plane?

elite (adj) belonging to the most skilful or best-trained group of people who do a particular job in a society personnel (n) the people who are employed in a company or organization squadron (n) a unit of people who work together in the air force pulling G (v phr) being affected by a strong force on the body due to the combination a rapid increase in speed and the constant force of gravity inflate (v) to make something increase in size by filling it with air

184 UNIT 8

hone (v) to make a skill, technique, etc. perfect by practising

GLOSSARY

3 What do you think the aerobatics team do when they are not putting on displays?

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Watch the video. Number the main ideas (a–e) in the order you hear them.

a During the winter the engineers do important tasks. b Keeping the Red Arrows flying is very expensive. c Red One is the team leader. d There are over 120 personnel in the Red Arrows team. e The pilots’ jobs are very dangerous.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

Watch again. Answer the questions.

1 What roles are there in the Red Arrows team?

2 What qualities does Red One admire in his team?

3 Why is the change to the tailfin design important?

4 What makes the winter training for pilots more difficult?

DISCUSSION

MAKING INFERENCES

1 Why does Drew Paxton call the engineers the ‘lifeblood’ of the squadron? 2 What might happen if the pilots did not wear G-trousers?

Watch again. Discuss the questions with a partner.

7 Work in a small group. Discuss the questions. 1 Do you think what the Red Arrows do is valuable? Why / Why not? 2 What other teams can you think of that need to work together as closely as the Red Arrows? Why do they need to work that way? WATCH AND LISTEN

185

READING READING 1

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PREPARING TO READ

PREVIEWING

1 You are going to read an article about the value of talented individuals within teams. Work with a partner. Read the first sentence of each paragraph of the article on pages 187–188. Then discuss the questions.

1 What do you think the connection between chickens and sport might be? 2 Does a team of talented players guarantee success? Why / Why not? 3 What broader lessons do you think we can learn from sports teams?

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2 Read the definitions. Use the correct form of the words in bold to complete the sentences below.

UNDERSTANDING KEY VOCABULARY

accomplish (v) to do something successfully amass (v) to collect a large amount of something coordinate (v) to make separate things or people work well together detract from (phr v) to make something worse differentiate (v) to show or find the difference between one thing and others enhance (v) to improve the quality of something isolate (v) to separate something from other connected things peak (v) to reach the highest or strongest point of value or skill

186 Unit 8

1 The exercise room and excellent cafeteria the company’s image amongst new graduates. 2 We cannot work independently. We will need to our efforts if we want this project to be a success. 3 The unemployment rate in 2010 and has been falling since then. 4 We have a lot in the last five years, but we still have more work to do in order to reach our goals. 5 The team has an impressive number of trophies and medals. 6 We need to find a way to our products from all the other similar products on the market. 7 The player’s disruptive behaviour the fans’ enjoyment of yesterday’s game. 8 Analysts have been able to the most important factors in a team’s success.

WHILE READING 3 Read the article. Underline the sentences that you think express the main ideas.

READING FOR MAIN IDEAS

4 Complete the summary of the article. Then compare your ideas with a partner.

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SUMMARIZING

Some sports teams are a lot like chickens. Too many high-level individual performers (1) from the (2) of the group. This is most likely to happen in sports such as football and (3) , in which team members need to (4) their actions. Star athletes, like star chickens, may be more likely to (5) their own goals than work for the group’s best interests.

5 Scan the article to find the terms below. Explain them in your own words.

READING FOR DETAIL

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a task interdependence b the Ringelmann effect

The Value of Talent

of the work in today’s world is accomplished in teams: in business, in scientific 1 Much research, in government, on film sets and, of course, in sports. Most people believe that the best way to build a great team is to assemble a group of the best, most talented individuals. Meta’s Mark Zuckerberg, commenting on the value of talent, is quoted as saying that one great engineer is worth a hundred average ones. And Zuckerberg is certainly somebody who knows how to build an A-team. scientist William Muir wondered if he could build such an A-team – with 2 Animal chickens. He looked for the most prolific egg producers and bred them for six

generations. This was his test group. For comparison, he did the same thing with a selection of average egg producers. This was his control group. To his surprise, six generations later, he found that the egg production of the test group was lower than that of the control group. He discovered that the super-producers in the test group used an enormous amount of energy constantly re-establishing a pecking order – competing for the top spot. As a result, they had little energy left for egg production.

The owners of sports teams spend millions of dollars to attract top talent. Companies spend millions to hire top business people. They want to know if their money is well spent.

course, chickens are not a team, but this kind of group interaction and its effect 3 Of on production piqued the interest of researchers who study teams and teamwork.

recent series of studies examined the role of talent in the sports world. 4 AThey focused on three different sports: World Cup football, professional basketball and professional baseball. The results were mixed. For football and basketball, the studies revealed that adding talented players to a team is indeed a good strategy, but only up to a point.

READING 1

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Performance peaked when about 70% of the players were considered top talent; above that level, the team’s performance began to decline. Interestingly, this trend was not evident in baseball, where additional individual talent continued to enhance the team’s performance (Figures 1 and 2). top talent on the team: World Cup football

Figure 2. Team performance as a function of top talent on the team: professional baseball

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Team performance

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1000

Team performance

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Figure 1. Team performance as a function of

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Percentage of top talent

Source: Swaab et al., 2014

In looking for an explanation for the different results for different sports, the 5 researchers isolated one important factor – the extent to which a good performance

by a team requires its members to coordinate their actions. This task interdependence differentiates baseball from basketball and football. In baseball, the performance of individual players is less dependent on teammates than in football and basketball. The researchers concluded that when, during the course of play, task interdependence is high, team performance will suffer when there is too much talent in the group. When task interdependence is lower, on the other hand, individual talent will have a positive effect on team performance.

explanation for this phenomenon is not so far from the pecking order situation 6 One among chickens. If a basketball star is pursuing his own personal goals – for example,

possibility is that when there is a lot of talent on a team, some players may 7 Another begin to make less effort. This is referred to as the Ringelmann effect. Maximilien

Ringelmann, a French agricultural engineer, conducted an experiment in 1913 in which he asked two, three, four and up to twenty-eight people to participate in a game of tug-of-war. He measured how much force each person used to pull the rope. He found that whenever he added a person to the team, everyone else pulled with less force.

the ideal team – for sports, business, science, or entertainment – is more 8 Assembling complicated than simply hiring the best talent. An A-team may require a balance – not just A players, but a few generous B players as well.

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trying to amass a high personal point total – he may be less generous as a team player. He may take a shot himself when it would be better to pass the ball to a teammate, detracting from the team’s overall performance. Young children learning to play team sports are often told, ‘There is no I in TEAM.’ Stars apparently do not follow this basic principle of sportsmanship.

READING BETWEEN THE LINES

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Working out the meaning of unfamiliar words is a form of critical thinking. Formal writing often contains topic-specific terminology and expressions as well as higher level vocabulary that may be unfamiliar. Elements of context can help you determine the meaning of unfamiliar terms. Here are some context clues to look for.

SKILLS

Using context clues to understand terminology

Cultural or world knowledge

Before the games, athletes carry the Olympic torch to cities around the host country. Everyone is familiar with the tradition of athletes carrying the symbol of the Games, the Olympic flame, so you can guess the meaning of torch. Components of multi-word expressions or parts of words Recent trade figures are evidence of the interdependence of the two countries. You already know the meaning of the two parts, inter + dependence, so you can guess the meaning of the term. Contrast The committee rejected the job candidate. He did not seem very energetic, and they were looking for somebody more dynamic. So, somebody who is dynamic is the opposite of somebody with low energy. Examples Tycoons, such as Microsoft’s Bill Gates, are becoming increasingly rich and powerful. If you are familiar with the person named Bill Gates, you can guess the meaning of tycoon. Logical inference Scientists bred chickens for six generations to examine their behaviour over time. If you consider what scientists could do to chickens for six generations with the purpose of understanding their behaviour, you can guess the meaning of bred.

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2 pecking order (para 2): Chickens peck one another to show dominance. How could this relate to teams in other contexts, such as business?

1 A-team (para 1): What does the term mean? Is it limited to sports?

WORKING OUT MEANING FROM CONTEXT

6 Work with a partner. Discuss the questions. Use context clues to work out the meaning of these terms from the article.

3 tug-of-war (para 7): Read the paragraph and describe what you think happens in this game. Do an image search to check. How might this term be used in other contexts?

READING 1

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DISCUSSION 7 Work in small groups. Describe an experience that you have had working in a group, such as a music group, a class or volunteer project or some other context. Answer the questions below.

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1 Was it a positive or negative experience? 2 What factors do you think contributed to the group’s success or lack of success?

WRITING

8 Imagine that you read a job advertisement from an entrepreneur who has just started a business in your field. The ad emphasizes that applicants must work well in a team. Write an email, applying for the job and explaining why you work well in a team.

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READING 2

PREPARING TO READ USING YOUR KNOWLEDGE UNDERSTANDING KEY VOCABULARY

1 What factors do you think are necessary for successful group interaction and why? 2 Read the sentences below. Write the letter of the correct definition (a–h) of the words in bold next to each sentence (1–8). 1

a (phr v) develops as the result of something b (v) is the cause of or a strong influence on something c (adj) basic; being the thing on which other things depend 190 Unit 8

For teamwork to be effective, group members should feel comfortable voicing their opinions. 2 Some people prefer working at home because of fewer distractions; others feel more focused in an office setting. 3 The CEO indicated with a gesture that we should all leave the conference room. 4 Her success as company president stems from her ability to listen to each of her employees’ concerns. 5 The training programme was created exclusively for managers who want to improve communication. 6 The ability to accept risk and uncertainty underlies the success of many entrepreneurs. 7 Sensitivity is an important trait to possess in the workplace, for both managers and employees. 8 A fundamental ingredient for successful collaboration is knowing when to speak and knowing when to listen.

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d (v) saying what you think about something e (n) things that prevent somebody from giving full attention to something else f (n) the ability to understand how other people feel g (n) a movement of the body to express an idea or feeling h (adv) only; limited to a specific thing, person or group

WHILE READING

3 Read the article. Put a tick in the box before the sentences that best express the main ideas.

1 Early investigations suggest that group intelligence is not the sum of the intelligence of the individuals in it. 2 In the Google study, researchers amassed thousands of data points on hundreds of groups to find patterns. 3 Among the findings, the most consistent and significant is that, in effective groups, members spoke for a roughly equal amount of time – not at every meeting or interaction, but across the course of a project.

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4 Number the passages in the correct order (1–8) to make a summary of the article.

SUMMARIZING

1 Physical aspects were found to play an important role as well. Looking at each other when speaking and showing enthusiasm through gestures are fundamental to effective group interaction.

2 Researchers at top organizations set out to learn more about group intelligence. 3 Some findings stood out as significant owing to their consistency. Individual sensitivity was important, as was the allocation of equal speaking time for each group member. 4 Once organizations grasp the factors that lead to group intelligence, they can make improvements to assure their teams are operating most efficiently. 5 Feeling confident that opinions would be met positively was also a key factor in successful group interaction. 6 Understanding the factors that underlie successful group interactions is a relatively new area of study. Initial research shows that productive groups stem from more than the intelligence of its members. 7 They discovered that traits such as gender or shared personalities did not make an impact. Rather, it was found that interaction style was the key to successful teamwork. 8 Face-to-face communication is necessary for maintaining productive group communication; phone calls and teleconferences are less effective.

READING 2

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THE PERFECT WORK TEAM br

years, psychologists have known how to 1 For measure the intelligence of individuals, yet only

recently have they begun to investigate the issue of group intelligence. This notion stems from the observation that some groups seem to work well across tasks, even tasks that are not very similar. Early investigations suggest that group intelligence is not the sum of the intelligence of the individuals in it. So what is the secret to their success?

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somebody else’s shoes. This social sensitivity is measured by a relatively new test, called ‘Reading the Mind in the Eyes’. The test assesses individual differences in two key factors, social awareness and emotion recognition, by asking individuals to guess emotions based on only a picture of a person’s eyes. A high level of these two features create what one of the researchers in the Google study calls psychological safety; members of the group feel comfortable voicing their opinions and making suggestions without fear of a negative response from other members of the group, and they believe that others will listen to them and value what they say. When these conditions are present, the group as a whole tends to be effective.

at Google and the Massachusetts 2 Researchers Institute of Technology have both tackled this

question and they believe they finally have a handle on what makes some teams successful. In the Google study, researchers amassed thousands of data points on hundreds of groups and combed through them to find patterns. Are the members of effective groups friends outside of work? Do groups whose members have similar personalities or backgrounds work together best? Does gender make a difference? They floated many theories, but despite their best efforts, found no patterns to support them. In fact, who was in the group apparently did not seem to make a difference; instead, the difference between more and less effective groups seemed to lie in the interaction among the members.

192 UNIT 8

might argue that most of these findings are 6 One obvious, and it goes without saying that good managers have probably always understood these principles. Our social and professional lives, however, are not always structured in ways that facilitate the kind of interaction that apparently underlies effective group performance. Understanding group intelligence can help businesses and other organizations make the fundamental changes necessary to improve group performance.

spoke for a roughly equal amount of time – not at every meeting or interaction, but across the course of a project. A second consistent finding was that members displayed empathy, an understanding of how it might feel to walk in

the findings, the most consistent and 4 Among significant is that, in effective groups, members

that participants in the study agreed to wear. These badges provided a wealth of information, including how long people spoke and to whom, what kinds of gestures they made, where they were looking during interaction, and their facial expressions. As in the Google study, this research group concluded that the key to an effective team is how members interact.

groups, members face one another directly when they speak and they use energetic and enthusiastic gestures. They also communicate directly with one another, not just through the leader or manager of the group. In fact, the MIT study found that side conversations between individual members during meetings, far from being a distraction, actually increased the group’s productivity. All the findings underline the importance of having face-to-face meetings instead of phone calls or teleconferences or communicating by email. The positive behaviours uncovered in these studies occur primarily or exclusively in face-to-face interaction. The MIT team estimates that 35% of a team’s performance can be explained just by the number of their face-to-face exchanges.

MIT group had already been gathering 3 The data on group interaction using digital ‘badges’

were additional findings that support 5 There these general ones. For example, in effective

5 Read the article again. Complete the table by indicating if the details below are findings made by Google, MIT or both. details

Google

READING FOR DETAIL

MIT

both

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1 studied what makes groups work well together 2 found that the key to successful group work lies in how members interact with each other

3 searched hundreds of groups for behaviour patterns

4 did not find support that similar personalities work better together than non-similar personalities

5 asked research participants to wear digital ‘badges’

6 studied facial expressions and gestures

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6 Scan the article to find the terms. Write the term next to the correct meaning. group intelligence a

psychological safety

the feeling of being able to express your ideas within a group without fear of a negative response b the ability of a group to make good decisions and/or perform well on tasks

READING BETWEEN THE LINES

With idioms, sometimes understanding each word can help you understand the whole meaning, but often the meaning is not clearly related to its components. In those cases, you will need to use a more global approach, such as logical inference.

SKILLS

Using context clues to understand fixed expressions

• Logical inference: a conclusion that you draw about new information based on information you already know.

You can also review the techniques described on page 189 to help you determine the meaning of idioms and other fixed expressions.

READING 2

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7 Work with a partner. Use context clues and circle the correct meaning of the expressions. Paragraph numbers are given in brackets.

WORKING OUT MEANING FROM CONTEXT

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1 have a handle on (para 2) a prove something wrong 2 goes without saying (para 6) a is obvious

b has little meaning

DISCUSSION 8 Work in small groups. Imagine you have to choose four people to work on a research team. Discuss what the perfect team would look like using the list below. Use ideas from Reading 1 and Reading 2 to support the reasons for your choices.

SYNTHESIZING

b understand something

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Who should be on the team? A person who … • gives advice to colleagues about how to increase their work productivity? • gives good interpersonal advice? • often challenges others’ opinions, which can lead to opinions being refined and improved? • supports new ideas but doesn’t have that many of their own? • organizes social events outside of work? • encourages other colleagues to voice their opinions during meetings?

LANGUAGE DEVELOPMENT

In formal writing, writers need to take care when they make a claim to ensure that it is neither too strong nor too general. They may use hedged language, which is special language to limit their claims and to make sure the claims are accurate. Notice the difference between a bold claim and a hedged claim:

bold claim

hedged claim

When task interdependence is low, individual talent will have a positive effect on team performance.

Early investigations suggest that group intelligence is not the sum of the intelligence of the individuals in it.

Hedging protects writers from challenges that their work is untrue or misleading. Writers also use hedged language to make it clear that they understand that other viewpoints exist and have credibility. At the same time, too much hedging can make a claim vague and empty. It is important to strike a balance between these extremes.

Some groups seem to work well across tasks, even tasks that are not very similar. An A-team may require a balance – not just A players, but a few generous B players as well. When these conditions are present, the group as a whole tends to be effective. 194 UNIT 8

VOCABULARY

LANGUAGE FOR HEDGING

There are many ways to hedge or soften a claim. Quantifiers and approximators

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most/some/many, fairly/somewhat, often/usually, more or less Adverbs and adverb phrases for the most part, primarily, apparently, relatively, perhaps, typically, mainly, generally

VOCABULARY

Hedging devices

Modal verbs can/could/may

Lexical verbs and phrases

tends, suggests, seems, appears, is likely to Introductory phrases

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There is evidence that …, It appears/seems that …, It has been suggested that …, This indicates that …, It may be the case that …, It is (often) thought that …, It is widely believed/assumed that …

1 Read the sentences. Write B if the sentence is a bold claim and H if it is a hedged claim. 1 If you respect others, you will work well on a team. 2 Start-up businesses often fail because of ineffective marketing.

2 Fill in the blanks with a word or phrase to make bold claims more modest. 1

(,) travel is fundamental to understanding different

cultures. 2 Spending too much time online and anxiety.

lead(s) to depression

4 Write three hedged statements of your own about working in a team. Share your sentences with a partner.

2 People like working with colleagues who show sensitivity.

1 Everyone is concerned about the global rise in sea levels.

3 Rewrite the bold claims to make them more modest. Compare your sentences with a partner’s.

1 2 3

LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING

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At the end of this unit, you will write a report. Look at this unit’s writing task in the box below.

Understanding audience and purpose

Writers write for a range of purposes: for example, to inform, entertain, instruct or persuade. Most of the time, they also write for a specific audience. A report to a group of business professionals will be different from an academic essay for a professor. It is important to keep both purpose and audience in mind whenever you write. Academic essays and professional reports have different formats and features.

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SKILLS

Applying the principles you have learned in this unit, present your recommendations for assembling and organizing an effective and satisfied team in a report for a young company.

argumentative essay

report

purpose

to persuade

to inform, explain and make recommendations

audience

not specific (except your teacher)

specific

typical features

claim (thesis statement) supporting evidence conclusion

executive summary subheadings bullet points

UNDERSTAND

1 Read the report opposite. Answer the questions. 1 What is the purpose of the report?

3 What format and features does the report have?

2 Who is the audience?

196 UNIT 8

Executive summar y suggestions. Several mentioned the poor communication from senior management. As a result of dissatisfaction in these areas, many said they are no longer motivated to do their best. Thirty percent said they take days off even when they are not ill. More than 20% said they would leave the company if they received another job offer.

Employee satisfaction

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The high staff turnover and absence rate at the company is likely to be the result of low employee satisfaction. Many employees experience high levels of stress and feel they have little investment in the company. Several recommendations are offered that may increase employee satisfaction and motivation.

Introduction

Recently, the company has experienced considerable staff turnover. Just last month, six employees left the company. In addition, there has been a high absence rate, with most employees calling in sick at least once a month. This has negative implications for the bottom line; profits were down 4% in the first two quarters of this year.

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Experts on workplace issues suggest that problems like these have several sources. Surprisingly, most are not related to money. • Appreciation: Employees want to know that their work – and their opinions – are valued. • Good relationships and communication: In an effective office, employees get along with one another and with their bosses. They communicate regularly, especially when there are problems, and they solve them together. • Career development: Employees are more likely to stay at a company if they feel there is room for them to grow and that the company supports their career development. • Work–life balance: No matter how much employees love their jobs, they can’t work all the time. It is important for them to get away from the office to spend time with family or friends. They will return to the office more relaxed and motivated to work hard.

Workplace satisfaction

The following steps were taken to uncover the source of these developments: (1) interviews with departing employees, (2) a survey of current employees and (3) in-depth research on employee satisfaction.

Interviews with former employees

The survey results of 52 current employees revealed low job satisfaction. Employees are happy with their salaries, but they are not happy with how decisions are made in the company. Many said they do not feel free to voice their opinions and that their managers rarely ask for their input or listen to their

• Find ways to reward employees when they perform well. • Establish a clear career path for high-performing employees. • Improve lines of communication. • Have more face-to-face meetings. • Establish a space where employees can meet and relax. • Establish a ‘no-communication’ policy after certain hours and at weekends so employees can relax when they are away from the office. • Allow employees to take days off for important personal events.

Survey of current employees

Recommendations

Former employees found their jobs too stressful. Five of them agreed to be interviewed about their reasons for leaving the company. Two reported leaving for economic reasons; they received job offers from competitors at a higher salary. However, all five reported a high level of stress in their jobs. They felt they could not take time off at weekends; they answered texts and emails until late at night. Several said they had not taken a holiday in more than a year. They mentioned that members of their families complained about how little time they spent at home. Two people reported that the stress had affected their health.

CRITICAL THINKING

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2 Work in a small group. What new information did you learn from the report regarding maintaining effective work teams? Make some notes to use for your own report.

ANALYZE

3 You will write a report making recommendations to a company called Cybergogo. Read the description of the company. Then work in small groups and discuss the questions below. Make notes.

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EVALUATE

Cybergogo is high-tech company that analyzes data and develops mathematical models.

• It is a relatively new company – it began as a start-up1 three years ago.

• The head of the company is very assertive, has strong opinions and tends to make decisions based on them.

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• Almost all the employees are young – under 35 – and have degrees from elite universities. Most of them expect to run their own start-ups soon. • There is no central office. All employees work at home, from coffee shops or while they are travelling anywhere in the world. Most of their communication is digital. • The company is bidding for a big job for a major international food service company. They have to prepare a proposal in the next six months.

• The last time Cybergogo bid for a similar job, they did not get the contract, in part because they did not complete the proposal on time. • One reason for their failure was a lack of agreement on how to complete the project. Two people left the company soon after. One of them was the Chief Technology Officer. • The new Chief Technology Officer started at the company just two months ago. He has not met most of the staff yet.

¹start-up (n) a small business that has just been started

2 What are some intermediate goals – that is, things the company needs to accomplish in order to reach that goal? 3 What are the top two or three challenges you think the organization faces?

198 UNIT 8

1 What is Cybergogo’s primary goal – In other words, how do they hope your report will help them?

4 Consider the goals and challenges of the company and answer the questions.

ANALYZE

1 What are your recommendations around the way Cybergogo’s employees work?

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2 What evidence for these recommendations will you include in your report?

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3 What are your recommendations for any changes in communication policy at the company?

4 What evidence for these recommendations will you include in your report?

5 What are your recommendations for any changes in recruitment at the company?

6 What evidence for these recommendations will you include in your report?

7 Do you have any other recommendations?

CRITICAL THINKING

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GRAMMAR FOR WRITING In formal writing, writers often need to acknowledge the validity of counterarguments. This is called concession. Concession is usually followed by a refutation of the counter-argument. Concession and refutation follow a standard structure. Notice that all parts of your claim and the concession contain hedged language (see bold text below).

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GRAMMAR

CONCESSION AND REFUTATION

(1) Your argument: Present your thesis statement or one of your supporting arguments.

Eyewitness reports should not generally be relied on as the only form of evidence in a court of law. (2) Concession: Acknowledge a counter-argument and any supporting evidence. It is widely believed that eyewitnesses can provide reliable reports and there is no doubt that they can provide valuable information. (3) Refutation: Show why the counter-argument is not valid by providing support for your claim. However, research suggests that their reports are not always entirely accurate.

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Use concession linkers:

a to connect two clauses in a single sentence although, even though, whereas, while Many business interactions are now conducted remotely, which can lead to business efficiency by reducing costs, although evidence suggests that face-to-face meetings may be more effective. b to connect ideas in two sentences however, nevertheless, on the other hand Talented individuals bring a lot to a team. Nevertheless, research using professional sports teams shows that peak performance is reached when 70% of players were considered to be top talent. c to connect a noun phrase and a clause in a single sentence despite, in spite of

Despite the valuable information that they sometimes provide, research suggests that eyewitness reports should not be relied on to be 100% accurate.

200 UNIT 8

1 Work with a partner. Read the claim below and circle the better counter-argument and refutation.

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Claim: Companies should allow their employees to work remotely. Counter-argument: a Working at home cuts down on commuting time and cost for employees. b Working at home can cause employees to work too many hours and feel isolated. Refutation: a Employees should be willing to accept a reduced salary if they want to work at home. b Working remotely has been proven to increase work–life balance for employees.

2 Write a concession and refutation for the claim in Exercise 1.

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Include: • hedged language throughout • a logical connector that links the concession with your claim • a linking word to contrast the concession with the refutation

ACADEMIC WRITING SKILLS

ANTICIPATING COUNTER-ARGUMENTS

Eyewitness reports should not generally be relied on as the only form of evidence in a court of law.

concession

It is widely believed that eyewitnesses can provide reliable reports, and there is no doubt that they can provide valuable information. These statements are an important building block in many criminal cases.

refutation

However, research suggests that eyewitness reports are not always entirely accurate. In fact, an eyewitness report usually reflects a partial and often inaccurate memory of events as they happened. For this reason, we should not depend on them too heavily and other supporting evidence must be found.

claim

SKILLS

In formal writing, writers must anticipate, explore, acknowledge and refute opposing points of view. This generally requires more than a single concession statement. To effectively refute an opposing point of view, it is important to have a full understanding of it. Writers begin by exploring the other point of view and the evidence for it fully. Then they refute the argument by providing support for their own claim.

ACADEMIC WRITING SKILLS

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1 Work with a partner. Write the letter of the language feature in the box below (a–f) before the correct phrases and sentences in bold in the paragraph (1–6).

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a claim b counter-argument c refutation d hedged language e logical connector that links concession with claim f linking word to contrast concession with refutation Teenagers generally need more sleep; therefore, the school day should start later for middle and high school students. According to one study, the earliest teenagers should be required to report for school is 8:30 am, which is approximately 30 minutes later than the current average start time. (2) There is evidence that most adolescents do not get enough sleep. Starting later would increase the likelihood of sleeping 8–10 hours per night, which is the recommended duration for healthier sleep patterns. (3) Although there are clear benefits, (4) there is some concern that shifting the start time would be disruptive for schools and families. Opponents claim that if middle and high schools start later, the schedules for after-school activities and sports would have to be adjusted too. The schedules of working parents would also be impacted, especially single parents and parents with less workplace flexibility. (5) Nevertheless, (6) the benefits experienced by adolescent students who start their classes later are likely to outweigh the inconveniences. In one study that focused on final grades in a biology class, those who started their day an hour later slept 34 minutes more per night on average. Their final grades in the class were 4.5% higher than students who took the class earlier. For this reason, middle and high schools should consider beginning their school days later. (1)

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PLAN 1 Work with a small group. Reread the description of Cybergogo on page 198. Discuss the three main issues the company has. 202 Unit 8

Applying the principles you have learned in this unit, present your recommendations for assembling and organizing an effective and satisfied team in a report for a young company.

WRITING TASK

2 Work with a partner. Discuss another possible counter-argument and refutation for the claim in Exercise 1.

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2 Use the issues you discussed in Exercise 1 to complete the table below. Each issue should be in a separate paragraph, beginning with a topic sentence that states the issue clearly. Each issue should be supported by evidence of why it is a problem. On your own, note down supporting details from Reading 1 and Reading 2 to support your topic sentences. body paragraph

topic sentence

evidence / why this is a problem

br 1

id ge

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3 Work with a partner. Share the table you completed in Exercise 2 and discuss any possible counter-arguments to your claims.

4 List your recommendations. You should have at least one recommendation for each of the issues you have described. Share your recommendations with a partner and make sure they address each problem.

5 Make notes for your executive summary. State the problems you are trying to solve, the causes of the problems and one recommendation in very general terms (e.g. work on teambuilding).

6 Refer to the Task checklist on page 204 as you prepare your report.

recommendation:

cause:

problem:

WRITE A FIRST DRAFT 7 Write your report. Use your plan to help you structure your ideas. Write 450–500 words. WRITING TASK

203

REVISE 8 Use the Task checklist to review your report for content and structure.

✔

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TASK CHECKLIST Are the audience for your report and the purpose of your report clear to the reader?

Have you addressed the organization’s goals?

Have you made a general claim about the organization’s problem and what it needs to do?

Have you addressed the challenges that the organization faces?

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Have you provided support for what you believe are the causes of these problems? Have you acknowledged and countered any alternative points of view? Have you made specific recommendations to the organization?

Have you used bullet points in your recommendations? Does your report include an executive summary?

EDIT

9 Use the Language checklist to edit your essay for language errors.

Have you punctuated your sentences correctly according to the type of hedging and concession you have used?

204 Unit 8

Have you followed the standard structure for concession language, using hedging language where appropriate?

Have you used hedging language elsewhere in your report where appropriate?

Have you used hedging language in your claim to avoid taking an absolute position?

10 Make any necessary changes to your report.

✔

LANGUAGE CHECKLIST

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about an elite aerobatics display team.

use context clues to understand terminology and fixed expressions.

understand audience and purpose.

concede and refute points.

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anticipate counter-arguments.

write a report giving recommendations.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

relatively (adv) sensitivity (n) somewhat (adv) stem from (phr v) suggest (v) tend (v) typically (adv) underlie (v) voice (v)

= high-frequency words in the Cambridge Academic Corpus

fairly (adv) for the most part (adv phr) fundamental (adj) gesture (n) isolate (v) maintain (v) more or less (phr) peak (v) primarily (adv)

accomplish (v) acknowledge (v) amass (v) apparently (adv) coordinate (v) detract from (phr v) differentiate (v) distraction (n) enhance (v) exclusively (adv)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

205

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IT N U

TECHNOLOGY

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about artificial intelligence (AI).

Reading skill Draw out common themes.

Critical thinking Construct an argument using a premise.

Grammar

Write an argumentative essay.

Writing task

Use formal style in academic writing.

Academic writing skill

Use parenthetical phrases; use the semicolon.

UNIT 9 TECHNOLOGY

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1 What technology has been improved or newly developed in recent years? 2 What might be some disadvantages of modern technology? 3 How can technology enhance education? 4 What is one form of modern technology that you couldn’t live without?

Work with a partner. Discuss the questions.

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TECHNOLOGY

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WATCH AND LISTEN 1

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1 You are going to watch a video about artificial intelligence (AI). Before you watch, survey three classmates. Write A if they agree or D if they disagree with each statement. Ask your classmates to briefly explain their answers. Then compare your results with another classmate.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

classmate 1

classmate 2

classmate 3

1 The idea that AI will take over humans one day is science fiction, not reality.

2 AI will take away countless jobs one day.

3 AI will solve many of the world’s problems that humans are unable to, such as hunger and global warming.

2 Look at the photos and discuss the questions with a partner.

1 Why do laws related to AI need to be created and enforced? 2 How can AI be used for medical purposes? 3 What do you think ‘deepfake’ means? Look at the words surrounding the text for clues.

GLOSSARY impersonate (v) to intentionally copy a person’s speech or behaviour misinformation (n) wrong information intended to deceive bias (n) prejudice in favour of or against someone or something robust (adj) strong and unlikely to fail rigorously (adv) in a detailed and careful way safeguard (n) protection from harm, loss or damage 208 UNIT 9

code (n) a language used to program computers

PREDICTING CONTENT USING VISUALS

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WHILE WATCHING

Watch the video and check your predictions from Exercise 2. Write two main ideas from the video.

Write your main ideas from Exercise 3 in the table below. Watch the video again. Write details for each main idea.

main ideas 1 2

UNDERSTANDING MAIN IDEAS

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UNDERSTANDING DETAIL

details

Watch again. Work with a partner and explain the words in bold in each sentence.

DISCUSSION

1 I think there are real scenarios with this massive harm … a cyber-attack on some critical government service … 2 They can deceive. They can be propagandists. They can say all sorts of nonsense. 3 Autonomous AI used for tasks such as medical diagnosis or air traffic control could make fatal errors.

WORKING OUT MEANING FROM CONTEXT

6 Work with a partner. Discuss the questions. 1 Do you think companies will follow the advice suggested in the video to rigorously test and monitor AI? Explain your answer. 2 The video advises people to think critically about their information sources. How can people achieve this? WATCH AND LISTEN

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READING READING 1

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PREPARING TO READ 1 You are going to read a popular science blog about augmented reality (AR). Work with a partner. Look at the photos in the blog and discuss the questions. 1 What do you think augmented reality means? 2 How might AR be useful in everyday situations?

PREDICTING CONTENT USING VISUALS

2 Read the words and their definitions. Use the correct form of the words in bold to complete the sentences below.

UNDERSTANDING KEY VOCABULARY

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domain (n) a field, area of knowledge, etc. belonging to or controlled by a particular person or group of people hazard (n) something that is dangerous and likely to cause damage immersive (adj) seeming to surround the audience, player, etc. so that they feel completely involved interpretation (n) translation of one language into another projection (n) an image displayed by a device onto a separate screen or another surface simultaneous (adj) happening or being done at exactly the same time superimpose (v) to put an image, words, etc. onto another image or surface supplement (v) to add something to something else in order to improve it

210 Unit 9

1 Whilst drivers are focused on their devices they may fail to identify on the road ahead. 2 Virtual reality glasses offer a completely experience. 3 On the new device, you can receive audio and video from two different sources. 4 You can your English classes with apps for learning English. 5 Social networking is no longer the of the young. 6 The lecturer used a of human anatomy to explain the digestive system to the students. 7 The new app allows you to images on print, and print on images. 8 His of the report from the Chinese office was incorrect, so the board didn’t understand the new project.

AR: CHANGING THE WORLD AROUND US you look up at the sky at night and marvel at the universe? Would you like to know 1 Do more? Nowadays, all you have to do is point your smartphone at the night sky to reveal the

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names of the stars, constellations and planets. Or, do you love fashion but hate trying on clothes in shops? These days there are mirrors which take the hard work out of shopping by superimposing your chosen outfits directly onto a live reflection of your body. These advances are both examples of augmented reality (AR) – technology which enhances our experience of the real world with digital information and graphics. AR has numerous potential applications to improve every area of our daily lives.

What is augmented reality?

virtual reality, which creates an immersive 3D environment, 2 Unlike augmented reality interacts with and enhances the world that

surrounds us. AR devices can supplement the environment with interactive 3D projections. AR apps for smartphones and other devices use the camera and GPS to overlay real-time video with digital content.

Travel has never been easier

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about carrying around heavy guidebooks. Tourists can now download apps that superimpose facts and 3 Forget information directly on their surroundings. As you walk the streets of a famous city, you can read reviews and recommendations from other travellers overlaid on the places on your route. If you don’t know the language, just point your smartphone at a foreign sign and a translation will appear. Experts suggest that future AR apps will allow simultaneous interpretation of spoken language too.

The directions are on the road

AR navigation technology – specifically devices for motor vehicles – drivers don’t need to take their 4 With eyes off the road to look at a screen. With a dashboard-mounted set, directions to your destination can be

projected onto your view of the road ahead. In addition to guiding you to your destination, AR GPS apps for drivers can display speed limits and traffic and weather warnings. Some AR navigation apps can even warn drivers about possible hazards, such as cyclists or pedestrians crossing the road.

Helping engineers and technicians

being an engineer or a technician working on an oil or gas field. You have been asked to go out and 5 Imagine find a leaky pipe or repair a faulty pump. In the past, finding a broken pipe in the field could be problematic.

Now, with an AR headset, you can clearly see detailed blueprints of the pipes overlaid on your view of the field. What’s more, there is no longer any need to memorize maintenance instructions. AR can assist you with that; it not only labels the different components of a mechanism, but can display step-by-step instructions on how to maintain them, as well as warnings about any environmental conditions that may make a repair hazardous.

internal organs and circulatory system displayed on their skin. One of the most common uses is with IV injections; medical professionals can now use handheld scanners to project a patient’s veins onto their skin. This has significantly reduced the number of failed needle insertions, which often occur with children and older patients. AR apps that allow surgeons to view the organs of their patients for non-intrusive diagnostic and treatment purposes have also been developed. AR projections can help medical students gain experience of elements of surgical procedures without any danger to live patients.

is the field that has seen the greatest uptake of AR 6 Medicine applications. AR allows medical professionals to see a patient’s

Medicine

future of AR technology is unlimited. Once the domain of the gaming and retail industries, AR has 7 The revealed its potential to revolutionize our lives. Across tourism and travel, industry and engineering, and even surgery, it is already making our lives easier. Augmented reality technologies are opening our eyes to a world where real and digital universes can coexist in harmony.

READING 1

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WHILE READING 3 Read the blog on page 211 and check your ideas from Exercise 1. Which sentence best expresses the main idea of the blog?

READING FOR MAIN IDEAS

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a AR technology has the potential to change how we see reality. b AR technology has practical applications in many areas of life.

4 Read a summary of the blog written by a student. Six facts are incorrect. Correct the mistakes.

READING FOR DETAIL

AR involves an immersive 3D experience. AR technology allows technicians to view blueprints overlaid on the field and to identify faults with broken machines. Medical professionals can see patients’ bones projected onto their skin as a guide. AR also allows student doctors to practise on real bodies. Other applications of AR technology involve providing information about the real-time environment. Travellers can use AR apps to see information about places and to translate spoken words. Using a smartphone screen, AR GPS apps can project directions and traffic information on the windscreen.

SKILLS

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Drawing out common themes

When getting to grips with a wider field, it can be useful to read and summarize general interest texts such as the blog on page 211. These texts may be more concerned with providing detail than analysis. Bringing your own ideas to the text about what the common themes are will deepen your understanding of the topic and give you a basis for further research and discussion, in which you can test your ideas. After you have read the text in detail, read it again, underlining any analysis and annotating any common themes in different parts of the text which have not been explicitly stated. Then write a summary that brings together the main ideas and the common themes.

SUMMARIZING

5 Read the summary in Exercise 4 and underline two sentences in which the student has drawn out common themes.

7 Write a summary of the blog. Include main ideas and common themes.

6 Read the blog again. Follow the procedure in the Explanation box and find more common themes. Discuss your ideas with a partner.

READING BETWEEN THE LINES DISTINGUISHING FACT FROM OPINION

212 UNIT 9

8 Underline two speculations in the blog about the future of AR apps. Then work with a partner and discuss the question. There are now devices which can translate spoken language. What do you think the potential problems with such devices could be?

DISCUSSION 9 Work with a partner. Discuss the questions.

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1 What are some ways AR apps may save lives or help make people healthier? 2 Will AR technology will be used as widely as the internet one day?

WRITING

10 Choose one of the AR apps below, or another one you know about, that you think will be widely used one day. Write a paragraph that explains why you think it will be widely used. Share your paragraph with a partner.

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• a home décor app that would allow you to see how furniture and decorations look in different locations in your home • an app that would allow you to view recreated historical events at the places where they happened (for example, the Great Fire of London at Pudding Lane)

READING 2

PREPARING TO READ

1 You are going to read an essay about using AR technology in education. Read the sentences below. Circle the correct definitions of the words in bold.

1 After the injury, she lost the ability to manipulate everyday objects such as forks and knives. a to get something b to control something using your hands 2 The teacher inspected the student’s exam for evidence of cheating but found none. b examined carefully a read and corrected 3 Smartphones can be a distraction in the classroom but, when used for learning purposes, they can also be valuable teaching aids. a equipment that does something for you b equipment that helps you do something 4 There are numerous apps to choose from if you are studying a foreign language. a multiple b distinctive 5 The idea of using robots for household tasks is still a novelty. However, it may become a reality in the near future. a something that has not been experienced before and so is interesting b something that is impossible or unlikely

UNDERSTANDING KEY VOCABULARY

READING 2

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6 He is an outspoken advocate of banning social media use for children under 12 years old. a a member of a government or law-making organization b a person who publicly supports an idea or cause 7 As long as it captures their interest, students will usually embrace the use of new technology in the classroom. a to look at something carefully in order to figure it out b to enthusiastically accept new ideas or methods 8 The professor asked a series of engaging questions about the students’ knowledge of the subject. a attracting and maintaining interest b involving complicated answers

2 Work with a partner. Complete the sentences using your own opinions.

1 An interesting use of AR in education might be . 2 A disadvantage of using AR in the classroom may be .

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USING YOUR KNOWLEDGE

WHILE READING READING FOR MAIN IDEAS

3 Read the essay on page 215. What is the main idea of each paragraph (2–6)? Circle the correct answer.

4 Work with a partner. Write a supporting detail from the text for each main idea in Exercise 3. Paraphrase the details, using your own words. 1 2 3 4 5

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READING FOR DETAIL

1 The use of AR has dramatically changed … (para 2) a how teachers will be trained b how the subject of science can be taught 2 Using AR in the classroom can breathe life into … (para 3) a a variety of subjects b students who get bored easily 3 … that using AR for educational purposes results in numerous benefits for the learners. (para 4) a Teachers have claimed b Research has shown 4 AR has the potential to … the educational experience. (para 5) a equalize b disrupt 5 Opponents of AR in education express concern that it will be more of … than a useful learning tool. (para 6) a a distraction b an expense

AR in education

– A positive or negative development?

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1 From primary school to higher education, AR apps and devices are now available for use as educational aids. The most common devices are handheld and project digital content onto a student’s book or on a student’s desk – supplementing their course with 3D interactive content. This 3D content has the power to engage students in ways that teachers could previously only dream of. It follows that the use of AR in education can only be a positive development – with huge future potential.

5 Advocates of AR in education also emphasize its usefulness for schools in remote locations, where students do not have easy access to museums or science exhibitions. In the past, only students from elite schools could afford to travel to famous places like the British Museum or the Louvre. Soon – with the assistance of AR technology – students from remote or underprivileged schools around the world may be able to visit these places and inspect the artefacts in 3D. In some ways, the AR experience would be even more immersive than a real trip to a museum because, with AR projection, students could touch and manipulate historical objects freely.

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2 One of the greatest benefits of using AR in education so far is that it has brought science to life. Science need no longer be taught using 2D pictures and lifeless models, which may be uninspiring for young learners; with AR, science can become vivid and fully 6 Despite the numerous advantages associated interactive. There are already several AR apps with using AR in schools and universities, not that help students examine the anatomy of everybody is convinced that it is a positive different species or models of human organs. development. Critics point out the presence Students can view and manipulate the 3D of attention tunnelling when using AR in class. objects from all angles, allowing them to This means that the students are so focused learn more independently and effectively than on the 3D display that they do not attend to the with traditional content. content of the lesson. However, this reservation is arguably short sighted in that, as with past 3 The potential of AR to bring the same life innovations such as the internet, the novelty of to other subjects is equally promising. For AR in the classroom will soon diminish; once example, in Geography classes, AR might students become accustomed to these 3D allow students to view amazing natural projections, they will be able to refocus their phenomena without the limitations of time attention on the subject at hand. or place. In History lessons, students could explore ancient monuments or engage with 7 It is evident that the adoption of AR technology historical figures. Whatever the subject, it is by educators will be a positive development AR that can go one step further than previous for all involved. AR applications allow students technologies in bringing the real world to to learn in an interactive and engaging way. It the classroom. is early days for the use of this technology but its applications in education seem limitless. It 4 It comes as no surprise, then, that educational is only when we embrace such innovations researchers assert that one of the major in technology that we can learn of their full outcomes of using AR in the classroom is potential and develop them further. an increase in student motivation. S. Özeren and E. Top (2023) state that students who used AR in their classes reported greater enjoyment in studying, an increase in creativity and a deeper understanding of the subject matter. Alzahrani (2020) maintains that educational AR applications increase student engagement, concentration and knowledge retention. It is the tactile and interactive nature of AR applications that improves retention and understanding of new subject content.

READING 2

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READING BETWEEN THE LINES 5 Work with a partner. Find the words in the essay on page 215. Work out the meaning of each word from the context and write the meaning below.

WORKING OUT MEANING FROM CONTEXT

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1 uninspiring (para 2) 2 angle (para 2) 3 elite (para 5) 4 underprivileged (para 5) 5 short sighted (para 6)

SYNTHESIZING

DISCUSSION

6 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions.

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1 What are the most beneficial uses of AR technology? Look at the list of uses below and put them in order, based on your opinion. Discuss why you chose the order that you did. tourism navigation technology engineering medicine education

2 What are some possible disadvantages to using AR apps for the purposes discussed in Reading 1? 3 Do you think AR apps will encourage people to try experiences they otherwise wouldn’t have, such as travelling abroad, taking road trips or pursuing an education? Explain your answer. 4 In what area would you like to see AR being used, other than those discussed in Reading 1 and Reading 2? Explain your answer.

216 Unit 9

LANGUAGE DEVELOPMENT REPORTING EXPERT OPINIONS

Instead of writing Researchers say …, you can vary your style by using different verbs:

maintain, claim, assert, suggest, observe, acknowledge, conclude, state

Researchers

VOCABULARY

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There are many verbs that can be used to report researchers’ or experts’ opinions about a problem or to relate the results of a study.

The subtle differences in meaning between these verbs will add precision to your writing.

source

verb

opinion or research result

state

Alzahrani (2020)

maintains

that educational AR applications increase student engagement and knowledge retention.

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S. Özeren and E. Top (2023)

that students who used AR in their classes reported greater enjoyment in studying, an increase in creativity and a deeper understanding of the subject matter.

To report current scientific thinking and conclusions that are currently relevant, use the present simple on the reporting verb followed by a that clause.

Experts suggest that future AR apps will allow simultaneous interpretation of spoken language. (current thinking) Experts suggested that simultaneous interpretation of spoken language would be possible by the early twentyfirst century. (historical thinking, now disproven) 1 Work with a partner. Discuss the differences in meaning that the words in the box may have. Then circle the correct definitions below.

1 acknowledge a to continue to insist that something is true b to accept or admit that something is true (often unwillingly) 2 assert a to communicate an idea cautiously because there is no proof b to say that something is certainly true 3 claim a to say that something is true without absolute proof b to decide something based on the results of a study, reasoned argument, etc.

acknowledge assert claim conclude maintain observe state

LANGUAGE DEVELOPMENT

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4 conclude a to decide something based on the results of a study, reasoned argument, etc. b to say that something is true without absolute proof 5 maintain a to continue to insist that something is true b to present an idea or a fact clearly in speech or writing 6 observe a to notice or identify something during a study b to accept or admit that something is true (often unwillingly) 7 state a to notice or identify something during a study b to present an idea or a fact clearly in speech or writing

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2 Work with a partner. Read a sentence. Your partner should repeat the sentence, replacing the word in bold with a suitable reporting verb. Then switch roles and repeat the exercise.

1 Even educators who do not frequently use technology in the classroom say that it provides numerous benefits to the students. 2 After studying several students, the researchers said that immersive learning experiences lead to higher grades. 3 Despite studies that prove him wrong, the professor says that a lecture-style class is more useful than a technology-based class. 4 During the study, researchers said that AR apps offer tremendous educational opportunities for learners with various disabilities. 5 Advocates of AR technology say that teachers and parents will perhaps embrace the use of AR as much as students will.

3 Look at Reading 2 again. Use the information below and a reporting verb to write sentences about opinions and research results in the reading. Compare your sentences with a partner.

1 source: educational researchers research result: AR leads to knowledge retention

2 source: opponents of AR opinion: AR may be a distraction

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3 source: the article’s author research result: benefits of AR in education

IT CLEFTS

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no emphasis

emphasizing students rather than teachers

Students have benefited the most from the It is students who have benefited the most from the introduction of AR technology in Science classes. introduction of AR technology in Science classes.

GRAMMAR

Clefts with it + be emphasize a specific piece of information in a sentence. They are particularly useful in writing, where intonation cannot be used to create emphasis.

Notice how we use defining relative clauses with that, which, who etc. after the emphasized information.

It is the introduction of AR technology which students have benefited the most from in Science classes. (emphasizing AR technology rather than other innovations) When it cleft sentences emphasize adverbial or prepositional phrases, we follow them with a that clause with a subject. It is in Science classes that students have benefited the most from the introduction of AR technology. (emphasizing Science rather than other subjects) It is only when we embrace such innovations in technology that we can learn of their full potential and develop them further.

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4 Correct the mistakes in the sentences below.

1 It is AR apps have the power to change the way children are taught all over the world.

2 It is only when we make their education a top priority children around the world will benefit from technological innovations. 3 It is during AR-enabled experiences that can visit world-class museums across the globe.

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5 Circle the correct phrases to complete the sentences.

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1 It is exposure to new experiences to engaging learning environments. a that is the key b is the key 2 It was not until AR entered the domain of education was truly understood. a its power b that its power 3 It is in the near future the widespread use of AR apps for various purposes. a that will experience b that we will experience

6 Rewrite the sentences to emphasize the sections in bold using an it cleft. Compare your answers with a partner.

1 The development of new technology is the key to the progression of society.

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2 The ability to manipulate 3D projections makes AR educational apps appealing. 3 The students remembered the artists’ names only when they were superimposed onto their paintings. 4 Education experts claim that students have various learning styles that should be recognized.

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WRITING CRITICAL THINKING

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At the end of this unit, you will write an argumentative essay. Look at this unit’s writing task in the box below.

Choose an emerging technology that you think will have positive impact on learning outcomes. Present an argument to support your position.

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When we evaluate the future impact of something, we need to consider current practices and their underlying aims, as well as all of the needs and expectations of all the people affected. Critical thinkers consider both positive and negative outcomes, whatever their personal opinion.

SKILLS

Constructing an argument using a premise

1 The table below lists some of the features of cloud computing in education. Work in small groups and discuss the possible benefits and drawbacks of each feature. Note your ideas in the table. features

benefits

ANALYZE

drawbacks

Students can access e-books and digital materials easily. Students can take exams online. Students can communicate with other students via a webcam.

School documents and student information are stored in the cloud.

Students can listen to lectures at home.

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2 Beyond the features on page 221, think of other possible arguments for and against the use of cloud computing in schools. Write your ideas in the table. Then work in a small group and compare your ideas.

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arguments for

arguments against

3 Choose another new technology with features that have potential applications in the classroom. Do some research about how this technology has been used, its benefits, and any potential drawbacks or challenges it poses. Complete the table below.

benefits

drawbacks/challenges

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features

EVALUATE

4 Exchange tables with a partner. Give feedback on his or her table.

5 Add any information from your partner’s feedback to your table. Based on all of this information, do you think this technology would be a beneficial addition to the classroom? Why / Why not? Write a sentence stating your view. This will be your thesis statement in the writing task.

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1 Are these features likely to be used in the classroom? Does their use seem realistic, now or in the future? 2 Are they likely to be beneficial? 3 Are the drawbacks a realistic reflection of problems in the classroom? 4 Can you think of any other benefits or drawbacks?

GRAMMAR FOR WRITING PARENTHETICAL PHRASES

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GRAMMAR

Writers use parenthetical phrases (such as appositives, non-defining clauses and other structures) to interrupt a sentence and give the reader extra information, explanation, examples or comments.

• Parenthetical statements can be removed from a sentence and it will still make sense.

• We can use commas, brackets ( ) and dashes – to indicate parenthetical phrases.

• Each type of punctuation has a different effect on the reader.

Commas

The standard punctuation for a parenthetical phrase.

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Unlike virtual reality, which creates an immersive 3D environment, augmented reality interacts with and enhances the world that surrounds us. In other subjects, such as History and Literature, students can see a superimposed figure of a famous historical person. Snap, the instant messaging app, has added AR to its smart spectacles.

Brackets

These make the statement quieter and less intrusive – the writer is telling the reader they might or might not need the information. Brackets often give examples or explanation.

With a lightweight head-mounted set (smart glasses), information about each exhibit is displayed automatically as the visitor looks at it.

Dashes

These make the statement stand out more – the writer wants the reader to notice this information. Dashes are often used for commenting.

1 Screen readers which read the text on a screen, assist people who are visually impaired to use computers.

1 Read the sentences and correct the mistakes in punctuation.

With AR navigation technology – specifically devices for motor vehicles – drivers don’t need to take their eyes off the road ahead to look at a screen. 3D printing – which is a marvel to behold – is a relatively recent invention.

2 Electronic gadgets – tablets, wireless headphones, portable speakers, are popular gifts for people of all ages.

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3 Creating more sustainable technology which includes products, made with more environmentally friendly materials, is a trend that many companies are embracing.

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4 It is predicted that robots will have the ability to perform more mundane household tasks (watering plants, moving furniture in the near future.)

5 Cloud computing which includes services like Dropbox and Gmail is a market that is expected to generate $2.5 trillion by 2031.

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2 Rewrite the sentences below to include the parenthetical phrases. Use the punctuation (commas, brackets or dashes) that you think is the most appropriate. More than one answer may be possible. Compare your sentences with a partner and discuss why you chose commas, brackets or dashes.

1 Some business owners are concerned that virtual experiences will finally put an end to brick-and-mortar stores. / and rightfully so Some business owners are concerned – and rightfully so – that virtual experiences will finally put an end to brick-and-mortar stores. 2 With AR menus, diners can view pictures, descriptions and ingredients of the dishes they want to order. / when restaurants utilize them

3 The couple purchased a house after taking a virtual tour led by their estate agent. / which was located in a distant city

4 At some hotels, guests can scan a wall map in their room, which will show them all the local attractions nearby. / via a smartphone

5 Some car manufacturers have invented AR apps to make their cars more marketable to consumers. / which can be used by owners to repair minor mechanical problems

6 Extended reality encompasses technologies which allow people to step into another world, even if only for a few moments. / augmented reality, virtual reality

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USING THE SEMICOLON

independent clause

AR can assist you with that;

independent clause

GRAMMAR

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Use a semicolon (;) to connect independent clauses that contain similar ideas. Using a semicolon helps the reader see the close connection between the ideas in the two clauses.

it not only labels different components of a mechanism, but can display step-by-step instructions on how to fix it.

3D printing has been used in schools to facilitate teaching science and design; which is an innovative way to illustrate complex ideas. In the above sentence, the use of a semicolon is incorrect, because the second half is not an independent clause. You can correct run-on sentences by placing a semicolon before the conjunctive adverb. There are various disciplines that can benefit from the adoption of cloud computing however, schools should be cautious about the privacy issues that may emerge with time. There are various disciplines that can benefit from the adoption of cloud computing; however, schools should be cautious about the privacy issues that may emerge with time.

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3 Add semicolons to the sentences below if necessary.

1 A blend of remote and in-person learning is an emerging trend in education it acknowledges various learning styles and allows more flexibility for all students. 2 There is more to video games than entertainment they can be very engaging when used for educational purposes. 3 Students will benefit more from face-to-face learning even when it is possible for education to take place entirely in the cloud.

technology allows for personalized learning thus, technology will complement but never replace teachers students will always need human interaction in the classroom this empowers students to make their own decisions about what they want to learn

4 Combine the independent clauses in the box to form two sentences using semicolons. Write the sentences below.

1 2

GRAMMAR FOR WRITING

225

ACADEMIC WRITING SKILLS Formal style means that we avoid language that resembles spoken forms and is colloquial or emotional. Formal style appears in academic journals and textbooks. However, in informal texts, such as magazines, blogs and internet articles, it is common to find the forms marked in the table with an asterisk*. The remaining forms in the table below are primarily found in spoken language.

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SKILLS

FORMAL STYLE IN ACADEMIC WRITING

contracted forms, such as: *don’t, can’t, won’t, it’s, isn’t the personal pronouns *I, you and we exclamation marks or language that shows strong emotions, such as marvellous, awful

avoid:

colloquial

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informal or colloquial vocabulary, such as that shown in the table below

wanna wish to / would like to stress the importance of …

kids, guys, things, stuff

Kids in schools Young learners / Schoolchildren should have …

quantity*

loads of, lots of, tons of, a bit of

Lots of A significant number of students use smartphones to …

emphasis*

really, totally

Teachers claim cloud computing is really extremely / particularly useful for …

anyway, the thing is, in the end, at the end of the day

At the end of the day Finally / In conclusion, they claim that …

how come, and all that, kind of, have got to, I reckon

They asked how come why / the reason that the technology was …

word forms general* nouns

linking informal phrases

gonna, wanna, gotta

226 UNIT 9

There are tons of apps that teachers can use to make their classes engaging. Augmented reality apps are really immersive and totally amazing at getting kids to get up and move around. All you gotta do is find the app that’s right for you. Imagine you are teaching about space. With this app, when the kids view the classroom through their devices, it will look like they’re walking on the moon. How come every school doesn’t have this? If you’re a teacher who uses this kind of stuff, everyone will wanna take your class. In the end, it’s all about the best ways to help kids learn and grow.

1 Read the paragraph, underline the informal language and rewrite the paragraph in a more formal style.

WRITING TASK Choose an emerging technology that you think will have positive impact on learning outcomes. Present an argument to support your position.

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PLAN

1 Discuss with a partner the emerging technology that you chose in Critical thinking, Exercise 3 on page 222. Why did you choose it?

2 Review your notes in Critical thinking, Exercises 3–5 on page 222. Complete the outline below with notes on your arguments and add supporting details.

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Paragraph 1: Feature 1: Supporting details: Paragraph 2: Feature 2: Supporting details: Paragraph 3: Feature 3: Supporting details:

3 Review your table and notes in the Critical thinking section again. Choose one of the drawbacks to include in your essay. Use it to write a counter-argument, a concession and a refutation. Discuss them with a partner. Paragraph 4: Counter-argument Concession

1 Review your thesis statement from Critical thinking, Exercise 5 on page 222. Make any revisions based on the review of your notes. 2 Your readers may not be familiar with the technology. What information can you include in the introduction to help them understand this technology? Share the information with a partner to make sure it is clear.

4 Think about your introduction.

Refutation

WRITING TASK

227

5 Think about your conclusion. Complete the tasks below and then share your results with a partner.

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1 Restate your thesis statement, summarizing the main arguments that support it. 2 Include a statement or observation that leaves readers with something to think about regarding this technology.

6 Refer to the Task checklist below as you prepare your essay.

WRITE A FIRST DRAFT

7 Write your essay. Use your essay plan to help you structure your ideas. Write 450–500 words. Be sure to use formal language in your essay.

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REVISE

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8 Use the Task checklist to review your essay for content and structure. TASK CHECKLIST

✔

Is your opinion clearly identifiable throughout the essay? Do all three arguments support your opinion?

Have you acknowledged and countered an opposite point of view? Have you summarized the three main arguments in the conclusion?

Does your conclusion leave your readers something to think about?

EDIT

9 Use the Language checklist to edit your essay for language errors.

LANGUAGE CHECKLIST

✔

t Have you used a variety of verbs to report expert opinion? Have you used it clefts to emphasize the main points? Have you used dashes, commas and brackets appropriately to indicate parenthetical phrases? 228 Unit 9

Have you used the semicolon to show a close connection between independent clauses? Have you used a formal style, avoiding colloquial language and contractions?

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10 Make any necessary changes to your essay.

OBJECTIVES REVIEW

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

I can …

1 = not so well

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3 = very well 2 = well

watch and understand a video about artificial intelligence (AI). draw out common themes.

construct an argument using a premise. use parenthetical phrases. use the semicolon.

use formal style in academic writing. write an argumentative essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

projection (n) simultaneous (adj) state (v) suggest (v) superimpose (v) supplement (v)

hazard (n) immersive (adj) inspect (v) interpretation (n) manipulate (v) novelty (n) numerous (adj) observe (v)

advocate (n) aid (n) assert (v) claim (v) conclude (v) domain (n) embrace (v) engaging (adj)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

229

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IT N U

LANGUAGE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about the Miriwoong language.

Reading skill Use background knowledge to annotate a text.

Critical thinking Evaluate and synthesize arguments.

Writing task Write a pros and cons essay.

Avoid overgeneralizations; refute counter-arguments.

Academic writing skills

Highlight supporting examples; hedge predictions.

Grammar

UNIT 10 LANGUAGE

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Work with a partner. Discuss the questions.

YOUR KNOWLEDGE

1 Which languages do you think are the most difficult to learn? Give three examples and explain why you chose them. 2 Does your language include a lot of English words? If yes, why, do you think? 3 Why are you studying English? Would you rather be studying a different language instead? 4 How important is language to cultural identity? Explain your answer.

LANGUAGE

231

WATCH AND LISTEN 1

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1 You are going to watch a video about the Miriwoong language, one of the Aboriginal languages. Before you watch, work with a partner. Discuss the questions.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

1 Which country do Aboriginal people live in? What do you know about their languages? 2 Are there different languages or dialects spoken in your country? If so, are any of them in danger of dying out? PREDICTING CONTENT USING VISUALS

2 Look at the photos and discuss the questions with a partner.

1 What kind of area are the people from? Do you think it is heavily populated? 2 Which generation do you think currently speaks Miriwoong? 3 How is the community trying to encourage more people to speak Miriwoong? 4 Who is being taught Miriwoong?

GLOSSARY

ancestral (adj) relating to members of your family from the past

232 UNIT 10

3 Watch the video and answer the questions below. 1 What has happened to the Miriwoong language over recent decades? 2 Why have the indigenous languages in Australia not been passed down to the next generation? 3 What is the community doing to revive the Miriwoong language?

UNDERSTANDING MAIN IDEAS

WHILE WATCHING

indigenous (adj) having always lived or existed in a place

woven into (phr v) a part of something

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UNDERSTANDING DETAIL

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4 Watch the video again and complete the sentences below with no more than three words or a number from the video script.

1 Miriwoong country is a place of . 2 The Miriwoong people have existed for of years. 3 Before the Europeans in Australia there were indigenous languages. 4 Currently, there are only indigenous languages left. 5 Every week pupils are given lessons in Miriwoong, regardless of whether they have . 6 There is no certainty that these efforts to revive Miriwoong will .

5 Work with a partner. Read the two extracts from the video script and discuss the questions. ‘David and Agnes are two of just a handful of surviving fluent speakers. To them, Miriwoong is woven into this landscape.’ 1 What does the presenter mean? Why, do you think, do these Aboriginal people feel this way?

6 Work with a partner. Discuss the questions.

DISCUSSION

‘A lot of money’s been put into trying to save Miriwoong, but the team of linguists working here say the impact is far reaching.’ 2 What do you think they mean by, ‘the impact is far reaching’?

MAKING INFERENCES

1 What can be done to preserve endangered languages? 2 Do you think all endangered languages should be preserved? Why / Why not? 3 Do you think that your language is ‘woven into’ your culture?

WATCH AND LISTEN

233

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

be derived from (phr v) to come from a particular origin commodity (n) product you can buy or sell commonly (adv) frequently, usually conquer (v) to take control of a country or people, or defeat by war dialect (n) a local, usually spoken, form of a language incorporate (v) to include something as part of something else it follows that (phr) used to say if one thing is true, then another thing is true terminology (n) words and phrases used for a particular subject

1 You are going to read the introduction to a linguistics textbook about loanwords. Read the words and their definitions. Use the correct form of the words in bold to complete the sentences below.

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1 If he speaks English, he must understand English. 2 such as wheat are shipped all over the world. 3 The words language and dictate Latin. 4 Many used words in English come from French. 5 It’s difficult for me to understand northern . 6 The names of many foreign foods have been into English. 7 England was by the French in 1066. 8 Medical mostly comes from Latin. USING YOUR KNOWLEDGE

2 Look at the menu from a restaurant. The underlined words are loanwords. Write the loanwords next to the correct language of origin.

Vegetable tempura with sweet and sour sauce £4.50

Salmon with saffron rice and roast vegetables £6.50

Beef kebab with salad and chilli sauce £7.50

Polenta fries with homemade ketchup £2.00

a b c

Italian French Chinese

d e

Espresso brownies with vanilla ice cream £4.50

Arabic Japanese

3 Scan the text on page 235, an introduction to a textbook, and check your answers from Exercise 2. 234 UNIT 10

Loanwords in English and its words are never static; they 1 Language travel across countries and continents. Words

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that travel – that are incorporated into another language – are known as loanwords, and there is probably no language in the world that does not include them. Café from French, kindergarten from German and safari from Arabic are examples of loanwords that are used in modern English.

from another language can be 2 Words incorporated into the new language in different

ways. Some loanwords – for instance, café – retain their original spelling and meaning. Other words like sugar, which is derived from the Arabic sukkar, keep their root meaning but change in their pronunciation or spelling. In some cases, loanwords change their meaning when they are adopted. For example, the word ketchup comes from Cantonese, a Chinese dialect. It entered the English language in the seventeenth century, when samples of the sauce were brought to the UK from Asia by sailors. Mushroom ketchup, not tomato ketchup as we know it today, soon became a favourite condiment on the dining tables of London. In a more extreme change of meaning, the Japanese term tycoon was used in the nineteenth century by English travellers to address the Japanese shogun. Nowadays, it is used in English to talk about somebody powerful in business.

Spanish for ‘little war’, entered English in the nineteenth century during a period of struggle between the Spanish and Napoleon’s troops. The German word blitzkrieg, meaning ‘sudden war’, and kamikaze from Japanese, became part of the English lexicon in the 1930s and 40s, during World War II. The words cosmonaut and sputnik came from Russian and entered English during the twentieth century ‘Space Race’ between the United States and the Soviet Union. and intercultural exchange are another 5 Commerce common source of loanwords; even before the age of globalization, many commodities entered English through international trade and travel. For instance, saffron, cotton and coffee have Arabic roots; they were sold by Arab traders across Europe and Asia. Fruits like lemon and orange were also brought to Europe by Arab merchants, and the Arabic roots of these words are evident not only in English, but in Spanish, French and German. The origin of chocolate and tomato can be traced to the Nahuatl, the language of preColombian inhabitants of Mexico. Both words entered English by way of Spanish.

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loanwords in English are related to 4 Other important historical events. For example, guerrilla,

considerable number of academic words in English have Latin origins. The reason for this is that, for centuries, Latin was the lingua franca2 of science and law. In modern English, much of our scientific and technical vocabulary, our medical terminology and many legal terms come from these roots. For example, school and scholar are derived from the Latin word schola; dental and dentist have their origins in the Latin for tooth, densus.

In modern times, globalization, immigration and 7 the rise of low-cost intercontinental travel have led

to an unprecedented level of linguistic3 and cultural exchange. Several Japanese words, such as sushi, tsunami, tempura and anime, are now commonly used in English. We have also witnessed a surge of foreign food names in English – Italian latte and espresso and Cantonese chow, wok and dim sum, to name just a few. change constantly, in part as a 8 Languages reflection of cultural and socio-political events;

Loanwords can enter a language for a variety of reasons. Geographical and political domination have traditionally been the biggest contributing factors. Loanwords go primarily in one direction; the language of the dominant group transfers to the language of the group that has been conquered. For example, a great number of loanwords from French entered English during a period of French domination. These include English words for beef, mutton, liberty, justice and government. In general, members of the dominant group use words from the conquered group only if they encounter things or places for which they have no word, as occurred in the British colonies1. English incorporated loanwords that reflected these unfamiliar environments. Certain names of animals, such as chimpanzee and mamba, are derived from African languages. Jungle was adapted from a Hindi word, jangal. Bungalow is derived from a Hindi word meaning ‘belonging to Bengal’ and was used in the seventeenth century to describe a certain type of house in Bengal. Later, it came to mean ‘a one storey house’.

c and academic exchange has been 6 Scientifi yet another influential source of loanwords. A

it follows that the study of loanwords in English can reveal a great deal about the cultural history of its speakers.

colony: an area controlled by a more powerful country that is far away lingua franca: a language used for communication by groups who don’t speak the same language 3 linguistic: related to language 1 2

READING 1

235

WHILE READING

READING FOR MAIN IDEAS

4 Read the introduction to the textbook. Complete the outline with information from Reading 1. Write the main ideas (I–II) and (a–e).

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I. Loanwords def. • e.g. café, kindergarten, safari II. • keep spell. and meaning, e.g. • • III. Sources of loanwords a) • liberty, justice, government from • chimpanzee, mamba from • , from Hindi b) • guerrilla — during • and during WWII • cosmonaut and sputnik during c) • traders • chocolate, tomato from d) • scien., tech., and legal terminology from e) • unprecedented level of linguistic and cultural exchange e.g. • Italian latte, espresso. Cantonese chow, wok, dim sum

, e.g. sugar , e.g. ketchup, tycoon

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sold by Arab

, e.g.

5 Read the introduction to the textbook again and complete the gaps in the notes above with details and examples. Compare your notes with a partner.

READING FOR DETAIL

236 UNIT 10

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Critical readers are active readers, taking notes and asking questions as they read. To better understand a text, annotate it with your background knowledge about the subject. As you read, relate the ideas to your own experience and knowledge. Note your additional examples and ideas in the margins. This will help you develop questions for further research, synthesize ideas from multiple sources and develop original ideas for your writing.

SKILLS

Using background knowledge to annotate a text

6 Read the introduction to the textbook again and add notes in the margin on the points below next to the relevant paragraphs. Discuss your notes in small groups.

ANNOTATING

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a Which words mentioned in the text are also loanwords in your language? b What other loanwords can you think of in your language? c Which cultures and languages has your language taken words from? d Do you think these loanwords came into your language for the reasons mentioned in the text? Which ones?

READING BETWEEN THE LINES

7 Work with a partner. Discuss the questions. Then join another pair of students and compare your answers.

1 Does the modern English meaning of the word tycoon have any relationship with its original meaning in Japanese? 2 What is the relationship between the availability of low-cost flights and the increase in linguistic exchange? 3 What, do you think, led to the use of the word anime in English? 4 Why, do you think, are the same Italian words for different types of coffee used all over the world?

8 Work with a partner. Discuss the questions.

1 In your opinion, what is the biggest contributing factor to English loanwords entering new languages? 2 What are the advantages of sharing English loanwords with various languages?

DISCUSSION

MAKING INFERENCES

WRITING 9 Write a paragraph about the advantages and disadvantages of sharing loanwords with various languages. Share your paragraph with a partner.

READING 1

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READING 2 PREPARING TO READ

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UNDERSTANDING KEY VOCABULARY

1 You are going to read an essay about English loanwords entering other languages. Read the sentences. Circle the correct meaning of the words in bold.

1 He regretted his misguided decision to study Art History instead of Foreign Languages, especially when he decided he wanted to travel abroad. a based on an impulse b based on incorrect understanding or bad judgment 2 The movie is meant to be entertaining rather than factual, so it distorts some facts about the history of ancient Egypt. a makes something more complex, difficult or confusing b changes something so that it is false or wrong 3 Many educators take the stance that all children should receive a bilingual education beginning at a young age. a point of view b position of authority 4 The international company enforces its rule that all employees must be fluent in at least three languages. a makes people obey b recommends 5 Even though her previous attempts at learning Arabic have been futile, she is determined to try again. a productive b ineffective 6 We borrow words from other languages to express ourselves more precisely; for example, there is no English equivalent to the German word schadenfreude (feeling joy at another person’s pain). a word with the same pronunciation b word with the same meaning 7 The dilution of regional cuisine can happen when fast food chains replace local restaurants. a making something weaker b spreading something around 8 Some experts endorse language learning apps, so I decided to try one to learn Spanish. a develop b support

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2 Work with a small group. Read the sentences. Write A if you agree with the sentence and D if you disagree. Explain your answers.

1 I know a lot of English words because of technology and social media. 2 Incorporating English words into another language leads to a dilution of that language. 3 Preventing technology related English words from entering a language may result in disadvantages for job seekers. 4 My language has translations for words like selfie.

238 Unit 10

USING YOUR KNOWLEDGE

WHILE READING 3 Read the essay on page 240. Circle the main ideas below.

READING FOR MAIN IDEAS

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a There are personal and professional benefits that come with speaking more than one language. b French equivalents exist for all technology related English words. c The global spread of loanwords will continue, as will the ongoing battle to prevent them. d English loanwords are entering languages too rapidly for purists to keep up with. e Adhering to linguistic purism leads to several advantages for students. f Some people believe that using English loanwords has a negative impact on their language and culture. g English loanwords can be challenging to pronounce in the new language they become a part of.

1 How do people in non-English-speaking countries feel about accepting loanwords into their languages? they are indifferent to it they are opposed to it they have divided opinions 2 How are English words like computer, email and download dealt with in France? their English use is promoted they are taught in language classes the use of their French equivalents is enforced 3 What are two benefits of multilingualism? it is a marketable skill it helps with decision-making it helps colleagues get along better 4 What happens to loanwords once they enter a new language? they are used infrequently they take on the new language’s features most speakers are unaware they exist

READING FOR DETAIL

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4 Read the essay again. Put a tick in the box next to the correct answers.

READING 2

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LINGUISTIC PURISM AND ENGLISH AS A GLOBAL LANGUAGE last decade, we have witnessed a surge 1 Inof the English words from technology and social

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media being adopted by other languages all over the world. This linguistic phenomenon has split public opinion in some countries with respect to whether they should use the English words or create local equivalents. Opponents of the incorporation of English words into their language argue that accepting English terminology may lead to cultural dilution and a loss of linguistic and cultural identity; they want to preserve their languages in a pure form, keeping them free of foreign influences. Although this linguistic purism may have emotional appeal, there are several problems with this stance.

and to have a direct impact on an individual’s multitasking and decision-making abilities. only is the attempt to 4 Not prevent English words from

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entering a language misguided, it is also futile. On social media networks, English words, in an unstoppable flow, are pushing their way into other languages. In science and technology, innovations spread across many fields at a speed that linguistic purists cannot hope to match. It took the French Academy 18 months to come up with a French equivalent for the term cloud computing – in the meantime, French scientists and IT experts had already begun using the technology and the accompanying English term. It is likely that many will continue to do so. A similar phenomenon can be seen in popular culture. For example, at the time of writing, words such as CAPTCHA and selfie still don’t have accepted French equivalents.

issue with linguistic purism is that – in a 2 One highly competitive global economy – it has the

of accelerated linguistic and cultural exchange. No doubt linguistic purists will continue to battle against English loanwords, but thankfully, this is not a universal stance. Indeed, people all over the world understand that accepting new words does not diminish their language and culture; rather, the process enriches them. We should see a more liberal attitude towards language change in coming generations.

240 Unit 10

billions of people currently using social 6 With media around the world, we are entering an era

throwing up barriers to language learning puts them at a disadvantage. Being able to navigate the web and social networking sites and interact with co-workers in multiple languages will be of great benefit to them as they enter the workforce. It’s no surprise that multilingual employees are so highly sought after by companies and institutions worldwide. The benefits of multilingualism go beyond economic advantages, however. Knowing two or more languages has also been shown to improve cognitive processes

losing others that are no longer needed. New loanwords usually change once they enter a language, adapting to the new language’s rules. Loanwords often change their pronunciation (for example, wi-fi in French) or their spelling when they are incorporated into a new language. They also take on the suffixes and prefixes of the new language. In short, they become an essential part of their new language. As a result, most speakers are unaware that many of the words that they use every day have foreign origins. The existence of loanwords reflects important cultural phenomena and historical events; erasing them would distort the language and its cultural heritage.

to cope in the modern world, these young 3 Yet, people need to speak a global language, so

is dynamic; it is constantly changing, 5 Language adding new words to fill existing gaps, and

potential to limit young people’s opportunities. In many countries – for example, Spain, France and Indonesia – linguistic purism is endorsed by national academies. These institutions oppose the use of English words like computer, email and download. In France, the use of French equivalents in public documents is actively enforced by the French Academy. There are numerous other examples of non-English terms that are promoted by these academies instead of internationally recognized English words. Because of this, students in these countries have the added burden of learning this terminology again in English. Using the English words is seen as not supporting the local language and culture. This kind of negative attitude towards using foreign words may discourage young people from studying other languages.

READING BETWEEN THE LINES 5 Work with a partner. Find the phrases in the box below in the essay. Write them next to the correct definitions (1–5).

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cultural dilution (para 1) emotional appeal (para 1) throwing up barriers (para 3) highly sought after (para 3) an era of accelerated linguistic and cultural exchange (para 6)

WORKING OUT MEANING FROM CONTEXT

1 trying to make something difficult or impossible 2 a time period when people are taking and using ideas, words and practices from other cultures more quickly and freely than before

3 the process of making culture less strong and pure 4 very desirable 5 a quality that makes people feel good or right

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6 Work with a partner. Discuss what you think the quotes from Reading 2 mean and whether you agree or disagree with them.

1 ‘Although this linguistic purism may have emotional appeal, there are several problems with this stance.’ 2 ‘… erasing [loanwords] would distort the language and its cultural heritage.’ 3 ‘We should see a more liberal attitude towards language change in coming generations.’

DISCUSSION

7 Ask 2–3 classmates the questions below and write their answers in the table. Then share the answers with a small group. question

answer #3

2 What is your opinion about the incorporation of loanwords into your language?

answer #2

SYNTHESIZING

1 Which English words did you learn from Reading 1 were originally loanwords?

answer #1

MAKING INFERENCES

3 Are there words in your language that are untranslatable to English? Which words? READING 2

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LANGUAGE DEVELOPMENT Understanding the meaning of some common prefixes can help you with the meaning of new words.

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VOCABULARY

LATIN PREFIXES IN ACADEMIC ENGLISH

inter-

post-

between, among

interaction (n), intervene (v), intercontinental (adj), interpretation (n), interface (n)

after postgraduate (n, adj), postwar (adj), postdate (v), postpone (v) co-

pre-

before

not, reverse, undo

coexist (v), collaborate (v), cooperation (n), co-worker (n), cofounder (n)

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preliminary (adj), predict (v), precede (v), presume (v)

together

dis-

disproportionate (adj), displace (v), discourage (v), distasteful (adj), disambiguation (n)

1 Circle the correct definitions of the words below.

2 Circle the correct words to complete the sentences. 1 She used her time on the long intercontinental / preliminary flight to brush up on her Arabic. 2 He failed to predict / postpone the language difficulties he would experience before he travelled to Bulgaria. 242 UNIT 10

1 disproportionate a happening before a more major action or event b too large or too small in comparison to something else 2 postpone a to delay an event until a later date or time b to be or go before something or somebody in time or space 3 preliminary a happening before a more major action or event b unpleasant and unacceptable 4 coexist a to live together in the same place or at the same time b to intentionally get involved in a difficult situation in order to improve it

HIGHLIGHTING SUPPORTING EXAMPLES

especially

in particular

such as

that is

for instance

i.e. = that is

for example

namely

e.g. = for example

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specifically

GRAMMAR

Use a variety of linking expressions to indicate examples and supporting details. as shown by as exemplified by as demonstrated by

as illustrated by

Always use commas (before and) after for example and for instance.

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For example, a great number of loanwords from French entered English during a period of French domination. Use commas or other appropriate punctuation when the example is not essential to the meaning of the sentence (a parenthetical phrase). Several Japanese words, such as sushi, tsunami, tempura and anime, are now commonly used in English. Don’t use commas when the examples are essential to understand the meaning of sentence. Words such as selfie and cloud computing have gained widespread use across many languages. 3 Is the punctuation correct (✔) or incorrect (✘)? Correct the mistakes. 1

Some of the world’s oldest languages for instance Greek, Tamil and Farsi, are still widely spoken today.

Languages, such as Swedish, English and Dutch, are part of the Germanic language family.

Malay is a language that is spoken in several countries, for example Malaysia, Indonesia and Singapore.

1 Careers usually require knowledge of at least one foreign language. / translators and tour guides 2 Fictional languages can be invented for books and movies. / The Lord of the Rings

4 Add the parenthetical phrase to the sentence. Use a linking expression and correct punctuation.

5 Work with a partner. Write two sentences about language. Use parenthetical phrases, linking expressions and correct punctuation. 1 2 LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING

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At the end of this unit, you will write an argumentative essay. Look at this unit’s writing task in the box below.

In the last century, English has become a global language, the lingua franca of science, technology, business and education. Its global dominance has affected other cultures and languages in various ways. One outcome has been an increase in the use of English as the language of instruction in universities that had previously used the local or national language. Write an essay on the pros and cons of English medium university education in your country or another country that you know well.

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SKILLS

244 UNIT 10

Anyone can voice an opinion, but academic arguments require support. When you evaluate opinions, ask yourself: are they based on facts? Personal experience? A statement from an expert? Statistics? If you find common claims across different texts, consider the support that each text provides. You can combine them to create a stronger argument when you write your own text. Also consider any counter-arguments each text provides and think about ways you might refute them.

Evaluating and synthesizing arguments

1 Read the opinions about English medium university instruction. Decide if each person is for or against English medium instruction. Underline the reasons each person gives for their views.

UNDERSTAND

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Zhang Liu, China Posted 10 May 09:35 a.m.

‘Going to an English medium university really gave me the edge against the competition. I got an offer from an international bank at a great salary right after I graduated. The fact that I am fluent in English and Chinese was a really important asset that I could offer. From this job, I can move anywhere. My English proficiency gives me mobility in the job market that I would never have without it.’ Anonymous student

Posted 10 May 09:38 a.m.

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‘Studying in English is a great idea in theory, but the problem is that most students at my university don’t know English well enough to understand the material in their classes. Some of them are completely lost. They don’t want to ask questions because they are afraid to use their English. I know some students who don’t even bother to go to class anymore. The professors know we are struggling so they try to make the material easier, but that really lowers the standard of our education. And some of our professors – they don’t speak English that well either, so they just read their lectures. It’s so boring. It would be better to study in our native language.’ Haruto, a postgraduate student from Tokyo Posted 10 May 09:42 a.m.

‘As an engineering student, I prefer to read my courses in English than in Japanese. It makes my life much easier and helps me communicate with other students when I travel to other universities on exchange schemes or to conferences. I don’t struggle with the terminology; it removes the language barrier. Also, the vast majority of cutting-edge research is published in English.’ Dr Uzun, president of a private Turkish university Posted 10 May 09:47 a.m.

‘By offering all instruction in English, we can attract the best students and professors from all over the world. They all benefit from interacting with one another in English. We can provide the very best education, with up-to-date materials and cutting-edge technology. And, because studying in English is so popular, we can charge substantial tuition. Students will pay for the best educational experience.’ Sonia, university student Posted 10 May 09:51 a.m.

‘The introduction of English medium instruction to our universities has created a two-tiered education system. The top level is for students who have gone to bilingual schools or whose families could pay for extra English lessons. They are the only ones who can pass the English entrance exams. So, the people who have had an advantage all their lives continue to have an advantage at university. The second tier is for students who didn’t study in English. Their English is not good enough to pass the university entrance exam. Some are denied admission. Others have to spend an extra year studying English before they can start their studies and even then, they often struggle in their classes. It seems very unfair.’ Dr Khan, a lecturer in Culture and Communication Posted 10 May 09:56 a.m.

‘I was quite pleased when we switched to English as our medium of instruction. I don’t think it’s a real issue for most of our students; it’s part of a global shift. In the last few decades, we have observed an increase in multilingualism around the world. Most students speak two or three languages when they start university anyway. Due to increased migration and travel, many people have to learn additional languages throughout their lives. This trend has a very positive impact on intercultural exchange and cultural relations.’ CRITICAL THINKING

245

2 Work with a partner. List all the arguments for and against English medium instruction (EMI) from Exercise 1 in the first column of the table. Decide whether you agree or disagree with each argument. Compare your answers with another pair.

ANALYZE

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arguments

agree

disagree

strongest?

For: competitive edge in the job market

br ge Co

CREATE

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U EVALUATE

3 In the last column, tick (✔) the boxes of the two strongest arguments. It doesn’t matter whether you agree or disagree with the overall position of the arguments. Explain to your partner why you think they are the strongest. 4 Choose a country to research and write about – either your own country or one you know well. Think about the merits of EMI at universities in your chosen country. Based on the table in Exercise 2, do you support or oppose it? 5 Conduct some research on EMI in the country you are going to write about. This could be from academic research or by interviewing people. Make a list of all of the arguments, both for and against EMI.

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6 When you have finished your research, discuss your findings with other students.

246 Unit 10

1 Having conducted research, do you still have the same opinion? If you have changed your mind, look at the arguments you agreed and disagreed with in the table in Exercise 2 and change anything you now don’t agree with. 2 Make a note of the arguments for and against EMI that you agree with. Write down any evidence that you found that supports each of the arguments you agreed with.

GRAMMAR FOR WRITING HEDGING PREDICTIONS

near-certainty

should / may well / be (highly) likely to / be (highly) unlikely to

GRAMMAR

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Predictions about the future will always require supporting evidence. However, even when you do provide such evidence, it is usually a good idea to avoid making claims which are too bold or overly general. To hedge claims about the future, use these modal verbs and other expressions of probability:

French scientists and IT experts had already begun using the technology and the accompanying English term. It is likely that many will continue to do so.

could / may / might / have the potential to

possibility

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Opponents of the incorporation of English words into their language argue that accepting English terminology may lead to cultural dilution and a loss of linguistic and cultural identity. It has the potential to limit young people’s opportunities. Notice that we use should to refer to the future to say something is probable because it is right, the norm, logical or expected. We should see a more liberal attitude towards language change in coming generations. 1 Read the paragraph. Underline the definite predictions and circle the modest predictions.

2 Work with a partner. Rewrite the paragraph. Make the definite predictions modest and the modest predictions definite. Use hedging expressions from the Explanation box.

Technology will continue to impact the way people learn languages in the future. However, the one thing that is unlikely to change is that being multilingual will always be beneficial. The use of language learning apps will grow and more learning may well take place on handheld devices, namely smartphones and tablets. It follows that, with increased access to lessons, the number of language learners should skyrocket. Even though translation apps have the potential to decrease the necessity of learning a language, people will continue to pursue languages. After all, the most enriching human interactions occur without the use of technology.

GRAMMAR FOR WRITING

247

ACADEMIC WRITING SKILLS To avoid overgeneralization in academic writing, make sure that your statements are true in all cases. If not, you may need to modify your claims or provide evidence to prove them.

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SKILLS

AVOIDING OVERGENERALIZATIONS

too general

Students don’t know enough English to understand the material. All cutting-edge research is published in English.

more specific

Most of the students don’t know enough English to understand the material. The vast majority of cutting-edge research is published in English.

Remember to use quantity expressions before nouns to avoid overgeneralizations:

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some, many, a lot of, not all, a (significant/small) proportion of, a (small/large/significant) number of, few, not a lot, little

You may also be able to provide a more concrete basis for the less general statement.

Most of the students at my university don’t know enough English to understand the material.

1 Work with a partner. Take turns restating the sentences with language that avoids overgeneralizations.

1 Business terminology is the same in different languages. 2 People learn a language more quickly if they live in a country where the language is spoken. 3 Nobody is 100% fluent in multiple languages. 4 Experts claim that motivation is the most important factor in language learning. 5 Online language schools offer opportunities for students to interact. 6 Parents want their children to begin learning English at a young age.

1 2

248 UNIT 10

2 Write two sentences about the challenges many people encounter when learning a new language. Use expressions from the box above to avoid overgeneralizations. Share your sentences with a partner.

REFUTING COUNTER-ARGUMENTS

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1 You can concede or acknowledge anything you think is valid about the counterargument with expressions such as:

SKILLS

When you make an argument, you should anticipate counter-arguments.

While it is/may be true that … Although this argument may … Although this linguistic purism may have emotional appeal, there are several problems with this stance.

2 You can simply concede or acknowledge the existence of the argument with expressions such as:

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Although it has been argued that … Some people claim that … Although it has been argued that the use of English loanwords will have a negative impact on French language and culture, there is no evidence to support this.

3 You can also reject the counter-argument altogether with expressions such as:

It is simply not true that … It cannot be argued that … … is wrong. It is simply not true that linguistic purism has educational benefits.

When you refute or contest a counter-argument, be sure to provide evidence to support your refutation.

3 Fill in the blanks with an expression that acknowledges the existence and/or validity of the arguments below. More than one answer may be correct. Share your answers with a partner.

4 Refute the statement below. Compare your sentence with a partner.

1 Students should focus on their core classes; learning a language is merely a distraction. language learning is a distraction. In fact, being multilingual leads to an increase in multitasking and decision-making skills, both of which are advantages to students. 2 Attempting to learn a language beyond childhood is futile. childhood is the ideal time to learn a language, research has proven that adults can achieve fluency in a language, too.

Teachers should enforce an English-only rule in all of their Englishlanguage classes.

ACADEMIC WRITING SKILLS

249

WRITING TASK

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PLAN

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1 In a pros and cons essay you must present a balanced view. Review your notes from Critical thinking, page 246. Work with a partner to choose the three strongest arguments related to EMI in your country. Write each of them as a topic sentence in the boxes. Argument 1 Topic sentence:

Possible counter-arguments:

Supporting details:

Argument 2 Topic sentence:

Supporting details:

Possible counter-arguments:

250 UNIT 10

Argument 3 Topic sentence:

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Possible counter-arguments:

Supporting details:

2 Note your supporting details in the boxes above. Include examples where they are appropriate. Discuss with a partner to make sure details are clear and examples are appropriate.

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3 Discuss each argument with a partner and ask your partner to discuss possible counter-arguments. You may not need to include counter-arguments for every claim, only if there are relevant counter-arguments to that view. 4 Write one or two sentences presenting some background to the issue from the writing task box in your own words. This will help form your introduction.

5 Discuss your position on EMI with a partner. Then state your position in support of or against EMI in your country in a thesis statement. This does not need to be a strong statement if you don’t have a strong view. You may have mixed feelings about the issue. If so, you can include some hedging in your thesis statement.

es 6 Write one or two key sentences for your conclusion. Evaluate the situation or make a tentative prediction about the future.

WRITE A FIRST DRAFT 7 Refer to the Task checklist on page 252 as you plan your essay. 8 Write your essay. Use your essay plan to help you structure your ideas. Write 450–500 words. WRITING TASK

251

REVISE 9 Use the Task checklist to review your report for content and structure.

✔

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TASK CHECKLIST Does the introduction describe the situation and present the issue?

Does the essay have a thesis statement that makes your position clear?

Have your presented three arguments supporting and/or opposing EMI?

Have you provided evidence to support your arguments, including examples?

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Have you included and, where appropriate, refuted counterarguments? Does your conclusion restate your position?

Does your conclusion contain an evaluative comment or a prediction for the future?

EDIT

10 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST

✔

Have you used a variety of linking expressions to highlight examples?

Have you made predictions about the future using hedging expressions?

11 Make any necessary changes to your essay.

252 Unit 10

Have you checked that your sentences do not contain overgeneralizations?

Have you used appropriate language to acknowledge and refute counter-arguments?

Have you used correct punctuation when introducing examples?

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about the Miriwoong language.

use background knowledge to annotate a text.

evaluate and synthesize arguments. hedge predictions.

avoid overgeneralizations.

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refute counter-arguments.

write a pros and cons essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

interface (n) it follows that (phr) misguided (adj) namely (adv) postdate (v) postgraduate (adj) postpone (v) postwar (adj) precede (v) preliminary (adj) presume (v) stance (n) terminology (n)

discourage (v) displace (v) disproportionate (adj) distasteful (adj) distort (v) endorse (v) enforce (v) equivalent (n) futile (adj) incorporate (v) interact (v) interaction (n) intercontinental (adj)

be derived from (phr v) coexist (v) cofounder (n) coincide (v) collaborate (v) commodity (n) commonly (adj) conquer (v) cooperation (n) dialect (n) dilution (n) disambiguation (n)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

253

GLOSSARY = high-frequency words in the Cambridge Academic Corpus Pronunciation

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Vocabulary

Part of speech

Definition

UNIT 1 /əˈdæptɪv/

(adj)

affluent

/ˈæfluənt/

(adj)

adaptive

anonymous compatible

/əˈnɒnɪməs/ /kəmˈpætəbəl/

(adj) (adj)

/ˌdeməˈlɪʃən/

(n)

energy-efficient fast-growing

/ˈenədʒi ɪˌfɪʃənt/ /ˌfɑːst ˈɡrəʊɪŋ/

(adj) (adj)

/ˌɪrɪˈvɜːsəbəl/

(adj)

longevity long-term memorabilia

/lɒnˈdʒevəti/ /ˌlɒŋ ˈtɜːm/ /ˌmemərəˈbɪliə/

(n) (adj) (n)

one-way

/ˌwʌn ˈweɪ/

(adj)

opt for

/ˈɒpt ˌfɔː/

(v)

out-of-date practice

/ˌaʊt əv ˈdeɪt/ /ˈpræktɪs/

(adj) (n)

prompt renovation

/prɒmpt/ /ˌrenəˈveɪʃən/

(v) (n)

retrieve scenario

/rɪˈtriːv/ /sɪˈnɑːriəʊ/

(v) (n)

state-of-the-art

/ˌsteɪt əv ðiː ˈɑːt/

(adj)

vibrant vulnerable well-known

/ˈvaɪbrənt/ /ˈvʌlnərəbəl/ /ˌwel ˈnəʊn/

(adj) (adj) (adj)

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254 GLOSSARY

irreversible

demolition

having the ability to change when conditions change having a lot of money or owning a lot of things having no unusual or interesting features able to work successfully with something else the act of destroying something, such as a building using little electricity, gas, etc. used to describe activities, organizations, etc. that are getting bigger very quickly not possible to change; impossible to return to a previous condition how long something lasts continuing a long time into the future a collection of items connected to a person or event travelling or allowing travel in only one direction to choose something, especially of one thing or possibility instead of others old and not fashionable something that is usually or regularly done to cause something the repair of a building to bring it into good condition to find and bring something back a description of a current or future situation very modern and using the most recent ideas and methods lively and energetic not well protected; able to be harmed known or recognized by many people

Vocabulary

Pronunciation

Part of speech

Definition

UNIT 2 /æŋˈzaɪəti/

(n)

arouse

/əˈraʊz/

(v)

associate

/əˈsəʊsieɪt/

(v)

controversy

/ˈkɒntrəvɜːsi / kənˈtrɒvəsi/

(n)

convey

/kənˈveɪ/

(v)

anxiety

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/kraɪˈtɪəriə/ /kjʊəriˈɒsɪti/

(n) (n)

/ɪˈvɒkətɪv/

(adj)

evoke

/ɪˈvəʊk/

(v)

foremost generate inspire

/ˈfɔːməʊst/ /ˈdʒenəreɪt/ /ɪnˈspaɪə/

(adj) (v) (v)

opposition to outrage provoke

/ɒpəˈzɪʃən ˌtə/ /ˈaʊtreɪdʒ/ /prəˈvəʊk/

(n) (n) (v)

refine

/rɪˈfaɪn/

(v)

reinforce

/ˌriːɪnˈfɔːs/

(v)

resemble retain stir up

/rɪˈzembəl/ /rɪˈteɪn/ /ˈstɝː ˌʌp/

(v) (v) (phr v)

strategic subsequent suspicion

/strəˈtiːdʒɪk/ /ˈsʌbsɪkwənt/ /səˈspɪʃən/

(adj) (adj) (n)

sustainable

/səˈsteɪnəbəl/

(adj)

evocative

(adj)

/dɪˈstɪŋktɪv/

distinctive

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criteria curiosity

an uncomfortable feeling of nervousness or worry about something that is happening or might happen in the future to make a person remember or feel a particular thing to connect somebody or something in your mind with somebody or something else a lot of disagreement or argument about something, usually because it affects or is important to many people to express an idea so that it is understood by other people standards used for judging something an eager wish to know or learn about something easy to recognize because it is different from other things making a person remember or feel a particular thing to make somebody remember something or feel an emotion best known or most important to cause something to exist to make somebody have a particular strong feeling or reaction disagreement with a feeling of anger and shock to cause a reaction, especially a negative one to improve something by making small changes to give support to something; to make stronger to look like or be like something to keep; to continue having to cause an unpleasant emotion or problem to begin or grow helping to achieve a plan next; happening after something else a belief or idea that something may be true causing little or no damage to the environment and therefore able to continue for a long time

GLOSSARY

255

Vocabulary

Pronunciation

Part of speech

Definition

UNIT 3 /əˈbɒrənt/ /əˈkaʊntəbəl/

(adj) (adj)

assemble combat

/əˈsembəl/ /ˈkɒmbæt/

(v) (v)

/kənˈfrʌnt/

(v)

/dɪˈseptɪv/

(adj)

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abhorrent accountable

deceptive

confront

(adj) (adj) (v) (v)

fraudulent hostile humiliation legitimate malicious negative

/ˈfrɔːdʒələnt/ /ˈhɒstaɪl/ /hjuːˌmɪliˈeɪʃən/ /ləˈdʒɪtəmət/ /məˈlɪʃəs/ /ˈnegətɪv/

(adj) (adj) (n) (adj) (adj) (adj)

offensive prosecute

/əˈfensɪv/ /ˈprɒsɪkjuːt/

(adj) (v)

regulate resolve run into

/ˈreɡjəleɪt/ /rɪˈzɒlv/ /ˈrʌn ˌɪntuː/

(v) (v) (phr v)

accumulate

/əˈkjuːmjəleɪt/

(v)

aspiring attainable break even

/əˈspaɪərɪŋ/ /əˈteɪnəbəl/ /ˈbreɪk ˌiːvən/

(adj) (adj) (idiom)

brick-and-mortar

/ˌbrɪk ən ˈmɔːtə/

(adj)

component fluctuating

/kəmˈpəʊnənt/ /ˈflʌktʃueɪtɪŋ/

(n) (adj)

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to collect a large number of things over a long period of time wishing to become successful possible to achieve to have no profit or loss at the end of a business activity existing as a physical building, especially a shop, rather than doing business only on the internet one of the parts of something to change frequently from one level to another

256 GLOSSARY

UNIT 4

/ˈdevəsteɪtɪŋ/ /dɪˈstɜːbɪŋ/ /iˈlɪmɪneɪt/ /ɪɡˈzɪbɪt/

devastating disturbing eliminate exhibit

morally wrong; evil Somebody who is accountable is completely responsible for what they do and must be able to give a satisfactory reason for it. to bring people together in a single group to try to stop something unpleasant or harmful from happening or increasing to face, meet, or deal with a difficult situation or person making you believe something that is not true causing a lot of damage or destruction upsetting; causing worry to remove; to get rid of completely to show something by your public behaviour, appearance, etc. dishonest and illegal unfriendly; showing strong dislike shame and loss of self-respect allowed by law intended to harm or upset other people not expecting good things, or likely to consider only the bad side of a situation causing offence to officially accuse somebody of committing a crime in a law court to control an activity using rules or laws to solve or end a problem or difficulty to experience something unexpectedly

Pronunciation

Part of speech

Definition

follow suit generate revenue

/ˈfɒləʊ ˌsuːt/ /ˌdʒenəreɪt ˈrevənjuː/

(idiom) (v phr)

incentive

/ɪnˈsentɪv/

(n)

make a profit

/ˌmeɪk ə ˈprɒfɪt/

(v phr)

/ˈmɑːkɪtɪŋ ˌtuːl/

(n)

on a large / small scale ongoing

/ɒn ə ˈlɑːdʒ/ˈsmɔːl ˌskeɪl/ /ˈɒŋˌɡəʊɪŋ/

(adv)

to do the same thing as someone else to create a flow of money into a business by selling a product/service something that encourages a person to do something to create more revenue than the outgoings of a business something that helps a business to inform customers about a product/service If we do something on a large/small scale, the activity is large/small in size. continuing to exist or develop, or happening at the present moment to be greater or more important than something else a person who is one of the first people to do something a proposal or suggestion, especially in business the ability of a company to keep its customers, employees, etc. the money that a business receives regularly in a way that is based on a clear understanding and good judgment of a situation, resulting in an advantage the amount of money needed to start an organization, a business, a piece of work, etc. all the achievements or failures that somebody or something has had in the past a change from one form or type to another bills to be paid for services used by the public, such as an electricity, water or gas supply

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Vocabulary

marketing tool

(adj)

/ˌpaɪəˈnɪə/

(n)

proposition

/ˌprɒpəˈzɪʃən/

(n)

retention

/rɪˈtenʃən/

(n)

revenue

/ˈrevənjuː/

(n)

shrewdly

/ˈʃruːdli/

(adv)

start-up costs

/ˈstɑːt ʌp ˌkɒsts/

(n)

track record

/ˈtræk ˌrekɔːd/

(n)

transition

/trænˈzɪʃən/

(n)

utility bills

/juːˈtɪləti ˌbɪlz/

(n pl)

arrive at attribute to

/əˈraɪv ˌæt/ /əˈtrɪbjuːt ˌtə/

(phr v) (phr v)

cognition conduct a study

/kɒɡˈnɪʃən/ /kənˈdʌkt ə ˌstʌdi/

(n) (v phr)

conformity

/kənˈfɔːməti/

(n)

UNIT 5

to reach an agreement, decision, etc. to say that something is caused by something else the use of conscious mental processes to do academic research, such as an experiment behaviour that follows the usual standards that are expected by a group or society

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pioneer

(v)

/ˌaʊtˈweɪ/

outweigh

GLOSSARY

257

Vocabulary

Pronunciation

Part of speech

/kənˈstreɪn/ /kənˈtend/ /ˌkɒntrəˈdɪktəri/

(v) (v) (adj)

control group

/kənˈtrəʊl ˌgruːp/

(n)

/ˈemjəleɪt/

(v)

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constrain contend contradictory

emulate

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/ɪˈstæblɪʃ ə ˌkɔːzəl lɪŋk/ /ɪksperɪˈmentəl ˌɡruːp/ /ˈdʒiːniəs/

implications

/ˌɪmplɪˈkeɪʃənz/

(n)

/ˌɪntəˈvenʃən/ /ˈleɪbəl/

(n) (v)

norm

/nɔːm/

(n)

reproduce research subjects stimulation

/ˌriːprəˈdʒuːs/ /rɪˈsɜːtʃ ˌsʌbdʒɪkts/ /ˌstɪmjəˈleɪʃən/

(v) (n) (n)

suppress

/səˈpres/

(v)

trait

/treɪt/

(n)

trauma

/ˈtrɔːmə/

(n)

ambiguity

/ˌæmbɪˈɡjuːəti/

(n)

assert assertive chronic

/əˈsɜːt/ /əˈsɜːtɪv/ /ˈkrɒnɪk/

(v) (adj) (adj)

comprise

/kəmˈpraɪz/

(v)

dispute earning power

/dɪˈspjuːt/ /ˈɜːnɪŋ ˌpaʊə/

(v) (n)

entry level

/ˈentri ˌlevəl/

(n, adj)

(v phr) (n) (n)

participants in an experiment who receive experimental treatment someone with great and rare natural ability conclusions suggested by the results of an academic study action taken to deal with a problem to assign a (usually negative) characteristic to somebody or something accepted standard or way of doing something to do or make again all the participants in an experiment an action that causes somebody to become active, interested or enthusiastic to prevent something from being expressed or known a particular characteristic that can produce a particular type of behaviour severe emotional shock or physical injury that affects you for a long time

UNIT 6

the state of being unclear or having more than one possible meaning to say that something is certainly true forceful; bold and confident lasting for a long time, especially of a disease to have things or people as parts or members; to consist of to disagree with an idea, a fact, etc. the ability of a person to earn money or of a company to make a profit (at or relating to) the lowest level of an organization, type of work

258 GLOSSARY

to limit something to claim If two or more ideas, pieces of advice, etc. are contradictory, they are very different or opposite to each other. participants in an experiment who do not receive experimental treatment to try to do something as well as somebody else does it by copying their approach to show a cause and effect connection

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intervention label

establish a causal link experimental group genius

Definition

Vocabulary

Pronunciation

Part of speech

/ˌekspɜːˈtiːz/ /ˈfaʊndə/

(n) (n)

illustration job market

/ˌɪləˈstreɪʃən/ /ˈdʒɒb ˌmɑːkɪt/

(n) (n)

/ˈleɪbə/

(n)

labour force

/ˈleɪbə ˌfɔːs/

(n)

mismatch multiple

/ˌmɪsˈmætʃ/ /ˈmʌltɪpəl/

(n) (adj)

/pəˈsɪstənt/

(adj)

/ˈpleɪsmənt ˌreɪt/

(n)

pose

/pəʊz/

(v)

prospective

/prəˈspektɪv/

(adj)

training scheme

/ˈtreɪnɪŋ ˌskiːm/

(n)

work–life balance

/ˌwɜːk ˈlaɪf ˈbæləns/

(n phr)

accessible adverse

/əkˈsesəbəl/ /ˈædvɜːs/

(adj) (adj)

bacteria

/bækˈtɪəriə/

(n pl)

bacterial

/bækˈtɪəriəl/

(adj)

complications

/ˌkɒm.plɪˈkeɪʃənz/

(n)

confined to

/kənˈfaɪnd ˌtə/

(phr)

expertise founder

m Ca labour

a high level of knowledge or skill somebody who establishes an organization an example that explains something the number of jobs that are available in a particular place or for a particular type of work workers, especially people who do practical work with their hands all the people in a particular country who are of the right age to work, or all the people who work for a particular company things that do not work well together very many of the same type, or of different types (of a problem) lasting for a long time, difficult to resolve the percentage of graduating students who obtain employment within a determined timeframe after receiving their degree or certificate to cause something, especially a problem or difficulty wanted or expected to do a particular thing in the future an officially organized plan or system to teach the skills you need to do a particular job or activity the amount of time you spend doing your job compared with the amount of time you spend with your family and doing things you enjoy

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UNIT 7

placement rate

persistent

Definition

easy to get, reach or understand having a negative or harmful effect on something very small organisms that live in air, earth, water, plants and animals, often of a type that causes disease caused by or relating to very small organisms that live in air, earth, water, plants and animals, often of a type that causes disease extra medical problems that make it more difficult to treat an existing illness existing only in a particular area or group of people

GLOSSARY

259

Vocabulary

Pronunciation

Part of speech

/ˈkaʊntə/ /draɪv/ /ɪˈneɪbəl/

(v) (n) (v)

eradicate facilitate fuel

/ɪˈrædɪkeɪt/ /fəˈsɪlɪteɪt/ /fjʊəl/

(v) (v) (v)

/ɡrɪm/ /ɪnˈkjʊərəbəl/ /ɪnˈfekt/

(adj) (adj) (v)

m Ca

counter drive enable

grim incurable infect

/ɪnˈfekʃən/

(n)

infectious

/ɪnˈfekʃəs/

(adj)

mutant phase out

/ˈmjuːtənt/ /ˌfeɪz ˈaʊt/

(adj) (phr v)

prevent

/prɪˈvent/

(v)

preventable preventative

/prɪˈventəbəl/ /prɪˈventətɪv/

(adj) (adj)

prevention

/prɪˈvenʃən/

(n)

problematic

/ˌprɒbləˈmætɪk/

(adj)

promote

/prəˈməʊt/

(v)

proximity reliance

/prɒkˈsɪməti/ /rɪˈlaɪəns/

(n) (n)

reliant

/rɪˈlaɪənt/

(adj)

rely on

/rɪˈlaɪ ɒn/

(v)

surge thrive transmission

/sɜːdʒ/ /θraɪv/ /trænzˈmɪʃən/

(v) (v) (v)

to defend yourself against something a planned effort to achieve something to make someone able to do something, or to make something possible to get rid of something completely to make something possible or easier Something that fuels a situation makes it stronger, worse, etc. worrying, without hope not able to be cured to pass a disease to a person, animal or plant a disease in a part of your body that is caused by bacteria or a virus (of a disease) able to be passed from one person, animal or plant to another showing changes as a result of mutation to stop using something gradually or in stages to stop something from happening or someone from doing something able to be prevented intended to stop something before it happens the act of stopping something from happening in the future by taking action now full of difficulties that need to be dealt with to encourage people to like, buy, use, do or support something the state of being nearby the state of depending on or trusting in something or someone needing a particular thing or person in order to continue, to work correctly or to succeed to need a particular thing or the help and support of someone or something in order to continue, to work correctly or to succeed a sudden, large increase to live and develop successfully the process of passing something from one person or place to another

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260 GLOSSARY

infection

Definition

Vocabulary

Pronunciation

Part of speech

/trænzˈmɪt/

(v)

transmittable

/trænzˈmɪtəbəl/

(adj)

/əˈkʌmplɪʃ/ /əkˈnɒlɪdʒ/

(v) (v)

/əˈmæs/

(v)

m Ca

transmit

Definition to pass something from one person or place to another able to be passed or sent from one person, thing or place to another

UNIT 8

accomplish acknowledge amass

apparently

/əˈpærəntli/

(v)

/dɪˈtrækt ˌfrəm/ /ˌdɪfəˈrenʃieɪt/

(phr v) (v)

distraction

/dɪˈstrækʃən/

(n)

enhance exclusively

/ɪnˈhɑːns/ /ɪkˈskluːsɪvli/

(v) (adv)

fairly for the most part

/ˈfeəli/ /fɔːr də ˈməʊst ˌpɑːt/

fundamental

/ˌfʌndəˈmentəl/

(adv) (adv phr) (adj)

gesture

/ˈdʒestʃə/

(n)

isolate

/ˈaɪsəleɪt/

(v)

maintain

/meɪnˈteɪn/

(v)

more or less peak

/ˈmɔːr ə ˌles/ /piːk/

(phr) (v)

primarily relatively

/praɪˈmerɪli/ /ˈrelətɪvli/

(adv) (adv)

sensitivity

/ˌsensɪˈtɪvəti/

(n)

somewhat stem from

/ˈsʌmwɒt/ /ˈstem ˌfrɒm/

(adv) (phr v)

coordinate

detract from differentiate

s As d an s le es sa Pr r y fo it t rs no ve py

/kəʊˈɔːdɪneɪt/

(adv)

to do something successfully to accept, admit, or recognize something, or the truth or existence of something to get a large amount of something, by collecting it over a long period used to say you have read or been told something although you are not certain it is true to make separate things or people work well together to make something worse to show or find the difference between one thing and others something that prevents somebody from giving full attention to something else to improve the quality of something only; limited to a specific thing, person or group more than average, but less than very mostly

basic, being the thing on which other things depend a movement of the body or a body part to express an idea or feeling to separate something from other, connected things to continue to have; to keep in existence, or not allow to become less mostly to reach the highest or strongest point of value or skill mostly quite good, bad, etc. in comparison with other similar things or with what you expect the ability to understand how other people feel to some degree to develop as the result of something

GLOSSARY

261

Vocabulary

Pronunciation

Part of speech

/səˈdʒest/

(v)

tend

/tend/

(v)

typically

/ˈtɪpɪkəli/

(adv)

underlie

/ˌʌndəˈlaɪ/

(v)

voice

/vɔɪs/

(v)

/ˈædvəkət/

(n)

m Ca

suggest

UNIT 9 advocate

/eɪd/

(n)

assert claim

/əˈsɜːt/ /kleɪm/

(v) (v)

a person who publicly supports an idea or cause a piece of equipment that helps you to do something to say that something is certainly true to say that something is true without sufficient proof to decide something based on the results of a study, reasoned argument, etc. a field, area of knowledge, etc. belonging to or controlled by a particular person or group of people to enthusiastically accept new ideas or methods attracting and maintaining interest something that is dangerous and likely to cause damage seeming to surround the audience, player, etc. so that they feel completely involved to examine carefully translation of one language into another to control something using your hands the quality of being new or unusual many, multiple to notice or identify something during a study an image displayed by a device onto a separate screen or another surface happening or being done at exactly the same time to present an idea or a fact clearly in speech or writing to communicate or show an idea or feeling without stating it directly or giving proof

/dəˈmeɪn/

(n)

embrace

/ɪmˈbreɪs/

(v)

engaging hazard

/ɪnˈɡeɪdʒɪŋ/ /ˈhæzəd/

(adj) (n)

immersive

/ɪˈmɜːsɪv/

(adj)

inspect interpretation manipulate novelty numerous observe

/ɪnˈspekt/ /ɪnˌtɜːprəˈteɪʃən/ /məˈnɪpjəleɪt/ /ˈnɒvəlti/ /ˈnjuːmərəs/ /əbˈzɜːv/

(v) (n) (v) (n) (adj) (v)

projection

/prəˈdʒekʃən/

(n)

simultaneous

/ˌsɪməlˈteɪniəs/

(adj)

state

/steɪt/

(v)

suggest

/səˈdʒest/

(v)

domain

(v)

/kənˈkluːd/

conclude

262 GLOSSARY

express an idea or plan for someone to consider to be likely to behave in a particular way or have a particular characteristic used when you are giving an average or usual example of a particular thing to be the cause of or a strong influence on something to say what you think about something

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aid

Definition

Vocabulary

Pronunciation

Part of speech

/ˌsuːpərɪmˈpəʊz/

(v)

/ˈsʌplɪmənt/

(v)

be derived from coexist

/biː dɪˈraɪvd ˌfrɒm/ /kəʊɪgˈzɪst/

(phr v) (v)

cofounder

/ˈkəʊfaʊndə/

(n)

/kəʊɪnˈsaɪd/ /kəˈlæbəreɪt/

(v) (v)

/kəˈmɒdəti/ /ˈkɒmənli/ /ˈkɒŋkə/

(n) (adj) (v)

cooperation

/kəʊɒpərˈeɪʃən/

(n)

dialect

/ˈdaɪəlekt/

(n)

dilution

/daɪˈluːʃən/

(n)

disambiguation

/dɪsæmˈbɪgjueɪʃən/

(n)

discourage

/dɪˈskʌrɪdʒ/

(v)

displace

/dɪˈspleɪs/

(v)

disproportionate

/dɪsprəˈpɔːʃənət/

(adj)

distasteful distort

/dɪsˈteɪstfəl/ /dɪˈstɔːt/

(adj) (v)

endorse enforce

/ɪnˈdɔːs/ /ɪnˈfɔːs/

(v) (v)

equivalent

/ɪˈkwɪvələnt/

(n)

futile incorporate

/ˈfjuːtaɪl/ /ɪnˈkɔːpəreɪt/

(adj) (v)

interact

/ɪntəˈrækt/

(v)

superimpose

m Ca

supplement

Definition to put an image, words, etc. on top of something else, so that what is in the lower position can still be seen to add something to something else in order to improve it

UNIT 10

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commodity commonly conquer

coincide collaborate

to come from a particular origin to live together in the same place or at the same time someone who establishes an organization with somebody else to happen at or near the same time to work with someone else for a special purpose a product you can buy or sell frequently, usually to take control of a country or defeat by war the act of working together with someone or doing what they ask you a local, usually spoken, form of a language the process of making the content of something weaker the action of changing something in order to make its meaning absolutely clear to make someone feel less confident, enthusiastic and positive about something, or less willing to do something to force somebody or something out of its usual position not the right amount in relation to something else unpleasant or unacceptable to change something so that it is false or wrong to publicly support to make people obey something or do something something that has the same value, meaning, etc. as something else having no effect or achieving nothing to include something as part of something else to communicate with or react to

GLOSSARY

263

Vocabulary

Pronunciation

interaction

m Ca

intercontinental interface

it follows that

/ɪntəˈrækʃən/

(n)

/ɪntəkɒntɪˈnentəl/ /ˈɪntəfeɪs/

(adj) (n)

/ɪt ˈfɒləʊz ˌðæt/

(phr)

/ˌmɪsˈɡaɪdɪd/ /ˈneɪmli/

(adj) (adv)

misguided namely

Part of speech

/pəʊstˈdeɪt/ /pəʊstˈgrædʒuət/

postpone postwar

/pəʊstˈpəʊn/ /ˈpəʊstwɔː/

(v) (adj)

precede

/prɪˈsiːd/

(v)

preliminary

/prɪˈlɪmɪnəri/

(adj)

presume

/prɪˈzjuːm/

(v)

stance terminology

/stɑːns/ /ˌtɜːmɪˈnɒlədʒi/

(n) (n)

(v) (adj)

an occasion when two or more people or things communicate with or react to each other between continents a connection between two pieces of electronic equipment, or between a person and a computer used to say: if one thing is true, then another thing is true based on an incorrect understanding used when you want to give more detail or be more exact about something you have just said to happen after a particular time or event relating to education undertaken after achieving a first degree to delay an event until a later date or time happening or existing in the period after a war to be or go before something or somebody in time or space happening before a more major event or action to believe something to be true because it is very likely, although you are not certain a publicly held point of view words and phrases used for a particular subject

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postdate postgraduate

Definition

264 GLOSSARY

VIDEO SCRIPTS UNIT 1

m Ca

Preserving traditional perfume making skills Narrator: The history of perfume is as long as that of human civilization. In this cellar in Versailles, France, they’re preserving the scents of the past, and the present, to share with new generations. The Osmotheque is an international repository for thousands of perfumes, many of which are no longer available to buy. The founders believe that the global evolution of perfumes contains influential masterpieces just like any other form of human creativity. They’re determined that these should not be lost to the passage of time. Yves Tanguy: Here we have the Chypre de Coty, a landmark. It was created in 1917 by Francois Coty. Narrator: More than 4,000 scents are stored in this cellar at a constant temperature. Interviewee: The Osmotheque is somewhere unique, and all the perfumes that the public can discover here represent very rare moments. They’re marvels! Narrator: Each perfume is sealed in an opaque bottle under a protective layer of argon gas. Many of the perfumes held here are recreated from historical recipes. The oldest dates back thousands of years to the times of the Roman Empire. Jean Kerléo: Constructing a perfume is about natural and synthetic odours. Playing with different types of smells. First, you have to learn to memorize these odours, so that later with some imagination and a certain artistic tendency you can compose a perfume. Narrator: A fine scent begins with fine ingredients. As one of the world’s oldest industries, there are many agricultural communities founded on supplying perfume manufacturers with raw materials. But if new generations do not get involved, these communities’ traditions may be lost. In Grasse in France, and in Taif in Saudi Arabia, they’re hoping that UNESCO Intangible Cultural Heritage status will protect their ways of life. Taif roses produce a unique rose oil which is in high demand for use in luxury perfumes. Families in Taif have farmed roses for more than 240 years. The Taif rose is adapted to the specific soil and weather conditions here. Attempts to grow it elsewhere have been unsuccessful. From planting to extracting the oil, every step of the process requires skill and knowledge. This has traditionally been taught by elders over many years. In Grasse, a volcanic landscape and the

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Mediterranean climate provide the perfect conditions for growing a variety of flowers used in perfumes. But traditional skills were in danger of being forgotten. For example, how to create new plants by cutting pieces from the older bushes, which grow so well in these specific fields. Today, a wide variety of skills relating to roles in the perfume industry in Grasse are listed with UNESCO. This means that the French government will take an active role in ensuring their future. Efforts to preserve the practices in these regions may not succeed if climate change continues to worsen. All perfume growing regions rely on their climate for successful harvests, but they are experiencing increasingly unpredictable seasonal weather. Conservation on a global scale will be needed if their unique products are to be available to future generations of perfumers.

UNIT 2

The role of Helvetica font in graphic design Man: So, this is what I’m talking about. This is, uh, Life magazine, 1953. One ad after another in here – it just kind of shows every single visual bad habit that was, like, endemic in those days. You’ve got, uh, you know, zany hand lettering everywhere. Exclamation points, exclamation points, exclamation points! Cursive wedding invitation typography down here reading, ‘Almost everyone appreciates the best’. Uh, this was everywhere in the fifties. This is how everything looked in the fifties. You cut to, um – this is after Helvetica was in full swing – same product. No people, no smiling fakery. Just a beautiful, big glass of ice-cold Coke. The slogan underneath: ‘It’s the real thing. Period. Coke. Period’. In Helvetica. Period. Any questions? Of course not. Drink Coke. Period. Simple. Leslie Savan: Governments and corporations love Helvetica because, on one hand, it makes them seem neutral and efficient; but also, the smoothness of the letters makes them seem almost human. That is a quality they all want to convey because, of course, they have the image they’re always fighting – that they are authoritarian, they’re bureaucratic, you lose yourself in them, they’re oppressive. So instead, by using Helvetica, they can come off seeming more accessible, transparent and accountable.

VIDEO SCRIPTS

265

UNIT 3

m Ca

Facial recognition technology Narrator: Your face, like your fingerprints or your DNA, is unique to you. For developers of biometric technology, the face is an easyto-capture piece of data that can be used to identify someone. As such, facial recognition is one of the fastest growing areas of biometrics. Both public and private organizations use facial recognition to improve security and protect privacy. For example, smartphones which use facial recognition instead of a password can protect you from criminals who might steal your password in a public place. When conducting financial transactions, facial recognition is an additional layer of security that is designed to prevent identity theft and fraud. In law enforcement, it can identify suspects who have been caught on camera. Linked to live surveillance, it can identify people who may be threats to public safety, find missing persons, or catch wanted criminals. In security systems, it ensures that access to homes and other sensitive areas is restricted. And airports around the world have introduced facial recognition systems to check that travellers are who they say they are. New uses for facial recognition are being thought up all the time. Some have little to do with providing security or protecting privacy. In gaming, it’s used to check ages, and to grant games permissions. Some universities use facial recognition to take student registration. Healthcare providers are using it to link patients to their records. And companies are using it in stores to better target products at shoppers. But the widespread use of facial recognition has raised concerns with Human Rights watchdogs and members of the public. Some feel that this technology, designed to provide our security, is actually a threat to our privacy. Facial recognition technology often requires a large database of images and other information to work. Opponents fear that these are open to dangerous abuses. A rogue employee at a government agency could misuse the technology to track the movements of an innocent person, violating their right to privacy and presenting a safety risk. Governments themselves would gain the power to track anyone anywhere. And this could repress freedom within a nation. And large databases are targets for hackers. Once stolen, the information could be shared with other criminals and used to steal identities, disrupt services and more. Another issue is consent. On our own smartphone, we are in control of the use of the technology, and

we can decide whether or not we want to use it. But when photos and data are widely gathered without the public’s knowledge, we lose control over how our information is being stored, used, or shared. While some governments and businesses around the world are enthusiastically adopting the technology, others are proceeding with caution. Many commentators believe that what is required now is regulation to effectively protect our privacy against the threat facial recognition technology poses.

UNIT 4

266 VIDEO SCRIPTS

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Small business Saturday Narrator: Visit any UK high street or market place and you will find an array of specialist shops, from fishmongers to craft boutiques, coffee shops to fashion stalls. Small businesses are at the heart of Britain’s economy. There are 5.2 million small businesses in the UK, employing over 12 million people. A third of all purchases in the private sector are made at small firms. Today, on Small Business Saturday, the retailers are bustling with customers, encouraged to go out and explore their unique offerings. The event takes place on the first Saturday in December every year. Last year over threequarters of a billion pounds were taken at the tills on Small Business Saturday alone. David Young, an adviser to the government on business and enterprise, says there has never been a better time to start your own small business. David Young: We live in a country where over 19 out of 20 firms employ fewer than 10; we have far more people working for themselves now than we’ve ever had in our past before, and if you look ahead, it’s going to be a small firm’s world. Narrator: But many small business owners feel that times for them are challenging. Eve recently started her business for just £50 and is struggling to keep afloat. Eve: The money I have last week I pay, because they gave me the opportunity to open the shop without, erm, deposit, just paying. Every week I have to pay £200. That’s for the week. You start, then you pay, so every week, Friday, I have to pay £200. Narrator: Business rates – the taxes that business owners pay on their premises – are a major cost that many would like to see reduced for smaller businesses. Jamie runs the family greengrocer’s. His dad sold the family home to start the business ten years ago.

m Ca

Jamie: We could do with a little bit more than just a basic relief rate from the, erm, business rates, really, ’cause, I mean, em, we pay a lot for business rates but we don’t actually get much for it. We sweep up ourselves, we have to clear up, we have to get rid of our own waste. There’s no help towards that. Effectively, all we’re paying for is the road to be swept. Narrator: Kate, who has a craft shop, pays £7,000 a year in business rates on top of her rent. The tax is calculated according to the size of her shop. Kate: It’s a huge chunk; it’s over half of what our rent is, to be here, so we do get a small discount on the rates because it’s worked out on square footage, but we’re quite a big premises for a small business so we don’t get as much discount as, say, some smaller stores would do, but it works out at just around seven, seven and a half thousand pounds a year. Narrator: Business experts agree that there are ways to make life easier for small UK firms. Expert: The majority of businesses in the UK are small, and to start to be able to become medium/ large businesses they need help at the bottom level. So ways to find this help in terms of access to finance, but also ways to cut the regulatory burden as well, are critical. Narrator: Small Business Saturday has been a great success today here in Claygate. But such events are just part of what is needed to keep the heart of Britain’s economy beating in the years ahead.

UNIT 6

Apprenticeships Narrator: The traditional path to a professional career involves years in classrooms. After long hours of studying and writing essays, it’s quite possible to leave university having paid costly tuition fees and without any work experience in your chosen field. The word ‘apprenticeship’ is often associated with skilled trades. But apprenticeships can offer an alternative route to a graduate career too. With some apprenticeship programs, you can enter a company and begin your career whilst earning degree-level or even higher qualifications along the way. In Germany, almost every profession has an apprenticeship route. You could become

Lego artist Nathan Sawaya Narrator: Modelling bricks, such as Lego, are an irresistible toy for many children. But just what is it that makes the brightly coloured blocks so popular? Psychologists say their appeal lies in the ease with which a child can get started on building models from their imaginations. A box of Lego is a chaos of endless possibilities. It doesn’t take any particular physical skill to get started and a child can build, change their ideas, undo and rebuild. And Lego is not just a creative medium for children. New York artist Nathan Sawaya’s work has been shown in galleries around the world. His models prove that ultimately, Lego is a three dimensional paint-box, only limited by your vision and imagination. Nathan: Well, my name is Nathan Sawaya. I am a brick artist. Er, we’re in my art studio, here in New York City. Well my art studio, err … holds about 1.5 million bricks at any given time and then as I’m working

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UNIT 5

on pieces I just pull from inventory. Err, some of the larger projects: I did a billboard in, err … in Hollywood that used, err, over 500,000 individual pieces. Err, I did, er, a Tyrannosaurus Rex skeleton; it measures 20 feet long, so that’s one of the largest pieces I’ve ever done. That’s currently on tour in Australia. So just depends, you know, a life-size human form is going to use about 20,000–30,000 bricks per project. I used to practise corporate law here in New York City and I would spend 80 hours a week in a boardroom negotiating contracts and I found that at the end of the day I would need some sort of creative release. Sometimes it was painting, sometimes it was drawing and sometimes it was sculpting and I found I enjoyed sculpting with Lego bricks, err, and so, err, I eventually would leave the law firm to create art full time out of Lego. I opened the art studio here in New York and, err, left the law firm all behind to become a full-time artist. Well the process is fairly straightforward. Err, gravity forces me to work up, err, so, err, as I build, err, I do put a little bit of glue and then, err, add the brick. There you go! Well I’ve got a lot going on lately, erm … I’ve been receiving several commissions from all over the world which keeps it interesting. I think one of the great parts of my job is that I … every morning I check my email and I get requests from all sorts of people. Some I take on, some I don’t, but it keeps it very interesting. Well, the works sell for $10,000–20,000 generally. Some of the larger pieces have sold for more than that. The largest, err … I did sell a piece for six figures. Just amazing.

VIDEO SCRIPTS

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qualified and experienced in fields such as physiotherapy, human resources, engineering, or IT. To get started, you apply to an employer as an apprentice, and only then join a program of study. Your time will be split between studying and working at the company. Exactly how your time is split depends on the specific apprenticeship. The company will pay you a salary, and pay any tuition fees, and you could get many other employee benefits too. There are two main types of apprenticeship in Germany. One is called a vocational apprenticeship. Here you’ll study at a vocational school and after around three years, gain a vocational qualification, which can be at degree level. The other is called a dual studies apprenticeship. Here you’ll study at a university and after three years or more, gain both an academic degree and a vocational qualification. Germany’s vocational training system is designed to meet the needs of the labour market. So, an apprenticeship almost certainly leads to a permanent job. In the UK, degree apprenticeships are being used not only to fill gaps in the labour market but also to expand sectors of the economy. Ambitions to grow the UK’s space industry have led to the introduction of a degree apprenticeship as a Space Systems Engineer. With an apprenticeship at the Airbus company and a degree program delivered by Space Park Leicester, students begin on a career which could involve designing and building spacecraft, development and testing of satellites, or operating and maintaining ground support systems. In both Germany and the UK, degree apprenticeships are open to international students and people of any age. Anybody in the world can apply, provided they meet the entry requirements. Companies support these programs because they can help participants develop exactly the right skills for a future with them. They have the chance to shape and win the loyalty of job candidates they believe will help them reach for the stars.

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Professor Dan Jiang: Leia is doing fantastically well. Some children can develop a degree of a speech, where others may only become aware of environmental sound. And … but the implants can help them to communicate better with hearing people and with their peers. Narrator: For Leia’s parents, it was a difficult decision to allow surgeons to operate, but they’re delighted with the results. Bob Armitage: Yeah, it’s just been great, just been fantastic to watch her development and the interaction that we can have as a family. Narrator: The implant Leia received is now approved for other profoundly deaf young children. Meanwhile, more such life changing devices are on the way. Each one will need to be trialled by patients. Rodney Gorham suffers from ALS, a disease which causes paralysis. He’s trialling a brain implant designed to allow people like him to interact with their devices. Dr Tom Oxley: So, for people who have paralysis, their brains can still work but their body is not responding to how the brain moves. So, we have our users think about trying to move certain parts of their body and then we convert those into key presses … that are used to make selections on the screen. Narrator: Once a salesman and travel enthusiast, Rodney was becoming increasingly more isolated by his disease. Today, Rodney can communicate with an onscreen keyboard, play games and even take part in interviews via text messages. And he has contributed hugely to a technology which may help many people. Zafar Faraz: Well, it’s been monumental. I don’t think that we would be anywhere if he hadn’t taken the brave step of volunteering and pioneering the technology. Narrator: Medical implants cannot be successfully developed without human trials. Not all devices will work the first time, but brave patients who test them make it possible for others to lead better lives.

UNIT 8

Medical implants Narrator: Leia Armitage was born profoundly deaf, without any connections between her ears and her brain. But when she was just 22 months old, Leia had pioneering surgery to insert an implant directly into her brainstem. It has enabled her to both hear and speak.

Behind the scenes look at the RAF Red Arrows Narrator: At the Royal Air Force base in Scampton, UK, these are the unique Hawk Jets of the Red Arrows – an elite team of RAF pilots, engineers and vital support staff. It takes over 120 people to bring together the Red Arrows’ spectacular aerobatic displays. Our report catches up with the team during their preparations for the summer months.

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Reporter: In the skies above Lincolnshire the Red Arrows soar and swoop, honing the precision moves they’ve become so famous for. The man out front: Red One. Red One: It’s an absolute dream job to get, and to sit in the front of, er, such a capable team. Not just the pilots, but all of the personnel that work on the Red Arrows – highly trained, highly skilled and really motivated to do a good job. Commentator: Now the nine aircraft he leads are being given a makeover. This is the first time the new-look tailfin has been seen, the first permanent change to the design since the Red Arrows were formed in 1964, but it’ll be months before being displayed to the public. Journalist: It’s now, during the winter months, that the hard work is done, with up to five training sorties flown each day to make sure that every single performance is perfect come the summer. When it’s as windy as this, it’s even tougher for the pilots. Commentator: It is also the time for vital engineering work. Corporal Drew Paxton is one of the exclusive circus engineers, picked to travel to displays in the seat behind the pilot. Drew Paxton: The engineers as a whole on the squadron are the lifeline, the lifeblood, of the squadron and if we don’t have them then we can’t do anything. Commentator: Everything must be checked meticulously, including the potentially lifesaving kit worn by the pilots. Pilot 2: Err, the G-trousers, once I start pulling G, will start to inflate. Err, my muscles in my legs have to tense against them. Now, when they tense against it, erm, the blood doesn’t pool in my legs and it will stay in my torso. So now that makes it easier for me to work to keep the blood pumping to my head. Commentator: But there will always be danger. In 2011 two pilots from the aerobatic team died in separate incidents: getting everything right is crucial. It means a debrief after every flight. Red One: You’ve got to do something about your technique. Commentator: It costs £9,000,000 a year to keep the fast jets flying, too high a cost for some, but this summer they will perform 80 times, ambassadors for Britain, as they speed towards a further 50 years of unmatched aerobatics.

UNIT 9

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Artificial intelligence (AI) Narrator: As artificial intelligence grows ever more sophisticated, the idea that it might become a threat to humans is heard not only from science fiction writers but economists, academics and even the AI developers. Professor Gary Marcus: I think there are real scenarios with this massive harm. I think there’s a lot of those. Professor Mike Wooldridge: … a cyber-attack on some critical government service … Dr Michio Kaku: They can deceive. They can be propagandists. They can say all sorts of nonsense. Professor Gary Marcus: There are ways that they can be abused by bad actors. Professor Mike Wooldridge: …it can potentially be extremely damaging … Dr Michio Kaku: The danger is that they don’t understand the difference between right and wrong, true and false. Narrator: Experts believe AI presents multiple risks. People may use AI that was designed to be helpful to cause harm. In other cases, failures in an AI’s design may cause the systems to behave in harmful ways. An AI which can write computer code could be used to hack vital services. Autonomous AI used for tasks such as medical diagnosis or air traffic control could make fatal errors. Chatbots which can produce realistic human language can be used to convincingly impersonate real sources. Bad actors can use them in fraud, or to spread misinformation. AIs which can alter film can create videos known as deepfakes, which show people saying things they have not said. These technologies can cause public distrust, create false beliefs, and exacerbate divisions in society. AIs may also reinforce existing prejudices and biases that come from the data they work with. For example, an AI used to select job candidates may discriminate against those from particular backgrounds. And one of the biggest threats is in the nature of AI itself. By replicating the capabilities of humans, AI can replace us. Some fear that mass unemployment could be caused by the automation of many human tasks. So why develop AI at all? Because it has just as much potential to solve problems as to hurt us. AI could advance scientific knowledge and show us how to solve some of humanity’s biggest challenges. It could help to develop new clean energy sources, such as nuclear fusion. It can show us how to optimize harvests in agriculture, and how to mitigate the effects

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of climate change. AI used in medicine can help us live longer, healthier lives by detecting health problems earlier. It can make our jobs more interesting by automating repetitive and mundane human tasks. However, many experts feel that competition between big companies encourages them to launch AI before it is safe. Dr Michio Kaku: Everyone wants to be one step ahead of their rivals, so the rival doesn’t grab market share without them. And so that’s what’s driving it – it’s competition! Narrator: To avoid the harm of AI, they feel we need robust laws to ensure developers act responsibly. When companies rigorously test new AI and allow outside researchers access to it, when they constantly monitor AI’s behaviour, there is more safety. Experts advise that governments and industry should anticipate job losses to AI. Retraining employees in time for change can help avoid unemployment. Educators should focus on developing skills in our young people that AI cannot yet handle. But fighting misinformation is one of the biggest challenges, and it may be years before we have real-time factcheckers or deepfake identification. For now, the best safeguard may be to teach people to think critically about the sources of their information. Dr Michio Kaku: The average person has to say themselves ‘I know.’ I will use a chatbot because it’s very convenient, saves time, but I realize that some of it is nonsense. Narrator: Meanwhile, industry, academia and governments must continue to work together to ensure AI is developed in the public interest. That way, we can avoid the harm of AI and unlock its great potential.

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The Miriwoong language Presenter: This is Miriwoong country. A land of vast open skies that straddles modern-day state boundaries. The Miriwoong people have been here for tens of thousands of years but, in recent decades, their language has come under threat. So we can see right across the Miriwoong land. David: Yeah. Presenter: David and Agnes are two of just a handful of surviving fluent speakers. To them, Miriwoong is woven into this landscape. David: There’s language all around you. Everything we see has language. Everything that moves has language. Modern things come where you just have to give the name in Miriwoong.

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UNIT 10

Like when, you know, the first car, arrived in our country. Miriwoong people gave it a name: ‘goorroorij’, and that actually come from the sound that it make: ‘goorrr’, you know? Presenter: Before European settlement, Australia was home to around 300 indigenous languages. Now only a dozen are left with more than a thousand speakers. Language is normally handed down from one generation to the next. But in Australia, in indigenous communities, that link was broken decades ago when Aboriginal children were taken from their families and put under the care of European settlers. And so, to revive Miriwoong, they need a new generation. Every week 400 pupils at local schools have lessons regardless of whether they have Aboriginal heritage. Schoolboy: My favourite word in Miriwoong is ‘joowinyin’, and that means ‘crocodile’. Schoolgirl 1: My favourite Miriwoong word is ‘gagayi’ which means ‘grandma’. Schoolgirl 2: My favourite word in Miriwoong is ‘wija-wijab’. That means ‘swimming’. Presenter: A lot of money’s been put into trying to save Miriwoong, but the team of linguists working here say the impact is far reaching. Linguist: There is research that says indigenous people learning their ancestral language are more likely to be successful in life. Which means they are more likely to get a job, they are more likely to attend school. They’re also less likely to struggle with substance abuse, they’re less likely to commit serious crimes. Presenter: There is no certainty that all this effort will pay off. But here they’re trying everything to make sure Miriwoong is a living, breathing language for decades to come. Hywel Griffith, BBC News, in Kununurra.

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The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable. Key: U = Unit.

Text U5: Courtesy of Barbara J Sahakian; Courtesy of Kaitlin Woolley; Courtesy of Kathleen N. Esfahany; Courtesy of Dr Naeema Pasha, Visiting Fellow at Henley Business School; Courtesy of Angel Calderon; U6: Graph on p. 140 adapted from Manpower Group ‘2016/2017 Talent Shortage Survey.’ Copyright © Manpower Group. Reproduced with kind permission.

Photography All the photographs are sourced from Getty Images.

Front cover photography by Munro1/iStock Getty Images Plus/ Getty Images. Illustrations U6, U8, U10: Oxford Designers & Illustrators.

Videos The following video stills are sourced from Getty Images.

U1: AFPTV; Impact Press Group/NurPhoto; rvimages; U3: Big Ideas In Film/Image Bank Film: Signature; gorodenkoff; U4: Sky News/Film Image Partner/Sky News; U5: BSPC/Creatas Video; Barcroft Media – Footage/Barcroft Media Video; ITN; U6: Christian Ender/Image Bank Film; SolStock/Creatas Video; BugTiger/Creatas Video; Sky News/Film Image Partner; U7: ITN; AFPTV; U8: Sky News/Film Image Partner; U9: AndreyPopov/Creatas Video+/Getty Images Plus; tawattiw/Vetta; Arkadiusz Warguła/Creatas Video+/Getty Images Plus; SVTeam/Creatas Video+/Getty Images Plus. The following videos and stills are sourced from another source: All the video clips are sourced from Getty Images.

Typeset Typesetting by emc design ltd.

Corpus Development of this publication has made use of the Cambridge English Corpus (CEC). The CEC is a multi-billion-word computer database of contemporary spoken and written English. It includes British English, American English and other varieties of English. It also includes the Cambridge Learner Corpus, developed in collaboration with Cambridge English Language Assessment. Cambridge University Press has built up the CEC to provide evidence about language use that helps to produce better language teaching materials.

U1: Mikhail Konoplev/Creatas Video+/Getty Images Plus; Yiming Li/ Creatas Video; AFPTV; FlashMovie/Creatas Video+/Getty Images Plus; Daniel Balakov/Vetta; NurPhoto/NurPhoto Footage; Burak Kara/Getty Images Editorial Footage; NurPhoto Footage/NurPhoto Footage; Barry Kusuma/DigitalVision; SEN LI/Moment Video RF; Andrea Pistolesi/Image Bank Film; Arnav Ray/Creatas Video+/Getty Images Plus; Anurug/Creatas Video; Roger Hutchings/Corbis Historical; Roger Maeder/Image Bank Film; rvimages/Creatas Video; John Downer Productions/Image Bank Film; Alexander Maniakhin/Creatas Video+/Getty Images Plus; U3: ReeldealHD Ltd./Verve+; DAS85/Creatas Video+/Getty Images Plus; Anadolu/Footage; AFPTV; Spencer_Whalen/Creatas Video+/Getty Images Plus; Auuu/Creatas Video; Lighthouse Films; tawattiw/Vetta; Thinkhubstudio/Creatas Video+/ Getty Images Plus; Robin Beckham/Vetta; MediaProduction/vetta; Big Ideas In Film/Image Bank Film: Signature; Film Image Partner/Sky News; NurPhoto Footage; Saitharn/Creatas Video; Europa Press – Footage News/ Getty Images Editorial Footage; blackdovfx/Creatas Video; Zhang Peng/ Getty Images Editorial Footage; Bloomberg Video – Footage/Bloomberg;

U2: BBC Worldwide Learning.

Audio U9: Epidemic Sound via Getty Images. Audio Production by John Marshall Media.

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U1: Mitch DiamondPhotodisc; Jan Hakan DahlstromStone; Jordan LyeMoment; Didier MartiMoment; Travelpix Ltd/stone; U2: Edward Berthelot/Getty Images Entertainment; Klaus VedfeltDigitalVision; Luis AlvarezDigitalVision; Vicki Jauron, Babylon and Beyond PhotographyMoment; Lourdes BalduqueMoment; Westend61; Oscar Wong/Moment; U3: athima tongloom/Moment; Sefa ozelE+; Witthaya PrasongsinMoment; FlashpopDigitalVision; U4: Bloomberg ; itasun/ iStock/Getty Images Plus; JIJI PRESS/2011 AFP; JOE KLAMAR/AFP; Stocktrek Images; Andrew Holt/The Image Bank; Matt Cardy/Stringer; pop_jop/DigitalVision Vectors; Jill Schneider/Photodisc; U5: MordolffE+; FG TradeE+; Loop ImagesUniversal Images Group; U6: AzmanLE+; U7: Chris ConwayMoment; Robert LandauCorbis Documentary; Gary BellThe Image Bank; U8: Sean Murphy/The Image Bank; Hinterhaus ProductionsDigitalVision; piranka; U9: Hiroshi WatanabeDigitalVision; Coneyl JayThe Image Bank; cofotoismeE+; KrongkaewMoment; da-kukE+; Goodboy Picture CompanyE+; izusekE+; WarchiE+; U10: Goodboy Picture CompanyE+; AJ_WattE+.

SDI Productions/Creatas Video; Ariel Skelley/Iconica Video: Signature; Marcus Lindstrom/Vetta; heckmannoleg/Creatas Video+/Getty Images Plus; gorodenkoff/Creatas Video+/Getty Images Plus; Aleh Malevich/Creatas Video+/Getty Images Plus; ITN; Vanessa Nunes/Creatas Video+/Getty Images Plus; hoozone/Creatas Video; Discovery Access; UtlanovD/Creatas Video+/Getty Images Plus; EvgeniyShkolenko/Creatas Video+/Getty Images Plus; ersen_cira/Creatas Video; Indix Studio/Creatas Video+/Getty Images Plus; Natalia Volvacheva/Creatas Video+/Getty Images Plus; Yamato1987/ Creatas Video; DSCimage/Creatas Video+/Getty Images Plus; Andrey Semenov/Creatas Video+/Getty Images Plus; nmlfd/Creatas Video+/Getty Images Plus; Taigashots/Creatas Video+/Getty Images Plus; U6: British Film Institute/Archive Films: Creative; tawattiw/Creatas Video; FG Trade/Vetta; monkeybusinessimages/Creatas Video+/Getty Images Plus; RealisticFilm/ Creatas Video; sturti/Creatas Video; new look casting/Creatas Video; Paramount Pictures; ersen_cira/Creatas Video; FatCamera/Creatas Video; Lighthouse Films; EvgeniyShkolenko/Creatas Video+; gorodenkoff/Creatas Video+; basketman23/Creatas Video; Delmaine Donson/Creatas Video; Joseph Kelly/Creatas Video+; Christian Ender/Image Bank Film; BugTiger/ Creatas Video; AndreyPopov/Creatas Video+; Yuri_Arcurs/Creatas Video+; Artur Debat/Moment Video RR; Topss/Creatas Video; SolStock/ Creatas Video; DisobeyArt/Creatas Video+; Andrey Semenov/Creatas Video+; Dmitrii Chernenko/Creatas Video+; Peter Cade/DigitalVision; Rufus Wondre/Image Bank Film; Sky News/Film Image Partner; ITN; happywhale/Creatas Video+; Rufus Wondre/UNI Film; Skyworks Places/ Image Bank Film; BlessedSelections/Creatas Video; monkeybusinessimages/ Creatas Video+; Laurence Dutton/Vetta; wibby/Moment Video RF; Thurtell/Creatas Video; U7: ITN; Akurra/Creatas Video+/Getty Images Plus; Edgar Barragan Juarez/Moment Video RF; David Talukdar/Getty Images Editorial Footage; Vadym Terelyuk/Creatas Video+/Getty Images Plus; AFPTV; U9: blackdovfx/Creatas Video; Music: Epidemic sound via Getty Images; Colin Anderson Productions pty ltd/Image Bank Film; mykhol/Creatas Video+; ActiveDesignStudio/Creatas Video; AFPTV; Discovery Access; ITN; Devrimb/Creatas Video; birdigol/Vetta; da-kuk/ Creatas Video; Ankabala/Creatas Video+; hitmanphoto/Creatas Video+; Lighthouse Films; LagartoFilm/Creatas Video+; gorodenkoff/Creatas Video+/Getty Images Plus; tawattiw/Vetta; The Invisible Highway LLC/ Moment Video RR; vkasintsev/Creatas Video+; Robin Beckham/Vetta; Akshay Gupta/Creatas Video+; Arkadiusz WarguÅ‚a/Creatas Video+; simonkr/Vetta; fizkes/Creatas Video+; Andersen Ross/Image Bank Film: Signature; traffic_analyzer/Creatas Video+; luza studios/Creatas Video; VectorFusionArt/Creatas Video+; Captamotion/Image Bank Film; WOWstockfootage/one80: Signature; pingingz/Creatas Video+; Thitida Piasupun/Vetta; Silver555/Creatas Video+; Rufus Wondre/Image Bank Film; Cfbuzlu/Creatas Video+; John Lamb/DigitalVision; branex/Creatas Video+; Treedeo/Vetta; gorodenkoff/Creatas Video+; Laurence Dutton/Creatas Video; travelism/Creatas Video; AndreyPopov/Creatas Video+; Laurence Dutton/Vetta; SVTeam/Creatas Video+; SC STUDIO/Creatas Video+; Bronek Kaminski/Iconica Video: Signature; TODCHAMP/Vetta; mrcmrc/ Creatas Video; Caiafilm/Creatas Video; PeopleImages/Creatas Video+; Ralf Hahn/Creatas Video+; SweetBunFactory/Creatas Video+.

Cambridge Dictionaries Cambridge dictionaries are the world’s most widely used dictionaries for learners of English. The dictionaries are available in print and online at dictionary.cambridge.org. Copyright © Cambridge University Press, reproduced with permission.

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‘The videos capture students’ attention and provide a good introduction to the topic.’

‘Students are encouraged to think critically to build their English language and academic skills.’

‘It’s what our students need to help them move on into their Academic courses.’

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Qatar China UAE Oman Saudi Arabia

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Australia

We would like to thank the following ELT professionals all around the world who contributed their expertise to Unlock Second Edition. Their insights then have continued to inform the development of Unlock Third Edition. Takayuki Hara, Kagoshima University, Megan Putney, Dhofar University, Japan Oman

Bradley Adrain, University of Queensland, Australia

Esengül Hasdemir, Atilim University, Türkiye

Wayne Rimmer, United Kingdom

Sarah Ali, Nottingham Trent International College (NTIC), United Kingdom

Irina Idilova, Moscow Institute of Physics and Technology, Russia

Sana Salam, TED University, Türkiye

Ana Maria Astiazaran, Colegio Regis La Salle, Mexico

Meena Inguva, Sultan Qaboos University, Oman

Setenay S¸ ekercioğlu, Işık University, Türkiye

Asmaa Awad, University of Sharjah, United Arab Emirates

Vasilios Konstantinidis, Prince Sultan University, Kingdom of Saudi Arabia

Robert B. Staehlin, Morioka University, Japan

Jesse Balanyk, Zayed University, United Arab Emirates

Andrew Leichsenring, Tamagawa University, Japan

Yizhi Tang, Xueersi English, TAL Group, China

Lenise Butler, Universidad del Valle de México, Mexico

Alexsandra Minic, Modern College of Business and Science, Oman

Valeria Thomson, Muscat College, Oman

Esin Çag˘ layan, Izmir University of Economics, Türkiye

Daniel Newbury, Fuji University, Japan

Amira Traish, University of Sharjah, United Arab Emirates

Matthew Carey, Qatar University, Qatar

Güliz Özgürel, Yas¸ ar University, Türkiye

Poh Leng Wendelkin, INTO City, University of London, United Kingdom

Eileen Dickens, Universidad de las Américas, Mexico

Özlem Perks, Istanbul Ticaret University, Türkiye

Yoee Yang, The Affiliated High School of SCNU, China

Mireille Bassam Farah, United Arab Emirates

Claudia Piccoli, Harmon Hall, Mexico Rola Youhia, University of Adelaide College, Australia

Adriana Ghoul, Arab American University, Palestine

Tom Pritchard, University of Edinburgh, United Kingdom

Long Zhao, Xueersi English, TAL Group, China

Burçin Gönülsen, Işık University, Türkiye

Adnan Abu Ayyash, Birzeit University, Palestine