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READING & WRITING SKILLS Chris Sowton 4 University Printing House, Cambridge cb bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/ © Cambridge University Press  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. First published  Printed in Dubai by Oriental Press A catalogue record for this publication is available from the British Library isbn ---- Reading and Writing  Student’s Book with Online Workbook isbn ---- Reading and Writing  Teacher’s Book with DVD isbn ---- Listening and Speaking  Student’s Book with Online Workbook isbn ---- Listening and Speaking  Teacher’s Book with DVD Additional resources for this publication at www.cambridge.org/unlock Cambridge University Press 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 does not guarantee the accuracy of such information thereafter. CONTENTS Map of the book 4 Introduction 8 UNIT 1 Globalization 14 UNIT 2 Education 32 UNIT 3 Medicine 50 UNIT 4 Risk 68 UNIT 5 Manufacturing 86 UNIT 6 Environment 104 UNIT 7 Architecture 122 UNIT 8 Energy 140 UNIT 9 Art and design 158 UNIT 10 Ageing 176 Glossary 194 Video scripts 202 Acknowledgements 208 MAP OF THE BOOK UNIT VIDEO 1 GLOBALIZATION Reading 1: Turkish treats (Media) A world of food in one city Reading 2: What impact has globalization had on food and eating habits in Italy? (Economics) Becoming a gondolier 2 EDUCATION Reading 1: Preparing for success, whatever you want to do (Higher education) Alternative medicine Reading 1:The homeopathy debate (Medical ethics) Roller coasters 4 RISK Reading 1: Are you a risk-taker, or are you risk-adverse? (Psychology) Reading 1: A brief history of silk (History) Reading 2: How is paper manufactured? (Manufacturing systems) 4 Using your knowledge to predict content Understanding key vocabulary Making inferences from the text Reading for main ideas Identifying purpose and audience Globalization vocabulary (e.g. consumption, obesity, multinational) Key reading skill: Making inferences from the text Education vocabulary (e.g. assignment, examination, dissertation) Key reading skill: Skimming for key words Key reading skill: Previewing a topic before reading Understanding key vocabulary Reading for main ideas Reading for detail Using your knowledge to predict content Scanning to ﬁnd information Making inferences from the text Reading 2: A government has a duty to protect its citizens from personal, professional and ﬁnancial risk (Public administration) 5 MANUFACTURING Academic alternatives to phrasal verbs (e.g. increase, continue, study) Reading for detail Identifying opinions Understanding key vocabulary Scanning to ﬁnd key words Making inferences from the text Reading 2: Should healthcare be free? (Economics) Making chocolate VOCABULARY Key reading skill: Making predictions from a text type Understanding key vocabulary Vocabulary in context Reading for detail Reading for main ideas Reading 2: Distance or faceto-face learning – what’s the difference? (Electronic learning) 3 MEDICINE READING Key reading skill: Activating prior knowledge Reading for detail Making inferences from the text Using your knowledge to predict content Reading for main ideas Reading for detail Making inferences from the text READING AND WRITING SKILLS 4 Academic words (e.g. establishment, motivation, interaction) Medical vocabulary (e.g. cosmetic surgery, preventable illness, disease epidemic) Academic vocabulary (e.g. complex, illegal, adequate) Language of freedom (e.g. allow, ban, limit) Academic nouns (e.g. regulations, legislation, prevention) Academic verb synonyms (e.g. alter, distribute, extract) Nominalization MAP OF THE BOOK GRAMMAR Grammar for writing: • Noun phrases • Time phrases CRITICAL THINKING • Understand providing supporting examples • Apply supporting examples to statements WRITING Academic writing skills: • Essay types • Essay structure Writing task type: Write the ﬁrst draft of an essay. Writing task: How have food and eating habits changed in your country? Suggest some reasons for these changes. Academic writing skills: Analyzing an essay question Grammar for writing: • Comparison and contrast language • Comparison and contrast language in topic sentences • Analyze academic and vocational subjects Grammar for writing: • Articles • Language of concession • Evaluate actions for avoiding illness • Understand whether statements are in favour or against an argument Academic writing skills: Write an introduction to an essay (2) • Evaluate risks • Apply risk evaluation Academic writing skills: Topic sentences in body paragraphs Grammar for writing: • Cause and effect • Conditional language Writing task type: Write an introduction to an essay (1). Writing task: Outline the various differences between studying a language and studying mathematics. In what ways may they in fact be similar? Writing task type: Structure body paragraphs in an essay. Writing task: ‘Avoiding preventable illnesses is the responsibility of individuals and their families, not governments.’ Do you agree? Writing task type: Structure ‘for and against’ arguments in essays. Writing task: ‘If children are never exposed to risk, they will never be able to cope with risk.’ Give reasons for and against this statement and give your opinion. Grammar for writing: • The passive • Sequencing • Understand the stages in a process • Apply understanding of the stages in a process Academic writing skills: Adding detail to your writing Writing task type: Write a description of a process. Writing task: Write a description of a process with which you are familiar. READING AND WRITING SKILLS 4 5 MAP OF THE BOOK UNIT VIDEO 6 ENVIRONMENT Reading 1: Disaster mitigation (Meteorology) The Three Gorges Dam Islamic architecture Reading 1: Are green buildings too costly? (Environmental planning) 10 AGEING Reading 1: The social and economic impact of ageing (Economics) Reading 2: What are the effects of a young population on a society? (Social anthropology) 6 Academic word families (e.g. function, environment, responsibility) Architecture and planning (e.g. conservation, skyscrapers, outskirts) Understanding key vocabulary Reading for detail Using your knowledge to predict content Making inferences from the text Formal and informal academic verbs (e.g. consult, deliver, instigate) Art and design (A Leonardo da Vinci design) Key reading skill: Scanning to ﬁnd information Quotations and reporting information (e.g. state, say, argue) The Khanty of Siberia Key reading skill: Using your knowledge to predict content Retirement and the elderly (e.g. pension, retirement, memory) Reading for detail Making inferences from the text Understanding key vocabulary Reading for main ideas Working out meaning from context Academic collocations with prepositions (e.g. rely on, in contrast, range of) Reading 2: The world is running out of many vital natural resources. Discuss the most effective ways to address this problem. (Environment) Reading 2: Should photography be considered a ﬁne art, like painting or sculpture? (Photography) Academic noun phrases Energy collocations (e.g. fossil fuel, renewable energy, air pollution) Reading 1: Slides from a presentation on energy (Energy development) Reading 1: Art for art’s sake? (Fine art) Natural disaster vocabulary (e.g. natural, major, severe) Key reading skill: Working out meaning from context Alternative energy 9 ART Key reading skill: Skimming Using your knowledge to predict content Understanding key vocabulary Reading for detail Making inferences from the text Reading for main ideas Reading 2: Which is more important when designing a building: beauty or function? (Building design) 8 ENERGY Key reading skill: Identify cohesive devices (pronouns and synonyms) VOCABULARY Understanding key vocabulary Reading for main ideas Reading for detail Making inferences from the text Using your knowledge to predict content Reading 2: Combating drought in rural Africa: a report (Environment) 7 ARCHITECTURE READING Understanding key vocabulary Using your knowledge to predict content Reading for detail Making inferences from the text Paraphrasing READING AND WRITING SKILLS 4 Describing art (e.g. abstract, ﬁgurative, lifelike) MAP OF THE BOOK GRAMMAR CRITICAL THINKING Grammar for writing: • Expressing solutions using it • Analyze strategies • Create a diagram analyzing strategies in terms of cost and time WRITING Academic writing skills: Paragraph structure in essays Writing task type: Write a report referring to a case study. Writing task: Write a report which provides both shortand long-term solutions to an environmental problem. Refer to a speciﬁc case study in your report. Grammar for writing: • Register in academic writing • Evaluate arguments • Analyze arguments Academic writing skills: Ordering information Writing task type: Write a persuasive essay Writing task: Which is more important when building or buying a new home: its location or its size? Grammar for writing: • Relative clauses • Deﬁning and non-deﬁning relative clauses • Phrases to introduce advantages and disadvantages • Evaluate your answers to a questionnaire • Understand alternative energy sources Grammar for writing: • Substitution • Ellipsis • Understand supporting and challenging statements • Evaluate statements Academic writing skills: Editing language Spelling Countable/uncountable nouns Writing task type: Write a problem–solution essay. Writing task: The world is unable to meet its energy needs. What three sources of renewable energy would be most effective in solving this problem in your country? Which is your preferred option? Academic writing skills: Coherence Writing task type: Write an essay using quotations. Writing task: Fashion, cooking, video games and sport have all been likened to ﬁne art. Choose one of these and discuss whether it should be considered ﬁne art, comparable to painting or sculpture. Grammar for writing: • Numerical words and phrases • Language of prediction • Analyze data • Apply data analysis • Understand advantages Academic writing skills: Interpreting graphs and charts Writing task type: Describe population data and its implications. Writing task: The population pyramids show the global population by age in 1950 and 2010 and the projected ﬁgures for 2100. Write an essay describing the information and suggesting what the potential global impact could be if the 2100 projections are correct. READING AND WRITING SKILLS 4 7 YOUR GUIDE TO UNIT STRUCTURE The units in Unlock Reading & Writing Skills are carefully scaffolded so that students are taken step-by-step through the writing process. UNLOCK YOUR KNOWLEDGE Encourages discussion around the theme of the unit with inspiration from interesting questions and striking visuals. WATCH AND Features an engaging and motivating Discovery Education™ video which generates interest in the topic. LISTEN READING 1 Practises the reading skills required to understand academic texts as well as the vocabulary needed to comprehend the text itself. READING 2 LANGUAGE DEVELOPMENT Practises the vocabulary and grammar from the Readings in preparation for the writing task. CRITICAL THINKING GRAMMAR FOR WRITING Presents a second text which provides a different angle on the topic in a different genre. It is a model text for the writing task. Contains brainstorming, evaluative and analytical tasks as preparation for the writing task. Presents and practises grammatical structures and features needed for the writing task. ACADEMIC WRITING SKILLS WRITING TASK Practises all the writing skills needed for the writing task. Uses the skills and language learnt over the course of the unit to draft and edit the writing task. Requires students to produce a piece of academic writing. Checklists help learners to edit their work. OBJECTIVES Allows students to assess how well they have mastered the skills covered in the unit. REVIEW WORDLIST Includes the key vocabulary from the unit. This is the unit’s main learning objective. It gives learners the opportunity to use all the language and skills they have learnt in the unit. 8 READING AND WRITING SKILLS 4 MOTIVATION PERSONALIZE Unlock encourages students to bring their own knowledge, experiences and opinions to the topics. This motivates students to relate the topics to their own contexts. DISCOVERY EDUCATION™ VIDEO Thought-provoking videos from Discovery Education™ are included in every unit throughout the course to introduce topics, promote discussion and motivate learners. The videos provide a new angle on a wide range of academic subjects. The video was excellent! It helped with raising students’ interest in the topic. It was well-structured and the language level was appropriate. Maria Agata Szczerbik, United Arab Emirates University, Al-Ain, UAE READING AND WRITING SKILLS 4 9 YOUR GUIDE TO CRITICAL THINKING B LO O M ’ S TA XO N O M Y create, invent, plan, compose, construct, design, imagine CREATE decide, rate, choose, recommend, justify, assess, prioritize show, complete, use, classify, examine, illustrate, solve Shirley Norton, London School of English, UK EVALUATE ANALYZE explain, contrast, examine, identify, investigate, categorize APPLY UNDERSTAND name, describe, relate, ﬁnd, list, write, tell The Critical thinking sections present a difficult area in an engaging and accessible way. compare, discuss, restate, predict, translate, outline REMEMBER BLOOM’S TAXONOMY The Critical Thinking sections in Unlock are based on Benjamin Bloom’s classiﬁcation of learning objectives. This ensures learners develop their lower- and higher-order thinking skills, ranging from demonstrating knowledge and understanding to in-depth evaluation. The margin headings in the Critical Thinking sections highlight the exercises which develop Bloom’s concepts. 10 READING AND WRITING SKILLS 4 LEARN TO THINK Learners engage in evaluative and analytical tasks that are designed to ensure they do all of the thinking and information-gathering required for the end-of-unit writing task. RESEARCH THE WORDS YOU NEED THE CAMBRIDGE LEARNER CORPUS The Cambridge Learner Corpus is a bank of ofﬁcial Cambridge English exam papers. Our exclusive access means we can use the corpus to carry out unique research and identify the most common errors learners make. That information is used to ensure the Unlock syllabus teaches the most relevant language. Language Development sections provide vocabulary and grammar building tasks that are further practised in the ONLINE Workbook. The glossary and end-of-unit wordlists provide deﬁnitions, pronunciation and handy summaries of all the key vocabulary. ACADEMIC LANGUAGE GRAMMAR FOR WRITING Unique research using the Cambridge English Corpus has been carried out into academic language, in order to provide learners with relevant, academic vocabulary from the start (CEFR A1 and above). This addresses a gap in current academic vocabulary mapping and ensures learners are presented with carefully selected words they will ﬁnd essential during their studies. The grammar syllabus is carefully designed to help learners become good writers of English. There is a strong focus on sentence structure, word agreement and referencing, which are important for coherent and organized academic writing. The language development is clear and the strong lexical focus is positive as learners feel they make more progress when they learn more vocabulary. Colleen Wackrow, Princess Nourah Bint Abdulrahman University, Al-Riyadh, Kingdom of Saudi Arabia READING AND WRITING SKILLS 4 11 YOUR GUIDE TO SOLUTIONS ONLINE WORKBOOKS FLEXIBLE Unlock is available in a range of print and digital components, so teachers can mix and match according to their requirements. CAMBRIDGE LEARNING MANAGEMENT SYSTEM Joe Blogs Unlock Reading & Writing Skills 1 Online Workbook Class expires: 8 Oct, 2015 Class content: Unlock Reading & Writing Skills 1 UNIT 2: CUSTOMS AND TRADITIONS EXERCISE 1: PREVIEWING CAMBRIDGE LEARNING MANAGEMENT SYSTEM (LMS) Look at the photographs and complete the sentences. 1 In an Indian wedding the bride has her painted with henna. 2 In a Chinese wedding the bride and groom drink . EBOOKS The Unlock Student’s Books and Teacher’s Books are also available as interactive eBooks. With answers and Discovery Education™ videos embedded, the eBooks provide a great alternative to the printed materials. 12 The ONLINE Workbooks are accessed via activation codes packaged with the Student’s Books. These easy-to-use workbooks provide interactive exercises, games, tasks, and further practice of the language and skills from the Student’s Books in the Cambridge LMS, an engaging and modern learning environment. READING AND WRITING SKILLS 4 The Cambridge LMS provides teachers with the ability to track learner progress and save valuable time thanks to automated marking functionality. Blogs, forums and other tools are also available to facilitate communication between students and teachers. COURSE COMPONENTS • Each level of Unlock consists of two Student’s Books: Reading & Writing and Listening & Speaking and an accompanying Teacher’s Book for each. Online Workbooks are packaged with each Student’s Book. • Look out for the ONLINE symbols in the Student’s Books which indicate that additional practice of that skill or language area is available in the Online Workbook. • Every Unlock Student’s Book is delivered both in print format and as an interactive eBook for tablet devices. • The Unlock Teacher’s Books contain additional writing tasks, tests, teaching tips and research projects for students. • Presentation Plus software for interactive whiteboards is available for all Student’s Books. READING AND WRITING Student’s Book and Online Workbook Pack* Teacher’s Book with DVD* Presentation Plus (interactive whiteboard software) 978-1-107-61399-7 978-1-107-61400-0 978-1-107-61526-7 978-1-107-61525-0 978-1-107-61401-7 978-1-107-61403-1 978-1-107-61404-8 978-1-107-61409-3 978-1-107-63800-6 978-1-107-65605-5 978-1-107-67624-4 978-1-107-68245-0 *eBook available from www.cambridge.org/unlock LISTENING AND SPEAKING Student’s Book and Online Workbook Pack* Teacher’s Book with DVD* Presentation Plus (interactive whiteboard software) 978-1-107-67810-1 978-1-107-68232-0 978-1-107-68728-8 978-1-107-63461-9 978-1-107-66211-7 978-1-107-64280-5 978-1-107-68154-5 978-1-107-65052-7 978-1-107-66424-1 978-1-107-69582-5 978-1-107-63543-2 978-1-107-64381-9 *eBook available from www.cambridge.org/unlock The complete course audio is available from www.cambridge.org/unlock READING AND WRITING SKILLS 4 13 LEARNING OBJECTIVES 14 UNIT 1 Watch and listen Watch and understand a video about a world of food in one city Reading skills Make predictions from text types Academic writing skills Recognize essay types and essay structures Writing task Write the ﬁrst draft of an essay GLOBALIZATION UNIT 1 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Look at your clothes, the items on your desk, in your bag and pockets. Where were they made? How many were made in your country? 2 Does it matter that we now import so many goods from other countries? Why? / Why not? 3 What effects has globalization had on your country? UNIT 1 15 WATCH AND LISTEN PREPARING TO WATCH UNDERSTANDING KEY VOCABULARY 1 Complete the sentences below with a word or phrase from the box. 1 Another phrase for ‘economic migration’ is the ﬂow of . 2 CNN, the BBC and Al Jazeera are examples of . 3 Email and social-media sites are the most commonly used forms of . 4 Italian-Americans and Korean-Americans are two of the largest which live in New York. 5 Peru, Brazil and Colombia are all countries. 6 Ready-made sauces and frozen soup are types of . 7 Pots, saucepans and woks are all types of 8 Curry, dumplings and pizza are all examples of . USING YOUR KNOWLEDGE TO PREDICT CONTENT . 2 You are going to watch a video about food in New York. Before you watch, look at the photos and ask and answer the questions with a partner. 1 What do you know about New York? 2 What types of food is the USA famous for? 3 There are many different types of restaurant in New York. Why do you think this is? 3 16 WATCH AND LISTEN Watch the video. Were your predictions correct? READING AND WRITING SKILLS 4 GLOBALIZATION UNIT 1 WHILE WATCHING 4 Watch again. Complete the notes below with one word in each gap. New York: from melting pot to cooking pot • International trade routes, migration, (1) and IT communication expand across (2) borders. • Different cultures interact more, with a flow of goods, (3) and ideas. • Globalization is common all over the world but there are certain cities where this is more (4) than others. New York: • The best example of a city where different (5) have come together through globalization. • A centre for (6) for hundreds of years. (7) • Home to many groups. • Huge (8) of world food on sale. • Took immigrant food and changed it to create a new American (9) . 5 Work with a partner. Answer the questions below. Work out the meaning from the context. 1 What does a ﬂow of goods mean? a more imported and exported products b an increase of skilful immigrants c an increase in migration d more trade routes in New York 2 Ethnic communities in New York gave traditional foods a twist. What does this mean? a They changed the food beyond recognition. b They maintained traditional methods. c They ignored traditional foods. d They created something new based on traditional food. 3 What does Afro-American food mean? a food from Africa which is exported to the USA b a combination of food from South America and Africa c pre-prepared rice and chicken dishes in supermarkets d food made by the descendents of African migrants 4 Why is New York called a melting pot? a A huge variety of food is cooked there. b There are over 19,000 restaurants. c It is home to many ethnic groups. d Because it has international trade routes. READING AND WRITING SKILLS 4 UNDERSTANDING DETAIL WORKING OUT MEANING FROM CONTEXT WATCH AND LISTEN 17 DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Why do you think people from so many different countries moved to New York? 2 What inﬂuence has US culture had on the food and restaurants of other countries? 3 Which other cultures have had an inﬂuence on the food in your country? READING 1 PREPARING TO READ Making predictions from a text type Different text types (such as essays, articles and blogs) have different characteristics. Some will be more suitable for academic study than others. Before reading a text, we can make predictions about the information and the style of the writing. The source, title and any pictures can help us predict the content. USING YOUR KNOWLEDGE TO PREDICT CONTENT 1 You are going to read part of a blog. Before reading, which of the statements below do you think will be true? 1 2 3 4 The style will be informal. The contents will be appropriate for an academic essay. The writer will give his or her personal opinions. The information will be up-to-date. 2 Read the blog and check your predictions. Find examples to support your ideas. UNDERSTANDING KEY VOCABULARY 18 READING 1 3 Match words (1–8) to deﬁnitions (a–h). 1 2 3 4 5 6 7 8 authenticity food miles a perfectionist freshness situated to insist a discount a selling point a the quality of being recently produced, grown or made b the main reason for buying something, or its best feature c a reduction in the usual price of something d the distance between where something is grown and where it is sold e someone who always wants everything to be correct f located, found in g say that something must happen h when something is real, true or genuine READING AND WRITING SKILLS 4 GLOBALIZATION UNIT 1 Turkish treats Hello London foodies! COMMENTS I’m kicking off this week’s blog by talking about a fantastic new Turkish restaurant in Soho called Moda. I can’t remember ever eating better dolma or hummus – it was so yummy! In fact, this is one of the things which the restaurant prides itself on – the freshness and authenticity of the ingredients. Apparently, the chef insists that the fruit and vegetables are brought over every day from his home region in Turkey – and from nowhere else. He may be a perfectionist, but it was so delicious that I can’t complain. Moda isn’t cheap, but it’s deﬁnitely worth every penny. And I’ve got great news for you. When I told him that I write a food blog, he said he’d give all my readers a 10% discount! Just mention this blog when you book. A very different restaurant, where I had lunch last Monday, is Chez Fitz. Situated near Leicester Square, its main selling point is that its food is all locally sourced (within 30 kilometres of the restaurant). My friends and I were completely amazed – we had no idea that so much could be grown so close to central London. But it turns out that there are pockets of green all over the city – you just need to know where to look. One ﬁnal point: I couldn’t believe how pricey my weekly shop was this week. Normally it’s about £40, but this week it was more than £55 for more or less the same amount of food. Any ideas why? More in a couple of weeks as I’m going away on my hols tomorrow! SouthLondonMum 10 October Hi – regarding your last point, I’ve found the same thing recently. I read somewhere that the average ‘shopping basket’ has already increased by 20% this year. The prices have gone up so much, because of the awful weather we’ve been having, and they may go up even more. How are we meant to feed our families? Ecovore 10 October I’m not sure we should be supporting restaurants like Moda. They are very bad for the environment. What about all the extra carbon emissions from the ‘food miles’ created by bringing over those ingredients from Turkey? Anonymous 11 October I know what you’re saying, Ecovore, but don’t have a go at restaurants like Moda. If we grow exotic vegetables in the UK, then we have to use heated greenhouses and that probably uses even more energy. WHILE READING 4 Read the blog again and answer the questions below. 1 2 3 4 READING FOR DETAIL Why does the blog’s author like Moda? What is the main selling point of Chez Fitz? What question does the blogger ask at the end of the article? What is ‘SouthLondonMum’ angry about? READING AND WRITING SKILLS 4 READING 1 19 5 Read the blog again. Write true (T), false (F) or does not say (DNS) next to the statements below. 1 2 3 4 5 6 It is impossible to grow food in urban areas. The author has noticed almost a 40% increase in the cost of food. Restaurants like Chez Fitz will become more common in the future. Chez Fitz tries to minimize food miles. Food prices are going up in Turkey. To eat at Moda regularly, you would have to be relatively wealthy. 6 The blog author uses informal language. Match informal words and phrases (1–6) to formal words (a–f). Use the context to help you. 1 2 3 4 5 6 kick off yummy pricey hols bring over have a go at a b c d e f expensive holidays import delicious criticize begin READING BETWEEN THE LINES MAKING INFERENCES FROM THE TEXT 7 Work with a partner. Discuss the questions below. 1 Do you think the blog author likes perfectionists? 2 Why do you think the chef gave a discount to the blog’s readers? 3 Why do you think the blogger’s shopping was more expensive? DISCUSSION 8 Work with a partner. Discuss the questions below. 1 What types of food are grown where you live? Are they eaten locally or are they sold elsewhere? 2 Should you believe restaurant reviews you read online? Why / Why not? 3 Do you read blogs or reviews online? Why / Why not? READING 2 PREPARING TO READ Good paragraphs in formal writing usually start with topic sentences. These tell you the subject of the paragraph. By reading the ﬁrst sentence of each paragraph in a text, you can often get a good idea of the overall content and also which paragraph to look at if you need some speciﬁc information. 20 READING 2 READING AND WRITING SKILLS 4 GLOBALIZATION UNIT 1 1 Read the topic sentences below. Work with a partner and discuss what you think the rest of each paragraph will be about. 1 2 3 4 One country whose food has a long history of being ‘globalized’ is Italy. Food has always been very important for Italian families. Nowadays, however, Italian eating habits appear to have changed. On the plus side, globalization has increased the range of food available in Italy. 5 In summary, globalization has had a signiﬁcant inﬂuence on the way that Italians eat. 2 Skim read the essay and check your predictions. What impact has globalization had on food and eating habits in Italy? 1 Globalization has significantly influenced food consumption in most parts of the world, but one country whose food has a long history of being ‘globalized’ is Italy. If you walk down any main street in any major world city, you will find at least one Italian restaurant. Furthermore, Italy has seen changes in its own eating habits due to influence from other countries. This essay will examine some of these changes and the issues they raise. 2 Food has always been very important for Italian families. Italians take a lot of pride in the making and preparation of food. Until recently, pasta – a basic Italian food – would have been made by people in their local area. Families would also have made the sauces to eat with the pasta at home. In addition, people’s opportunity to experiment with foreign food was very limited, since only pizza and pasta were available in the local town square. 3 Nowadays, however, Italian eating habits appear to have changed. People no longer spend so much time preparing their meals. Indeed, frozen or takeaway Italian meals have become very popular in Italy. Furthermore, dried pasta is now mass-produced and is sold relatively cheaply in the supermarkets. Readymade pasta sauces are also increasingly popular – sales have doubled in the last five years, according to one manufacturer. Another important change in Italian eating habits is the increasing popularity of foreign cuisine, especially Indian, Chinese and Japanese foods. This trend is more common in urban areas such as Rome, Milan and Venice, although many smaller towns are also experiencing similar changes. 4 These changes have both advantages and disadvantages. On the plus side, globalization has increased the range of food available in Italy. Italians now have much more choice in terms of what they eat. They also do not need to spend so long preparing and making food, unless of course they want to. In contrast, it can be argued that large restaurant chains are becoming increasingly powerful, resulting in the destruction of local and national specialities. Consequently, many Italians worry that they are losing their sense of nationality, as foreign food becomes more common. 5 In summary, globalization has had a significant influence on the way that Italians eat. Convenience foods have replaced many of the traditional homecooked meals, and the availability of foreign foods has greatly increased. While this extra choice is welcomed by some, others fear the damage it may cause to Italian traditions. Possibly the global popularity of Italian food will ensure that it survives. READING AND WRITING SKILLS 4 READING 2 21 WHILE READING READING FOR MAIN IDEAS 3 Read the essay again. Do topics (1–7) below refer to the past, the present or both? Tick the correct column. past 1 mass production of pasta present both ✔ 2 domestic production of pasta 3 lack of foreign food in Italy 4 worldwide popularity of Italian food 5 popularity of ready-made pasta sauces 6 popularity of frozen food 7 availability of Asian foods 4 Complete the sentences below with your own words. Write between four and eight words for each sentence. 1 2 3 4 Italian restaurants can be found . In the past, Italians cooked . In Italian shops, you can now buy . Although recent changes mean Italians have more time and more choice, some dislike the fact that local food . READING BETWEEN THE LINES IDENTIFYING PURPOSE AND AUDIENCE 5 Work with a partner. Discuss the questions below. 1 What types of reader do you think this essay is meant to appeal to? a people who have a general interest in food b people who are experts in Italian food c people who want to visit Italy on holiday 2 What do you think is the author’s main intention in writing this essay? a to say that globalization has had a largely positive impact on Italian food b to say that globalization has damaged Italian culture c to say that globalization has fundamentally changed Italian food DISCUSSION 6 Work with a partner. Discuss the questions below about your country. 1 What is the best-known national dish? Is it popular outside your country? 2 Is there a difference between the food that people eat in the countryside (or villages) and the food people eat in big cities? 3 Should governments stop the growth of multinational restaurant chains, to allow local, traditional restaurants to compete for customers? 22 READING 2 READING AND WRITING SKILLS 4 GLOBALIZATION UNIT 1 EXPLANATION LANGUAGE DEVELOPMENT Academic alternatives to phrasal verbs When writing essays, it is important to use language which is more formal than you would use when speaking or in informal pieces of writing. Phrasal verbs, which usually consist of a main verb followed by a particle (e.g. up, on), are less common in academic writing than in informal writing. In academic writing, phrasal verbs can often be replaced by a single word. Using these alternatives will make your writing seem more formal and academic. 1 Match phrasal verbs (1–9) to academic verbs (a–i). 1 2 3 4 5 6 7 8 9 go on go up turn down look into use up mix up leave out take away move apart a b c d e f g h i increase continue study confuse remove separate refuse exclude exhaust 2 Replace the phrasal verbs in bold with the correct form of the academic verbs (a–i) from Exercise 1. 1 The amount of migrant labour is expected to go up. 2 If multinational companies go on expanding, smaller local suppliers may die out. 3 Academics have been looking into the implications of globalization for many years. 4 Immigration can lead to people becoming mixed up about their sense of nationality. 5 Although many people beneﬁt from globalization, others can also be left out. 6 Immigrants without suitable qualiﬁcations may have their visa requests turned down. 7 When a country’s natural resources are used up, they may need to rely on other countries to supply them. 8 The need for workers from poor countries to seek work in rich countries can sometimes mean that families have to temporarily move apart. 9 Some supporters of global economic freedom believe that all trade barriers should be taken away. READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 23 GLOBALIZATION VOCABULARY 3 Complete the text about globalization with words from the box. There are both advantages and disadvantages of globalization in terms of food. On the negative side, (1) companies have been criticized for opening too many fast-food (2) in developing countries. This is causing (3) in children, who are becoming addicted to a fatty westernized diet. Many of these companies are able to effectively set whatever price they like for the food because they have a (4) . Therefore, they price their goods so they are cheaper than healthier local products and appeal to those people living in (5) . On the other hand, globalization means that people now have the possibility of more variety in their (6) . The development of large-scale (7) and fisheries means some products are more affordable and allow people to eat protein-rich foods on a regular basis for the first time. Large amounts of this food can often be bought cheaply by big (8) and then sold to customers at a reasonable price. Because of these changes, (9) of products such as meat has increased throughout the world. CRITICAL THINKING At the end of this unit, you will write the ﬁrst draft of an essay. Look at this unit’s writing task in the box below. How have food and eating habits changed in your country? Suggest some reasons for the changes. Providing supporting examples In academic writing, you need to justify and give supporting examples to any statements or opinions that you write, to show that they are true. 24 CRITICAL THINKING READING AND WRITING SKILLS 4 GLOBALIZATION 1 Read the statements below from the essay on page 21, and make a note of the examples given in the essay to support them. UNIT 1 UNDERSTAND 1 Italians take a lot of pride in the making and preparation of food. Supporting examples: 2 People’s opportunity to experiment with foreign food was very limited. Supporting examples: 3 People no longer spend so much time preparing their meals. Supporting examples: 4 Italians worry that they are losing their sense of nationality. Supporting examples: 5 Globalization has become such a signiﬁcant inﬂuence. Supporting examples: Tables and diagrams can often help you to organize information that you can use to support your ideas in an essay. 2 Complete the table below about eating habits in your country. Write two statements about the past and two about the present. For each statement, write one supporting example. food and eating habits (past) statement example APPLY food and eating habits (now) statement READING AND WRITING SKILLS 4 example CRITICAL THINKING 25 WRITING EXPLANATION GRAMMAR FOR WRITING Noun phrases Nouns are often combined with other words to make noun phrases. These can express a more speciﬁc idea. Noun phrases can be made by combining nouns with: • • • • other nouns: building regulations relative clauses: a building which is very old prepositional phrases: the building at the back adjectives: the tall, white building In academic writing, many noun phrases are created by joining two nouns with of. These common phrases with of are used to talk about quantity: a range of, a number of. 1 Match the sets of noun phrases (1–4) to grammar structures (a–d). 1 world cuisine a adjective + noun + pasta sauces noun 2 people in their local area b noun + prepositional pride in the making and preparation of food phrase a fact of modern life c noun phrase + 3 large food chains relative clause ready-made pasta sauces d noun + noun major world city 4 the range of food which is available the type of food that people like a recent change which is unstoppable 2 Rearrange the words below to make noun phrases. local specialities 1 specialities / local 2 a / list / dishes / of / traditional 3 programmes / cookery / television 4 allergies / and / increase / in / noticeable / a / diabetes 5 a / of / fruits / variety / new 6 the / of / international / number / chefs 7 different / the / cultures / impact / of 8 preparation / time / a / of / deal / great / and 26 WRITING READING AND WRITING SKILLS 4 EXPLANATION GLOBALIZATION UNIT 1 Time phrases When talking about changes over a period of time, it is useful if you can use a range of time phrases in your academic writing. In academic writing, you are often expected to be precise about when something happened in the past. 3 Put the time phrases below in the correct part of the table, according to the period of time they refer to. general past time speciﬁc past time present 4 Complete the sentences below about food in your country. 1 Nowadays, you can buy 2 In recent years, my country has seen many new types of restaurant, such as 3 Until the 1980s, it was impossible to ﬁnd 4 These days, there are many 5 Around 20 years ago, you could not buy 6 Historically, people tended to live off 7 Presently, it is still not possible to get . . . . . . . ACADEMIC WRITING SKILLS Essay types There are many different types of academic essay. It is important to understand the particular style and characteristics expected of any essay you are writing, as this will help you structure it to present your argument effectively. Defending an argument In this type of essay, the writer gives an opinion at the beginning, and supports this argument throughout the essay. Arguments against the idea may also be mentioned, but the main purpose is to persuade the audience that the writer’s argument is correct. READING AND WRITING SKILLS 4 WRITING 27 For and against This type of essay is much more balanced. The writer sets out both advantages and disadvantages, before giving an opinion. Problem–solution A problem is outlined, and one or more solutions are described. The author justiﬁes why one particular solution is the most appropriate. Cause and effect You may be asked to describe a situation and suggest what caused it. Alternatively, you may have to write about the effects something has had. 1 Match the essay titles below to the types of essay in the box above. 1 Should fast-food companies be allowed to aim their marketing at children? 2 Childhood obesity is a growing problem in many parts of the world. How can this be most effectively dealt with? 3 Outline the arguments given by supporters and critics of genetically modiﬁed food. Give your opinion on the issue. 4 In many countries, there has been a sharp rise in the amount of convenience food consumed. Why do you think this is? Essay structure Although there are different types of academic essay, the overall structure and principles tend to be the same. Introduction The ﬁrst paragraph presents a general overview of what the piece of writing is going to be about and provides important background information. Body paragraphs These develop the main ideas outlined in the introduction and include relevant evidence and supporting information. Conclusion The last paragraph presents a short summary of the essay topic and the conclusions or recommendations of the writer. 2 Decide in which part of an essay you would probably ﬁnd the examples below: the introduction, a body paragraph or the conclusion. 1 2 3 4 5 28 WRITING As we have seen, there is no simple solution for this problem … This essay will examine the advantages and disadvantages of … As for disadvantages, the most obvious one is … One possible solution is … An example of this can be seen in … READING AND WRITING SKILLS 4 GLOBALIZATION UNIT 1 WRITING TASK How have food and eating habits changed in your country? Suggest some reasons for the changes. 1 In the essay on page 21, each paragraph (1–5) has a different function. Match each paragraph to the functions below. a Description of changes b Introduction c Conclusion PLAN AND WRITE A FIRST DRAFT d Effects of changes e Historical background 2 Decide the function of each paragraph in your essay. Write the functions in column A. A B Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 3 Make notes in column B about what you are going to include in each paragraph. 4 Write the ﬁrst draft of an essay. Use your essay plan above to help you structure your essay. Write 250–300 words. READING AND WRITING SKILLS 4 WRITING 29 EDIT 5 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Have you structured your essay? Does each paragraph focus on the information it is supposed to? Have you included topic sentences for each paragraph? Have you included suitable evidence? Have you written 250–300 words? 6 Make any necessary changes to your essay. 7 Now use the language checklist to edit your essay for language errors which are common to B2 learners. LANGUAGE CHECKLIST Do the words in any noun phrases appear in the right order? Have you used time phrases correctly? Have you used academic verbs and avoided phrasal verbs where possible? Have you spelt any academic verbs correctly? 8 Make any necessary changes to your essay. 30 WRITING READING AND WRITING SKILLS 4 ✔ GLOBALIZATION UNIT 1 OBJECTIVES REVIEW 9 Check your objectives. I can … watch and understand a video about a world of food in one city make predictions from text types recognize essay types and essay structures write the ﬁrst draft of an essay very well not very well very well not very well very well not very well very well not very well WORDLIST UNIT VOCABULARY authenticity (n) chef (n) consumption (n) cooking equipment (n) diet (n) discount (n) ethnic group (n) food miles (n) freshness (n) goods (n) industrialized (adj) ingredient (n) insist (v) IT communication (n) labour (n) monopoly (n) multinational (adj) obesity (n) outlet (n) perfectionist (n) poverty (n) prepared food (n) selling point (n) situated (adj) trade (n) ACADEMIC VOCABULARY at the moment (ph) at the present time (ph) confuse (v) continue (v) currently (adv) exclude (v) exhaust (v) formerly (adv) historically (adv) increase (v/n) nowadays (adv) presently (adv) READING AND WRITING SKILLS 4 refuse (v) remove (v) separate (v) these days (ph) WRITING 31 LEARNING OBJECTIVES 32 UNIT 2 Watch and listen Watch and understand a video about becoming a gondolier Reading skills Make inferences from a text Academic writing skills Write an introduction to an essay (1) Writing task Write an essay outlining the differences between two subjects EDUCATION UNIT 2 YOUR KNOWLEDGE Work with a partner and ask and answer the questions below. 1 Describe the education system in your country. Talk about starting and leaving ages, different types of educational institutions and examinations. 2 Is there anything in that education system you would like to change? Give reasons. 3 Is it better to have a private or a state education? Give reasons. 4 What kinds of skill do you learn while working in a job? What skills do you learn from academic study? Which do you think you learn more skills from? UNIT 2 33 WATCH AND LISTEN PREPARING TO WATCH USING YOUR KNOWLEDGE UNDERSTANDING KEY VOCABULARY 1 Work in pairs. Answer the questions below about Venice. 1 Which country is Venice in? 2 Why do tourists go to Venice? 3 What kinds of jobs related to tourism do people do in Venice? 2 Look at each group of three words below. Circle the word in each group with a different meaning. 1 2 3 4 5 6 difﬁcult licence exam apprentice profession distinctive challenging ticket test qualiﬁed hobby original easy permit discussion experienced job general 3 Complete each deﬁnition below with words from Exercise 2 which have a similar meaning. 1 If you are or , it means you have had the opportunity to learn the skills necessary for the job. 2 and are adjectives meaning ‘requiring skill or effort’. 3 A and a both give their owners permission to do something. 4 If something is or , it is easily recognizable when compared to other things. 5 An and a are both ways to check whether someone has reached the appropriate skills level. or is what you do to get paid and 6 Your make a living. 34 WATCH AND LISTEN READING AND WRITING SKILLS 4 EDUCATION UNIT 2 WHILE WATCHING 4 You are going to watch a video about gondoliers. Do you think the statements below are true or false? 1 2 3 4 5 6 5 6 LISTENING FOR KEY INFORMATION Gondoliers are often female. You are more likely to be a gondolier if one of your parents was one. Gondoliers are a modern innovation for tourists. It is a skilled job. There is a long training period for gondoliers. Gondoliers don’t wear a uniform. Watch the video and check your answers. A student has taken the notes below about becoming a gondolier. Find the mistakes in the notes and correct them. Watch the video again to check your answers. UNDERSTANDING DETAIL Before the exam 1 Candidates spend three years studying at university. In the exam 2 Candidates are marked down if they go too fast. 3 Candidates should be particularly careful if there are low buildings. After the exam 4 20–30 licences are awarded annually. 5 There are 425 gondoliers in Venice. 6 They wear stripy hats. 7 Work in pairs. Why do Venetians want to be gondoliers? Write four reasons below. Watch again to check your answers. RESPONDING TO THE VIDEO CONTENT 1 2 3 4 8 Think about the four reasons for choosing to be a gondolier. To what extent are these criteria important for your chosen career or studies? DISCUSSION 9 Work with a partner. Discuss the questions below. 1 Why do you think the training for Venetian gondoliers is so difﬁcult? 2 Which other jobs require a long training period? Why is that? 3 What sort of training is required for your career or future career? READING AND WRITING SKILLS 4 WATCH AND LISTEN 35 READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY 1 Complete the table with the words from the box. elements of a university course ways to deliver education lecture face-to-face VOCABULARY IN CONTEXT types of course ways to pay for education 2 Use the words in the table to complete the sentences below. 1 A is an award that helps pay for a student’s education, usually because of their academic achievement. 2 learning is with a teacher, rather than by computer. 3 A is a speciﬁc part of a whole course. 4 A focuses on subjects which are linked to a particular job. 5 focus more on the theory of subjects. 6 A is a formal talk on an academic subject given to a large group of students. 7 are payments made to cover the cost of an educational course. . 8 A small group meeting with your teacher is a 9 Courses which are taken in an online environment are examples of . 10 A is when teachers and students discuss a topic in detail, on a one-to-one basis. 3 Work in pairs. Answer the questions below about your country or region. 1 2 3 4 5 What are popular academic courses at universities? What kinds of vocational courses can you take in colleges? How can students get help to pay their tuition fees? How long does the English degree course last? How are students assessed? 4 Read the web page and answer the questions in Exercise 3 about Middletown University. 36 READING 1 READING AND WRITING SKILLS 4 EDUCATION UNIT 2 Welcome to Middletown University Preparing you for success, whatever you want to do Whether you are a national or an international student, we welcome you to Middletown University. Our reputation is built on providing high-quality education in both academic and vocational subjects. As well as priding ourselves on our traditional face-to-face learning, we have recently introduced a range of distance-learning courses. FREQUENTLY ASKED QUESTIONS What kind of courses do you have? Are you looking for a general academic course to increase your knowledge? Or do you need a vocational course to develop your skills for a speciﬁc profession? Or perhaps you need both. Whatever your academic and vocational needs, we are sure to have an appropriate course for you. OUR MOST POPULAR COURSES Academic courses Mathematics, English literature and History Vocational courses Engineering, Nursing, Accounting, Plumbing, Teaching and Catering What do they cost? Costs for our courses vary considerably. Click on each department’s homepage for more information. Scholarships and bursaries are available for certain courses, particularly for those in the sciences and education. SAMPLE COURSE OVERVIEW BA in English Language and Literature Diploma in teaching The main purpose of this course is to develop your ability to describe, analyze and manipulate features of the English Language, and to see how these are expressed in literature. As well as taking core modules which cover these areas, students will be able to specialize in their ﬁelds of interest. In the ﬁrst term, you will learn about the theory of teaching and how to be an effective teacher. In the second term, you will also begin teaching in a school. The third term is completely practical. Duration: three-year course Course: Choose 12 out of 20 modules. Duration: one-year course Course: Choose six out of ten modules (three are compulsory). Weekly timetable: eight hours of lectures / four hours of seminars Weekly timetable: six hours of lectures / two hours of seminars / six hours of classroom teaching Assessment: essays, exams and an 8,000-word dissertation at the end of the third year Assessment: combination of essays and classroom observation Requirements: academic experience and interest in the subject; good school-exam grades Requirement: ﬁrst degree in speciﬁc subject area LATEST NEWS • Apprenticeship opportunities now available with local businesses including carpenters, electricians and plumbers • New part-time job opportunities available for undergraduates/graduates READING AND WRITING SKILLS 4 READING 1 37 WHILE READING READING FOR DETAIL 5 Read the web page again. Are the statements below true (T), false (F) or the web page does not say (DNS)? 1 2 3 4 5 6 Only face-to-face learning opportunities are available. There is one fee for all courses. More than 30 different courses are available. Courses are assessed in different ways. Essays and dissertations must be written on a computer. To access the BA English course, you need to have passed school examinations. 7 A teaching diploma involves learning theory in the second term. 8 Students can choose any of the modules on the teaching diploma course. 9 There are opportunities for part-time jobs at Middletown University. READING BETWEEN THE LINES Sometimes, writers suggest the meaning of something without saying it directly. Being able to read this inferred meaning (as well as the literal meaning of the words) is a useful skill. Practise using reasoning, logic and your knowledge of the world to work out the real meaning behind the words you read. MAKING INFERENCES 6 Work with a partner. Discuss the questions below. FROM THE TEXT 1 Why do the costs for courses at Middletown University vary considerably? 2 Why do you think there are state scholarships for science and education courses? 3 On the BA course, what kind of topics could you write about for your dissertation? 4 Why are there some ‘core’ modules which are compulsory, and others that you can choose? 5 Why aren’t there any exams for the Diploma? DISCUSSION 7 Work with a partner. Discuss the questions below. 1 What kind of study or training would you like to do in the future? 2 Should universities be free for students? Why / Why not? 3 Is it useful to study academic subjects like Philosophy or History, which may not directly lead to a job? 38 READING 1 READING AND WRITING SKILLS 4 EDUCATION UNIT 2 READING 2 PREPARING TO READ 1 Match collocations (1–9) with their meanings (a–i). 1 2 3 4 5 6 7 8 9 modern phenomenon distance learning technological advances credible alternative virtual university core principles personal relationship online conversations signiﬁcant difference a b c d e f g h i key values electronic communication individual connection online college reliable substitute recent trend important distinction online course scientiﬁc developments UNDERSTANDING KEY VOCABULARY 2 Look at the statements below. Do you think they are true (T) or false (F)? 1 Distance learning is a new idea. 2 It has been possible to get a university degree online in America since the 1980s. 3 Distance learning requires good technological access. 4 Distance learning is very personal. 5 Students generally enjoy meeting face-to-face with other people on their course. 6 Face-to-face learning is better than distance learning. 3 Read the article on the next page and check your answers to Exercise 2. WHILE READING 4 Match paragraph descriptions (1–5) to the correct paragraphs (A–E) in the article. 1 2 3 4 5 READING FOR MAIN IDEAS Knowledge transfer General summary and conclusions Instructor–pupil interaction The history and background of the topic Peer-to-peer contact READING AND WRITING SKILLS 4 READING 2 39 Distance or face-to-face lear ning – what ’s the difference? A Although many people think it is diﬀer slightly within the two modes of a modern phenomenon, distance delivery. With face-to-face learning, learning has been around for at least the teacher and student have the 200 years in one form or another. opportunity to develop a personal Historical examples of long-distance relationship through lectures, seminars learning include students being sent and tutorials. This is diﬀerent from a series of weekly lessons by post. The a distance-learning course, where technological advances of the past the teacher may seldom or indeed 20 or so years, however, have meant never actually meet the student. that this form of education is now This may make it hard for teachers able to rival face-to-face learning as a to understand their learners’ speciﬁc credible alternative. Indeed, 1996 saw learning needs. the establishment of the world’s ﬁrst D For many students, interaction with ‘virtual university’ in the United States, their peers is one of the best aspects showing how far distance learning has of university education. Generally, come in a relatively short space of time. students like to meet regularly and B When comparing the two systems, talk to people on the same course. the ﬁrst and most obvious area to However, this kind of interaction focus on is the way that learning is on a distance-learning course is delivered. Distance learning is heavily less common. Although people can dependent on technology, particularly increasingly interact through online the internet. On a face-to-face course, conversations and messageboards, students may only require a computer there is a signiﬁcant diﬀerence for the purpose of writing an essay. In between virtual and real interaction. comparison, when learning remotely, Time and geography must also be technology is the principal means of considered when contrasting these two communication. The ﬂexibility this types of learning. Face-to-face learning provides means that students may be must take place in real-time and in better able to learn at their own pace, one location. Conversely, distance following their own timetable, but it learning can happen at any time and in may also mean that learners have to any location, since the learning is not be well-organized and self-disciplined. restricted by geography. They must therefore be highly E In conclusion, it is diﬃcult to state motivated in order to do well on the whether one form of learning is distance-learning courses. better than another, as they cater for C In terms of the teacher–student relationship, the core principles remain the same. Namely, the teacher is the ‘knower’, and is responsible for helping students understand the key components of the course. However, the nature of the relationship may 40 READING 2 READING AND WRITING SKILLS 4 diﬀerent audiences. What is important to understand is the diﬀerent ways in which they operate, and that there are strong similarities between the two systems, which can both produce positive results. EDUCATION 5 Tick the correct parts of the table. Are statements (1–5) about distance learning, face-to-face learning or both? distance learning UNIT 2 READING FOR DETAIL face-to-face learning both ✔ 1 develops a strong student–teacher relationship 2 heavily reliant on technology 3 ﬂexible with time 4 students can interact with each other in person 5 can be effective ways of teaching 6 requires a high level of motivation 7 not limited by geography 8 can suit many types of students READING BETWEEN THE LINES 6 Work with a partner. Answer the questions below, based on information in the article. 1 2 3 4 MAKING INFERENCES FROM THE TEXT Why do some people think distance learning is a modern idea? Why can online learning be slightly impersonal? Why do students often like to meet other people on the same course? Does the author of the article generally approve or disapprove of distance learning? DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Have you ever tried to learn something online? What were the advantages and disadvantages of doing this? 2 Are there any problems with face-to-face teaching? 3 How do you think teaching will change in the future? 4 Will distance learning become the most common kind of teaching in the future? READING AND WRITING SKILLS 4 READING 2 41 LANGUAGE DEVELOPMENT EDUCATION VOCABULARY 1 Complete each sentence below with a word from the box. Use the Glossary on page 195 to help you. 1 The word for a written essay at university is an . 2 A timed assessment under silent conditions is an . 3 An academic year can be split into three periods, each called a . 4 An academic year can also be divided into two periods, each called a . 5 is when students copy from, or do not acknowledge, their sources when writing an essay. 6 A is a quarterly peer-reviewed collection of research papers. 7 A is a long essay of between 8,000 and 12,000 words. 8 A is the holder of a research position at a university who also teaches. 9 A assumes responsibility for students’ academic and personal welfare. ACADEMIC WORDS 2 Match academic words (1–11) to deﬁnitions (a–k). 1 2 3 4 5 6 7 8 9 10 11 42 LANGUAGE DEVELOPMENT alternative establishment virtual signiﬁcant core a principle a component interaction motivation aspects speciﬁc a b c d e f g h i j k READING AND WRITING SKILLS 4 the foundation or starting of an organization parts or features of something enthusiasm for doing something different from something else particular or exact existing in a technological environment communication between things or people important or noticeable the most important part of something a part which makes up something bigger a basic idea or rule EDUCATION UNIT 2 3 Complete the sentences below with the correct form of some of the words from Exercise 2. 1 Many students prefer to study a vocational subject as an to an academic course. 2 For many students, with their peers is important. of university education is meeting the 3 One of the best other students on the course. 4 Tutors help their students understand the key of their course. 5 Distance learning requires a high level of . 6 Distance learning can make it hard for teachers to understand students’ learning needs. 7 As well as taking modules, students will be able to specialize in their areas of interest. 8 1996 saw the establishment of the world’s ﬁrst university, which operated only on the internet. CRITICAL THINKING At the end of this unit, you will write an essay outlining the differences between two subjects. Look at this unit’s writing task in the box below. Outline the various differences between studying a language and studying mathematics. In what ways may they in fact be similar? 1 Use a dictionary to check your understanding of the subjects below. Write them in the Venn diagram, according to whether they are academic or vocational subjects, or both. academic ANALYZE vocational teaching 2 Add more subjects to the Venn diagram. Look at Reading 1 again if you need more ideas. READING AND WRITING SKILLS 4 CRITICAL THINKING 43 3 Look at the students’ opinions below. Which are in favour of vocational courses and which are in favour of academic subjects? 1 People shouldn’t have to focus on a speciﬁc career until they leave university; they should focus on gaining subject knowledge. 2 You need the correct qualiﬁcations and skills for the career you want to follow. History are a waste of money and you won’t get a good job at the end. 4 Yes, you will be able to earn a lot of 5 With a practical 6 There are lots of money with a Law degree but you don’t have to study it for three years. You can do a post-graduate qualiﬁcation and combine it with another degree. 3 Degrees in subjects like Art qualiﬁcation, you learn realtransferable skills from world skills and get work studying an academic subject. experience. It makes you It’s a good grounding for more employable overall. many careers. 4 Discuss the questions below with a partner. 1 Is it better to study an academic subject or a vocational course? 2 Why do you think Law, Medicine and Computer Science are the most popular subjects at British universities and colleges? WRITING EXPLANATION GRAMMAR FOR WRITING Comparison and contrast language The ability to compare ideas which are similar (or contrast ideas which are different) is an important skill in writing, especially when we are asked to discuss a subject before we give our opinion. Comparison University students on face-to-face courses usually have contact with their tutors every week. Similarly, students doing distance-learning courses will get in touch with their tutors in online forums every week. Contrast Universities charge high tuition fees for academic subjects. However, colleges charge much less for vocational courses. 1 Which phrases below introduce a comparison between two similar ideas? Which introduce a contrast between two different ideas? 1 In contrast, … 2 In the same way, … 44 WRITING READING AND WRITING SKILLS 4 3 Conversely, … 4 Likewise, … EDUCATION UNIT 2 2 Complete the sentences below with your own ideas. 1 Academic subjects like Law lead to high-ﬂying careers. In contrast, 2 Medicine involves both academic and vocational aspects. Similarly, 3 Theoretical courses tend not to prepare students for the real world. Conversely, EXPLANATION 4 Practical hands-on courses are expensive. Likewise, Comparison and contrast language in topic sentences There are a number of ways to show comparison and contrast in essays, usually in the topic sentences of paragraphs. These are usually longer and use different types of punctuation. • Teachers and parents are similar in that they both have the child’s interests at heart. • Teachers and parents are different in that they may not have the same expectations of the child. • Colleges, like universities, charge tuition fees. • Colleges, unlike universities, specialize in vocational courses. • The main difference between teachers and parents is that teachers are paid, whereas parents are not. • The main similarity between teachers and parents is that they both want the best for the child. 3 Match the topic sentence halves. 1 2 3 4 5 6 Academic courses and vocational subjects are similar Academic courses, like vocational subjects, Academic courses and vocational subjects are different Academic courses, unlike vocational subjects, The main difference between academic and vocational subjects The main similarity between academic and vocational subjects a lead to very useful qualiﬁcations. b is that they both allow students to learn new skills. c is that academic courses are theoretical whereas vocational subjects are not. d in that they both charge tuition fees. e in that they do not have the same admission grades. f offer a career in academic research for the best graduates. READING AND WRITING SKILLS 4 WRITING 45 EXPLANATION ACADEMIC WRITING SKILLS Analyzing an essay question Some essay questions can seem complicated, but they are actually quite simple. Analyzing a question by breaking it down into smaller elements and identifying the key vocabulary can help to simplify the task. Discuss the extent and the nature of the influence that technology has had on education in the past 20 years. 1 Highlight the key words or phrases: inﬂuence, technology, education. 2 Highlight any words or phrases which limit what you should write about: in the past 20 years. 3 Highlight any task words (words that tell you what you have to do): Discuss the extent and the nature … 1 Look at writing task A below and compare it with version B. Do they have the same meaning? A Outline the various differences between theoretical study and the practical development of employment skills. In what ways may they in fact be similar? B Describe the similarities and differences between academic study and vocational training. 2 Look at these phrases from writing task A. Find phrases in writing task B that have a similar meaning. EXPLANATION 1 2 3 4 outline the various differences between theoretical study the practical development of employment skills In what ways may they, in fact, be similar? Writing an introduction to an essay (1) An essay introduction tells the reader what your essay will contain. For example: • Background information, context or the reason why this subject is important: The birth of many new forms of technology in the past two decades has … • The aim of the essay: This essay will discuss/examine/outline/analyze … • An outline, or map, of the essay: First, … Next, … Finally, … A good introduction should: • • • • 46 WRITING be written in your own words (do not repeat the words in the essay title) be general (do not write about yourself, unless the essay asks for this) refer to all parts of the essay question be focused on the essay question (do not add any unnecessary information). READING AND WRITING SKILLS 4 EDUCATION UNIT 2 3 Which essay introductions below follow the advice in the box? What are the problems with the other introductions? 1 This essay will outline the various differences between theoretical study and the practical development of employment skills and say in what ways they may in fact be similar. 2 Academic study is far more important than vocational training. This essay will discuss how academic study is the best way to get a good career and better station in life. 3 Have you always wondered about the differences between theoretical study and vocational training? I think it’s really important to try both to get a fantastic job after uni, actually. 4 On the face of it, vocational education and academic study have little in common. Academic study promotes the discussion of ideas while vocational education provides a useful way into a career. However this essay will describe how both educational sectors have a number of similarities as well as their obvious differences. I will conclude by suggesting that a mixture of practice and theory often produces the best courses for students. 5 Universities are important to the economy of the country but many other things are also important to the economy, like trade and natural resources. However, every coin has two sides and practical skills are also important to the economy because the job market requires these valuable skills. 6 I used to go to college when I was 18 and I had a great time learning graphic design. The course was very good for my career and today my job is in that line. However, I can see the advantages of a university degree. My brother went to university to learn Art History and he has a good job at an advertising company so you never know how useful these things can be in the future. WRITING TASK Outline the various differences between studying a language and studying mathematics. In what ways may they in fact be similar? 1 Work in groups. Make a list of the features of studying a language and the features of studying mathematics. Write them in the appropriate sections of a Venn diagram like the one below. Language PLAN AND WRITE A FIRST DRAFT Mathematics READING AND WRITING SKILLS 4 WRITING 47 2 Plan your essay. Make notes in the table below. Paragraph 1: introduction Paragraph 2: body (differences) Paragraph 3: body (similarities) Paragraph 4: conclusion 3 Write your essay using the plan. Write 250–300 words. EDIT 4 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Have you given background information in your introduction? Does your introduction focus on the essay question? Does your introduction refer to all parts of the essay question? Have you used examples to strengthen your arguments in the body paragraphs? Have you included a relevant conclusion? Have you written 250–300 words? 5 Make any necessary changes to your essay. 6 Now use the language checklist opposite to edit your essay for language errors which are common to B2 learners. 7 Make any necessary changes to your essay. 48 WRITING READING AND WRITING SKILLS 4 EDUCATION UNIT 2 ✔ LANGUAGE CHECKLIST Have you used comparison and contrast language correctly? Have you used a range of academic words? Have you included collocations correctly? OBJECTIVES REVIEW 8 Check your objectives. I can … watch and understand a video about becoming a gondolier very well not very well very well not very well very well not very well write an essay outlining the differences between very well two subjects not very well make inferences from a text write an introduction to an essay WORDLIST UNIT VOCABULARY apprentice (n) assignment (n) dissertation (n) examination (n) face-to-face (adj) journal (n) lecture (n) lecturer (n) licence (n) module (n) plagiarism (n) profession (n) scholarship (n) semester (n) seminar (n) term (n) tuition fee (n) tutor (n) tutorial (n) vocational course (n) ACADEMIC VOCABULARY alternative (n) aspect (n) component (n) establishment (n) interaction (n) motivation (n) READING AND WRITING SKILLS 4 principle (n) signiﬁcant (adj) speciﬁc (adj) virtual (adj) WRITING 49 LEARNING OBJECTIVES 50 UNIT 3 Watch and listen Watch and understand a video about alternative medicine Reading skills Skimming for key words Academic writing skills Writing an introduction to an essay (2) Writing task Structure body paragraphs in an essay MEDICINE UNIT 3 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 What is the best treatment for: • a cold? • obesity? • a headache? • depression? • a cut on your hand? • stress? • toothache? 2 Do you think medicine from a doctor is the best remedy for the medical problems above? 3 What other types of treatment are there, besides conventional medication available from a doctor? 4 Would you use alternative medicine to treat a serious illness? Why / Why not? UNIT 3 51 WATCH AND LISTEN PREPARING TO WATCH UNDERSTANDING KEY VOCABULARY 1 Look at the pairs of words below. Tick the pairs which you think are synonyms (i.e. which have roughly the same meaning). 1 2 3 4 5 remedies / treatments alternative health centres / hospitals disease / illness natural / synthetic globe / world 2 Work in pairs. Discuss the difference in meaning between the words in Exercise 1 that are not synonyms. USING VISUALS TO PREDICT CONTENT 3 Work with a partner. Look at the photos and decide what kind of medicine/treatment you think will be the focus of the video. 4 Which of the statements below do you think are true? 1 Traditional forms of medicine are popular throughout the world, as well as in their country of origin. 2 Many modern medicines are based on plants. 3 Traditional forms of medicine are completely safe. Watch the video and check your answers. 5 WHILE WATCHING LISTENING FOR KEY INFORMATION 52 WATCH AND LISTEN 6 Watch the video again. Are the statements below true (T) or false (F)? 1 2 3 4 Other medicines are older than Ayurveda. ‘Ayurveda’ can be translated as ‘the science of long life’. It was invented nearly 3,500 years ago. There are more than a quarter of a million Ayurvedic doctors in India. 5 Any treatment which uses plants is called ‘Ayurvedic’. 6 Some scientists have concerns about natural medicine. READING AND WRITING SKILLS 4 MEDICINE UNIT 3 7 Give an example of the things below which are mentioned in the video. 1 2 3 4 a common painkiller a heavy metal a place where plants are commonly used to treat diseases a natural ingredient 8 Match the note-taking symbols and abbreviations (1–7) with their meaning (a–g). 1 2 3 4 5 6 7 > & cf e.g. / inc. # a b c d e f g compared with number more than including/include for example and or 9 Rewrite the notes below as full sentences. 1 Ayurveda > 3,500 yrs old & # of doctors > 300,000 2 plants used in Ayurveda cf other places – e.g. Peru/Serengeti 3 some medicines inc. metals, e.g. lead/mercury 10 Work in pairs. Watch the video without sound. Imagine you are the narrator of the video. Decide what you would say. RESPONDING TO THE VIDEO CONTENT DISCUSSION 11 Work with a partner. Discuss the questions below. 1 How do you feel about the medicines in the video? 2 If you get ill in your country, where do you go for treatment? 3 Has medical treatment in your country changed much over the past 25 years? READING AND WRITING SKILLS 4 WATCH AND LISTEN 53 READING 1 PREPARING TO READ Many texts you read will have words you do not know, especially if you are reading about a specialist subject. You could prepare yourself for reading by skimming the title and the introduction paragraph for any unknown words. Try to decide from the context whether these words are important to understand or not. If they are, try to guess their meaning or check them in a dictionary. SKIMMING FOR KEY WORDS 1 Skim the title and introduction of the article and underline the words from the box. 2 Decide which statement below (1–4) best describes the main idea of the article. 1 The article presents the arguments for and against conventional medicine. 2 The article discusses whether an alternative medical treatment should be free for patients. 3 The article gives two people’s opinions on the effectiveness of homeopathy. 4 The article discusses a range of alternative medical treatments. 3 Match the words in the box above to the correct deﬁnition. Use a dictionary to help you. 1 a system of treating diseases in which ill people are given very small amounts of natural substances 2 to make a liquid weaker by mixing in something else 3 to provide the money to pay for an event, activity or organization 4 any natural or artiﬁcially made chemical that is used as a medicine 5 a person who speaks publicly in support of a particular idea or plan of action 6 a serious discussion of a subject in which many people take part 7 a person who says that they do not approve of someone or something 8 causing disagreement or discussion 54 READING 1 READING AND WRITING SKILLS 4 MEDICINE UNIT 3 The homeopathy debate Most national health systems use conventional medicine, meaning that illnesses are treated using drugs and surgery. However, there is also a range of alternative medical treatments to choose from. One controversial treatment is homeopathy, where patients are given highly diluted mixtures of natural substances. Supporters of homeopathy believe that people should have a choice in the type of treatment they receive, whereas others argue that homeopathy does not work and therefore should not be funded by the state. Here, one proponent and one critic present their cases. Homeopathy should be state funded by Abigail Hayes (Professional homeopath) The British National Health Service was founded to provide free healthcare to people who need it. Since it was founded in 1948, patients have been able to get homeopathic treatment, and there’s no good reason why this shouldn’t continue. Most importantly, it’s estimated that homeopathic treatments only cost the NHS between £4–10 million a year. This is a fraction of the cost paid out to conventional drug companies. Also, but perhaps less importantly, over 400 doctors regularly recommend homeopathic treatments. Since they are cheap and popular, I find it difficult to understand why the government is considering cutting funding for them. Why shouldn’t people be allowed to make their own health choices? They have this freedom in other aspects of their lives – for example which school to send their children to – so why not in terms of their healthcare? As for the critics who argue that homeopathy doesn’t work, I could give hundreds of examples of patients who have been cured by my treatment. On top of that, there’s plenty of research which shows the benefits it can bring. Homeopathy wouldn’t have survived so long if it was complete nonsense. It has much more than just a placebo effect. Too much emphasis is sometimes put on providing ‘proof’ of why something works. Belief is just as powerful. Homeopathy should not be state funded by Dr. Piers Wehner (NHS General Practitioner) We don’t really know whether homeopathy helps people feel better because of the remedies themselves or because people believe they will work. Some people just feel better when they get personal care and attention from their homeopathic practitioner. For me and many others in my profession, there is absolutely no proof that says homeopathic treatment works. The government’s chief scientist confirmed this when he said there was ‘no real evidence’ to support homeopathy. We live in difficult economic times and every penny the government spends should be checked to ensure that it is not wasted. In fact, 75% of British doctors are against the state funding of homeopathy. One of the main arguments put forward by supporters of homeopathy is that this therapy doesn’t cause any damage. However, people may think they are treating their illness by taking homeopathic remedies when there is actually no scientific evidence that this is true. Even more seriously, patients who rely on homeopathy alone for treating life-threatening illnesses like cancer could be taking a big risk. The cancer might no longer be treatable by proven methods if the patient has wasted too long trying homeopathy. This can cost lives. READING AND WRITING SKILLS 4 READING 1 55 WHILE READING READING FOR DETAIL 4 Read the article and say whether the statements below are true (T), false (F) or the article does not say (DNS). 1 The majority of countries use alternative rather than conventional medicine. 2 Homeopathy is currently available through the British National Health Service. 3 In the UK, people currently have a choice as to what treatment they can get. 4 More than two-thirds of doctors in Britain are against homeopathy. 5 Traditional Indian doctors frequently used homeopathic remedies. 6 The British National Health Service was established within the last 50 years. 7 Homeopathy is the only type of healthcare available in the US. 8 Weak, diluted liquids are a common form of homeopathic treatment. IDENTIFYING OPINIONS 5 Which of the two people in the article would agree with the statements below? Abigail Hayes 1 The doctor says it’s too late to help her now. If only she’d gone to see him earlier. 2 Look, if I don’t want to risk the side effects of drugs, why should I have to? 3 When I see proper clinical trials that prove the effectiveness of homeopathy, then I’ll change my mind. 4 The mind has incredibly strong healing powers. 5 If it means we could stop paying all that money to drug companies, then I’m for it. 6 It worked. I don’t know why. It doesn’t seem possible but I’m just happy that it worked. 7 This is serious. You’ve got to see a doctor. You can keep taking the homeopathic treatment as well, if you want. 8 If three-quarters of professionals are against it, I’m against it. 56 READING 1 READING AND WRITING SKILLS 4 Piers Wehner MEDICINE UNIT 3 READING BETWEEN THE LINES 6 Work with a partner. Discuss possible reasons for the statements below. 1 2 3 4 5 6 Homeopathic treatment is much cheaper than conventional medicine. The government is considering cutting funding for homeopathy. Belief is as powerful as medicine. Personal care and attention make people feel better. There is no real proof that homeopathy works. Doctors need to see scientiﬁc evidence. DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Why do you think alternative medicines are popular with some people? 2 Should alternative medicines like homeopathy be funded by the government? 3 Do you think alternative medicine only creates a ‘placebo effect’? READING 2 PREPARING TO READ 1 Complete the sentences with the correct words from the box. UNDERSTANDING KEY VOCABULARY 1 A is something difﬁcult or unpleasant that you have to deal with or worry about. 2 After three months of , the patient can now walk well. 3 Everybody must pay their share, of how much they earn. 4 It is a good idea to save some money as a , just in case you lose your job. 5 The doctor examined me when I went to him for a . 6 The money you owe the company will be from your salary. 7 When you calculate the price of constructing a building, you have to consider materials and . 8 You have to pay an insurance every month. 2 Work with a partner. Answer the questions below. 1 2 3 4 Do you have to pay for healthcare in your country? What healthcare provision, if any, does your government pay for? Should everybody be able to access free healthcare? How should healthcare be funded – privately or by the state? READING AND WRITING SKILLS 4 READING 2 57 3 Read an essay about three systems of healthcare provision. Answer the questions. 1 Which system is most similar to the one your country follows? Are there any differences? 2 Which system most closely matches your answers to questions 3 and 4 in Exercise 2? Should healthcare be free? Who pays for healthcare? The answer varies from country to country. While in some nations it is completely free for all residents, in others you can only see a doctor if you pay. This essay will identify three main models of healthcare throughout the world, noting some advantages and disadvantages of each. 1 Free or public healthcare There are several systems within this model, but they all aim to provide free basic healthcare. In some countries, consultations, treatment and medicines are free to all citizens. This may be paid for directly by the government, perhaps funded by the country’s valuable natural resources which the government owns. Other countries collect money from citizens through taxes based on their income. Workers pay according to how much they earn and employers also make a contribution. Hospitals and other medical services are then provided and run by the government. There may also be some private medical services that people can choose to buy. The advantage of systems such as these is clear: free basic healthcare for all, regardless of income. However, it is a very expensive system and, as life expectancy and costs rise, many countries are facing either an unsustainable financial burden, or a drop in the quality of services and facilities provided. 2 Private healthcare In the private model, healthcare is only available to patients who pay for it and healthcare providers are commercial companies. In wealthier countries, most citizens take out health insurance to cover their potential medical costs. However, not everyone can afford this, and some governments have a scheme which gives financial assistance to those who need urgent medical care but are unable to afford it. In other nations, there is no such safety net, and those who cannot pay simply do not get the healthcare they need, unless they can get help. The disadvantages of this system are obvious: not only are individuals deprived of the medical attention they need, but also the lack of preventative medicine 58 READING 2 READING AND WRITING SKILLS 4 means that infectious diseases can quickly spread. One advantage, however, is that a higher quality of care provision can sometimes be maintained by commercial organizations than by struggling government-funded ones. 3 A mixed system In many countries, there is a mix of public and private funding. This system requires all its citizens to take out health insurance. This is deducted from salaries by the employer, who also has to make a contribution for each worker. Citizens are able to choose their healthcare providers, which may be public or private. However, in some systems, private companies are not permitted to make a profit from providing basic healthcare. This model provides more flexibility than either the public or private models, and ensures access to healthcare for all. However, it has been criticized for driving up labour costs, which can lead to unemployment. Conclusion This essay has examined three models of healthcare provision and some advantages and disadvantages of each. As no system is perfect, several countries are now considering a combination of the models for their national health system. The challenge is to find a system which provides a good level of healthcare to all citizens, but which is also affordable and practical. MEDICINE UNIT 3 WHILE READING 4 Read the essay again. Identify which system (1–3) in the essay the countries below use. READING FOR DETAIL 1 The UK. Under this country’s National Health Service, all workers pay National Insurance according to how much they earn. This is collected by the government and is used to pay for hospitals and other medical treatment. This is all free, except for prescriptions. Most hospitals are owned and run by the government. 2 The Democratic Republic of Congo. Here, many people do not have access to a doctor. Even those who do manage to see one often cannot afford the treatment. 3 Qatar. This country spends more on healthcare per person than any other country in the Gulf region. Healthcare is free (or almost free) for everyone. This is paid for by the government. 4 The US. Here, healthcare is expensive. About 40% of people have no health insurance. 5 Germany. Here, most workers have to pay health insurance from their salaries. 5 Scan the essay quickly to ﬁnd words to complete the table below. synonyms of people SCANNING TO FIND KEY WORDS synonyms of money related to healthcare READING BETWEEN THE LINES 6 Decide which statement (a or b) best describes the views and structure of the essay. 1 a b 2 a b MAKING INFERENCES FROM THE TEXT The author writes in favour of one system. The author presents a balanced view of the different systems. The essay provides a brief outline of the systems. The essay gives details of the systems. DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Why do you think different countries have different healthcare systems? 2 Should governments provide the following services free to citizens: water, electricity, use of roads, refuse collection? 3 Which countries do you think have the best healthcare – those with free or those with private systems? READING AND WRITING SKILLS 4 READING 2 59 LANGUAGE DEVELOPMENT MEDICAL VOCABULARY 1 Match words and phrases (1–7) with deﬁnitions (a–g). 1 2 3 4 5 6 7 disease epidemic sedentary lifestyle patent underfunding preventable illness cosmetic surgery drug dependency a the ofﬁcial legal right to make or sell an invention for a particular number of years b a disease which can be avoided, often by a person looking after themselves better c lack of money provided for something, often academic or scientiﬁc research d an illness which affects large numbers of people at the same time e a medical operation which is intended to improve a person’s appearance f a way of life which does not involve much activity or exercise g being unable to function normally without a particular medicine 2 Complete the sentences below with the correct form of words and phrases from Exercise 1. 1 Following a national emergency, such as an earthquake, clean water must be restored quickly to prevent the spread of a . 2 Less spending by the government means hospitals suffer from . 3 can occur when people are prescribed a medicine for a long time. 4 The rise in obesity, particularly among young people, is often the result of a more . 5 A lack of exercise and eating the wrong food can lead to the development of a such as diabetes. 6 Pharmaceutical companies take out on their new drugs, but once these have expired, other companies can manufacture and market them. 7 Some people travel abroad for expensive medical treatment or change their appearance through . 60 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 MEDICINE UNIT 3 ACADEMIC VOCABULARY 3 Write the correct adjective forms of the academic nouns in the table. adjective deﬁnition noun 1 having a negative or harmful effect on something adversity 2 having the qualities that you connect with trained and skilled people profession 3 against the law illegality 4 connected with the body physicality 5 difﬁcult to understand or ﬁnd an answer to because of having many different parts complexity 6 enough or satisfactory for a particular purpose adequacy 7 traditional and ordinary convention 8 exact and accurate precision 9 related to the treatment of illness and injuries medicine 4 Choose the correct answer. 1 Many countries are ﬁghting against the growing use of complex/ illegal drugs. 2 Doctors and nurses are two examples of precision/professional healthcare practitioners. 3 People have the right to expect an illegal/adequate service from doctors and nurses. 4 Conventional/Professional medicine involves the use of drugs, unlike alternative forms of medicine. 5 Several surgeons may be needed in complex/adverse or difﬁcult medical operations. 6 Health systems should focus on the treatment of mental conditions, as well as physical/conventional healthcare. 7 Hospitals can suffer illegal/adverse conditions, such as underfunding or overcrowding. 8 It takes many years of medical/professional study to become a doctor. 9 When giving drugs to patients, it is crucially important that the quantity provided is adequate/precise. READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 61 CRITICAL THINKING EVALUATE At the end of this unit, you will structure body paragraphs in an essay. Look at this unit’s writing task in the box below. ‘Avoiding preventable illnesses is the responsibility of individuals and their families, not governments.’ Do you agree? 1 Work in groups. Look at the list of actions that people can take to avoid becoming ill. Try to agree on the ﬁve most important. 2 Look at your list of the ﬁve most important actions and answer the questions below. 1 How can individuals and families help themselves to take these actions? 2 How can the government help people to take these actions? UNDERSTAND 3 Look at the statements below. Which statements are in favour of individual responsibility for preventative healthcare. Which are against? 1 Healthcare is extremely expensive for governments, and medical evidence strongly suggests that lifestyle is a major indicator of health. 2 People should be able to choose their own lifestyle. 3 People have different situations, so they need to decide what is most beneﬁcial for them. 4 Many people want to eat healthily, but get tempted by advertising for junk food. 5 Some people cannot afford to use gyms and other sports facilities. 6 Health advice changes so frequently that people get confused about what they should and should not do. 7 The easiest thing is to do nothing, which means many people do not take the steps needed to improve their health. 8 Health education, not only in schools, is needed. 9 If people do not take personal responsibility, they will lose the ability to make good choices. 62 CRITICAL THINKING READING AND WRITING SKILLS 4 MEDICINE UNIT 3 WRITING EXPLANATION GRAMMAR FOR WRITING Articles Articles are essential in both spoken and written English. Knowing how to use them properly is therefore important to the accuracy of academic writing. The way that English uses articles is different from some other languages, but there are some rules you can follow. Deﬁnite article (the) a The is used when we refer to something speciﬁc which has been mentioned before: the rules. b The is used for nouns when there is only one example of something: the moon. c The is used for ordinal numbers: the second. d The is used with superlative adjectives: the biggest. Indeﬁnite article (a/an) e A and an are used to introduce single, countable nouns for the ﬁrst time: a book. Zero article (no article) f No articles are needed for uncountable nouns when talking about things in general: Water is vital for life. g No articles are needed for countable nouns when talking about things in general: Doctors work hard. h No articles are needed for some proper nouns, like the names of most countries or people: Ali is from Jordan. 1 Read sentences (1–7) below. Decide which rule above (a–h) each one follows. 1 2 3 4 5 6 7 You should usually take medicine after meals. It was the worst epidemic for many years. It comes from India. The British Medical Association is very well respected. Obese children are becoming more common. The ﬁrst time you visit the doctor, you will need to register. A doctor and a homeopath were arguing. The doctor said … and READING AND WRITING SKILLS 4 WRITING 63 2 Complete the sentences below with a, an, the or zero article (–). EXPLANATION 1 When travelling, it’s usually easier to carry pills than bottle of medicine. 2 alternative medicine is popular in China. 3 last time I was in hospital was 2010. 4 best facility in the city is Royal Hospital. 5 However, further research into this speciﬁc area may be necessary. 6 It can be argued that homeopathy does no harm as additional treatment. 7 cost effectiveness is important issue in healthcare. 8 In addition, homeopathy is ancient system of medicine. Language of concession When you present an argument in writing, you often need to mention opposing arguments. We can introduce opposing views with the language of concession. We join sentences or clauses using certain phrases which show that there is a difference of opinion. • Homeopathy seems to be ineffective. Other people claim that it works. Simple language of concession • Homeopathy seems to be ineffective but people claim that it works. • Homeopathy seems to be ineffective. However, people claim that it works. More complex language of concession • Homeopathy seems to be ineffective. Nevertheless, people still use it. • Even though / Despite the fact that / In spite of the fact that homeopathy seems to be ineffective, people still use it. • Despite / In spite of the ineffectiveness of homeopathy, people still use it. 3 Make sentences using the prompts below. You may need to add other words. 1 Conventional medicine / effective / even though / unpleasant side effects. 2 Many people argue / homeopathy should be part of / health service. However, / critics argue / denies other people / proven treatments. 3 Homeopathy / popular choice for many / in spite of the fact that / no scientiﬁc evidence / it works. 4 Ayurveda / still commonly practised in the twenty-ﬁrst century / despite the fact that / nearly 3,500 years old. 5 British Medical Association / opposed to the state funding / homeopathy / but / government / still considering funding it. 6 Many people think homeopathy / not work. Nevertheless, / people should have / right to access / if they think it works. 64 WRITING READING AND WRITING SKILLS 4 MEDICINE UNIT 3 EXPLANATION ACADEMIC WRITING SKILLS Writing an introduction to an essay (2) The introduction to a piece of academic writing should include some of the features below. a b c d e f g h a general introduction to the topic the main aim or purpose of the essay limited background information an initial response to the question the deﬁnition of the topic the methods and results of research the organization of the essay an overview of the topic 1 Look at the introduction to the essay in Reading 2. Which features above (a–h) are used in sections (1–3)? (1) Who pays for healthcare? (2) The answer varies from country to country. While in some nations it is completely free for all residents, in others you can only see a doctor if you pay. (3) This essay will identify three main models of healthcare throughout the world, noting some advantages and disadvantages of each. 2 Make notes for an introduction to the essay question below. ‘Avoiding preventable illnesses is the responsibility of individuals and their families, not governments.’ Do you agree? definition of the topic limited background information an initial response to the question the aim or purpose of the essay READING AND WRITING SKILLS 4 WRITING 65 WRITING TASK ‘Avoiding preventable illnesses is the responsibility of individuals and their families, not governments.’ Do you agree? PLAN AND WRITE A FIRST DRAFT 1 Make notes for your essay using the plan below. Paragraph Information to include Paragraph 1: Introduction Paragraph 2: Argument 1 supporting evidence / concession /solution Paragraph 3: Argument 2 supporting evidence / concession /solution Conclusion 2 Write a ﬁrst draft of your essay. Write 250–300 words. EDIT 3 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Does your introduction include some of the features from the Academic Writing Skills section? Have you given your opinion in your writing, and made it clear what your response to the question is in the introduction? Have you mentioned opposing ideas? Have you written 250–300 words? 4 Make any necessary changes to your essay. 5 Now use the language checklist to edit your essay for language errors which are common to B2 learners. 66 WRITING READING AND WRITING SKILLS 4 MEDICINE UNIT 3 ✔ LANGUAGE CHECKLIST Have you used articles (the, a, no article) correctly? Have you used the language of concession (despite, although, however, etc.) to show opposing views to your own arguments? Have you used an appropriate range of medical and academic vocabulary in your essay? Have you used the adjective forms of academic nouns? 6 Make any necessary changes to your essay. OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about alternative medicine skim for key words write an introduction to an essay structure body paragraphs in an essay very well not very well very well not very well very well not very well very well not very well WORDLIST UNIT VOCABULARY cosmetic surgery (n) disease (n) disease epidemic (n) illness (n) natural (adj) patent (n) preventable illness (n) remedy (n) sedentary lifestyle (n) synthetic (adj) treatment (n) underfunding (n) ACADEMIC VOCABULARY adequate (adj) complex (adj) conventional (adj) illegal (adj) medical (adj) physical (adj) precise (adj) professional (adj) READING AND WRITING SKILLS 4 WRITING 67 LEARNING OBJECTIVES 68 UNIT 4 Watch and listen Watch and understand a video about roller coasters Reading skills Preview a topic before reading Academic writing skills Write topic sentences for body paragraphs Writing task Structure ‘for and against’ arguments in essays RISK UNIT 4 YOUR KNOWLEDGE 1 Work with a partner. Decide how risky the activities below are (low, high or extremely high risk). 1 rock climbing 6 working as a police ofﬁcer 2 cooking 7 travelling in a helicopter 3 eating chocolate 8 smoking 4 going on holiday 9 doing housework 5 horse riding 10 motorcycle racing 2 For each activity, discuss how risk can be managed to make it safer. 3 What is the riskiest thing you have done? How did you try to minimize the risk? UNIT 4 69 WATCH AND LISTEN PREPARING TO WATCH USING YOUR KNOWLEDGE TO PREDICT CONTENT UNDERSTANDING KEY VOCABULARY 1 You are going to watch a video about risk. Before you watch, discuss the questions below with a partner. 1 Why do people take risks in their lives? 2 Why do we sometimes enjoy dangerous or frightening situations? 2 Read the sentences below. Which of the adjectives in bold are positive? Which are negative? 1 Being on a roller coaster is really disorientating – you don’t know which way is up or which is down. 2 I couldn’t cope with really harsh living conditions, like in the desert or the Arctic. 3 I know some people ﬁnd bullﬁghting thrilling, but I get no enjoyment at all from watching it. 4 When planes do acrobatics, they make it look uncontrolled – but actually they know exactly what they’re doing. 5 Being in an underwater cave and having no idea what you’ll see next was really exhilarating. I can’t wait to go again. 3 Match the deﬁnitions below to the adjectives in Exercise 2. 1 extremely exciting: , 2 unpleasant and difﬁcult: 3 makes you confused about what you’re doing or where you’re going: 4 free – you can’t make something do what you want it to do: WHILE WATCHING UNDERSTANDING MAIN IDEAS 70 WATCH AND LISTEN 4 Watch the video. How does it answer the two questions in Exercise 1? READING AND WRITING SKILLS 4 RISK 5 Work in pairs. Complete the sentences below. 1 2 3 4 5 It’s rather surprising that people like roller coasters because … Some examples of natural risks shown in the video are … Roller coasters are actually safe because … Some ways people experience thrills are … Roller coasters are the easiest way to get excitement safely because … UNIT 4 UNDERSTANDING DETAIL 6 Look at the diagram about the chemical and physical effects of danger on humans. Complete it with words from the box. Extreme circumstances Body produces (1) Makes the body more Makes the body (3) Makes the body (4) (2) Body produces endorphins Helps the body (5) Helps to make people 7 (6) Watch the video again to check your answers to Exercises 5 and 6. 8 Work in small groups. Discuss the questions below. 1 Have you ever been on a roller coaster or other theme-park ride? If so, how did you feel? If not, would you like to go on one? Why / Why not? 2 Which of the dangerous activities mentioned in the video do you think is the most dangerous? Why? 3 Have you experienced danger? Say what happened and how you felt. RESPONDING TO THE VIDEO CONTENT DISCUSSION 9 Work with a partner. Discuss the questions below. 1 What are the greatest risks that people face in everyday life? 2 Do you think our lives are too safe these days? 3 Is it possible to live life without risk? READING AND WRITING SKILLS 4 WATCH AND LISTEN 71 READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY 1 Match words and phrases (1–7) to deﬁnitions (a–g). 1 2 3 4 5 6 7 sail the seven seas cut it ﬁne contingency all-inclusive holiday trial and error play it safe paragliding a to do something just in time b to solve a problem by making (and learning from) mistakes c plan for possible future outcomes d to be careful and not take risks e a sport involving ﬂoating in the air attached to a parachute f to travel widely and extensively g a vacation where everything (food, drink, etc.) is included Previewing Before you read a text on a particular topic, it can be useful to think about your own knowledge and views on this topic. Also, ask yourself if there are any questions you hope the text will answer. This will help you develop a greater interest in the text and make it easier to understand. 2 You are going to read a quiz called ‘Are you a risk-taker or are you riskaverse?’ Before you read, discuss these questions with a partner. 1 In what areas of our everyday lives can we be risk-takers? 2 What kinds of question will check if you are a risk-taker? 3 Look at the words and phrases in Exercise 1. Predict how they might be used in the quiz. 4 Do you think the quiz will show you to be a risk-taker or risk-averse? WHILE READING 3 Read the quiz and circle your response to each question. READING FOR MAIN IDEAS 72 READING 1 4 Work with a partner Add up how many (a), (b) or (c) answers you circled. What do you think the difference is between them? READING AND WRITING SKILLS 4 RISK UNIT 4 risk-taker, Are you a or are you ? risk-averse Do our quiz to ﬁnd out whether you love living on the edge of danger, or whether you would rather be safe at home! 1 What sports activities sound best to you? a free climbing, paragliding and horse riding b cycling and swimming c watching sport on TV 2 You’ve just won a lot of money. What do you do with it? a You buy a bright red, high-performance car. It is sure to go up in value. b You use the money to expand your family’s successful business. c You put it in the bank in case you need it for an emergency later. 3 Your train leaves at 12:00. What time do you arrive at the station? a 11:59. There’s nothing wrong with cutting it ﬁne. b 10–15 minutes before it’s due to leave. c 45 minutes ahead of schedule. This leaves plenty of time in case things go wrong. 5 Do you read the instructions before you use a new piece of equipment? a You never read them – you prefer learning by trial and error. b You only look at them if you get stuck. c You always read them from cover to cover before you unpack the item. 6 You’re eating out at a restaurant. What do you order? a You ask the waiter to surprise you. b You ask for advice and look at what other diners have ordered. c You play it safe and go with what you know. 7 Which of these jobs appeals to you most? a an astronaut b a pilot c an airline check-in clerk 4 What would be your dream holiday? a sailing the seven seas in a yacht b exploring a European city on a weekend break c going to the same all-inclusive resort you’ve been going to for the last ten years READING AND WRITING SKILLS 4 READING 1 73 5 Complete the explanation of the scores with the correct letters from the quiz. 1 If you answered mainly , you are happy to take risks, but only if you’re sure things will turn out all right. 2 If you answered mainly , you prefer a comfortable life, where things are predictable and there are few surprises. Don’t be afraid to take a chance every now and then! , you like to live life on the edge. You 3 If you answered mainly never know what’s around the corner. Just be careful you don’t take one risk too many! READING FOR DETAIL 6 Read the quiz again. Match formal phrases (1–7) to answers in the quiz. 2a 1 making a high-risk motoring purchase 2 a nautical adventure 3 allowing contingency time 4 a risk-free pastime 5 considering recommendations and observation ﬁndings 6 experimentation 7 space exploration READING BETWEEN THE LINES 7 Answer the questions below. Use the information in the quiz to help you. 1 2 3 4 Can watching sport on TV ever be dangerous? What are the advantages of investing your money in a family business? What is the problem with always cutting it ﬁne? Why do more people not ‘sail the seven seas’ when they go on holiday? 5 Why might it be a bad idea to read the instructions from cover to cover? 6 What could happen if you asked a waiter to surprise you? 7 Why might the job of an airline check-in clerk appeal to some people? DISCUSSION 8 Work with a partner. Discuss the questions below. 1 Compare your quiz results with a partner. How much of a risk-taker are you? 2 Do you think tests like this are useful? Why? / Why not? 74 READING 1 READING AND WRITING SKILLS 4 RISK UNIT 4 READING 2 PREPARING TO READ 1 Work with a partner. Answer the questions about your country or other countries you know. 1 Do you have to wear a seatbelt when driving, or a helmet when riding a motorbike? 2 Is unhealthy food or drink prohibited, or is it taxed heavily? 3 Does the government warn against risky activities in posters or TV commercials? Which ones? 2 Complete deﬁnitions (1–7) with words from the box. USING YOUR KNOWLEDGE TO PREDICT CONTENT UNDERSTANDING KEY VOCABULARY 1 If something is , it means that you have no choice whether to do it or not. 2 To on someone’s freedom is to take it away or limit it. 3 means not taking any unnecessary risks. 4 is a formal word for the making of laws. 5 By something you are effectively making it illegal. 6 If you are liable for something, it means you have legal for it. 7 are sets of rules established by an organization. 3 Which of the issues below do you think governments should control? 1 2 3 4 5 6 7 8 9 10 national security road safety ﬁnancial support for people in poverty disease prevention safety at work online security protection from injury in the home provision of healthcare smoking news services READING AND WRITING SKILLS 4 READING 2 75 A government has a duty to protect its citizens from personal, professional and financial risk. Give reasons for and against the statement and state your opinion. Governments of some countries see it as their responsibility to control the amount and kind of risk that their citizens are exposed to. They can use legislation to protect personal health, prevent injury in the workplace and help people handle financial matters. In other nations, citizens are expected to take care of themselves and carry the responsibility of their own safety and that of others. This essay will explore the advantages and disadvantages of both approaches. In the UK, the government protects its population from risk in a number of areas. It makes it compulsory to wear a seatbelt or helmet while on the roads, and manages risk of disease by taxing or prohibiting unhealthy foods or cigarettes. It prevents the spread of disease by investing in vaccination programmes and health education. Workers are protected from harm through governmentimplemented health and safety regulations and companies and managers are liable for employee death or injury. This has resulted in 800 fewer deaths per year in the British workplace. In terms of financial protection, the UK government gives those in poverty access to healthcare, food and shelter. It also tries to prevent fraud and other financial crime, while encouraging economic prudence through methods such as saving. 76 READING 2 While some people believe the UK government acts in the best interests of their citizens, others feel it infringes on the freedom of the public. They object to paying hefty financial penalties (for example, for riding a motorbike without a helmet), even though they may personally accept the risk. People who smoke and eat unhealthy food argue that they are posing less risk to their health than horse riders or skiers and it is dangerous sports which should be banned, not food. Businesses complain that health and safety regulations mean that they spend too much time and money protecting against very low risks, and that this has a negative impact on their business and the national economy. Others reject government advice about saving money as hypocritical when they notice an increase in state borrowing. In conclusion, we can see that there are both benefits and risks attached to a government that tries to control the safety of its citizens. This can reduce accidents, disease and crime, and cater for the basic needs of all members of society. Conversely, however, over-protective legislation can limit individual freedom and cause resentment. It can also suggest that people do not have to be responsible for their own actions. In my opinion, a country with tight controls provides a pleasant and safe environment. However, legislation needs to be carefully monitored to ensure it is appropriate, up-to-date and not excessively restrictive. READING AND WRITING SKILLS 4 RISK WHILE READING 4 Read the essay. Which of the issues in Exercise 3 does it mention? 5 Find the following words in the text. Then look for a synonym for each of these words in the text. 1 countries 2 injury 3 people 4 ﬁnancial UNIT 4 READING FOR MAIN IDEAS SCANNING TO FIND INFORMATION 5 regulations 6 liable READING BETWEEN THE LINES 6 Work with a partner. Discuss the questions below. 1 What is the danger if managers are not liable for accidents in the workplace? 2 What does the writer mean by hefty ﬁnancial penalties? 3 What sort of health and safety legislation do you think businesses complain about? 4 Do you think the writer is a risk-taker? MAKING INFERENCES FROM THE TEXT DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Do you agree with people who say that dangerous sports should be banned? If so, which ones? 2 Should people take responsibility for their own risks? 3 What new legislation should be implemented to further protect people from risk in society? LANGUAGE DEVELOPMENT LANGUAGE OF FREEDOM 1 Complete the table with the words from the box. promoting freedom restricting freedom READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 77 2 Choose the best word (a, b or c) to complete the sentences. EXPLANATION 1 Certain countries completely the sale of guns. a restrict b ban c grant the building of several new colleges. 2 The president will a authorize b criminalize c legalize 3 Governments the sale of harmful drugs to make them illegal. a allow b criminalize c curb 4 There will be a on the sale of cigarettes at the end of the month – you will only be able to buy them if you are over 18. a limit b ban c legalize 5 If countries people the right to vote, they should use their vote carefully. a grant b limit c authorize Academic nouns There are many formal academic nouns which can improve your essay writing. A lot of these end in -tion and -sion. Using these words instead of shorter, more common nouns is a feature of academic writing. 3 Replace the nouns in bold in sentences (1–7) with the words from the box. 1 The fall in numbers shows that many people think the risks are too high. 2 The government intends to introduce new laws to control migration. 3 Workplaces must introduce more strategies with regard to the stopping of risk. 4 There is a considerable amount of unhappiness about recent changes to ﬁnancial policy. 5 The company has brought in extra safety rules to prevent further accidents. 6 There was chaos when the decision was announced. 7 Companies have outlined a key complaint to the recent change in government policy. 78 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 RISK UNIT 4 CRITICAL THINKING At the end of this unit, you will write a ‘for and against’ essay. Look at a similar writing task in the box below. ‘Taking greater risks leads to larger personal, professional and financial rewards.’ Discuss the arguments for and against this statement and give your opinion. 1 In this essay question, the risks have been divided into three topics: everyday life, work life, and your ﬁnances. Read risks (1–12) below and decide whether they are personal, professional or ﬁnancial. They may belong to more than one topic. 1 investing in get-rich-quick schemes financial 2 not wearing protective equipment 3 not reading instructions 4 avoiding paying tax 5 ignoring or breaking the law 6 not doing a risk assessment in your ofﬁce 7 regularly being late for work 8 spending money freely 9 not taking out house insurance 10 arriving with seconds to spare 11 spending on credit 12 not wearing a seatbelt 2 Match risks (1–12) to rewards (a–l) below. 1 (investing in get-rich-quick schemes) a maximizes proﬁt b means that you can get in and out of a car more easily c you can sleep for longer d you are more comfortable e you don’t have to waste time waiting at the station or airport f you save money on the insurance policy g you learn more effectively by working it out for yourself h you do not have to pay money now, but at a later time i you can buy things you really like and have a good time j you keep money for yourself rather than giving it to the government k some things you really enjoy doing may be illegal l you can use the time more effectively on other parts of your job EVALUATE APPLY 3 Work with a partner. What are the arguments against taking each risk in Exercise 2? READING AND WRITING SKILLS 4 CRITICAL THINKING 79 WRITING EXPLANATION GRAMMAR FOR WRITING Cause and effect There are simple verb phrases we can use to show the cause and effect of certain actions. • Taking risks results in greater rewards. • Taking risks leads to greater rewards. • Taking risks means greater rewards. Notice how we can also use more complex linkers to show the connection between two sentences. • Maximizing profit is encouraged in investment banking. As a result of this, some bankers take on too much risk in their portfolio. • Maximizing profit is encouraged in investment banking. Because of this, some bankers take on too much risk in their portfolio. • Maximizing profit is encouraged in investment banking. Consequently, some bankers take on too much risk in their portfolio. 1 Complete each sentence (b) with a verb phrase so that it means the same as sentence (a). 1 a b 2 a b 3 a b If you take fewer risks, you receive smaller rewards. Taking fewer risks If you manage risk carefully, everybody stays safer. Managing risk carefully If there is excessive risk-taking, chaos may follow. Excessive risk-taking 2 Complete the sentences below with your own ideas. 1 Some people avoid paying tax to save money. Consequently, 2 Many groups have criticized banks’ excessive risk-taking. As a result of this, 3 It is very difﬁcult to predict how long the bus will take to get to the station. Because of this, 80 WRITING READING AND WRITING SKILLS 4 EXPLANATION RISK UNIT 4 Conditional language We can use if-clauses to add a condition to an opinion. Governments should legislate against extremely hazardous activities if they do not attempt to control too much of our personal lives. In formal writing, we can use more complex linkers to replace if. It is also possible to reverse the order of the clauses. • Provided that they do not attempt to control too much of our personal lives, governments should legislate against extremely hazardous activities. • Governments should legislate against extremely hazardous activities provided that they do not attempt to control too much of our personal lives. • As long as they do not attempt to control too much of our personal lives, governments should legislate against extremely hazardous activities. • Governments should legislate against extremely hazardous activities as long as they do not attempt to control too much of our personal lives. • On condition that they do not attempt to control too much of our personal lives, governments should legislate against extremely hazardous activities. • Governments should legislate against extremely hazardous activities on condition that they do not attempt to control too much of our lives. 3 Work in pairs. Complete the sentences below with a suitable linker and condition. 1 Individuals should be allowed to do whatever they like 2 Risk is acceptable in the workplace 3 Potential problems connected to risk-taking can be minimized 4 Financial investments do not need to be risky READING AND WRITING SKILLS 4 WRITING 81 EXPLANATION ACADEMIC WRITING SKILLS Topic sentences in body paragraphs The topic sentence of a paragraph is generally its ﬁrst sentence. Here are four examples. • Governments of some countries see it as their responsibility to control the amount and kind of risk that their citizens are exposed to. • In the UK, the government protects its population from risk in a number of areas. • While some people believe the UK government acts in the best interests of their citizens, others feel it infringes on the freedom of the public. • In conclusion, we can see that there are both benefits and risks attached to a government that tries to control the safety of its citizens. 1 Circle the correct words. 1 A topic sentence should identify the main idea/detail in the paragraph. 2 The focus of a topic sentence should be speciﬁc/general. 3 A topic sentence generally provides no/many examples to back up its main point. 2 Work with a partner. Read the topic sentences below and decide which sentence (a or b) would be the most appropriate to use in an essay. 1 a There are different deﬁnitions of risk-taking and success. b One of the deﬁnitions of success is ‘the favourable outcome of something attempted’, another is ‘the attainment of wealth, fame, etc.’ 2 a If the only questions asked are those which we can already answer, then there can be no unexpected positive results. b Positive results are impossible. 3 a 51% of people believe that risk-taking is bad. b On the other hand, in the case of dangerous risks, the consequences are more likely to be negative. 4 a In conclusion, the answer to this question is dependent on the level of risk involved. b There are three further points which need to be discussed. 82 WRITING READING AND WRITING SKILLS 4 RISK UNIT 4 WRITING TASK ‘If children are never exposed to risk, they will never be able to cope with risk.’ Give reasons for and against this statement and give your opinion. 1 Look again at the essay on page 76. Consider the arguments for and against the essay title above. Use the paragraph structure below. • • • • PLAN AND WRITE A FIRST DRAFT Paragraph 1: Introduction Paragraph 2: Arguments for Paragraph 3: Arguments against Paragraph 4: Conclusion 2 Make notes on your essay below. Paragraph 2: Arguments that children need to be exposed to some risk Evidence 1: Evidence 2: Evidence 3: Paragraph 3: Arguments that children should be protected from all risk Evidence 1: Evidence 2: Evidence 3: 3 Look again at your notes for Paragraphs 2 and 3 and decide what your overall opinion is. Do you think that children should be exposed to risk? Write a one-sentence response to this question, providing evidence. 4 Write a ﬁrst draft of your essay. Write 250–300 words. READING AND WRITING SKILLS 4 WRITING 83 EDIT 5 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Have you given each body paragraph a suitable opening topic sentence? Have you used the correct essay structure in your writing? Is the evidence you have used appropriate and well-chosen? Have you written 250–300 words? 6 Make any necessary changes to your essay. 7 Use the language checklist to edit your essay for language errors which are common to B2 learners. LANGUAGE CHECKLIST Have you used a good range of topic-related vocabulary? Have you used cause and effect language correctly? Have you used conditional language correctly? 8 Make any necessary changes to your essay. 84 WRITING READING AND WRITING SKILLS 4 ✔ RISK UNIT 4 OBJECTIVES REVIEW 9 Check your objectives. I can … watch and understand a video about roller coasters very well not very well very well not very well write topic sentences for very body paragraphs well not very well structure ‘for and against’ very arguments in essays well not very well preview a topic before reading WORDLIST UNIT VOCABULARY all-inclusive (adj) allow (v) authorize (v) ban (v) compulsory (adj) contingency (n) criminalize (v) cut it ﬁne (ph) disorientating (adj) exhilarating (adj) grant (v) great (adj) harsh (adj) infringe on (v) legalize (v) liable (adj) limit (v) paragliding (n) permit (v) play safe (ph) ACADEMIC VOCABULARY portfolio (n) prohibit (v) prudence (n) regulation (n) responsibility (n) restrict (v) thrilling (adj) uncomfortable (adj) uncontrolled (adj) confusion (n) dissatisfaction (n) legislation (n) objection (n) prevention (n) reduction (n) regulation (n) READING AND WRITING SKILLS 4 WRITING 85 LEARNING OBJECTIVES 86 UNIT 5 Watch and listen Watch and understand a video about making chocolate Reading skills Activate prior knowledge Academic writing skills Add detail to your writing Writing task Write a description of a process MANUFACTURING UNIT 5 YOUR KNOWLEDGE 1 Work with a partner. Use the words in the box to describe the processes below. 1 making a cup of coffee First you have to fill the kettle with water. Then you heat the water so that it boils. After that, you need to … 2 travelling to your English class from home 3 writing an essay 4 making your favourite dish 5 getting a new job 2 Why is it important to know how to describe processes in academic writing? UNIT 5 87 WATCH AND LISTEN PREPARING TO WATCH USING YOUR KNOWLEDGE TO PREDICT CONTENT UNDERSTANDING KEY VOCABULARY 1 Work with a partner. You are going to watch a video about how chocolate is made. Before you watch, answer the questions below. 1 Where does chocolate come from? 2 How do you think chocolate is made? 3 Is chocolate a natural product or are there many artiﬁcial additives? 2 Match verbs (a–h) to deﬁnitions (1–8). a b c d e f g h harvest melt dry roast mould package shell grind 1 2 3 4 5 6 7 8 remove the outer part of a nut or bean make something into a powder or small pieces put something in boxes or containers to be sold pick and collect crops heat something so it turns to liquid cook in an oven shape, form or design something remove excess water from something 3 Verbs (a–h) in Exercise 2 relate to different stages in the chocolate-making process. Predict the correct order. 4 88 WATCH AND LISTEN Watch the video to check your answers. READING AND WRITING SKILLS 4 MANUFACTURING UNIT 5 WHILE WATCHING 5 Watch again. Complete the ﬂow chart below about the chocolatemaking process. (1) UNDERSTANDING DETAIL Beans are harvested Fermented and dried (at least a (2) (3) ). in sacks and (4) . Beans are (5) to leave nibs. Cocoa (6) is added. Milk and (7) are mixed in with the chocolate. (8) powder is mixed with chocolate and heated. (9) , cooled and reheated. Packaged, sold and (10) . 6 Match stages (1–7) to reasons (a–g). The chocolate-manufacturing process 1 beans are split a otherwise the taste is affected 2 beans are fermented b results in large pieces 3 beans are roasted at the c to make individual chocolates correct temperature d so the insides can be checked 4 beans go through a grinder e to make them into a liquid 5 cocoa butter is mixed in f to remove their bitterness 6 tempering the chocolate g to make the chocolate smooth 7 the mixture is moulded 7 Work with a partner. Discuss the questions below and choose the correct answers. MAKING INFERENCES 1 What weather conditions in Ghana, Ivory Coast, Brazil and Indonesia do you think make them suitable for growing cocoa? a wet and warm b cold and windy c warm and dry 2 Which other countries do you think produce a lot of cocoa? a Ecuador and Cameroon b Canada and Spain c Kenya and India 3 At which stage of the chocolate-making process do you think the most proﬁt is made? a growing b manufacturing c selling READING AND WRITING SKILLS 4 WATCH AND LISTEN 89 DISCUSSION 8 Work with a partner. Discuss the questions below. 1 Is chocolate popular in your country? Why / Why not? 2 Why are chocolate companies criticized for advertising to children? 3 Cocoa-bean farmers are not paid much for their beans, but the price of chocolate is high. Why is this? 4 Do you think this situation should change? If so, how? READING 1 PREPARING TO READ Before you read a text, it helps to think of what you already know about its subject. This will help you understand a difﬁcult text because you will know what information to expect. It is also useful to think of some questions that you hope the text will answer. This will help you to focus on the important information. When you have read the text, you can make notes about what you have learnt. By approaching reading in this way, you can ﬁnd out what you want or need to know about the subject. ACTIVATING PRIOR KNOWLEDGE 1 Work with a partner. Your teacher has asked you to give a short presentation about the history of silk. 1 Before you research the topic, write notes in the ﬁrst column of the table below. 2 What do you need to know to make a good presentation? Write questions in the second column. The history of silk what I know about silk 90 READING 1 what I want to know READING AND WRITING SKILLS 4 what I learnt MANUFACTURING UNIT 5 2 Read the article. Check to see whether your facts are mentioned. Write any answers to your questions in the third column of the table. Although today silk is both grown and worn worldwide, the original production of silk was restricted to China. Indeed, it was so important that at one time it was only the emperor and his close family who were Comfortable to wear no matter allowed to wear it. The Chinese were initially very protective of if the weather is hot or cold, silk is as popular today as it was the silk-manufacturing process. To smuggle either the silkworms 5,000 years ago when it was or mulberry leaves out of first manufactured. However, China was punishable by death. the history of silk has not Despite the risks, a princess in always been as smooth as the the fifth century concealed some fabric itself. silkworm eggs in her hair and Today’s basic silk-production took them to her fiancé’s Asian process has changed very little kingdom. Likewise, in the sixth since it first began. The fabric century, two monks managed comes from silkworms which, to take some eggs all the way although tiny when born, grow back to their native Byzantium rapidly in size. Indeed, on a (modern-day Istanbul, in strict diet of mulberry leaves, it Turkey). This was an event of is estimated that they increase great importance, since Europe in weight by 10,000% over was from that point able to the first six weeks of their life. manufacture its own silk. When they are fully grown, the silkworms create a cocoon – a protective shell made of silk. They then crawl inside in order to prepare for their next stage of development. However, for commercial silk production, these cocoons are then boiled, killing the worm inside, to ensure that the silk is not damaged. After this, the silk is gathered and prepared. A single cocoon can produce between 300 and 900 metres of Silkworm cocoons silk thread. A BRIEF HISTORY OF SILK Prior to the monks’ success in bringing the silkworms out of China, Europeans were dependent on merchants bringing the fabric from East Asia across the mountain roads of Central Asia and the Middle East. Indeed, so much silk was transported that this trade route became known as the Silk Road. By the time of the Roman Empire, silk had become popular around the Mediterranean, although it was very expensive. China is still the world’s main producer of silk, manufacturing around 80% of global supply. India is the second-largest producer, with around 15%. Although man-made fibres are cheaper and easier to manufacture, the beauty of silk is difficult to match, and there is always likely to be a large international market. READING AND WRITING SKILLS 4 READING 1 91 WHILE READING READING FOR DETAIL 3 Read the article again. Are the statements below true (T), false (F) or the article does not say (DNS)? 1 2 3 4 5 Silk is suitable for different climates. Silkworms are usually killed in order to make silk. Silkworms can grow to 5 cm long. Silkworms have a varied diet. Thousands of people were put to death for smuggling silkworms out of China. 6 Silk is less popular today than it was before. 7 The Silk Road passed through the important city of Petra in Jordan. 8 World silk production is dominated by two countries. 4 Complete sentences (1–5) with the correct ending (a–d). 1 Before silk is gathered, silkworm cocoons are … a put in the freezer. b opened. c checked for quality. d put in hot water. 2 Historically, in China silk was worn … a only by the royal family. b by anybody who wanted to. c only by the emperor. d only by silk farmers. 3 Silkworm eggs were smuggled back to Europe by … a the Chinese. b merchants. c a princess and two monks. d two monks. 4 The author suggests that the Silk Road … a was easy to travel on. b mainly carried goods from Europe. c was used by traders. d was busiest after the eggs had been smuggled out. 5 Silk is … a one of the easiest fabrics to make. b no longer a popular material. c cheaper to produce than man-made ﬁbres. d not only made in China. 92 READING 1 READING AND WRITING SKILLS 4 MANUFACTURING UNIT 5 READING BETWEEN THE LINES 5 Complete the sentences below with your own ideas. 1 The writer says the history of silk has not been ‘smooth’ because … 2 The Chinese were probably ‘very protective of the silk-manufacturing process’ because … 3 Although it was expensive, silk had probably ‘become popular around the Mediterranean’ because … 4 ‘Man-made ﬁbres are cheaper and easier to manufacture’ because … MAKING INFERENCES FROM THE TEXT DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Which is better for clothing: intensively farmed silk or artiﬁcial fabrics? Why? 2 Should we protect traditional industries such as silk-making, even if they are unproﬁtable? 3 Silk production used to be controlled by China. Do you know any similar types of trade monopolies in the modern world? READING 2 PREPARING TO READ 1 Work with a partner. What do you know about how paper is made? Add as much information as you can to the ideas map. USING YOUR KNOWLEDGE TO PREDICT CONTENT Manufacture History paper Uses READING AND WRITING SKILLS 4 READING 2 93 How is paper manufactured? A Trees are the starting point of the paper-manufacturing process. It is important that the right type of tree is used, otherwise the ﬁnished paper may not be suitable for use. Generally speaking, hardwood trees, such as oak, have short ﬁbres, meaning that the paper made from them is weaker. However, the surface tends to be smoother and is therefore better to print on. Softwood trees, like pine, make stronger paper, but are not so good for writing on. This paper is more suited to industrial use. B Once the trees have been taken to the factory, the paper-manufacturing process begins. After the removal of the trees’ outer skin, known as ‘bark’, the wood is passed through a chipper, which cuts it into smaller pieces of roughly the same size. Following this, the chips may be put into a digester, depending on whether a chemical called lignin is going to be removed. When lignin reacts with air and sunlight, it turns yellow, thus permanently changing the paper’s colour. While this is not much of a problem for cheaper, nonpermanent types of paper (such as newspaper), it needs to be removed for ﬁne, white paper. Next, the wood pulp is cleaned and bleached by the washer before going through a beater. This machine further reﬁnes the ﬁbres and may cut them to a certain length. Screens then remove oversized particles from the pulp, ensuring that it can pass through the next machine (called a head box) easily. Digester Chipper Debarker C Once the pulp enters the paper machine, which is a moving conveyor belt made of fabric, it passes through four speciﬁc sections. Firstly, it goes through the former, where the pulp is turned into a continuous piece of material. Secondly, in the press section, the pulp is squeezed through large rollers under high pressure, with the intention of extracting as much water as possible. Next, the dryers remove even more water before the last section, where heavy rollers, known as calenders, smooth the paper. Bleach tower Beater Washer Former Refiner Dryers Presses D The ﬁnal stage of the process prepares the paper for further use. A reel collects the paper into a user-friendly roll, which may then either be sold directly or cut into smaller-sized rolls. 94 READING 2 READING AND WRITING SKILLS 4 Calenders Reel Unwinder and splitter Head box MANUFACTURING UNIT 5 WHILE READING 2 Read the ﬁrst sentence of each paragraph in the article. Match headings (1–4) to paragraphs (A–D). 1 Making the product ready for market 2 Processing the raw material READING FOR MAIN IDEAS 3 Obtaining the raw material 4 Turning the raw material into a product 3 You are going to summarize how paper is made. Read the article again. Make notes under the four headings in Exercise 2. READING FOR DETAIL 4 Work with a partner. Using your notes and the diagram in the article, summarize how paper is made. READING BETWEEN THE LINES 5 Work with a partner. What do these phrases from the text mean? 1 starting point 2 generally speaking 3 more suited to 4 further reﬁnes 5 with the intention of MAKING INFERENCES FROM THE TEXT DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Do you prefer to read on paper or on electronic devices? Why? 2 What effect do you think the internet has had on the paper industry? 3 Do you think we will ever stop using paper? Why? / Why not? EXPLANATION LANGUAGE DEVELOPMENT Academic verb synonyms When describing a process, we need to use a range of verbs. If you repeat the same verbs too often, the text becomes repetitive. You can avoid this by learning synonyms of common academic verbs. Try to use them in your writing. 1 Match verbs (1–10) to their academic synonyms (a–j). 1 2 3 4 5 6 7 8 9 10 build change give out grow show do talk to remove improve appear a b c d e f g h i j alter assemble enhance emerge distribute cultivate display consult with extract undertake READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 95 2 Complete the sentences below with words (a–j) from Exercise 1. EXPLANATION 1 Robots are used to the component parts and glue them together. from their eggs after a few weeks. 2 The silkworms 3 Tempering does not the taste of the chocolate. 4 By adding orange or mint, you can the ﬂavour of chocolate, making it less bitter. 5 Large farms are required in order to cocoa plants commercially. 6 When chocolate reaches the shops, it is necessary to it attractively on the shelves so that more people buy it. 7 When starting a new business, it is wise to other experts in the ﬁeld. 8 Before you any project, it is important to plan it properly. 9 Once the product has been manufactured, it is necessary to it to shops in order to sell it. 10 This process will waste products. Nominalization Another way to avoid repetition when describing a process is to replace some verb phrases with noun phrases. This is called nominalization. We can change a verb or verb phrase into a noun by adding a noun sufﬁx, such as -ion, -ment or -ness: pay – payment, be fair – fairness, employ – employment. • The first step is for farmers to cultivate the crops. (verb + noun) • Crop cultivation is the first step. Or sometimes we use a gerund, (-ing form). • In the first stage, people strip the bark. (verb + noun) • The first stage is bark stripping. Sometimes we need to use a preposition in the noun phrase. • It is very expensive for producers to transport chocolate. (verb + noun) • Transportation of chocolate is very expensive. (noun + preposition + noun) Sometimes a verb has a different noun form. • If the temperature rises, the silkworms may die before they complete their cocoons. (noun + verb, noun + verb) • A temperature rise can cause the death of the silkworms before they complete their cocoons. Notice that the word order often changes. Remember every sentence must still include a verb. 96 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 MANUFACTURING UNIT 5 3 Nominalize the verb phrases in these sentences to make noun phrases. 1 After this stage, we roll the paper. occurs after this stage. 2 The last stage is when we distribute the chocolate. is the last stage. 3 Silk is created in the cocoons themselves. happens in the cocoons. 4 Chocolate takes a long time to produce. Chocolate takes a long time. 5 It is usually expensive to manufacture silk clothing. silk clothing is usually expensive. 6 Developed countries consume more chocolate. is higher in developed countries. CRITICAL THINKING At the end of this unit, you will write a description of a process. Look at this unit’s writing task in the box below. Write a description of a process with which you are familiar. UNDERSTAND 1 Match the stages in the silk-manufacturing process (1–10) to the pictures (a–j). 1 Silkworms spin their cocoons. 6 2 Moth lays eggs. 7 3 Filaments are spun and turned into thread. 8 4 Cocoons are boiled and 9 softened. 5 Silk fabric is made into clothing. 10 Silkworms eat mulberry leaves. Silk fabric is dyed different colours. Silk thread is woven into fabric. Thread is packaged and distributed. Cocoons are sorted into different types. a b c d e f g h i j READING AND WRITING SKILLS 4 CRITICAL THINKING 97 2 Write stages (a–j) from Exercise 1 in the order in which they happen in the silk-manufacturing process. APPLY 1 2 3 4 5 6 7 8 9 10 WRITING EXPLANATION GRAMMAR FOR WRITING The passive Passive structures are very common in describing a process, because we often do not need to say who carries out an action, only that it happens. We use passive structures when an agent (the person or thing that does something) is not important, is unknown or obvious. To make a passive structure, we use the correct form of be followed by the past participle of the verb. Word order is different in a passive sentence. The object of an active sentence would be the subject of a passive one. Active: People grow silk and people wear silk worldwide. Passive: Silk is both grown and worn worldwide. (We do not need to know who grew the silk or who wears it, so the passive structure is more appropriate.) We can also use a passive sentence when we do want to say who or what the agent is. This gives more importance to the object than the agent. We use by before the agent, and this is usually at the end of the sentence. The chocolate is tested by quality controllers. (The information we are focusing on is that the chocolate is tested.) 98 WRITING READING AND WRITING SKILLS 4 MANUFACTURING UNIT 5 1 Change each sentence below so that it uses a passive structure. 1 Paper makers make newspaper from hardwood trees. Newspaper 2 People make the fabric into clothing. The fabric 3 People eat chocolate at many religious festivals. Chocolate 4 Many people consider silk to be the most luxurious fabric in the world. Silk 5 You need patience in the silk-manufacturing process. Patience 6 People have produced silk in China for hundreds of years. Silk 7 People will then sell the clothes for export. The clothes 2 Correct the mistakes in the sentences below. EXPLANATION 1 2 3 4 5 6 7 8 Chocolate is make from cocoa beans. Moths are laid eggs. The grain it is made into ﬂour in a mill. The products be are sold in the shops. After the paper is cutted, we store it in large rolls. Once this stage is ﬁnished, the silk sells. Before the process ﬁnished, the chocolate is packaged. Silkworms are eaten mulberry leaves. Sequencing We can add time clauses with after, once, when, as soon as and before to show a sequence of events. When we begin a sentence with after, once, when or as soon as, the actions which follow are in order. After the thread is packaged, it is distributed. (the first action is packaged, the second is distributed) However, if we begin a sentence with before, the second action is mentioned earlier. Before the thread is distributed, it is packaged. (the first action is packaged, the second is distributed) We can also use the present perfect with after, once, when and as soon as to make it clear that the actions happen in a particular order. Once the thread has been packaged, it is distributed. READING AND WRITING SKILLS 4 WRITING 99 3 Link the clauses using the word in brackets. Change one (or more) of the verbs to the passive where necessary. 1 We boil the cocoons. Then we soften the cocoons. (after) After the cocoons have been boiled, they are softened. 2 The silkworms ﬁnish making their cocoons. The silkworms crawl inside. (as soon as) 3 The paper is cut into smaller-sized rolls. A reel collects the paper. (before) 4 The sun dries the beans. Various vehicles transport the beans to chocolate producers around the world. (once) 5 People smuggled silkworm eggs out of China. Only the Chinese could make silk. (before) 6 The machine cuts the ﬁbres to length. The machine removes oversized particles. (after) EXPLANATION ACADEMIC WRITING SKILLS Adding detail to your writing When we write about a process, we often need to give detailed information. As well as describing what happens, we may need to explain how, why, where or when it happens. At B2 level, you will be expected to write about processes in enough detail for a reader to be able to fully understand. (A2 level) We boil the cocoons. Then we soften the cocoons. (B1 level) The cocoons are boiled and softened. (B2 level) After the cocoons have been boiled in water, they are softened to release the filaments. 1 Work with a partner. What can you remember from this unit? Complete the sentences below in more detail. 1 Chocolate is made from cocoa beans which are grown in tropical countries. 2 The beans are dried in the sun 3 Sugar is added to the chocolate 4 Silk was invented by the Chinese 5 A princess smuggled eggs out of China 6 The cocoons are boiled 7 In the factory, the wood is cut 8 The paper is collected onto a user-friendly roll 100 WRITING READING AND WRITING SKILLS 4 MANUFACTURING UNIT 5 2 Read the sentences below describing the silk-making process. Put them in the correct order. a b c d e The silkworms wrap the cocoon around themselves. The eggs hatch. We give the silkworms mulberry leaves. The moths lay eggs. The silkworms make a cocoon. 3 Link the sentences in Exercise 2 together to form a paragraph. Use passive structures and time clauses from the Grammar for Writing section. WRITING TASK Write a description of a process with which you are familiar. 1 Make notes in the table below. PLAN AND WRITE A FIRST DRAFT Paragraph 1: introduction to the process you are going to describe Paragraph 2: describe one aspect of the process (e.g. obtaining the raw material or preparing equipment) Paragraph 3: describe another aspect of the process (e.g. processing the raw material or creating the ﬁnal product) Paragraph 4: describe the ﬁnal part of the process (e.g. making a product ready for the end user) 2 Write your description. Write 250–300 words. READING AND WRITING SKILLS 4 WRITING 101 EDIT 3 Use the task checklist to review your description for content and structure. TASK CHECKLIST ✔ Have you used an appropriate structure for this piece of writing? Have you clearly indicated the different stages in the process? Have you used the passive voice where appropriate? Have you made clear links between each of the stages, using sequencing language? Have you written 250–300 words? 4 Make any necessary changes to your description. 5 Now use the language checklist to edit your description for language errors which are common to B2 learners. LANGUAGE CHECKLIST Have you used academic verbs to avoid repetition where possible? Have you nominalized verb phrases to make noun phrases where necessary? Have you used a range of time phrases for sequencing? Have you spelt any relevant subject-speciﬁc language correctly? 6 Make any necessary changes to your description. 102 WRITING READING AND WRITING SKILLS 4 ✔ MANUFACTURING UNIT 5 OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about making chocolate activate prior knowledge very well not very well very well not very well very well not very well very well not very well add detail to my writing write a description of a process WORDLIST UNIT VOCABULARY dry (v) ferment (v) grind (v) harvest (v) melt (v) mould (v) package (v) roast (v) shell (v) temper (v) ACADEMIC VOCABULARY alter (v) consult (v) cultivate (v) display (v) distribute (v) emerge (v) enhance (v) extract (v) product (n) undertake (v) READING AND WRITING SKILLS 4 WRITING 103 LEARNING OBJECTIVES 104 UNIT 6 Watch and listen Watch and understand a video about the Three Gorges Dam Reading skills Identify cohesive devices (pronouns and synonyms) Academic writing skills Structure paragraphs Writing task Write a report referring to a case study ENVIRONMENT UNIT 6 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Why do ﬂoods and droughts occur? What impact can they have on a country? 2 What other natural disasters do you know about? What impact do they have on people and places? UNIT 6 105 WATCH AND LISTEN PREPARING TO WATCH USING YOUR KNOWLEDGE TO PREDICT CONTENT 1 You are going to watch a video about the building of a dam in China. Before you watch, answer the questions. 1 Are there any major dams in your country or another country you know well? If so, why were they built? 2 What are the beneﬁts of dams? 3 Are there any disadvantages to building them? 2 Work with a partner. Look at the photos from the video. Discuss what you think each one shows. What do you think the presenter will say when you see each picture? Watch the video to check your answers. 3 You can guess the meaning of many words in English if you understand the preﬁx (the initial part of a word). Here are some of the most common preﬁxes in English: im-/un- = not: immobile, immodest, unbelievable, unafraid re- = again: review, recall, reappear dis- = not: disagree, disappear extra- = more than: extravagant, extraterrestrial sub- = under: subdivide, subindustry 4 Work with a partner. Try to work out the deﬁnitions of the words in bold. Use the box above to help you. 1 2 3 4 5 6 106 WATCH AND LISTEN Much of the area behind the dam will be submerged. It may be impossible to stop natural disasters. The river is unpredictable. This extraordinary engineering project. The relocation of 2 million people. One of the disadvantages is that … READING AND WRITING SKILLS 4 ENVIRONMENT 5 Which two of the three options (a, b and c) make collocations with words (1–7)? 1 2 3 4 5 6 7 rich local surrounding cultural ancient engineering energy a a a a a a a project people heritage history history buildings source b b b b b b b people electricity area heritage buildings project people c c c c c c c UNIT 6 UNDERSTANDING KEY VOCABULARY history area buildings dam project industry consumption WHILE WATCHING 6 Watch the video. Complete the sentences with one or two words. 1 Since the Yangtze River is a major trade route, it provides for the people who live along it. 2 When the river ﬂoods, it can result in the death and of the local people. 3 The decision to build the Three Gorges Dam was made by the . 4 The dam protects the in the area below it from ﬂooding. 5 The Yangtze can produce cheap, clean electricity as it has the world’s biggest hydroelectric . 6 When the dam was built, many buildings, such as temples, were lost. 7 This engineering project would not have succeeded without sufﬁcient planning and . 7 Watch again. Complete the sentences below with a number from the box. LISTENING FOR KEY INFORMATION UNDERSTANDING DETAIL 1 The longest river in the world is the Yangtze. 2 million people lost their homes after a huge, destructive ﬂood. 3 The dam also supplies of the country’s electricity. 4 The construction of the Three Gorges Dam involved the ﬂooding of cities. 5 The homes of million people were destroyed during the construction of the dam, so these people had to be moved. READING AND WRITING SKILLS 4 WATCH AND LISTEN 107 RESPONDING TO THE VIDEO CONTENT 8 Work with a partner. Try to answer the questions below. 1 Overall, do you think the video gives a positive or negative view of dam building? 2 Do you think that dam building has more advantages or disadvantages? DISCUSSION 9 Work with a partner. Discuss the questions below. 1 Do you know any large engineering projects taking place in your country at the moment? 2 What are the advantages to governments of large engineering projects? Why do governments invest in them? 3 What are the risks of investing large amounts of money in dams, bridges, airports and skyscrapers? 4 Why is it difﬁcult to plan large engineering projects in heavily populated areas? READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY 1 Label the photographs with the words from the box. 1 2 3 4 5 6 108 READING 1 READING AND WRITING SKILLS 4 ENVIRONMENT 2 Skim read an interview with a disaster-mitigation expert. Decide which title below is the best and why. 1 2 3 4 UNIT 6 READING FOR MAIN IDEAS Controlling the ﬂow The best way to protect people from ﬂooding What to do about risk Protecting your house against ﬂooding The world has always had to face waterbased natural disasters, such as tsunami and hurricanes. In an illuminating interview, Water Management Monthly talks to Dan Smith, who works in ‘disaster mitigation’ for a government ministry. ‘Dan, could you tell us what disaster mitigation means?’ ‘Disaster mitigation means attempting to minimize the impact of natural disasters both before and after they happen. My department and I work in two speciﬁc areas in order to try and do this: risk reduction and risk analysis. They are both equally crucial in disaster mitigation.’ ‘What do you mean by risk reduction?’ ‘Risk reduction means many things. It is not just referring to big engineering projects like dams. Often, small community projects can be the most eﬀective means of risk reduction. The main way ﬂoods can be prevented is by the construction and maintenance of earth wall defences, or levees. These block the progress of rising water. However, even the best levees can’t protect against the destructive power of a tsunami. In this case, early-warning systems are lifesavers. They can let people know as early as possible if there is likely to be ﬂooding.’ ‘What types of risk analysis do you do?’ ‘Firstly, risk analysis concerns ﬂood mapping, where we identify the parts of the country which are at most risk from ﬂooding. Secondly, there is mitigation planning, which means helping local communities plan for when disaster strikes. Thirdly, we make sure that the country’s dams all work properly and are safe. Although many people criticize dams because of their environmental impact, there are many beneﬁts to them too, such as hydroelectricity, irrigation, water storage, water sports and, of course, ﬂood control. In terms of a cost-beneﬁt analysis, we are deﬁnitely ahead.’ ‘Do you think countries are better prepared now for natural disasters than they were in the past?’ ‘Deﬁnitely. We are constantly developing new ﬂood-prevention solutions. An example of one such measure can be found in the UK, with the Thames Barrier. This is an enormous engineering project designed to prevent London from ﬂooding.’ ‘Aren’t programmes like that very expensive? What lower-cost alternatives are there?’ ‘Flood prevention does not have to be expensive. Sandbags, for example, can be a highly eﬀective way of stopping ﬂood water.’ ‘Is there any more which can be done, or are we as prepared as we can be?’ ‘There’s always more which could be done. But remember that the government can only be responsible for ﬂood prevention up to a certain point. People have to become aware of the dangers of ﬂooding themselves. This is crucial. Expensive early-warning systems are a waste of money if people take no notice of them.’ READING AND WRITING SKILLS 4 READING 1 109 WHILE READING READING FOR DETAIL 3 Read the interview again. Are the statements below true (T), false (F) or the article does not say (DNS)? 1 Dan Smith works for an international organization. 2 Risk reduction and risk analysis are as important as each other in disaster mitigation. 3 Large-scale projects are always effective in terms of risk reduction. 4 Well-built defences are always successful, even against very powerful ﬂoods. 5 The purpose of ﬂood mapping is to predict which areas are most likely to ﬂood. 6 Planning for natural disasters has improved in recent years. 7 The Thames Barrier cost £20 million to build. 8 Low-technology solutions can protect against ﬂooding too. Good academic writing ﬂows easily and is not too repetitive. The writer needs to show links between ideas, but tries to avoid repeating the same words. Using pronouns and synonyms in the place of nouns and noun phrases can help. To read well in English, you need to be able to identify what these pronouns and synonyms refer to. 4 Find the words below in the interview. Write the nouns or noun phrases that they refer to. 1 2 3 4 5 6 7 8 two speciﬁc areas It These this case we one such measure that them READING BETWEEN THE LINES MAKING INFERENCES FROM THE TEXT 5 Work with a partner. Which of the opinions below do you think Dan Smith would agree with? 1 It’s the government’s responsibility to protect us from natural disasters. 2 Surely it’s more important to spend time and money on ways to stop water causing ﬂooding, rather than ﬁnding out which areas are likely to ﬂood. We already know that. 3 Dams are more trouble than they’re worth. 4 The Thames Barrier was a waste of money – sandbags are just as good. 5 People in ﬂood-risk areas need to be educated about the risks and about how they can help themselves. 110 READING 1 READING AND WRITING SKILLS 4 ENVIRONMENT UNIT 6 DISCUSSION 6 Work with a partner. Discuss the questions below. 1 How would life in your country be different if you had higher or lower rainfall? 2 Does your country ever have problems with ﬂooding? If so, how do people protect themselves? 3 Which countries have particularly serious problems with ﬂooding? Can you think of reasons why? READING 2 PREPARING TO READ 1 Drought is a major problem in many parts of the world. Look at the map below and identify areas where you think drought may be common. USING YOUR KNOWLEDGE TO PREDICT CONTENT 2 Work with a partner. Discuss the questions below. 1 2 3 4 What are the effects of drought? How can people suffering from drought be helped in the short term? What are some long-term solutions to a shortage of water? Why do developing countries struggle with droughts? WHILE READING 3 Match purposes (a–f) to paragraphs (1–6) in the report on the next page. a b c d e f sets out a number of suggestions considers economic factors in decision-making introduces the main purpose of the text discusses a range of long-term strategies discusses a range of short-term strategies briefs the reader on the effects of drought in Kenya READING AND WRITING SKILLS 4 READING FOR MAIN IDEAS READING 2 111 Combating drought in rural Africa: a report 1 In order to mitigate the problems which 4 Since drought tends to reoccur in the drought can bring, there are several same central areas of Kenya, long-term short- and long-term strategies which can solutions are also necessary. Drought be adopted. A range of policies designed monitoring does not have to be expensive, to combat these problems exist at local, and it should be possible to gather relevant national and international levels. As well data fairly cheaply, which can then be as looking at these issues in general, this used for appropriate planning at the local report will make specific recommendations and national levels. This usually involves in the case of Kenya, where drought has developing irrigation systems for farming been a major problem in recent years. communities, or building canals and dams to benefit villages and cities. On a micro2 Droughts frequently put millions of scale, the construction of wells can help people at risk of food insecurity in central provide more water at medium cost and in Kenya. The area is so dry that it cannot reasonable timeframes. On a wider scale, support agricultural crops. There are desalination plants, which remove salt few permanent rivers and the seasonal from sea water, also make drinking water waterways, which are the result of flood available, but at a higher cost. Additionally, waters in the rainy months, disrupt harvesting rainwater involves collecting transport across the region. The population and storing any rain that does fall. The of this area mainly live off their cattle. majority of these strategies are undoubtedly Droughts can quickly kill off their herd, expensive and may only be affordable for leaving little or no income, and because richer countries, which have the technology the area is so vast, infrastructure is underand expertise to predict and plan for developed, meaning that access to the drought more effectively. population is difficult. 5 Poorer countries, on the other hand, 3 When drought is predicted in central are generally unable to afford longKenya, it is important to prepare for it term solutions, and may have to rely on and be ready to respond to it as quickly as international support and charity in the possible in order to minimize casualties. short-term. Lack of education and underPreventive measures which may be adopted developed infrastructure may also hamper before a drought include recycling water. some of these projects. This is highly cost-effective. Recycled water, from the washing of clothes for 6 As a result of this report, the three example, can be given to animals and used following recommendations for Kenya are to irrigate land. Once drought strikes, the made. First, provide training in recycling most important short-term response is to and harvesting water throughout the transport bottles of drinking water into country at a local level. Second, implement the drought area, although this is quite a well-construction programme, so as to expensive. Since drought also often kills maximize the amount of water available animals and crops, it is vital to bring food to nationally. Thirdly, lobby the international prevent people from starving. community to provide funding for a desalination plant on the coast, to ensure that Kenya can always meet its water needs. 112 READING 2 READING AND WRITING SKILLS 4 ENVIRONMENT 4 Read the report again. Place the strategies for dealing with drought (1–6) in the appropriate places in the diagram below. 1 2 3 4 5 6 UNIT 6 READING FOR DETAIL constructing dams rainwater harvesting building wells bringing in drinking water water recycling constructing desalination plants expensive short-term long-term inexpensive READING BETWEEN THE LINES 5 Choose the best answers. 1 What is the main purpose of this report? a to evaluate which solutions for drought are best globally b to describe a country which suffers from drought c to present a range of general drought solutions and focus on a speciﬁc case study 2 Why are the people of central Kenya most at risk of drought? a because transport is disrupted b their way of life means they need to use a lot of water c the area experiences low annual rainfall 3 Which of the points below do you think the report agrees with most? a High-technology solutions are always better than low-technology solutions. b Partnership between different organizations is important in preventing drought. c Every country should follow the recommendations given to Kenya in this report. READING AND WRITING SKILLS 4 MAKING INFERENCES FROM THE TEXT READING 2 113 DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Has your country ever experienced drought? 2 Which strategies mentioned in the text does your country use? 3 In the future, do you think that droughts across the world will be more or less severe? 4 Who should take responsibility for drought mitigation: governments, international organizations, or both? EXPLANATION LANGUAGE DEVELOPMENT Academic noun phrases Two nouns may sometimes be combined in academic writing in order to create a more complex noun phrase that gives greater detail about the subject. risk + analysis = risk analysis The meaning of the more complex noun phrase will contain elements of the base nouns. risk = danger, threat analysis = the process of looking at something in detail risk analysis = the process of looking at dangers or threats in detail When creating noun phrases, it may be necessary to nominalize adjectives, verbs or adverbs. manufacture the product = product manufacturing 1 Complete each sentence (b) with an academic noun phrase formed from words in each sentence (a). 1 a We need to mitigate these kinds of disasters. b We need . 2 a An important component of managing natural disasters is reducing risk. b is an important component of managing natural disasters. 3 a It is important for a country to have a system for managing water to protect against ﬂooding. b It is important for a country to have a to protect against ﬂooding. 4 a The report made by the government was very inﬂuential. b The was very inﬂuential. 114 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 ENVIRONMENT UNIT 6 5 a The need for protection against ﬂoods is particularly relevant in towns located near rivers. b The need for is particularly relevant in towns located near rivers. 6 a Projects based in the community can be very effective in minimizing risk. b can be very effective in minimizing risk. NATURAL DISASTER VOCABULARY 2 Look at the adjective–noun collocations below. Circle the collocation in each group which has a different meaning. 1 2 3 4 natural / terrible / major disaster severe / devastating / controlled ﬂood ambitious / large-scale / long-term project prolonged / seasonal / extreme drought 3 Complete the sentences (1–8) with a collocation from Exercise 2. In some cases, more than one answer may be possible. 1 Due to their complexity, desalination plants are , which may take many years to construct. 2 One of the worst in human history was the 1556 earthquake in Shaanxi province, China. 3 are sometimes used to improve the quality of rivers. 4 such as dams, ﬂood defences and early warning systems require huge amounts of investment. 5 In 1931, there was a in China, where more than a million people lost their lives to the water. 6 Due to a very hot climate, sub-Saharan Africa suffers from more than many other places in the world. 7 In an increasing number of places, the lack of winter rain makes the chances of in the summer more likely. 8 Where proper planning has been in place, the chance of a ﬂood or drought turning into a are reduced. READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 115 CRITICAL THINKING At the end of this unit, you will write a report referring to a case study. Look at this unit’s writing task in the box below. Write a report which provides both short- and long-term solutions to an environmental problem. Refer to a specific case study in your report. ANALYZE 1 Read the four case studies. Match strategies (1–8) to case studies (A–D). Each strategy may be applied to several case studies. Case study A: Fire risk Case study B: Damage from earthquakes Location: Southern Australia Geography: heavily forested areas Country GDP rank in world: #12 Potential causes of ﬁre: drought, human activity, global warming Frequency: common during summer months Effects: loss of life; destruction of homes and other buildings; destruction of habitats for wild animals; pollution from smoke Location: Haiti Geography: island in the Caribbean Country GDP rank in world: #138 Cause: movement of tectonic plates; lack of reinforced buildings; lack of infrastructure Frequency: eight major earthquakes in the past 500 years Effects: loss of life from collapsed buildings; homelessness; spread of disease; loss of infrastructure Case study C: Dust storms Case study D: Flooding Location: Mauritania, North Africa Geography: mainly desert Country GDP rank in world: #154 Potential causes: wind, drought, farming practices, deforestation Frequency: until early 1960s about two per year; since 1960s, 80 per year. Effects: loss of fertile soil; health dangers (breathing problems); poor visibility for transport Location: the Maldives Geography: group of islands in the Indian Ocean; average 1.5 metres above sea level Country GDP rank in world: #166 Potential cause of ﬂooding: rising sea levels due to climate change Potential effects: complete loss of islands, including homes of up to 320,000 people strategies 1 Replanting suitable trees 2 Educating the community about prevention and protection 3 Reconstructing appropriate buildings 4 Creating barriers 5 Raising international awareness 6 Encouraging responsible farming practices 7 Installing early-warning systems 8 Developing monitoring systems 116 CRITICAL THINKING READING AND WRITING SKILLS 4 case studies ENVIRONMENT UNIT 6 2 Work in groups. Discuss how these strategies could help solve the speciﬁc problems in the case studies. 3 Write strategies (1–8) in the diagram below. depending on their cost and how short- or long-term you think they are. CREATE expensive short-term long-term inexpensive WRITING EXPLANATION GRAMMAR FOR WRITING Expressing solutions using it Most sentences in English need a subject as well as a verb. Look at this sentence. Minimizing the risks caused by natural disasters is possible. The words in bold are the subject. When the subject is long like this, it sounds better to change the sentence, so we use it as the subject. It is possible to minimize the risks caused by natural disasters. Note that it has no meaning in this structure. It does not refer to anything else in the text. It is only included to provide a subject for the sentence. There are a number of grammar patterns which follow it. 1 it + is + noun phrase or adjective + to + inﬁnitive It is important to prepare for natural disasters. It is a good idea to keep an emergency kit at home. 2 it + is + adjective + -ing form It is worth preparing for natural disasters. 3 it + is + noun phrase or adjective + that + clause It is surprising that governments do not always prepare for disasters. It is a sad fact that many lives were lost. READING AND WRITING SKILLS 4 WRITING 117 1 Match the sentence halves. 1 It is important a 2 It is unlikely 3 It is difﬁcult b 4 It is worth 5 It is not worth c 6 It is never a good idea to d 7 It is not surprising e 8 It is not easy to f preparing for droughts even during the rainy season. to protect homes and businesses from ﬂoods. to guarantee ﬂood protection in areas close to major rivers. that a tsunami can overcome ﬂood defences. build homes in a ﬂood zone. that short-term drought solutions will work over a long period. g persuade people to move away from areas at risk of ﬂoods. h investing in tsunami warnings if people don’t take notice of them. 2 Complete the sentences below with your own ideas. 1 2 3 4 5 6 It is important to prepare for a ﬂood by … It is a good idea to build houses … In areas that suffer from drought, it’s worth … When working with many different organizations, it can be difﬁcult … Given how complex dam-construction projects are, it is not surprising … If there is a severe weather warning, it is … ACADEMIC WRITING SKILLS PARAGRAPH STRUCTURE IN ESSAYS 1 An academic essay consists of a series of paragraphs. Which of the sentences below do you think are true about paragraphs? EXPLANATION 1 The main purpose of paragraphs is to make the text look better on the page. 2 Paragraphs make it easier for the writer to organize his or her writing. 3 A text divided into paragraphs is easier for the reader to follow. 4 A paragraph should contain one main idea or argument. 5 The points in the paragraph should progress from speciﬁc to general. 6 There is usually a topic sentence near the beginning of the paragraph. 7 A paragraph should contain no more than two sentences. 118 WRITING The development of ideas in a body paragraph is extremely important. Follow the plan below to write a good paragraph. • Topic sentence: main idea • Explanation of main idea • Illustration and examples of main idea READING AND WRITING SKILLS 4 ENVIRONMENT UNIT 6 2 Put the sentences below in order to make a paragraph. a Another way is to harvest rainwater by collecting and storing any that does fall and using it for ﬂushing toilets and watering the garden. b In very dry regions of the world, it is important to conserve as much water as possible. c The ﬁrst step to take is to avoid any wastage of water by making sure taps are completely turned off when ﬁnished with. d The water from the shower, bath and washing machine can also be used for these purposes. e This is the cheapest and easiest way to ensure inhabitants have adequate water for their everyday needs. 3 Write a paragraph about protecting a house from a ﬂood. 1 Write a topic sentence. 2 Write a sentence to explain or support your topic sentence. 3 Write three sentences, each describing an action the householder should take before the ﬂood arrives. WRITING TASK Write a report which provides both short- and long-term solutions to an environmental problem. Refer to a specific case study in your report. 1 Complete an outline for your report below. Use a case study from the Critical thinking section or a case study from your own country. PLAN 1 Main purpose of report 2 Description of a specific case study 3 Short-term solutions 4 Long-term solutions 5 Summary and evaluation of key points READING AND WRITING SKILLS 4 WRITING 119 WRITE A FIRST DRAFT EDIT 2 Complete the report using your outline. Write 250–300 words. 3 Use the task checklist to review your report for content and structure. TASK CHECKLIST ✔ Have you used an appropriate structure for the report? Do your paragraphs all include topic sentences and development of ideas? Have you identiﬁed both short- and long-term solutions in your essay? Have you included relevant supporting information and examples in the essay? Have you referred to a case study? Have you written 250–300 words? 4 Make any necessary changes to your report. 5 Now use the language checklist to edit your report for language errors which are common to B2 learners. LANGUAGE CHECKLIST Have you used academic noun phrases where appropriate? Have you checked that the words in your phrases collocate correctly? Have you correctly used phrases with it, where appropriate? Have you spelt any environmental collocations correctly? 6 Make any necessary changes to your report. 120 WRITING READING AND WRITING SKILLS 4 ✔ ENVIRONMENT UNIT 6 OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about the Three Gorges Dam very well not very well identify cohesive devices (pronouns and synonyms) very well not very well very well not very well very well not very well structure paragraphs write a report referring to a case study WORDLIST UNIT VOCABULARY ambitious (adj) community (n) dam (n) disaster (n) extreme (adj) government report (n) hurricane (n) large-scale (adj) levee (n) long-term (adj) major (adj) natural (adj) prolong (v) sandbagging (n) seasonal (adj) severe (adj) tsunami (n) ACADEMIC VOCABULARY disadvantage (n) disaster mitigation (n) extraordinary (adj) impossible (adj) product manufacturing (n) relocation (n) risk analysis (n) risk reduction (n) submerge (v) unpredictable (adj) READING AND WRITING SKILLS 4 WRITING 121 LEARNING OBJECTIVES 122 UNIT 7 Watch and listen Watch and understand a video about Islamic architecture Reading skills Skim read a text Academic writing skills Order information Writing task Write a persuasive essay ARCHITECTURE UNIT 7 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Do people in your country generally live in houses or apartments? 2 What is the most important room in your home? Why? 3 What would you change about your home, school or workplace to improve it? 4 Are there any famous old buildings in your country? Are they protected? Do you think this is important? Why / Why not? UNIT 7 123 WATCH AND LISTEN PREPARING TO WATCH USING YOUR KNOWLEDGE TO PREDICT CONTENT UNDERSTANDING KEY VOCABULARY 1 You are going to watch a video about Islamic architecture. Before you watch, match buildings (1–3) to three of the photographs above. 1 the Sultan Ahmed Mosque 2 the Taj Mahal 3 the Alhambra Palace 2 Match words (1–10) to deﬁnitions (a–j). 1 2 3 4 5 6 7 8 9 10 emperor tile bathhouse palace tower mosque sultan architect tomb marble a b c d e f g a building for Muslim worship a place where people wash communally a stone building or room where someone is buried a tall, narrow building or part of a building leader of an empire a piece of baked clay used for covering walls a type of smooth rock (often white) used in construction h a ruler in a Muslim country i a large building where an important person lives j a person who designs a building WHILE WATCHING UNDERSTANDING MAIN IDEAS 124 WATCH AND LISTEN 3 Watch the video. Answer the questions. 1 Think of three adjectives to describe Islamic architecture. 2 Which building would you most like to visit? 3 Which building has the most interesting history? Why? READING AND WRITING SKILLS 4 ARCHITECTURE 4 Watch the video again. Complete the table with details about the three buildings mentioned. building the Alhambra the Sultan Ahmed Mosque the Taj Mahal type features Islamic extensive (1) (2) LISTENING FOR KEY INFORMATION architect/ builder and fountains. rulers of the Emirate of Granada religious (4) (5) (3) tiles on the walls by Ametli Kas m Gubar m Islamic decorated with paint and precious the Mughal Shah Jahan and (7) (8) (6) UNIT 7 from Turkey, Iran and Pakistan 5 Watch again. Match buildings (a–c) to details (1–9). a the Alhambra b the Sultan Ahmed Mosque c the Taj Mahal 1 2 3 4 5 6 7 8 9 built by 10,000 workers 13 large towers an iron chain at the entrance ﬁnished in 1616 an irrigation system carved marble calligraphy in Istanbul water channels DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Is it a good idea to use government money to protect ancient buildings? 2 Should members of the public pay to visit these buildings? 3 How should we choose which ancient buildings to protect and conserve? READING AND WRITING SKILLS 4 WATCH AND LISTEN 125 READING 1 PREPARING TO READ USING YOUR KNOWLEDGE TO PREDICT CONTENT UNDERSTANDING KEY VOCABULARY 1 Work with a partner. Answer the questions below. 1 Which parts of buildings use the most energy? 2 Do you think it is important for new buildings to be environmentally friendly? Why / Why not? 3 How can architects design buildings to use less energy in their construction or use? 4 How can we reduce the amount of energy we use in our homes? 2 Complete sentences (1–8) with the words in the box. Use the Glossary on page 198 to help you. 1 Buildings which are tough and last a long time are made from materials. 2 In order to minimize energy costs, modern buildings try to have highstandards. 3 Environmentally friendly building methods can involve the use of traditional materials such as or . 4 Environmentalists argue that architects should never on quality or efﬁciency because of ﬁnancial cost. 5 Many architects now environmentally friendly systems in the buildings they design. 6 Architects usually want their buildings to be and have a low impact on the environment. 7 To turn sunlight into electricity, roofs may be ﬁtted with . 8 Some companies worry that environmentally friendly building designs are expensive and therefore not . 126 READING 1 READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 WHILE READING Skimming Skimming is reading a text quickly in order to get a general idea of its main points. It is particularly useful when you have a great deal of information to read in a short space of time, or when it is not necessary to understand a text in detail. We often skim read a text to ﬁnd out if it will be useful or not before reading it more thoroughly. This is particularly important in academic reading where you may only have time to read the most useful texts. Do … ✔ look at the title, any subheadings and illustrations – they will often give clues about the content. ✔ read the introduction, which should tell you what the text will be about. ✔ read the conclusion. ✔ read the ﬁrst sentence of each paragraph, which may present its topic. Don’t … ✘ stop to look up unknown words. ✘ say the individual words that you read in your head. Try just to focus on the meaning. ✘ read examples. 3 Look at the photographs with the article on the next page. Read the title, the introduction and the conclusion only. Choose the best answer for question 1. SKIMMING 1 This article will be useful for a student who needs to ﬁnd out about … a the conservation of ancient buildings. b the causes of climate change. c typical English houses. d arguments for and against ecologically responsible construction. 4 How did you ﬁnd the answer to question 1? Say whether the photographs, title, introduction or conclusion was most useful. 5 Skim read the article and match ideas (a–e) to paragraphs (1–5). a b c d e An example of a green educational establishment An example of an eco-home A current trend in construction The certainty that we need to make changes in construction The pros and cons of designing eco-buildings READING AND WRITING SKILLS 4 READING 1 127 Are buildings too costly? 1 In recent years, there has been a general trend for 2 3 new buildings to be more environmentally friendly. These buildings use energy and water efﬁciently, reducing waste and pollution. However, installing features like solar panels and water-recycling systems involves higher construction costs than in a traditional building. The question is whether customers are willing to pay these extra costs. One school in the UK has shown us that ecological principles are just as relevant for small-scale projects as large-scale ones. Howe Dell primary school has its own wind turbine to generate energy, uses rainwater to ﬂush toilets, and uses desks and sinks made from materials such as old drainpipes and yoghurt pots. These environmental aspects of the building are relatively inexpensive, and over the life of the building, should provide a large return for the initial investment. They also function as valuable teaching aids when educating students about the environment. Another example of an eco-building in the UK is a private residence in Wales, known as the ‘Hobbit House’. Its frame is made from wood and the walls from straw, which provides excellent insulation. The roof consists of mud planted with grass, which keeps heat in and has a low impact on the environment. Solar panels provide electricity for lighting and electrical equipment. Water is supplied directly from a nearby river and is also collected from the roof for use in the garden, therefore avoiding the need to waste clean water. Low-impact houses like this one are green because they do not rely on fossil fuels, such as oil or gas, but instead use renewable energy sources, such as solar or wind power. 4 Critics of these kinds of eco-building say that 5 128 READING 1 READING AND WRITING SKILLS 4 while they may be good for the environment, there are practical problems with their affordability, as they are too costly to become a large-volume method of construction. There are further concerns over their long-term efﬁciency. Not much energy can be realistically generated by solar panels in the UK, and not every location has access to a natural water source. In order to ﬁnance environmentally friendly construction and produce an affordable building, compromises have to be made. These may be that the building will have to be smaller or made of less durable materials and with less energy-hungry technology. Perhaps these compromises are easier to make in a school, where the green features are useful for education, or a business where ecologically-aware features are a useful marketing tool, rather than for home owners. The argument for constructing green buildings is clear. The United Nations Environment Programme estimates that the construction sector accounts for 30–40% of global energy use. In some areas, such as the Gulf States, the ﬁgure is closer to 50–60%. We need to reduce this energy use for the good of the planet. However, it remains to be seen whether we are currently able to accept the ﬁnancial and practical compromises of producing and living in environmentally friendly buildings. ARCHITECTURE 6 Say whether architectural features (1–10) belong to Howe Dell primary school (HD), the Hobbit House (HH) or neither building (N). 1 2 3 4 5 6 a grass roof a local water source underﬂoor heating a wooden construction a wind power generator second-hand furniture UNIT 7 READING FOR DETAIL 7 water recycling for plants 8 water recycling for sanitation 9 natural insulation 10 solar-powered lighting 7 Read the article again. Write true (T), false (F) or does not say (DNS) next to the statements below. 1 Generally, eco-buildings are becoming more popular. 2 Eco-buildings cost double the price of a traditional building. 3 Customers do not want to pay extra for environmentally friendly houses. 4 Environmentally friendly practices are relevant, whatever size of building you are constructing. 5 Some old construction methods can be useful in terms of environmentally friendly construction. 6 Fossil fuels are examples of renewable types of energy. 7 The UK is one of the world’s leading supporters of eco-buildings. 8 The United Nations Environment Programme produces data about global energy use. READING BETWEEN THE LINES 8 Work with a partner. Try to answer the questions. 1 ‘In recent years there has been a general trend for new buildings to be more environmentally friendly.’ Why do you think this is? 2 The environmental aspects of the school ‘also function as valuable teaching aids when educating students about the environment’. What do you think students learn? 3 ‘Not much energy can be realistically generated by solar panels in the UK.’ Why not? 4 Why can environmentally friendly aspects of a business be ‘a useful marketing tool’? MAKING INFERENCES FROM THE TEXT DISCUSSION 9 Work with a partner. Discuss the questions below. 1 Would you live in an eco-home if you had to pay more for its environmentally friendly features? Why / Why not? 2 Do you think there should be restrictions on how much energy individuals or institutions should be allowed to use? Why / Why not? READING AND WRITING SKILLS 4 READING 1 129 READING 2 PREPARING TO READ USING YOUR KNOWLEDGE TO PREDICT CONTENT 1 Work with a partner. Discuss the questions below. 1 Which are the most beautiful buildings in your country? 2 Are these buildings older traditional buildings or modern constructions? 3 Do people in your country generally prefer to live in modern or older houses? 4 What do people in your country think about modern architecture? 5 Which is more important when designing a building: its beauty or its function? 2 Skim read the essay. Does the writer think it is more important to design a building which is beautiful or one which is functional? WHILE READING READING FOR MAIN IDEAS 3 Read the essay again and complete the summary below. While some architecture values (1) over form, there is an opposing view that the (2) of a building is more important than its functionality. In practice, most (3) strive for a combination of both ideas. The first consideration in the design of a (4) (5) its purpose. The physical space should allow its function as efficiently and comfortably as possible. should be to Architects should also aim to design attractive buildings, as this can impact on the users’ (6) and hence motivation. The appearance of a building can also (7) negatively, on its owner. (8) , either positively or form and function is obviously the ideal, but it is not always so easy to achieve, as shortcomings in several (9) buildings have shown. 130 READING 2 READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 Which is more important when designing a building: beauty or function? At the start of the twentieth century, Louis Sullivan, one of the creators of modern architecture, said that ‘form follows function’. ‘Functionalism’ is used to describe the idea behind architecture which primarily focuses on the purpose of a building. However, many people disagree with this and feel that beauty is a more important factor in architectural design. In the modern world, it seems that most architects combine both ideas: aiming to create buildings which are both functional and beautiful. The reason for creating a building in the ﬁrst place is clearly very important. For example, when building an airport terminal, you need to think of the needs of passengers as well as planes. Passengers want to get to their plane as quickly as they can, and planes need to be parked in the most eﬃcient way possible. As such, many airport terminals have a circular shape with satellite areas. Residential homes need to have enough space for a family, art galleries need wall space to show pictures, and factories need to produce goods as eﬃciently as possible. Each type of building has a diﬀerent function and hence a diﬀerent form. Beauty, however, is also clearly important when constructing a building. Living or working in an ugly place creates a depressing and uninspiring environment. In contrast, an attractive building can make people feel happier and increase their motivation to work. There is also a wider responsibility to society which architects have to consider. Beautiful, well-constructed buildings are a symbol of a civilized society and reﬂect well on the business or reputation of the owner. Ugly public buildings, however, can project a negative image of the organization. In theory, there seems to be no reason why architecture cannot be both functional and beautiful. Yet in practice, this can cause problems. The Modern International style of the 1920s and 1930s, an example of which is the Guggenheim Museum in New York, was supposed to combine beauty with function. Many consider the museum’s white spiral ramp beautiful, but there have been complaints that it is impractical, as it is diﬃcult to stand back to view the art. Also, the ramp is so narrow that it can become overcrowded. The Farnsworth House by Ludwig Mies van der Rohe is another icon of beautiful, functional design that demonstrates the idea that ‘less is more’. However, critics have attacked it for a lack of privacy because of the huge glass windows. It also has a leaky ﬂat roof and has been repeatedly ﬂooded. It seems that even these two celebrated designs have problems with functionality. The Guggenheim Museum If architects focus only on function, buildings may be cold, ugly and uninteresting. On the other hand, if they focus only on making it look beautiful, the building may be completely impractical. Therefore, blending these two ideas is necessary to create the perfect piece of architecture. The Farnsworth House READING AND WRITING SKILLS 4 READING 2 131 4 Match the original sentences (1–6) from the text to the correct paraphrases (a–f). 1 Beautiful, well-constructed buildings are a symbol of a civilized society. 2 Living or working in an ugly place creates a depressing and uninspiring environment. 3 There is also a wider responsibility to society which architects have to consider. 4 ‘Less is more’. 5 Even these two celebrated designs have problems with functionality. 6 Each type of building has a different function and hence a different form. a Buildings which are not beautiful can make people feel unhappy and bored. b Attractive, safe buildings represent a cultured society. c A minimalist design can actually create a more powerful effect. d Every construction has a different purpose, and is therefore designed according to different criteria. e These famous buildings may have won awards but they still do not always fulﬁl users’ needs. f People who design buildings have a duty to the general public. READING BETWEEN THE LINES MAKING INFERENCES FROM THE TEXT 5 Work with a partner. Try to answer the questions below. 1 2 3 4 5 Why are well-designed buildings advantageous for the owner? Why is a circular or satellite shape beneﬁcial for an airport terminal? Why might governments demolish ugly public buildings? What elements of a building could make it depressing? Why could the design of a building increase your motivation? DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Would you like to live in the Farnsworth House? Why? / Why not? 2 How would you design your own home if money were no object? 3 Do you agree that architects have a ‘wider responsibility’ to society, or should they just do what their client wants? 4 After reading the article, do you have an opinion about whether function or form is more important? 132 READING 2 READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 EXPLANATION LANGUAGE DEVELOPMENT Academic word families When you learn new words, you should also try and learn other words in the same word family. If you learn the noun combination, you should also try and learn the verb (combine) and adjective (combined). Architects aim for a combination of beauty and functionality. (noun) Architects should combine beauty and functionality. (verb) The combined beauty and functionality make this a perfect building. (adjective) 1 Complete the word families in the table below. noun function, functionalism verb function adjective adverb functional functionally (1) (2) depressing (5) responsibility (6) (7) architect, (9) (10) (12) efﬁciently environment (3) (4) (8) (11) 2 Complete the sentences below with words from the table in Exercise 1. 1 It is important to consider the impact of any new building. 2 is an architectural system which believes that function is more important than beauty. 3 Environmentally friendly buildings are usually very . 4 Architects need to plan buildings in order to ensure that they are sustainable. 5 Badly designed buildings can even the happiest person. 6 One famous critic described as ‘frozen music’. 7 Architects must consider the impact of buildings on the . 8 Employers must be for providing healthy working areas. 9 Badly built ofﬁce buildings may cause in workers. 10 Certain details of styles change all the time, but most key principles remain the same. READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 133 ARCHITECTURE AND PLANNING VOCABULARY 3 Complete the deﬁnitions below with the words from the box. Use the Glossary on page 198 to help you. 1 A person whose job it is to help build an architect’s design is a . 2 are very tall modern buildings. 3 When cities spread out into the countryside, may be the result. 4 The is a band of unspoilt countryside which may not be built on. 5 The suburbs are found on the of a city. 6 It is important that governments make like libraries and sports facilities available for everybody. 7 Many believe that the of ancient buildings is important. 4 Complete the sentences below with your own ideas. 1 2 3 4 5 The key responsibility of an architect is … When building skyscrapers, it is important … Conservation may be expensive, but … Green belt land is important because … Important amenities which should be provided by the government include … 6 Urban sprawl has a negative effect on the environment because … CRITICAL THINKING At the end of this unit, you will write a persuasive essay. Look at this unit’s writing task in the box below. Which is more important when building or buying a new home: its location or its size? 134 CRITICAL THINKING READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 EVALUATE 1 Read arguments (1–6) and circle (a, b or c). a = the environment is more important b = minimizing cost is more important c = both are equally important 1 The construction company has to make a proﬁt, so it should construct buildings cheaply. 2 Eco-buildings may encourage people to be more environmentally responsible in their day-to-day lives. 3 Environmentally friendly buildings cost less in the long run, due to energy savings. 4 Due to global population increase, we urgently need more buildings; if they are expensive, they are less likely to be built. 5 Cheaply constructed buildings have a shorter lifespan and may need to be destroyed sooner. 6 Government grants may be available for eco-buildings. a b c a b c a b c a b c a a b b c c 2 Place arguments (1–6) from Exercise 1 on the lines below, depending on how persuasive you think they are. ANALYZE The environment is more important not at all persuasive very persuasive Cost is more important not at all persuasive very persuasive Both environment and cost are important not at all persuasive very persuasive 3 Look at the writing task. Put a cross on the line below according to your opinion. Then compare your answer with a partner. Discuss your opinions. Which is more important when designing a building: its impact on the environment or its cost? Cost is the only thing that matters. Environmental concerns are the only things that matter. READING AND WRITING SKILLS 4 CRITICAL THINKING 135 WRITING EXPLANATION GRAMMAR FOR WRITING Register in academic writing The types of language used in informal writing and formal, academic written English are very different. Informal language tends to be similar to speaking, whereas in formal written English, we usually use the following: • longer, more complex sentences • more precise, technical words • more formal phrases and linking words. Whereas we usually avoid the following: • slang and colloquial expressions • phrasal verbs (unless there is no alternative word) • ﬁrst person personal pronouns (I and me). 1 Match informal words/phrases (1–9) in the text below to academic words/ phrases (a–i). Choosing an architect is (1)basically about cost for many organizations. (2) I am sure that regardless of whether the building is for the private or public sector, initial cost is (3)really important. Good architecture requires (4)lots of money, and institutions have to (5)work out whether high costs (6)are worth it in the long term. Some people claim that (7) there’s not much point in providing an attractive working area. However, others would argue that a pleasant working environment (8) is good for people’s moods and therefore their productivity. A recent survey in a multinational IT company suggested that (9)around about 75% of employees took this view. a b c d e calculate can be justiﬁed fundamentally approximately there is no real beneﬁt f g h i considerable investment has a positive impact on critical undoubtedly 2 Complete the sentences below with your own ideas. 1 2 3 4 5 6 136 WRITING Fundamentally, good buildings are those that … It is difﬁcult to calculate … One thing which is critical when designing new buildings is … The installation costs of solar panels can only be justiﬁed if … Architecture can have a positive impact on … There is no real beneﬁt in … READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 EXPLANATION ACADEMIC WRITING SKILLS Ordering information To make writing ﬂuent, we often refer back to the previous sentence when it has the same topic. Look at the examples: When choosing a new house, the most important consideration may be location. Areas near good schools are often popular. For many people the first criterion is size. The number of bedrooms may be determined by family size. In the examples above, the beginning of the second sentence is a paraphrase of the end of the ﬁrst one. Sometimes we just use a reference word, such as this, that, these, those or reference phrases like That is why, For this reason, In spite of this. Some families prefer to extend their existing houses. This allows all family members to live together. Living in a city centre can mean parking problems. In spite of this, many people are drawn to urban areas. 1 Read each sentence (1–5) in bold. Then decide which follow-up sentence (a or b) sounds more appropriate. 1 Small homes can be crowded. a This lack of space can cause family tensions. b We should live in large houses so everybody has plenty of space. 2 Homes should be near shops and schools. a Fuel costs can be saved if we do not have to drive. b Being able to access these amenities without a car is a bonus. 3 It is better to live in spacious buildings. a Large open rooms allow families to spend more time together. b People can spend more time together if they have large open rooms. 4 A small apartment is suitable for a small family. a However, if parents subsequently have more children, they may need to move again. b A small apartment is not a good idea for those planning to have a large family. 5 Ideally, we need homes that are convenient for travelling to work. a Accessibility is an important everyday need. b We often cannot choose to live near our workplace. READING AND WRITING SKILLS 4 WRITING 137 WRITING TASK Which is more important when building or buying a new home: its location or its size? PLAN AND WRITE A FIRST DRAFT 1 Make notes for the essay above. In paragraphs 2 and 3 put your arguments in order of how persuasive you think they are. Paragraph 1: Introduction Paragraph 2: Arguments in favour of location being more important Paragraph 3: Arguments in favour of size being more important Paragraph 4: Your position and conclusions 2 Write your essay. Write 250–300 words. EDIT 3 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Does your essay follow the structure provided? Do your arguments reﬂect both sides of the question? Have you prioritized your arguments in order of how persuasive you think they are? Do your examples adequately support your ideas? Have you written between 250–300 words? 4 Make any necessary changes to your essay. 5 Now use the language checklist to edit your essay for language errors which are common to B2 learners. 138 WRITING READING AND WRITING SKILLS 4 ARCHITECTURE UNIT 7 ✔ LANGUAGE CHECKLIST Have you spelt different words from the same word family correctly? Have you used subject-speciﬁc language correctly? Have you used formal academic language throughout? Does any referencing to subjects in previous sentences use pronouns correctly? 6 Make any necessary changes to your essay. OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about Islamic architecture skim read a text order information write a persuasive essay very well not very well very well not very well very well not very well very well not very well WORDLIST UNIT VOCABULARY affordable (adj) amenities (n) architect (n) bathhouse (n) compromise (v) conservation (n) durable (adj) emperor (n) green (adj) green belt (n) install (v) marble (n) mosque (n) mud (n) outskirts (n) palace (n) skyscraper (n) solar panel (n) ACADEMIC VOCABULARY straw (n) structural engineer (n) sultan (n) tile (n) tomb (n) tower (n) urban sprawl (n) architectural (adj) architecture (n) depress (v) depression (n) efﬁciency (n) efﬁcient (adj) environment (n) environmental (adj) READING AND WRITING SKILLS 4 functionalism (n) responsible (adj) responsibly (adv) WRITING 139 LEARNING OBJECTIVES 140 UNIT 8 Watch and listen Watch and understand a video about alternative energy Reading skills Work out the meaning of key words from context Academic writing skills Editing language Countable/uncountable nouns Writing task Write a problem–solution essay ENERGY UNIT 8 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Do you think in general we use more energy now than we did ten years ago? Why / Why not? 2 What are fossil fuels? What is renewable energy? 3 Would you be willing to pay a much higher bill if the energy company invested in solar or wind energy? Why / Why not? 4 Is it a good idea to rely on energy from other countries? UNIT 8 141 WATCH AND LISTEN PREPARING TO WATCH UNDERSTANDING KEY VOCABULARY 1 Match words (1–7) to deﬁnitions (a–g). 1 2 3 4 5 6 7 petrol hydroelectricity solar power diesel canola oil wind turbine biofuel a a type of heavy oil used as fuel b a liquid made from petroleum and used as fuel c a type of rapeseed oil which can be used as a biofuel d a process which produces electricity from the sun e a fuel that is made from the waste of living things f a process which produces electricity from fast-moving water g a tall structure which generates electricity from fast-moving air 2 You are going to watch a video about renewable energy. Before you watch, write the words from Exercise 1 in the correct columns below. fossil fuels 142 WATCH AND LISTEN READING AND WRITING SKILLS 4 renewable energy ENERGY UNIT 8 WHILE WATCHING 3 Watch the video and answer the questions. UNDERSTANDING MAIN IDEAS 1 Which two forms of renewable energy does it focus on? 2 Does the video discuss their advantages, disadvantages or both? 3 Does it discuss national or local projects or both? 4 Watch the video again and answer the questions below. 1 What two reasons are given for why we need to ﬁnd sources of clean, renewable energy? 2 How did one community help itself? 3 What advantages of biofuels are mentioned? 4 What is the ‘huge challenge’ that faces most countries? 5 LISTENING FOR KEY INFORMATION Watch again. Complete the summary below. In Mount Pleasant, Washington, the (1) worked together so they could (2) from using solar energy. The residents are also free to (3) unused energy back to the supplier. Some residents have saved up to (4) % on their electricity bills. To reduce the transport carbon footprint as effectively as possible, an alternative energy source for (5) is required. Petrol and (6) diesel can be replaced with , which is often produced (7) from flowers. Since the amount of carbon dioxide they produce when burnt is the same as the amount they absorb while growing, they are carbon (8) . 6 Work with a partner. What do you think the words in bold below mean? 1 2 3 4 5 modiﬁed energy consumption alternative forms of power the neighbourhood formed a cooperative reducing our carbon footprint biofuels can be carbon neutral WORKING OUT MEANING FROM CONTEXT DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Why should countries try to use less energy? 2 Are there any alternative energy projects in your country? What do you know about them? 3 How can energy consumption be reduced where you live? READING AND WRITING SKILLS 4 WATCH AND LISTEN 143 READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY 1 Match types of alternative energy (1–5) to sources (a–e). Use a dictionary to help you. 1 2 3 4 5 hydropower wind solar biomass geothermal a b c d e the sun the heat in the ground rivers fast-moving air organic rubbish and waste products 2 Read the presentation slides and choose the best title for the whole presentation. 1 2 3 4 5 Why are fossil fuels running out? The disadvantages of clean energy generation An overview of renewable energy production The beneﬁts of alternative energy sources The pros and cons of environmental conservation Hydropower: • Process: The pressure of moving water turns turbines that create energy. Hydropower may use rivers, waterfalls or the sea. • Main advantages: inexhaustible; energy can be stored and used when demand is highest • Main disadvantages: can have environmental impact on aquatic life; expensive initial construction costs; areas may need to be flooded if dams are built Wind: • Process: Large turbines are placed on top of hills or offshore. The wind turns the blades and energy is generated. • Main advantages: relatively cheap; zero pollution; can be used on small or large scale • Main disadvantages: many people consider wind turbines ugly and noisy; if it is not windy, no energy is produced; can be a threat to birds and wildlife Solar: • Process: Solar panels absorb sunlight and, using photovoltaic cells, turn it into electricity. • Main advantages: inexhaustible; zero pollution; can be adapted to work on a variety of buildings / in a variety of environments • Main disadvantages: large areas of land needed for production; can only be used in sunny parts of the world; can only operate for certain times of the day; cells fragile and easily damaged 144 READING 1 READING AND WRITING SKILLS 4 ENERGY UNIT 8 Biomass: • Process: Rubbish such as wood, animal waste and ethanol fuels are burned, generating steam to turn turbines. • Main advantages: inexhaustible; efficient; universally available; reduces landfill • Main disadvantages: contributes to global warming; expensive; ineffective on a small scale Geothermal: • Process: Heat trapped in the ground can be converted into steam to turn turbines. • Main advantages: zero pollution; inexhaustible; simple technology; low running costs • Main disadvantages: high installation costs; only available in certain geographical areas WHILE READING 3 Read the slides again. Which type of alternative energy is being described READING FOR DETAIL in the sentences below (1–8)? 1 A versatile source of energy which will last forever, but which cannot work 24 hours a day. 2 A type of energy which produces greenhouse gases, but which disposes of waste. 3 A type of energy based on steam-powered turbines, which is expensive to set up, but cheap to operate. 4 A type of energy which may require people to relocate. 5 A type of energy which may be more common or relevant in countries with deserts or which are near the equator. 6 A type of energy which is expensive to begin with, although the technology is relatively basic. 7 A type of energy which may kill wildlife or place boats in danger. 8 A type of energy which is efﬁcient and which can be released as required. 4 Match the newspaper headlines below to an energy source. 1 Wave-power machines struggle to cope with harsh marine environment 2 Rare eagle struck by newly constructed turbine 3 Report shows that 10,000 kg of waste used last year to fuel energy plant 4 Amazing summer weather creates energy bonanza! 5 Government pledges millions for new steam-powered turbines 6 Low rainfall suggests high electricity prices 7 Environmentalists question renewable credentials of bio-energy source READING AND WRITING SKILLS 4 READING 1 145 READING BETWEEN THE LINES When you read a word you do not understand in a text, you could look in a dictionary, but this will make your reading very slow and you may forget what you were reading. An alternative strategy is to try to guess the meaning from the context. Often you do not need the exact meaning of the word to be able to understand the sentence. To guess the meaning of an unknown word, look at the words before and after it. Look for clues to the meaning. • Can you use logic and your knowledge of the world to guess? Days without sun are rare in the desert. • Is the word explained in the text or are examples given? The nest of an eagle, one of the world’s largest hunting birds, was destroyed when building the power station. • Do linking words or conjunctions help you to guess? Although the government has pledged to build a new wind farm, some believe this will not happen. WORKING OUT MEANING FROM CONTEXT 5 Circle the synonym in each group which is closest in meaning to the word in bold. 1 2 3 4 5 6 7 8 rubbish aquatic offshore inexhaustible initial generate universally store leftovers / ruins / waste found in water / on land / in the air underground / in the sea / on the beach unlimited / polluting / tiring subsequent / original / unusual produce / cause / begin somewhere / everywhere / nowhere acquire / supply / keep DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Which types of renewable energy could be used as an alternative to fossil fuels in your country? 2 Nuclear power is also sometimes suggested as an alternative to fossil fuels. What are the problems with using nuclear power? 3 How will the growing global population affect the type of energy sources which can be used? 4 What is more important when considering energy use: cost or impact on the environment? 146 READING 1 READING AND WRITING SKILLS 4 ENERGY UNIT 8 READING 2 PREPARING TO READ 1 What will happen when the world starts to run out of the natural resources below? prices will rise; plastic, chemicals and petrol will be 1 oil more expensive 2 water 3 trees 4 food 5 metal USING YOUR KNOWLEDGE TO PREDICT CONTENT 2 How can we tackle the problem of resource shortages? invest in renewable fuels like wind energy or solar power 1 oil 2 water 3 trees 4 food 5 metal 3 Work in pairs. You are going to read an essay which discusses an energyconservation strategy called ‘reduce, reuse, recycle’. Discuss what you think this means. Think of examples of what we can reduce, reuse or recycle. 4 Read the essay on the next page and check your answers. WHILE READING 5 Match the words to make collocations. 1 2 3 4 5 6 7 alarming electrical motorized wasteful address urgent adopt a b c d e f g READING FOR DETAIL transport action practices a strategy rate items the problem 6 Complete the sentences (1–7) with the collocations from Exercise 5. 1 Individuals, organizations and governments can such as ‘reduce, reuse, recycle’. 2 It is difﬁcult to discourage people from using frequently for travelling. 3 Perhaps the only way to change people’s reward them ﬁnancially. is to READING AND WRITING SKILLS 4 READING 2 147 The world is running out of many vital natural resources. Discuss the most effective ways to address this problem. The world’s natural resources are being used at an alarming rate, not only fossil fuels such as coal, oil and gas, but also water, wood, metals and minerals. This has many potential consequences for the billions of people who live on Earth. In recent years, both individuals and governments have become more interested in better managing the world’s resources. To achieve this, the phrase ‘reduce, reuse, recycle’ is often presented as a strategy with which to approach these problems. The main idea behind reducing the amount of resources we use is clear: namely that each individual should use less. This can be achieved by being more aware of our day-to-day resource use, such as reducing the number of electrical items on standby, using less water and avoiding motorized transport. In addition, we can introduce energy-saving mechanisms into the household: energysaving light bulbs and water meters, for example. It is difﬁcult to persuade people to use less energy and water, or to eat less food, but the most effective way to motivate people to change wasteful practices is to make these essential commodities much more expensive. Reusing objects is another strategy for addressing the problem of resource use. As the name suggests, reuse is when old, unwanted items are restored to a state in which they can be used again for a similar purpose. So glass bottles, for instance, can be cleaned and reused without having to be broken and remade. Reusing things is a very efﬁcient process and consumes much less energy than recycling. It does, however, often require a lot of expensive organization and administration. There are also concerns about reusing medical equipment and food-storage items, for example, because of safety and hygiene issues. Recycling is the third and probably best-known option for conserving natural resources. Materials such as paper and plastic can be turned into new products, which are then reused. This process involves lower energy usage and greenhouse gas emissions than producing articles from raw materials would. However, sorting through used materials before recycling them is a dirty and difﬁcult job and breaking up electronic equipment to recycle rare metals is time-consuming and potentially dangerous. To avoid a catastrophic depletion of vital natural resources in the future, urgent action is required now. The ‘reduce, reuse and recycle’ strategy is certainly a manageable and memorable one that can be practised by individuals as well as larger organizations and even governments. However, persuading people to consistently adopt the strategy is difﬁcult and it will need to be used alongside the development of alternative resources. 148 READING 2 READING AND WRITING SKILLS 4 ENERGY UNIT 8 4 The ‘reduce, reuse and recycle’ strategy is one way to of over-consumption. 5 Unless we take , we could ﬁnd ourselves without vital natural resources that we take for granted today. 6 We cannot continue using up resources at such an . 7 We should turn off completely when we are not using them. READING BETWEEN THE LINES 7 Work with a partner. Try to answer the questions below, based on ideas in the essay. MAKING INFERENCES FROM THE TEXT 1 Why will energy need to become more expensive before people are motivated to reduce the energy they use? 2 Why should we avoid the use of motorized transport? 3 Why is reusing more efﬁcient than recycling? 4 Why is urgent action needed to protect the world and its future inhabitants? DISCUSSION 8 Work with a partner. Discuss the questions below. 1 Is recycling common in your country? What objects can be recycled? 2 Do you think it is fair to penalize people ﬁnancially if they do not recycle? Can you think of any other objects that can be reused, without having to recycle them? 3 Which of the three strategies to conserve resources mentioned above do you think is most effective? 4 What impact might our current energy use have on future generations? LANGUAGE DEVELOPMENT ENERGY COLLOCATIONS 1 Match the nouns in the box to the correct group of words (1–6). 1 2 3 4 5 6 fossil / diesel / alternative / renewable / clean renewable / green / nuclear / solar / geothermal environmental / air / industrial / water / radioactive energy / fuel / power / water / renewable electricity / energy / oil / gas / agricultural serious / health / environmental / major / medical READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 149 2 Complete the sentences below using energy collocations from Exercise 1. 1 Critics of energy say that the risks to the environment outweigh the beneﬁts of cheap electricity. 2 Asthma and diabetes are examples of increasingly common problems. 3 For a renewable of electricity to be truly successful, governments have to invest more money in it. 4 fuels, such as oil and gas, have a ﬁnite lifespan. 5 energy, whichever renewable source it comes from, tends to be slightly more expensive for the end user. 6 Rivers and lakes are two major sources which can be used for hydroelectric power. 7 Hot, sunny countries are the best places to try and implement energy programmes. 8 The fear that many people have about nuclear power stations is pollution. FORMAL AND INFORMAL ACADEMIC VERBS 3 Match formal verbs (1–8) with informal alternatives (a–h). 1 2 3 4 5 6 7 8 consult contest deliver diminish instigate omit secure utilize a b c d e f g h get skip start look at use decrease give disagree with 4 Complete the sentences (1–8) with the correct form of the formal verbs in Exercise 3. 1 Our resources are beginning to and soon they will be exhausted. 2 This company needs to its energy policy to the government by the end of the year. 3 The application to construct a wind farm in this area has been by local residents, who dislike the idea. 4 If people the documents on our website, they can see how biofuel is made. 5 The recent rise in fuel prices should a debate on oil reserves. 6 This car fuel more effectively than previous models. 7 Advocates of biofuels sometimes key details like how much land is needed to cultivate the crops. 8 This country needs to new sources of renewable energy soon. 150 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 ENERGY UNIT 8 CRITICAL THINKING At the end of this unit, you will write a problem–solution essay. Look at this unit’s writing task below. The world is unable to meet its energy needs. What three sources of renewable energy would be most effective in solving this problem in your country? Which is your preferred option? 1 Read the questionnaire. Answer each question, and give a reason for your answer. Also say how this relates to your own country. EVALUATE Yes/No reason and how it relates to your country Hydropower Do you think that hydropower has a negative impact on wildlife? Hydropower is expensive to build at first. Does this matter? Some areas may need to be flooded when constructing hydropower stations. Do the benefits outweigh the costs? Wind Does it matter that some people think wind turbines are ugly and noisy? Wind turbines can be a threat to bird life and shipping. Do the benefits outweigh the costs? Solar Large areas of land are needed for the most efficient use of solar panels. Do you feel this is a long-term problem? Biomass Biomass produces a lot of greenhouse gases. Are there more advantages than disadvantages to this energy source? Geothermal This energy source has high installation costs. Does this mean that geothermal stations should not be built? 2 Compare your answers with a partner. Do his/her answers provide you with any extra information? READING AND WRITING SKILLS 4 CRITICAL THINKING 151 When planning an essay, you should collect the points you wish to make and then organize them. Put them in order of importance, usefulness or interest. UNDERSTAND 3 Rank the alternative sources of energy below according to which you think is best (1 = most desirable and 5 = least desirable) for your country. Compare your answers with a partner. • hydropower • wind • solar • biomass • geothermal 4 Focus on your top three sources of energy. Write a sentence for each one, saying why you think it would be a suitable alternative-energy choice for your country. Use ideas from Readings 1 and 2 to help you. rank type of energy example: nuclear reason Nuclear power offers clean and efficient energy and the risks of accidents are small, despite people’s fears. It does not require a particular climate. 1 2 3 WRITING EXPLANATION GRAMMAR FOR WRITING Relative clauses In the sentence below, the part in bold is a relative clause. Energy sources which produce greenhouse gases should not be used. A relative clause is a part of a sentence that gives more information about the subject before it. In this sentence the subject is energy sources. Relative clauses always start with a relative pronoun (who for people, which/ that for things or ideas, when for time, where for places, whose for possession). A relative clause must contain a verb. 152 WRITING READING AND WRITING SKILLS 4 ENERGY UNIT 8 1 Highlight the relative clause in each sentence below and write the correct relative pronoun. What does each relative clause refer to? EXPLANATION 1 Enrico Fermi, ﬁrst split the atom, is often considered the inventor of nuclear power. 2 The people houses are near nuclear power stations understandably worry about radioactive leaks. the electricity meter is located is locked. 3 The cupboard 4 It is sometimes cheaper to use electricity at night fewer people are using it. 5 Ethanol, is a type of biofuel, is made from the sugar in certain crops. There are two kinds of relative clause: deﬁning and non-deﬁning. Deﬁning relative clauses Wind turbines which are offshore are dangerous to shipping. The deﬁning clause here makes it clear which subject we are talking about (the offshore wind turbines, not the ones on land). If we removed this clause from the sentence, it would suggest that all wind turbines are dangerous to shipping, even the ones on land. So, the relative clause deﬁnes the wind turbines we mean. Non-deﬁning relative clauses Wind turbines, which may be offshore, provide clean, renewable energy. In this sentence, the most important information is that wind turbines provide clean, renewable energy. The relative clause provides extra information. It does not deﬁne the subject (= wind turbines in general) but provides extra information about some of them (i.e. they may be offshore). If we delete this clause, the rest of the sentence still makes sense. We put non-deﬁning relative clauses between commas. 2 Add commas to the sentences which contain non-deﬁning relative clauses. 1 Nuclear power stations which have poor safety records should be closed down. 2 Solar power which is a form of renewable energy is very popular in southern Spain. 3 There are certain solar panels that can produce almost a kilowatt of electricity per day. 4 Wind turbines which are located offshore are more expensive than wind turbines which are located on top of hills. 6 People who criticize nuclear power should consult the facts. 7 Al Gore who is a key supporter of alternative energy won the Nobel prize in 2007. READING AND WRITING SKILLS 4 WRITING 153 EXPLANATION Phrases to introduce advantages and disadvantages We can use a range of phrases to introduce the advantages and disadvantages of ideas or solutions to problems. One ma jor advantage of … is The most obvious advantages of … are One other apparent advantage of … is A further possible advantage of … is The most serious disadvantage of … is A distinct disadvantage of … is One other inherent disadvantage of … is Another potential disadvantage of … is Notice how we use adjectives like apparent, possible and potential to show less certain or less obvious advantages and disadvantages. 3 Use the prompts below to create sentences. Use the phrases in the box above to help you. 1 advantage, wind power, inexhaustible, never run out One advantage of wind power is that it is inexhaustible, so it will never run out. 2 disadvantage, biomass, produces, greenhouse gases 3 disadvantage, biomass, large areas, land, needed 4 advantage, hydropower, energy, stored, used, needed 5 disadvantage, geothermal, available, certain places 6 advantage, wind power, zero pollution 7 advantage, wind power, relatively cheap EXPLANATION ACADEMIC WRITING SKILLS Editing language Developing good editing skills is important for success in academic writing. You should carefully check and improve your work before you submit it. One of the most common errors for students at B2 level is missing out smaller words such as articles (a, the) and prepositions (in, on, at, of, from, about). 1 Complete the text with the missing prepositions. There may be more than one possible answer. 154 WRITING READING AND WRITING SKILLS 4 ENERGY UNIT 8 EXPLANATION One (1) the largest problems (2) nuclear power is that it is potentially (3) very dangerous. If we look the disaster which occurred (4) Fukushima (5) th 11 March 2011, we can see how the land, air and sea were contaminated (6) radioactive material. The government was particularly worried that clouds of radioactive gas would move (7) centres of urban population. This would be particularly dangerous if the wind came (8) the wrong direction. (9) the Chernobyl explosion in 1986, people have been talking (10) this particular issue. Accurate spelling is important because the reader will lose conﬁdence in your ideas if there are too many errors. Language exams also test spelling in their writing, listening and reading papers, so checking your work carefully for mistakes is good practice. 2 Find three spelling mistakes in each sentence. 1 Unclear power poses a serious proplem for the enviroment. 2 It is nuclear wich tipe of alternative energy is best. 3 To many peepul nowdays are not responsible enough in their energy usage. 4 Not enouf people now how they can improve there behaviour. 5 Bye leading confortable lives, people may be endangering futur generations. 6 Alternativ energy is much friendlier to the environment then fossil fuels becouse it is renewable. 7 It is belived that the place were solar energy wood be most effective is the Sahara. 8 Goverments won’t change their policies untill there is demand form people. COUNTABLE/UNCOUNTABLE NOUNS 3 Match uncountable nouns (1–8) to countable nouns (a–h). 1 2 3 4 5 6 7 8 accommodation furniture research luggage software equipment feedback stuff a b c d e f g h tool bag ﬂat/house program chair academic paper comment thing READING AND WRITING SKILLS 4 WRITING 155 4 Complete the sentences with the correct forms of the words from Exercise 3. There is sometimes more than one possible answer. 1 2 3 4 5 How much can be taken on the aeroplane? from your teacher on your essay? Did you get How many new computer did you download? Google Scholar says that 208 have been written. You need to clear some of your out. They’re making a mess of the house. 6 There were some beautiful pieces of for sale. 7 Have you got the correct for the job? 8 It’s a ﬁrst ﬂoor and relatively cheap to rent. WRITING TASK The world is unable to meet its energy needs. What three sources of renewable energy would be most effective in solving this problem in your country? Which is your preferred option? PLAN AND WRITE A FIRST DRAFT 1 Make notes for your essay following the structure below. • • • • • Introduction Point 1 (energy type 1): description/advantage(s)/disadvantage(s) Point 2 (energy type 2): description/advantage(s)/disadvantage(s) Point 3 (energy type 3): description/advantage(s)/disadvantage(s) Conclusion (your preferred option and why) 2 Write a ﬁrst draft of your essay. Write 250–300 words. EDIT 3 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Have you followed the ﬁve-paragraph structure above? Have you ranked your paragraphs in order of importance? Have you described each type of energy (its advantages and disadvantages) sufﬁciently? Have you written between 250–300 words? 4 Make any necessary changes to your essay. 5 Now use the language checklist to edit your essay for language errors which are common to B2 learners. 156 WRITING READING AND WRITING SKILLS 4 ENERGY UNIT 8 ✔ LANGUAGE CHECKLIST Have you used appropriate subject-speciﬁc language? Have you spelt any energy collocations correctly? Have you used commas appropriately in relative clauses? Have you used prepositions correctly? 6 Make any necessary changes to your essay. OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about alternative energy very well not very well work out the meaning of key words from context very well not very well use editing language and countable/uncountable very well nouns not very well write a problem–solution very essay well not very well WORDLIST UNIT VOCABULARY biofuel (n) canola oil (n) carbon footprint (n) carbon neutral (adj) energy (n) fuel (n) hydroelectricity (n) petrol (n) pollution (n) solar power (n) source (n) wind turbine (n) ACADEMIC VOCABULARY alternative (adj) consult (v) consumption (n) contest (v) cooperative (n) production (n) READING AND WRITING SKILLS 4 WRITING 157 LEARNING OBJECTIVES 158 UNIT 9 Watch and listen Watch and understand a video about a Leonardo da Vinci design Reading skills Scan a text to ﬁnd information Academic writing skills Make academic writing coherent Writing task Write an essay using quotations ART AND DESIGN UNIT 9 YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Do you like art and design? If so, what (e.g. painting, music, writing, fashion) do you like? 2 Are you artistic? If so, what kind vof artistic activities do you like doing? 3 Have you ever been to an art gallery or design show? If so, what did you see? Did you enjoy it? 4 Are art and design important for a country’s economy? Why / Why not? UNIT 9 159 WATCH AND LISTEN PREPARING TO WATCH USING VISUALS TO PREDICT CONTENT 1 You are going to watch a video about making a Leonardo da Vinci design. Before you watch, answer the questions. 1 What is Leonardo da Vinci famous for? 2 Why do you think people are interested in using his 500-year-old designs? 3 Look at the pictures from the video. What are the engineers making from da Vinci’s designs? 4 Do you think they are using traditional or modern materials and equipment? 5 What are they going to do with the design when they have made it? UNDERSTANDING KEY VOCABULARY 2 Match words (1–10) to deﬁnitions (a–j). 1 2 3 4 5 6 7 8 9 10 3 160 WATCH AND LISTEN genius sculptor self-propelled split mechanism time-consuming laser spring cart shortcut a a piece of curved metal that can be pressed into a smaller space but then returns to its usual shape b divide into two or more parts c describes something that takes a lot of time to do d able to move by its own power e somebody who creates art from solid objects f a quicker way of doing something in order to save time or effort g a simple vehicle, used for carrying goods h a part of a machine, or a set of parts that work together i a powerful narrow beam of light that can be used as a cutting tool j a person who has a great ability, especially in science or art Watch the video and check your answers to Exercise 1. READING AND WRITING SKILLS 4 ART AND DESIGN UNIT 9 WHILE WATCHING 4 Watch the video again and put ideas (a–h) in the order that they appear (1–8). a b c d e f g h 5 UNDERSTANDING MAIN IDEAS The teams race their carts. One team saves time by using a laser to cut out parts. Computers are used to recreate da Vinci’s design. The engineers decide to split into two teams. They wind up their springs for the ﬁrst time. The teams make the wheels. One team breaks a spring. The teams notice a problem with the design. Watch again. Are the statements below true (T) or false (F)? 1 Leonardo da Vinci had a wide range of skills. 2 Da Vinci’s designs were typical of those being produced 500 years ago. 3 Da Vinci’s design is very clear. 4 The wheels of the cart are easier to construct than the engineers expect. 5 Both teams use a laser cutter to make the design. 6 One team over-stretches both springs on their cart. 7 The broken spring shows that Leonardo da Vinci’s design was not as good as they had thought. 6 Work with a partner. Discuss the questions below. 1 Was the race between the two teams fair? Why / Why not? 2 What technical advantages did the teams have over the engineers of da Vinci’s time? 3 Why do you think da Vinci was interested in making a self-propelled cart? Do you think it was a good idea? LISTENING FOR KEY INFORMATION RESPONDING TO THE VIDEO CONTENT DISCUSSION 7 Work with a partner. Discuss the questions below. 1 What do you think the engineers learned from their task? 2 Leonardo also had plans for a helicopter and a parachute. Why do you think the engineers didn’t try to make these designs? 3 Leonardo was an artist, scientist, mathematician, engineer, architect, musician and inventor. Why do you think it is less common for people today to be experts in more than one area? READING AND WRITING SKILLS 4 WATCH AND LISTEN 161 READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY 1 Match the art forms in the box to the materials or objects (1–8). 1 2 3 4 5 6 7 8 USING YOUR KNOWLEDGE TO PREDICT CONTENT piano, guitar, orchestra wood and metal clay and glaze pen and ink stone and bronze words camera wool and thread 2 Read descriptions (1–4) and match the artists to the photographs of their work (a–d). 1 Andy Warhol: An artist who was famous for his prints of celebrities. 2 Damien Hirst: A radical British artist who famously used dead animals in his work. 3 Marcel Duchamp: An early twentieth-century French artist who changed what people thought of sculpture. 4 Frank Lloyd Wright: An American architect who focused on the role of buildings within the landscape. a b c 162 READING 1 d READING AND WRITING SKILLS 4 ART AND DESIGN UNIT 9 WHILE READING Scanning to ﬁnd information Scanning is a reading technique used to look for speciﬁc information in a text. If you know what information you want from a text, you do not need to read it all. Just move your eye quickly down the page looking for the key words in the information you want. When you ﬁnd it, you can just read that part in detail. 3 Scan the magazine article and put the artists in Exercise 2 in the order they appear. a Andy Warhol b Damien Hirst SCANNING TO FIND INFORMATION c Marcel Duchamp d Frank Lloyd Wright Art for art’s sake? W hat is art? This question has puzzled philosophers and great thinkers for centuries. A dictionary definition states that art is ‘making objects, images or music, etc. that are beautiful or that express certain feelings.’ This is a very broad definition. There are a number of different categories of objects and processes under the umbrella term of art which need to be explored. Art is typically divided into two areas: fine art (such as painting, sculpture, music and poetry); and the applied arts (such as pottery, weaving, metal working, furniture making and calligraphy). However, some claim that the art label can also be attached to car design, fashion, photography, computer games, cooking, or even sport. Fine art is categorized as something which only has an aesthetic or conceptual function. This point was made over a thousand years ago by the Greek philosopher Aristotle, who wrote: ‘the aim of art is to represent not the outward appearance of things but their inward significance’. He noted that artists produced objects, drama and music which reflected their emotions and ideas, rather than just trying to capture a true image of nature. Andy Warhol, the American of a painting. He signed it and said: ‘everything an artist produces is art’. Today, many people complain about the lack of skill in the production of conceptual artistic objects. Some contemporary artists use assistants to produce all their art for them. British artist, Damien In the twentieth century, artists began to challenge the established Hirst claims that as long as he notion of art. They recognized that had the idea, it is his work. He has compared his art to architecture, their work belonged to the higher social classes who had the wealth to saying: ‘you have to look at it as if purchase art and the leisure time to the artist is an architect, and we enjoy it. The architect Frank Lloyd don’t have a problem that great architects don’t actually build Wright commented: ‘art for art’s the houses’. In fact, Hirst’s masssake is a philosophy of the wellproduced works sell for millions fed’. In an attempt to challenge of dollars, and despite a hundred the situation, the French painter, Marcel Duchamp submitted a toilet years of modern art, fine art is still a to an art exhibition in 1917 instead preserve of the wealthy. artist famous for his Pop Art in the 1960s once said: ‘an artist produces things that people don’t need to have’. This is the distinction between fine and applied art. Applied arts require an object to be functional, as well as beautiful. READING AND WRITING SKILLS 4 READING 1 163 READING FOR DETAIL 4 Read the magazine article again. Are the statements below true (T), false (F) or the article does not say (DNS)? 1 2 3 4 5 6 7 8 The writer feels the dictionary deﬁnition of art is too wide. Metal-working is an example of ﬁne art. Some people argue that sport is a type of art. Aristotle was the ﬁrst person to say that art should be affordable for all. Andy Warhol invented Pop Art. ‘Art for art’s sake’ refers to applied art. Duchamp’s toilet was sold at an art exhibition for a very high price. Damien Hirst produces all his own art. READING BETWEEN THE LINES MAKING INFERENCES FROM THE TEXT 5 According to the article, which of the artists mentioned would probably have the opinions below? Write the initials of the artists from Exercise 3 (e.g. AW, DH, MD or FLW). 1 2 3 4 It is the idea of the work of art which is most important. Art isn’t functional. Everything an artist makes can be considered art. It does not matter if the artist doesn’t actually make the work of art. 5 Only the rich think that art does not need a purpose. DISCUSSION 6 Work with a partner. Discuss the questions below. 1 What do you think is the main purpose of art? Does it need to have a purpose, or can it just be beautiful? 2 Which of the four artists mentioned in the text do you agree with most? 3 Do you think art is only for rich people? Why / Why not? 4 Do you think activities such as car design should be classiﬁed as art? READING 2 PREPARING TO READ USING YOUR KNOWLEDGE TO PREDICT CONTENT 164 READING 2 1 Work in pairs. Discuss which of the activities below you think are art. READING AND WRITING SKILLS 4 ART AND DESIGN 2 Match adjectives (1–9) to deﬁnitions (a–i). 1 2 3 4 5 6 7 8 9 aesthetic mechanical analogous ﬁne creative objective acknowledge banal cynical a b c d e f g h i by a machine using new ideas relating to beauty agree, admit something is true similar, comparable boring, uninteresting suspicious, negative based on facts and reality excellent, skilled UNIT 9 UNDERSTANDING KEY VOCABULARY WHILE READING 3 Read the essay on the next page quickly. In which paragraphs (A–D) are points (1–6) discussed? SCANNING TO FIND INFORMATION 1 Fine art is a creative, collective experience. 2 Photography is a means of producing art. 3 Spending large amounts of money on equipment may result in better photographs. 4 Some photographers have become more vocal about calling themselves ‘artists’. 5 The use of a camera, for example, means that photography cannot be thought of as ﬁne art. 6 A list of some other types of industry that also use photography. 4 Match the sentences from the essay (1–5) to the corresponding paraphrase (a–e). 1 Any beauty that is perceived in the picture is the beauty of the time and place where it was taken and is not the creation of the photographer. 2 Photography is not art because it is produced with a mechanical device rather than by hand. 3 Photography is so widely used for other functions, such as police work, advertising and news reporting, that it cannot claim to be made for aesthetic purposes alone. 4 You don’t take a photograph, you make it. 5 These high prices may not be enough to change people’s perceptions of whether photography is art. PARAPHRASING a Since photography is frequently used for nonartistic purposes, it cannot be considered art. b Even if photographs are considered as valuable as paintings, people may not accept them as art. c Art cannot be created by a machine. d The aesthetic value of a photograph comes from the natural world, not from the skill of the person holding the camera. e Photography requires artistic input. READING AND WRITING SKILLS 4 READING 2 165 Should photography be considered a fine art, like painting or sculpture? 166 READING 2 A The production of fine art is the use of skill and imagination to create aesthetic objects or experiences which can be shared with other people. Photography is thought by some to be a form of fine art, because it is made using the same critical and creative process that a painter or sculptor would use. However, others claim that photography is not art because it is produced with a mechanical device, rather than by hand. This essay will explore both of these positions. B Those who believe that photography is not a form of art present several arguments. They claim a photograph is nothing but an objective record of a particular place at a particular time. Therefore, any beauty that is perceived in the picture is the beauty of the time and place where it was taken, and is not the creation of the photographer. They also argue that sophisticated and expensive equipment often plays a greater role in the success of a photograph than the photographer’s creativity. Even some of the greatest photographers acknowledge that there is a limit to the amount of influence they can have on a final product. Henri Cartier-Bresson, the famous French photographer, admitted, ‘of course it’s all luck’. Finally, it is often pointed out that photography is so widely used for practical functions, such as police work, advertising and news reporting, that it cannot claim to be made for aesthetic purposes alone. C However, there are also many reasons why photography is appreciated on the same level as other recognized forms of visual art. The decisions involved in creating a photograph are analogous to those made by any other artist. A photograph is not just a banal record of the world, but a deliberately created image with its own artistic features. Ansel Adams, the American photographer, commented on this point when he noted: ‘You don’t take a photograph, you make it.’ There is a growing trend for photographers to call themselves artists. Cynical observers say this is because artists can sell their pieces in the higherpriced fine-art markets, whereas photographers cannot. A photograph by German artist Andreas Gursky, for example, recently sold for almost four and a half million dollars. However, these high prices may not be enough to change people’s perceptions of whether photography is art. D The arguments about whether photography is art have been discussed since the earliest cameras were used. The creative process involved in taking a fine photograph, deciding what, when and how the picture should be taken, is certainly similar to the process of making fine art. However, cameras are also increasingly used to take photographs for nonartistic functions. Although we cannot say that photography itself is necessarily art, we can certainly see that it is a medium that can be used to make art. READING AND WRITING SKILLS 4 ART AND DESIGN UNIT 9 READING BETWEEN THE LINES 5 Match opinions (1–6) with people (a–f). 1 There’s no reason for a great photograph to be any cheaper than a great painting. 2 Even a child could take a great picture of that view. 3 There’s a lot more skill to making a picture than just pointing a camera at something and clicking. It’s something that I create. 4 Most of us would just walk by and not notice something that could make a fabulous photo. And even if we did notice we probably wouldn’t know how to take a photo that would stir other people’s feelings. 5 It all depends what the camera is used for. 6 Sometimes you just see something that will make a great picture and the light is perfect and you have your camera with you. At other times, nothing seems to be right. a b c d Ansel Adams Henri Cartier-Bresson Andreas Gursky The author of the essay e Somebody who believes photography is art f Somebody who doesn’t believe photography is art MAKING INFERENCES FROM THE TEXT DISCUSSION 6 Work with a partner. Discuss the questions below. 1 Do you like taking photographs? Why / Why not? If so, what kinds of photographs do you like taking? 2 Should photography be considered an art form? If so, is it ﬁne art or applied art? 3 Is photography less of an art form now we can digitally improve our photographs? 4 Can a photograph really be worth $4.5 million? Why / Why not? READING AND WRITING SKILLS 4 READING 2 167 EXPLANATION LANGUAGE DEVELOPMENT Quotations and reporting information In academic writing, we often refer to what somebody else has written to support our arguments. There are two ways to do this. Quotations use direct speech – repeating the writer’s exact words. Henri Cartier-Bresson said, ‘Of course it’s all luck.’ Paraphrasing uses reported speech – explaining the opinion without using the same words. Henri Cartier-Bresson admitted that luck was the most important factor. Quotations When using quotations in a text, introduce them using a relevant verb. Two common verbs for this are state and say. A dictionary definition states that art is ‘making objects, images or music, etc. that are beautiful or that express feelings’. Andy Warhol … said: ‘An artist produces things that people don’t need to have’. State and say are neutral verbs – they do not show how strongly you think the author (or person you are quoting) feels about the statement. Some verbs, however, can be used to show how strongly you think the original author feels. For example, argue, insist and deny show that the author was very sure about what he or she said, whereas suggest and imply show the author was less sure. 1 Read quotations (1–4) and complete the paraphrases below with a strong or weak verb from the Explanation box. Put the verb in the correct form. 1 ‘It is absolutely essential that children study art at school.’ (Head Teacher) The Head Teacher that art should be part of the curriculum. 2 ‘Perhaps the statue could be put in the main square.’ (Sculptor) The sculptor that the main square would be a suitable location for the statue. 3 ‘We cannot say art is only for the wealthy because many great artists never knew anything but poverty throughout their lives.’ (Lecturer) The lecturer that it was not unusual for famous artists to live in poverty. 4 ‘I told you. I did not steal the painting.’ (Burglar) The burglar that he had stolen the painting. 168 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 ART AND DESIGN UNIT 9 2 Read the quotations below and write sentences quoting some of the author’s words. Look at the punctuation in the example and check your sentences. ‘A picture is worth a thousand words.’ (Napoleon Bonaparte) Napoleon Bonaparte explained that every picture could tell us the same amount as ‘a thousand words’. 1 ‘A picture is a poem without words.’ (Horace) 2 ‘Don’t think. Thinking is the enemy of creativity.’ (Ray Bradbury) 3 ‘Creativity takes courage.’ (Henri Matisse) 3 Read the quotations below and paraphrase them (do not quote directly). ‘A picture is worth a thousand words.’ (Napoleon Bonaparte) Napoleon Bonaparte felt that images expressed ideas more directly than writing. 1 ‘Creativity involves breaking out of established patterns in order to look at things in a different way.’ (Edward de Bono) 2 ‘Clean out a corner of your mind and creativity will instantly ﬁll it.’ (Dee Hock) 3 ‘Creativity is allowing yourself to make mistakes.’ (Scott Adams) DESCRIBING ART 4 Match adjectives (1–8) to deﬁnitions (a–h). 1 2 3 4 5 6 7 8 abstract expressive decorative ﬁgurative moving avant-garde lifelike monumental a b c d e f g h causes strong feelings of sadness or sympathy showing people or things in a similar way to real life relating to ideas, not to real things made to look attractive showing what somebody thinks or feels very big ideas and styles that are very original and modern looks very real 5 Complete the sentences with the adjectives from Exercise 3. bronze sculpture weighs seven tonnes. The It was a performance which left many people in tears. I think art is purely . It is only there to look nice. The sculpture was so people were a little scared by it. Her work was and her ideas did not become popular until after her death. 6 art can look easy to produce, because there are no ﬁgurative images. 7 He was interested in art and produced many lifelike portraits. 8 The paint was applied quickly to the picture in an and emotional way. 1 2 3 4 5 READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 169 CRITICAL THINKING At the end of this unit, you will write an essay using quotations. Look at this unit’s writing task in the box below. Fashion, cooking, video games and sport have all been likened to fine art. Choose one of these and discuss whether it should be considered fine art, comparable to painting or sculpture. UNDERSTAND 1 Read quotations (1–8) and decide whether they support or challenge the idea that fashion, cooking, video games or sport can be ﬁne art. support 1 ‘Unlike art, fashion rarely expresses more than the headlines of history.’ Alice Rawsthorn 2 ‘Some say football is a matter of life and death – I’d say it’s much more important than that.’ Bill Shankly 3 ‘Competition, it might be said, is the game’s most fundamental principle, and it’s precisely what distinguishes art from sport.’ Steve Reynolds 4 ‘Video games are a unique form of artistic expression through what I call the “three voices”: the voice of the designer or artist, the voice of the game and its mechanics, and the voice of the player.’ Chris Melissinos 5 ‘The same amount of artistic expression goes into clothes, a piece of pottery or a painting.’ Zandra Rhodes 6 ‘For most gamers, video games represent a loss of those precious hours we have available to make ourselves more cultured, civilized and empathetic.’ Roger Ebert 7 Cooking ‘doesn’t involve the sense of the transmission of human emotion in the way that the arts at their highest do.’ Denis Dutton 8 ‘The art of cooking: it’s when you mix craftsmanship at the highest level with creativity.’ Eric Ripert 170 CRITICAL THINKING READING AND WRITING SKILLS 4 challenge ART AND DESIGN 2 Work with a partner. Discuss which quotations you agree with and why. UNIT 9 EVALUATE 3 Complete the sentences. Give reasons for your answers. 1 I agree / disagree with Zandra Rhodes who argues that ‘the same amount of artistic expression goes into clothes, a piece of pottery or a painting’ because clothes have to be practical enough to wear. 2 I agree / disagree with Eric Ripert when he says cooking is the mixture of ‘craftsmanship at the highest level with creativity’ because … 3 I agree / disagree with Steve Reynolds who wrote that the element of competition in football is ‘precisely what distinguishes art from sport’ because … 4 I agree / disagree with Roger Ebert that ‘video games represent a loss of those precious hours we have available to make ourselves more cultured, civilized and empathetic’ because … WRITING EXPLANATION GRAMMAR FOR WRITING Substitution In academic writing, we try to avoid repetition when possible. To do this, we can substitute pronouns or other words for nouns or noun phrases. In the sentence below, this is used to avoid repetition. Although many people find cars beautiful, finding cars beautiful this does not make cars art. 1 Read the paragraph below and underline the words the author has substituted for the full name of the car. The Jaguar E-type is probably one of the most famous cars ever produced. The two-seater roadster was the fastest production sports car on the market in 1961. It was designed to be an expressive mixture of a racing car and something you could use every day. The aerodynamic styling of the car is functional yet beautiful. The bullet shape of the E-type contrasts with the body’s curves. The machine’s most prominent feature is the long, projecting bonnet which contains the powerful engine. The view of the car’s shape is as beautiful from the driving seat as it is to the pedestrian. It is easy to see why Enzo Ferrari called it ‘the most beautiful car in the world’. READING AND WRITING SKILLS 4 WRITING 171 EXPLANATION Ellipsis Another way to avoid repetition is to leave out some words which have already been mentioned. This is called ellipsis. Some photographs have a clear meaning but other photographs do not have a clear meaning. 2 Read the paragraph below and delete any words or phrases which can be removed without affecting the meaning of the text. Add any substitutions (such as pronouns) which you think are necessary. The Scream is the popular name given to each of four paintings of The Scream by the artist Edvard Munch who painted The Scream between 1893 and 1910. The pictures of The Scream show a figure against a landscape with a red sky. The National Gallery, Oslo, holds one painting of The Scream, the Munch Museum holds two more paintings of The Scream and the fourth version of The Scream sold for $119m at Sotheby’s on 2 May 2012. To explain the picture of The Scream, the artist Edvard Munch wrote in his diary: ‘One evening I felt tired and ill. I stopped and looked out over the sea – the sun was setting, and the clouds were turning blood red. I sensed a scream passing through nature; it seemed to me that I heard the scream.’ EXPLANATION ACADEMIC WRITING SKILLS Coherence When writing, it is important to show the relationship between different parts of the text. This is called coherence and it will make your writing easier for the reader to follow. Some words we use to make our writing coherent are: Pronouns: they, them, it, one, etc. Conjunctions and connectors: however, therefore, in contrast, although, etc. Determiners: this, that, these, those, etc. Linking phrases: for example, in the same way, etc. 172 WRITING READING AND WRITING SKILLS 4 ART AND DESIGN UNIT 9 1 Read the paragraph below and complete the text with the words in the box. (1) some people argue that cars are art (2) they are beautiful, are still primarily functional rather than beautiful. To many people, cars are just vehicles which transport (4) and (5) their goods from one place to another. see them as useful tools (6) as knives, chairs or mobile phones. These are all mass-produced (7) , so cannot be seen as art. (3) 2 Read sentences (1–6) and write a coherent paragraph using all the information. Use Exercise 1 to help you. 1 2 3 4 5 6 In some cases, there are similarities between cars and ﬁne art. Some classic cars are as rare and as expensive as ﬁne art. A 1962 Ferrari GTO (a classic car) made $35 million in a sale in 2012. Classic cars are not always a practical means of transport. According to some, classic cars have a personality. Some people describe their feelings towards their classic car as ‘love’. WRITING TASK Fashion, cooking, video games and sport have all been likened to fine art. Choose one of these and discuss whether it should be considered fine art, comparable to painting or sculpture. 1 Make notes using the essay plan below. Introduction Body paragraph 1 • Evidence in favour of one position (i.e. agree or disagree) • Use of quotation(s) to support this position Body paragraph 2 • Evidence in favour of the other position (i.e. agree or disagree) • Use of quotation(s) to support this position Conclusion • Statement of your position (either agree, disagree or a mixture of the two) 2 Write your essay. Use your essay plan to help you structure your ideas. Write 250–300 words. READING AND WRITING SKILLS 4 PLAN AND WRITE A FIRST DRAFT WRITING 173 EDIT 3 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Have you given arguments for and against and then given your opinion? Have you included relevant and interesting quotations and paraphrasing in your essay? Have you written between 250–300 words? 4 Make any necessary changes to your essay. 5 Now use the language checklist to edit your essay for language errors which are common to B2 learners. LANGUAGE CHECKLIST Have you used a range of structures to make your text coherent? Have you used substitution and ellipsis in your essay where appropriate? Have you introduced quotations and paraphrasing appropriately? Have you used a range of adjectives to describe art and spelt them correctly? 6 Make any necessary changes to your essay. 174 WRITING READING AND WRITING SKILLS 4 ✔ ART AND DESIGN UNIT 9 OBJECTIVES REVIEW 7 Check your objectives. I can … watch and understand a video about a Leonardo da Vinci design scan a text to ﬁnd information make academic writing coherent write an essay using quotations very well not very well very well not very well very well not very well very well not very well WORDLIST UNIT VOCABULARY abstract (adj) aesthetic (adj) avant-garde (adj) banal (adj) calligraphy (n) cart (n) creative (adj) decorative (adj) ﬁgurative (adj) genius (n) laser (n) lifelike (adj) mechanical (adj) mechanism (n) monumental (adj) moving (adj) objective (adj) poetry (n) pottery (n) sculptor (n) ACADEMIC VOCABULARY sculpture (n) self-propelled (adj) shortcut (n) speciﬁc (adj) split (v) spring (n) time-consuming (adj) weaving (n) READING AND WRITING SKILLS 4 claim (v) describe (v) discuss (v) established (adj) illustrate (v) prove (v) WRITING 175 LEARNING OBJECTIVES 176 UNIT 10 Watch and listen Watch and understand a video about the Khanty of Siberia Reading skills Use your knowledge to predict content Academic writing skills Interpret and predict trends from a population pyramid Writing task Describe population data and its implications AGEING UNIT 10 YOUR KNOWLEDGE 1 Are elderly people generally respected in your culture? Why? / Why not? 2 How is respect or disrespect shown to elderly people in your culture? 3 How has everyday life changed in the past 50 years for people who are now elderly? UNIT 10 177 WATCH AND LISTEN PREPARING TO WATCH UNDERSTANDING KEY VOCABULARY 1 Match deﬁnitions (1–7) to the words in the box. 1 2 3 4 5 6 7 To bring together people or animals A person related to you who lived a long time ago A type of deer with large horns To go from place to place To put at risk A small area surrounded by a fence for keeping animals in To make someone feel that they want to do something and can do it 2 Complete the sentences below with the correct form of the words from Exercise 1. 1 2 3 4 5 6 7 USING YOUR KNOWLEDGE TO PREDICT CONTENT are able to live in the freezing temperatures of the Arctic. He discovered that one of his was a prince. Globalization traditional ways of life around the world. The animals are kept in a at night. Cowboys in the west of the USA used to wild cattle. Nomadic peoples have always the earth in search of food and water. Watching that Russian ﬁlm me to go to Moscow. 3 Work in pairs. You are going to watch a video about Alexei and Dulcia Moldanov, who are members of the Khanty tribe in Russia. Guess whether the statements below are true (T) or false (F). 1 The tribe live in a hot country. 2 They live in the city. 3 They work with animals. 178 WATCH AND LISTEN READING AND WRITING SKILLS 4 4 Their traditions are in danger. 5 The video is about two generations of a family. 6 Life is hard for the elderly tribespeople. AGEING 4 UNIT 10 Watch the video and check your predictions. WHILE WATCHING 5 Watch the video again. Number the ideas below in the order that they appear (1–7). UNDERSTANDING MAIN IDEAS a b c d e Siberia is known for its long, freezing winters. The Russian Federation is an enormous country. The Moldanovs’ son, Misha, helps with the reindeer. The traditional way of life of the Khanty is threatened. Perhaps Misha’s son, Daniil, will want to protect the Khanty way of life. f The Moldanovs are members of the Khanty tribe of Siberia. g The Moldanovs are elderly and need help with the reindeer. 6 Watch again. Complete the sentences below with a number from the box. You do not need to use all the numbers. LISTENING FOR DETAIL 1 The Russian Federation contains time zones. 2 Temperatures in Siberia are below freezing for up to months of the year. 3 There are Khanty people living in Siberia today. 4 The Moldanovs keep reindeer. 5 Misha lives miles away from his parents. DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Do countries have a responsibility to protect the traditional way of life of their indigenous people? 2 Are there any indigenous people in your country whose way of life is threatened? 3 What kinds of help do people in your country give their elderly parents? 4 Whose responsibility is it to look after elderly people? The family or the state? READING AND WRITING SKILLS 4 WATCH AND LISTEN 179 READING 1 USING YOUR KNOWLEDGE TO PREDICT CONTENT PREPARING TO READ Predicting Before you read a text, it is useful to look at the title and introduction (if there is one) and think what you already know about the subject. It may help you to understand difﬁcult parts of the text. You now have some knowledge of the Khanty tribe from the video. You know that they live in Siberia, they keep reindeer and live without gas or electricity. So, if you read an article called How the Khanty Survive Winter, you can make some guesses about unknown words. For example, if the text says On feast days, they kill young cattle for venison, you can try to guess what venison is. You know that the Khanty keep reindeer, so venison is probably the meat from young reindeer. 1 You are going to read an interview called The Social and Economic Impact of Ageing. Use your knowledge to write three facts that might be in the interview. 1 2 3 2 Try to predict the answers to the questions below. 1 2 3 4 5 Has healthcare throughout the world improved over the last 50 years? Are people living longer or dying earlier? What kind of problems might old people face? What kind of problems might a society face if it has more elderly people? What kind of beneﬁts can an older population bring to society? 3 Read the interview to check your ideas. If your ideas were different, why do you think that is? WHILE READING READING FOR DETAIL 4 Read the interview again. Are the statements below true (T), false (F) or the article does not say (DNS)? 1 Robert Huffenheimer teaches at Oxford University. 2 The average age of the world’s population has increased signiﬁcantly over the last 50 years. 3 Most older people have relatives nearby. 4 There are both beneﬁts and disadvantages to an ageing population. 5 So far, private companies have ignored these demographic changes. 6 Countries with an older population have higher education costs. 7 On average, older people spend four hours per day online. 8 Countries can beneﬁt from the skills of older people. 180 READING 1 READING AND WRITING SKILLS 4 AGEING UNIT 10 THE SOCIAL AND ECONOMIC IMPACT OF AGEING In the next instalment of our series on demographic changes, we interview Professor Robert Huffenheimer, an expert on the phenomenon of ageing. What exactly does ageing mean? And how are societies adapting to this? It means the population in many countries is, on average, getting older. Incredibly, between 1955 and 2010, average life expectancy in wealthier countries increased by nearly half, from 48 to 67 years, worldwide. Supermarkets, for example, have introduced more homedelivery services, which have been particularly beneﬁcial for older people. In addition, there has been signiﬁcant growth in companies providing services which would traditionally have been undertaken by relatives. This includes private nursing care and the ‘meals on wheels’ service, which delivers food to your door. What impact is this ageing process likely to have globally? Well, obviously it is a good thing that people are living longer, but as a result of these changes there are a number of issues which have to be dealt with. For example? In certain countries, an increasing number of older people are living by themselves, often without any relatives living nearby. Some older people are simply unable to look after themselves, and others can only do so if their houses are specially adapted. Likewise, they may be unable to go shopping or wash themselves, and so they need someone, perhaps a professional, to help. And, of course, older people do need social activities as well. Are there any other areas where the impact of ageing can be clearly seen? Although it is not a problem yet, many governments are worried about the economic impact of an ageing population. With fewer people working and paying taxes, it is obvious that governments will have less money to pay for things like health and education. What advantages can an older population bring? In countries where the percentage of children is lower, there are fewer education costs. In more developed countries, older people tend to have more savings and more free time. They might spend time online, or travel, or even go back to education. Of course, older people do have a lot of experience, and if they can, some continue working in a voluntary capacity. This adds a lot to society. READING AND WRITING SKILLS 4 READING 1 181 5 Complete the sentences with no more than three words from the interview. 1 Specially adapted houses help elderly people who can’t . 2 Older people require as well as professional help with shopping and washing. are 3 Home deliveries and commercial services provided for the elderly. 4 Governments are concerned by the of a large number of elderly people in the population. 5 Older people are free to travel and learn new skills because they have more and . 6 Experienced older people may choose to do work to help society. READING BETWEEN THE LINES MAKING INFERENCES FROM THE TEXT 6 Work with a partner. Discuss reasons for the things below. 1 2 3 4 5 Life expectancy increases dramatically. Old people are living further away from their relatives. Supermarkets have started selling online. Older people tend to have more savings. Older people want to go back to education. DISCUSSION 7 Work with a partner. Discuss the questions below. 1 Does your country have a young or an ageing population? 2 What problems do elderly people in your community face? 3 What do you think can be done to ensure that elderly people in society are protected and cared for? 182 READING 1 READING AND WRITING SKILLS 4 AGEING UNIT 10 READING 2 PREPARING TO READ 1 Work in pairs. Some countries have a higher percentage of young people than older people. Discuss the problems, impact and solutions there might be with this. 2 Read sentences (1–4) and choose the correct deﬁnitions (a, b or c) for the words in bold. UNDERSTANDING KEY VOCABULARY 1 The population pyramid for Saudi Arabia is bottom heavy. a a greater percentage towards the higher end of something b balanced, in equal proportion c a higher percentage towards the lower end of something 2 The median age is just 22. a when people are considered to be ‘middle-aged’ b the age at which 50% of the population is older and 50% is younger c the age when people legally become adults 3 This ‘youth bulge’ is likely to have a huge impact. a small increase b large increase c sharp decrease 4 There is likely to be a higher demand for housing than supply. a the amount which is available b the amount which is desired c the amount which people can afford WHILE READING 3 Read the essay on the next page about the effects of a young population on a society. Check your ideas from Exercise 1. 4 Complete each sentence with a word or number. READING FOR MAIN IDEAS READING FOR DETAIL 1 2 3 4 5 Saudi Arabia has a very population. More than one in of the population is aged between 0 and 9. % of the population is under 30. Almost % of Saudi Arabia’s population is between 30 and 39. The proportion of Saudis under 40 is than the proportion of under-40s in the whole Middle Eastern region. 6 Saudi Arabia is number in the world for government spending on education, as a proportion of its GDP. 7 There is a lack of employment in both the public and private . 8 A city that is between the mountains and the sea has limited space for . READING AND WRITING SKILLS 4 READING 2 183 What are the effects of a young population on a society? 1 There is a well-documented problem with the ageing of the global population, but there are also areas of the world where demographics are very different. In many parts of the Middle East and North Africa, there is a much higher proportion of young people. This essay will explore the demographic proﬁle of one such country, Saudi Arabia, and the effects this has on the country’s society and economics. 2 The diagram shows the proportion of men and women in Saudi Arabia and their age ranges in 2010. The population pyramid is certainly very bottom heavy, showing clearly that the Kingdom has a much younger population than average. Upon close analysis, it can be seen that over 21% of the population is under the age of ten, and approximately 36% of the total population is aged between 10 and 29. The number of Saudis in their 30s is particularly high, with almost one in ﬁve of the total population falling within this ten-year age range. Over three-quarters of the Saudi population is under 40, compared to the global ﬁgure for under-40s, which is 67%. However, Saudi Arabia is typical of the Middle East as a whole, where 65% of the region’s population is under the age of 40. In Saudi Arabia, the median age is just 22. 100+ 95-99 90-94 Male 85-89 80-84 Female 75-79 70-74 3 This ‘youth bulge’ is having a huge impact in a number of different areas, such as education, housing and the economy. The high percentage of children and young people means that Saudi Arabia’s education costs are high. Indeed, it spends more of its GDP (around 9.6%) on education than any other country in the world. The government is leading a university expansion programme to cope with the number of students moving through the school system every year. 4 This ‘youth bulge’ also has an impact on employment opportunities for young people. Unless Saudi Arabia’s public sector can employ enough people or attract more private sector employers, more expenditure will be needed on unemployment beneﬁts. 5 There is a similar challenge in terms of housing, with more demand than supply. This is a particular problem in cities, such as Jeddah, where outward expansion is geographically impossible. As a consequence, houses become more expensive and young people may be unable to buy their own home. 6 Although Saudi Arabia faces several challenges in terms of education, employment and housing as a result of its young population, it does not have to cope with the demands of an ageing population. Healthcare and pension costs are lower, allowing more funds to be allocated to improving the lives of young people. 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-4 7.5% 184 READING 2 5% 2.5% 2.5% 5% READING AND WRITING SKILLS 4 7.5% AGEING UNIT 10 READING BETWEEN THE LINES 5 Work with a partner. Find the words and phrases below in the essay and discuss what they mean. 1 2 3 4 well-documented demographic proﬁle upon close analysis GDP 5 challenge 6 as a consequence 7 funds to be allocated to WORKING OUT MEANING FROM CONTEXT DISCUSSION 6 Work with a partner. Discuss the questions below. 1 What are the advantages to a country of having a younger population? 2 In a country with public taxation, why is it good to have more workers than pensioners? 3 Should governments raise the retirement age to reduce the amount paid out in pensions? LANGUAGE DEVELOPMENT RETIREMENT AND THE ELDERLY VOCABULARY 1 Match the nouns in the box to the correct group of words (1–6) to make collocations and phrases. compulsory be close to early active draw a contribute to a pay into a a private a state in perfect ill plan age old advanced pension retirement 4 -related discrimination 2 scheme a good short-term childhood happy bring back a 5 loss 3 care centre worker problem recent coming later early 6 of marriage ago 1 READING AND WRITING SKILLS 4 LANGUAGE DEVELOPMENT 185 2 Complete the sentences with phrases from Exercise 1. 1 Many people want to continue working when they reach . 2 In 40 , they never had an argument. 3 Many companies scheme, in addition to paying a salary. . 4 We wish you a long and 5 He had to retire due to . 6 My grandfather has and tells fascinating stories from his childhood. 7 In , the average retirement age of the population is likely to rise. 8 A comes in every day to change his bandages. 9 When you reach , you can often get discounts on educational courses. ACADEMIC COLLOCATIONS WITH PREPOSITIONS 3 Complete the phrases and phrasal verbs with the correct prepositions (in, on, with, up, of). 1 brief 2 range 3 focus 4 sum 5 identify 6 theory 7 rely 8 contrast 4 Complete the sentences below with the correct phrases and phrasal verbs from Exercise 3. 1 States may encounter ﬁnancial challenges when an increasing number of older people have to them for support. 2 States with a younger population have high education costs. , those with an older population have to spend more on health care. 3 There is a voluntary work opportunities for pensioners, such as sports coaching, business mentoring, gardening and counselling. 4 There is a tendency to the problems faced by the elderly, not their valuable contribution to society. 5 , the major problem an ageing population will face is how to fund healthcare. 6 While many strategies may seem to work , in practice they rarely succeed. 7 Society has problems when its older citizens cannot its younger members. 8 To , this report’s key recommendation is that more educational opportunities should be provided for the over-60s. 186 LANGUAGE DEVELOPMENT READING AND WRITING SKILLS 4 AGEING UNIT 10 CRITICAL THINKING 1 Look at the population graph for Japan and answer the questions. 1 2 3 4 How old is the data in the diagram? What is the total population of Japan? Are there more over-40s or under-40s in Japan? On average, do Japanese men or women live longer? 5 Approximately what percentage of the population is aged over 60? 6 How is the graph different from the one for Saudi Arabia in Reading 2? What are the reasons for this? ANALYZE 100+ Male 95-99 90-94 Female 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5-9 2 Look at the two graphs below. They are predictions for the year 2050. Which do you think relates to Japan, and which to Saudi Arabia? Why? A B 100+ 100+ Male 95-99 90-94 Female 90-94 85-89 80-84 80-84 75-79 75-79 70-74 70-74 65-69 65-69 60-64 60-64 55-59 55-59 50-54 50-54 45-49 45-49 40-44 40-44 35-39 35-39 30-34 30-34 25-29 25-29 20-24 20-24 15-19 15-19 10-14 10-14 5-9 5-9 0-4 7.5% 5% 2.5% 2.5% 5% 7.5% Japan – Population: 126,536,000. Year: 2010 Male 95-99 85-89 0-4 Female 0-4 7.5% 5% 2.5% 2.5% 5% 7.5% 7.5% 5% 2.5% 2.5% 5% 7.5% 3 Identify the possible problems from the list below for a society with an elderly population. 1 2 3 4 5 youth unemployment housing shortage high pension costs increased healthcare costs stress on the education system 6 7 8 9 10 lower consumer spending declining fertility higher taxes increased emigration increased immigration READING AND WRITING SKILLS 4 CRITICAL THINKING 187 4 Write a phrase from Exercise 3 in each sentence. APPLY 1 2 3 4 5 6 UNDERSTAND are likely to occur because more elderly people will require hospital treatment and help with ill health. If people work for longer and retire at an older age, may result. may be required because there are fewer people of working age paying tax on their income. Unless the age at which people have to retire increases, there will be which the taxes will need to pay for. As the population ages, there are fewer people having children. This means that the population will actually decrease. In order to replace the lost workforce and to increase levels of taxation, may be adopted as a government policy. 5 Work in pairs. Look at the statements below. Which advantage of an older population do you think is the most important? 1 Older people have a great deal of knowledge and experience which are valuable in the workplace. 2 Older people have more time and money to help their children and grandchildren ﬁnancially or through childcare and domestic jobs. 3 Older societies result in a slower global population growth. 4 Older people these days are active and productive. Many have savings to help pay for their own healthcare and a comfortable standard of living. WRITING EXPLANATION GRAMMAR FOR WRITING 188 WRITING Numerical words and phrases It is important to simplify complex statistical information when writing a description of a graph or chart. To do this, we can use generalizations to introduce the data and speciﬁc examples to give details or justify a claim. Numerical words and phrases help us do this. READING AND WRITING SKILLS 4 AGEING 1 Look at the pie chart and complete the sentences (1–8) with words from the box. Population by age Elderly (65 or older) 23.3% 1 The overwhelming of Japanese people are of working age. 2 A sizable (23%) are over 65 years old. 3 The number of Japanese people who are of working age is almost ﬁve more than those under 14. 4 A signiﬁcant of the Japanese population are of working age. 5 The percentage of people aged 65 and older is nearly the percentage of children. 6 The percentage of the population who are of working age is nearly those who are pensioners. 7 More than the population is of working age. 8 Just under a of the population is over 65. EXPLANATION UNIT 10 Children (0–14) 13.1% Working age (15–64) 63.6% Language of prediction When we describe a graph, we sometimes predict what might happen in the future based on the trends in the graph. We can use a number of different ways to show that a statement is a prediction. 2 Match the sentence halves. 1 2 3 4 5 6 7 There is likely There may The number of The population is set We are unlikely to Unemployment is Food prices a well be more wealthy people with time on their hands. b to be more competition for places at care homes in the future. c projected to increase in the coming years. d to rise sharply during the next few years. e young people is expected to remain the same for the foreseeable future. f are predicted to come down. g see a sharp rise in immigration based on current trends. READING AND WRITING SKILLS 4 WRITING 189 3 Write sentences with the same meaning. Include the word in brackets. More than one answer is possible. 1 The population will increase in the future. (likely) 2 Oil prices will come down this year. 3 4 5 6 7 (may well) Unemployment will remain at the same level in the coming months. (predicted) The cost of living will rise over the decade. (set) There will be more competition for university places in the future. (expected) There will not be a reduction in the number of schools. (unlikely) Salaries will rise because of access to better training and education. (projected) ACADEMIC WRITING SKILLS INTERPRETING GRAPHS AND CHARTS 1 Look at the example writing task. Are statements (1–8) true (T) or false (F)? The diagram below shows the global population by age in 1950 and 2000 and the projected figures for 2050. Write an essay describing the information and suggesting what the potential global impact could be if the 2050 projections are correct. Population by age group 10,000,000 2050 0–19 20–64 65+ 7,500,000 2000 7% 5,000,000 2,500,000 0 1 2 3 4 5 6 7 8 190 WRITING 16% 39% 1950 5% 51% 44% 2.5 billion 54% 6 billion 27% 57% 9 billion You should mention all the data in the diagram. You do not have to mention exact numbers. You should start your essay by copying the title or the caption. You should compare the charts. You should talk about general trends over time. You do not need an introduction or conclusion in this type of essay. Your writing does not need to be formal in this type of essay. You should give your own ideas. READING AND WRITING SKILLS 4 AGEING UNIT 10 2 Which of the following sentences would you include when writing the essay in Exercise 1? Give reasons for your answers. 1 In 1950, there were 44% 0–19-year-olds, 51% 20–64-year-olds and 5% 65+ year-olds. 2 I think it’ll be really tough to be a teenager in 2050 cos there’ll be a lot of old people. 3 Although there was only a 2% rise in the number of over-65s between 1950 and 2000, this ﬁgure is projected to rise by nearly 10% by 2050. 4 This essay will describe the global population by age in 1950 and 2000 and the projected ﬁgures for 2050. 5 The predicted decrease in the number of young people is likely to have a range of social and economic effects. WRITING TASK 100+ 95-99 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-4 Male 7.5% 5% 2.5% Male Female 2.5% 5% 7.5% 7.5% 5% 2.5% Female 2.5% 5% Male 7.5% 7.5% 5% 2.5% Female 2.5% 5% 7.5% The population pyramids above show the global population by age in 1950 and 2010 and the projected figures for 2100. Write an essay describing the information and suggesting what the potential global impact could be if the 2100 projections are correct. 1 Look again at the structure of the essay in Reading 2 on page 184. Write the paragraph numbers of Reading 2 next to the purposes below. a b c d e f PLAN AND WRITE A FIRST DRAFT Presentation and description of the data from the graphs Second most important implication Most important implication General overview of the impact of this data Third most important implication Introduction 2 Look at the population pyramids above. Write one sentence about what they represent. Paraphrase the language in the writing task. READING AND WRITING SKILLS 4 WRITING 191 3 Choose three aspects of the data to write about. Consider points that show the general picture or overall trends of the pyramids. Point 1: Point 2: Point 3: 4 Summarize the most interesting or noticeable trend in one sentence. Main trend: 5 Think of three important implications of your main argument. A model for Reading 2 is given below as an example. Reading 2: Saudi Arabia Main trend: Saudi Arabia is experiencing a ‘youth bulge’. Implication 1: effect on education Implication 2: effect on the economy Implication 3: effect on housing 6 Using the paragraph structure given in Exercise 1 and your notes in Exercises 2–5, write the ﬁrst draft of your essay. Write 250–300 words. EDIT 7 Use the task checklist to review your essay for content and structure. TASK CHECKLIST ✔ Does the structure of your essay follow the structure in Reading 2? Have you talked about both the data and its implications? Do your examples back up your main trend and its implications? Have you written between 250–300 words? 8 Make any necessary changes to your essay. 9 Now use the language checklist to edit your essay for language errors which are common to B2 learners. 192 WRITING READING AND WRITING SKILLS 4 AGEING UNIT 10 ✔ LANGUAGE CHECKLIST Have you included a sufﬁcient range of appropriate topic and academic language? Have you used a range of different numerical words and phrases to interpret the data? Are the phrases accurate? Have you used language of prediction in your essay where appropriate? 10 Make any necessary changes to your essay. OBJECTIVES REVIEW 11 Check your objectives. I can … watch and understand a video about the Khanty of Siberia very well not very well very well not very well interpret and predict trends from a population very well pyramid not very well describe population data very and its implications well not very well use my knowledge to predict content WORDLIST UNIT VOCABULARY demographic (n and adj) economic impact (n) elderly (adj) healthcare (n) pension (n) retirement (n) shortage (n) social activities (n) unemployment (n) workforce (n) ACADEMIC VOCABULARY decline (v) focus on (v) identify with (v) in brief (ph) in contrast (ph) READING AND WRITING SKILLS 4 in theory (ph) protect (v) range of (ph) rely on (v) sum up (v) WRITING 193 GLOSSARY Vocabulary UNIT 1 at the moment at the present time Pronunciation Part of speech Deﬁnition (ph) (ph) now now authenticity chef /ət ðə ˈməʊmənt/ /ət ðə ˈprezənt taɪm/ /ɔːθenˈtɪsəti/ /ʃef/ (n) (n) confuse /kənˈfjuːz/ (v) consumption continue cooking equipment currently diet discount ethnic group exclude exhaust food miles /kənˈsʌmpʃən/ /kənˈtɪnjuː/ /ˈkʊkɪŋ ɪˈkwɪpmənt/ /ˈkʌrəntli/ /daɪət/ /dɪˈskaʊnt/ /ˈeθnɪk ɡruːp/ /ɪksˈkluːd/ /ɪɡˈzɔːst/ /fuːd maɪlz/ (n) (v) (n) (v) (n) (n) (n) (v) (v) (n) formerly freshness goods historically increase increase industrialize ingredient insist /ˈfɔːməli/ /ˈfreʃnɪs/ /gʊdz/ /hɪˈstɒrɪkli/ /ɪnˈkriːs/ /ˈɪnkriːs/ /ɪnˈdʌstriəlaɪz/ /ɪnˈɡriːdiənt/ /ɪnˈsɪst/ (adv) (n) (n) (adv) (v) (n) (v) (n) (v) IT communication (n) labour monopoly /aɪˈtiː kəmjuːnɪˈkeɪʃən/ /ˈleɪbə/ /məˈnɒpəli/ multinational nowadays obesity outlet /mʌltiˈnæʃənəl/ /ˈnaʊədeɪz/ /əʊˈbiːsəti/ /ˈaʊtlet/ (adj) (adv) (n) (n) perfectionist poverty prepared food presently refuse remove selling point separate situated these days trade /pəˈfekʃənɪst/ /ˈpɒvəti/ /prɪˈpeəd fuːd/ /ˈprezəntli/ /ˈrefjuːs/ /rɪˈmuːv/ /ˈselɪŋ pɔɪnt/ /ˈsepəreɪt/ /ˈsɪtjueɪtɪd/ /ðiːz deɪz/ /treɪd/ (n) (n) (n) (adv) (v) (v) (n) (v) (adj) (n) (n) the quality of being real or true a skilled and trained cook who works in a hotel or restaurant, especially the most important cook to make someone unable to think clearly, or to make something difﬁcult to understand the amount of something that someone uses, eats, or drinks to keep happening, existing or doing something the set of necessary tools for a particular purpose at the present time the type of food that someone usually eats a reduction in price a group of people with a particular race or nationality to not allow someone or something to take part in an activity or enter a place to use something completely the distance between the place where food is grown or made and the place where it is eaten in the past the state of being recently made, done or arrived, and not yet changed by time things for sale in a way that is connected to history to get bigger or to make something bigger in amount or size a rise in the amount or size of something to develop industry a food that is used with other foods in the preparation of a particular dish to demand that something must be done or that you must have a particular thing the activity of using computers and other electronic equipment to store and send information workers, especially people who do practical work with their hands when a company or organization is the only one in an area of business or activity and has complete control of it active in several countries, or involving people from several countries at the present time, especially when compared to the past the state of being extremely fat a shop that is one of many owned by a particular company and that sells the goods which the company has produced someone who wants everything to be perfect the condition of being extremely poor food made earlier now to say that you will not do or accept something to take something away a characteristic of a product that will persuade people to buy it to move apart, or to make people move apart in a particular position used to talk about the present time the activity of buying and selling, or exchanging, goods and/or services between people and countries 194 GLOSSARY (n) (n) READING AND WRITING SKILLS 4 GLOSSARY Vocabulary Pronunciation Part of speech UNIT 2 alternative apprentice /ɔːlˈtɜːnətɪv/ /əˈprentɪs/ (n) (n) aspect assignment challenging component discussion dissertation distinctive /ˈæspekt/ /əˈsaɪnmənt/ /ˈtʃælɪndʒɪŋ/ /kəmˈpəʊnənt/ /dɪˈskʌʃən/ /dɪsəˈteɪʃən/ /dɪˈstɪŋktɪv/ (n) (n) (adj) (n) (n) (n) (n) establishment examination face-to-face interaction /ɪˈstæblɪʃmənt/ /ɪɡzæmɪˈneɪʃən/ /feɪstəˈfeɪs/ /ɪntərˈækʃən/ (n) (n) (adj) (n) journal lecture /ˈdʒɜːnəl/ /ˈlektʃə/ (n) (n) lecturer licence module motivation permit plagiarism principle profession scholarship /ˈlektʃərə/ /ˈlaɪsənts/ /ˈmɒdjuːl/ /məʊtɪˈveɪʃən/ /ˈpɜːmɪt/ /ˈpleɪdʒərɪzəm/ /ˈprɪntsəpəl/ /prəˈfeʃən/ /ˈskɒləʃɪp/ (n) (n) (n) (n) (n) (n) (n) (n) (n) semester seminar /sɪˈmestə/ /ˈsemɪnɑː/ (n) (n) signiﬁcant speciﬁc term tuition fee tutor tutorial /sɪɡˈnɪfɪkənt/ /spəˈsɪfɪk/ /tɜːm/ /tjuˈɪʃən fiː/ /ˈtjuːtə/ /tjuːˈtɔːriəl/ (adj) (adj) (n) (n) (n) (n) virtual /ˈvɜːtjuəl/ (adj) vocational course /vəʊˈkeɪʃənəl kɔːs/ (n) UNIT 3 adequate complex /ˈædɪkwət/ /ˈkɒmpleks/ (adj) (adj) (adj) (n) disease /kənˈventʃənəl/ /kɒzˈmetɪk ˈsɜːdʒəri/ /dɪˈziːz/ disease epidemic /dɪˈziːz epɪˈdemɪk/ (n) conventional cosmetic surgery (n) UNITS 1–10 Deﬁnition one of two or more things that you can choose between a person who is learning a job by working for someone who already has skills and experience one part of a situation, problem, subject, etc. a piece of work given to someone, especially as part of their studies or job difﬁcult in a way that tests your ability or determination one of the parts or characteristics of something or someone when people talk about something and tell each other their ideas or opinions a very long piece of writing done as part of a course of study Something that is distinctive is easy to recognize because it is different from other things. when an organization, school, business, etc. is started an exam involving two people who are meeting in the same place the activity of talking and doing things with other people, or the way you do this a magazine containing articles about a particular subject a formal talk on a serious or specialist subject given to a group of people, especially students someone who teaches at a university or college an ofﬁcial document that allows you to do or have something a part of a university or college course the need or reason for doing something an ofﬁcial document that allows you to do something when someone copies someone else’s work or ideas a basic idea or rule that explains or controls how something happens or works a type of work that needs special training or education an amount of money given to a person by an organization to pay for their education, usually at a college or university one of the two time periods that a school or college year is divided into a meeting of a group of people with a teacher or expert for training, discussion, or study of a subject important or noticeable used to refer to a particular thing and not something general one of the periods of time that the school or university year is divided into the money that you pay to be taught, especially in a college someone who teaches one person or a very small group of people a class in which a small group of students talks about a subject with their tutor, especially at a British university describes something that can be done or seen using a computer and therefore without going anywhere or talking to someone a plan of study providing skills and education that prepare you for a job enough involving a lot of different but connected parts in a way that is difﬁcult to understand traditional and ordinary a medical operation to improve a person's appearance (an) illness caused by infection or by a failure of health rather than by an accident the appearance of a particular disease in a large number of people at the same time READING AND WRITING SKILLS 4 GLOSSARY 195 Vocabulary Pronunciation Part of speech Deﬁnition illegal illness medical natural /ɪˈliːɡəl/ /ˈɪlnəs/ /ˈmedɪkəl/ /ˈnætʃərəl/ (adj) (n) (adj) (adj) patent /ˈpeɪtənt/ (n) physical precise preventable illness professional remedy sedentary lifestyle (adj) (adj) (n) (adj) (n) (n) synthetic treatment underfunding /ˈfɪzɪkəl/ /prɪˈsaɪs/ /prɪˈventəbəl ˈɪlnəs/ /prəˈfeʃənəl/ /ˈremədi/ /ˈsedəntəri ˈlaɪfstaɪl/ /sɪnˈθetɪk/ /ˈtriːtmənt/ /ʌndəˈfʌndɪŋ/ not allowed by law a disease of the body or mind relating to medicine and different ways of curing illness Something that is natural exists or happens because of nature, not because it was made or done by people. a legal right that a person or company receives to make or sell a particular product so that others cannot copy it related to the body exact and accurate a disease of the body of mind which is able to be prevented relating to a job that needs special training or education something that makes you better when you are ill someone’s way of living involving little exercise or physical activity (adj) (n) (n) not made from natural substances the use of drugs, exercises, etc. to cure a person of an illness or injury a situation in which something is given less money than it needs UNIT 4 all-inclusive allow authorize ban compulsory confusion /ɔːl ɪŋˈkluːsɪv/ /əˈlaʊ/ /ˈɔːθəraɪz/ /bæn/ /kəmˈpʌlsəri/ /kənˈfjuːʒən/ (adj) (v) (v) (v) (adj) (n) contingency /kənˈtɪndʒəntsi/ (n) criminalize cut it ﬁne disorientating dissatisfaction exhilarating grant great harsh infringe on /ˈkrɪmɪnəlaɪz/ /kʌt ɪt faɪn/ /dɪˈsɔːriənteɪtɪŋ/ /dɪssætɪsˈfækʃən/ /ɪɡˈzɪləreɪtɪŋ/ /ɡrɑːnt/ /ɡreɪt/ /hɑːʃ/ /ɪnˈfrɪndʒ ɒn/ (v) (ph) (adj) (n) (adj) (v) (adj) (adj) (v) legalize legislation /ˈliːɡəlaɪz/ /ˌledʒɪˈsleɪʃən/ (v) (n) liable limit objection /ˈlaɪəbəl/ /ˈlɪmɪt/ /əbˈdʒekʃən/ (adj) (v) (n) paragliding /ˈpærəɡlaɪdɪŋ/ (n) permit play (it) safe portfolio /pəˈmɪt/ /pleɪ seɪf/ /pɔːtˈfəʊliəʊ/ (v) (ph) (n) prevention /prɪˈventʃən/ (n) prohibit prudence /prəʊˈhɪbɪt/ /ˈpruːdənts/ (v) (n) including everything to give someone permission for something to give ofﬁcial permission for something to forbid something, especially ofﬁcially If something is compulsory, you must do it because of a rule or law. when people do not understand what is happening, what they should do or who someone or something is an event or situation that might happen in the future, especially one which could cause problems to make something illegal to allow very little time for something making someone confused about where they are and where they are going when someone is dissatisﬁed making you feel very excited and happy to give or allow someone something, usually in an ofﬁcial way large in amount, size or degree very cold, dangerous, or unpleasant and difﬁcult to live in If something infringes on someone's rights or freedom, it takes away some of their rights or limits their freedom. to make something legal a law or set of laws suggested by a government and made ofﬁcial by a parliament legally responsible to control something so that it is less than a particular amount or number when someone says that they do not like or approve of something or someone the sport of jumping out of an aircraft with a special parachute that allows you to travel a long horizontal distance before you land to allow something to be careful and not take risks a collection of company shares and other investments that are owned by a particular person or organization when you stop something from happening or stop someone from doing something to ofﬁcially refuse to allow something carefulness and avoidance risks 196 GLOSSARY READING AND WRITING SKILLS 4 GLOSSARY Vocabulary Pronunciation Part of speech reduction regulation responsibility restrict thrilling uncomfortable /rɪˈdʌkʃən/ /reɡjəˈleɪʃən/ /rɪspɒntsəˈbɪləti/ /rɪˈstrɪkt/ /ˈθrɪlɪŋ/ /ʌnˈkʌmpftəbəl/ (n) (n) (n) (v) (adj) (adj) uncontrolled /ʌnkənˈtrəʊld/ (adj) UNIT 5 alter consult cultivate display distribute dry emerge enhance extract ferment /ˈɒltər/ /kənˈsʌlt/ /ˈkʌltɪveɪt/ /dɪˈspleɪ/ /dɪˈstrɪbjuːt/ /draɪ/ /ɪˈmɜːdʒ/ /ɪnˈhɑːnts/ /ɪkˈstrækt/ /fəˈment/ (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) harvest grind /ˈhɑːvɪst/ /ɡraɪnd/ (v) (v) melt mould package product roast /melt/ /məʊld/ /ˈpækɪdʒ/ /ˈprɒdʌkt/ /rəʊst/ (v) (v) (v) (n) (v) shell temper undertake /ʃel/ /ˈtempə/ /ʌndəˈteɪk/ (v) (v) (v) UNIT 6 ambitious /æmˈbɪʃəs/ (adj) community control dam disadvantage /kəˈmjuːnəti/ /kənˈtrəʊl/ /dæm/ /dɪsədˈvɑːntɪdʒ/ (n) (v) (n) (n) disaster disaster mitigation /dɪˈzɑːstə/ /dɪˈzɑːstə mɪtɪˈɡeɪʃən/ /ɪkˈstrɔːdənəri/ /ɪkˈstriːm/ /ˈɡʌvənmənt rɪˈpɔːt/ /ˈhʌrɪkəɪn/ /ɪmˈpɒsəbəl/ /lɑːdʒˈskeɪl/ /ˈlevi/ (n) (n) extraordinary extreme government report hurricane impossible large-scale levee (adj) (adj) (n) (n) (adj) (adj) (n) UNITS 1–10 Deﬁnition when something is reduced an ofﬁcial rule that controls how something is done something that it is your job or duty to deal with to limit something very exciting not feeling comfortable and pleasant, or not making you feel comfortable and pleasant too strong or violent to be controlled to change, or to make someone or something change to discuss something with someone before you make a decision to grow a particular crop to arrange something somewhere so that people can see it to give something out to several people, or to spread or supply something to make something become dry to appear from somewhere or come out from somewhere to improve something to remove or take out something If food or drink ferments, or if you ferment it, the sugar in it changes into alcohol because of a chemical process. to pick and collect crops to make something into small pieces or a powder by pressing between hard surfaces to turn from something solid into something soft or liquid to make a soft substance a particular shape to wrap an object in paper, usually in order to be sent by post something that is made or grown to be sold If you roast food, you cook it in an oven or over a ﬁre, and if food roasts, it is cooked in an oven or over a ﬁre. to remove peas, nuts, etc. from their shells or natural covering to improve chocolate by heating it and cooling it again to do or begin to do something, especially something that will take a long time or be difﬁcult If a plan or idea is ambitious, it will need a lot of work and will be difﬁcult to achieve. the people living in one particular area to order, limit or rule something, or someone’s actions or behaviour a strong wall built across a river to stop the water and make a lake something which makes a situation more difﬁcult, or makes you less likely to succeed something that causes great harm or damage when people make an event that results in great harm or damage less harmful or bad very special, unusual or strange the most unusual or the most serious possible a description of something or information about it given by the government a violent storm with very strong winds If an action or event is impossible, it cannot happen or be done. involving a lot of people or happening in big numbers a wall made of land or other materials that is built next to a river to stop the river from ﬂooding and covering everywhere in water READING AND WRITING SKILLS 4 GLOSSARY 197 Vocabulary Pronunciation Part of speech long-term major natural /lɒŋˈtɜːm/ /ˈmeɪdʒə/ /ˈnætʃərəl/ (adj) (adj) (adj) product manufacturing prolong relocation risk analysis risk reduction sandbagging seasonal severe submerge /ˈprɒdʌkt mænjəˈfæktʃərɪŋ/ /prəʊˈlɒŋ/ /riːləʊˈkeɪʃən/ /rɪsk əˈnæləsɪs/ /rɪsk rɪˈdʌkʃən/ /ˈsændbæɡɪŋ/ /ˈsiːzənəl/ /sɪˈvɪə/ /səbˈmɜːdʒ/ (n) tsunami /tsʊˈnɑːmi/ (n) unpredictable /ʌnprɪˈdɪktəbəl/ (adj) UNIT 7 affordable amenity /əˈfɔːdəbəl/ /əˈmiːnəti/ (adj) (n) architect architectural architecture bathhouse compromise /ˈɑːkɪtekt/ /ɑːkɪˈtektʃərəl/ /ˈɑːkɪtektʃə/ /ˈbɑːθhaʊs/ /ˈkɒmprəmaɪz/ (n) (adj) (n) (n) (v) conservation depress depression /kɒntsəˈveɪʃən/ /dɪˈpres/ /dɪˈpreʃən/ (n) (v) (n) durable efﬁciency efﬁcient emperor environment /ˈdʒʊərəbəl/ /ɪˈfɪʃəntsi/ /ɪˈfɪʃənt/ /ˈempərə/ /ɪnˈvaɪərənmənt/ (adj) (n) (adj) (n) (n) the environment environmental functionalism /ðiː ɪnˈvaɪərənmənt/ (n) /ɪnvaɪərənˈmentəl/ (adj) /ˈfʌŋkʃənəlɪzəm/ (n) green green belt install marble mosque mud outskirts palace responsible responsibly skyscraper /ɡriːn/ /ˈɡriːnbelt/ /ɪnˈstɔːl/ /ˈmɑːbəl/ /mɒsk/ /mʌd/ /ˈaʊtskɜːts/ /ˈpælɪs/ /rɪˈspɒntsəbəl/ /rɪˈspɒntsəbli/ /ˈskaɪskreɪpə/ 198 GLOSSARY (v) (n) (n) (n) (n) (adj) (adj) (v) (adj) (n) (v) (n) (n) (n) (n) (n) (adj) (adv) (n) Deﬁnition continuing a long time into the future more important, bigger or more serious than others of the same type Something that is natural exists or happens because of nature, not because it was made or done by people. the business of producing goods in large numbers to make something last longer the act of moving to a new place risk assessment the act of making something less risky using bags ﬁlled with sand as a defence against ﬂoods relating to or happening during a particular period in the year extremely bad to cause something to be under the surface of water, or to move below the surface of water an extremely large wave from the sea which causes a lot of damage to buildings, etc. on land and is often caused by an earthquake changing so much that you do not know what will happen next cheap enough for most people to be able to buy a building, piece of equipment, or service that is provided for people’s comfort or enjoyment someone whose job is to design buildings relating to architecture the design and style of buildings a public building where people can have a bath to allow your principles to be less strong or your standards or morals to be lower the protection of nature or ancient buildings to make someone feel very sad when you feel very unhappy, or a mental illness that makes you feel very unhappy and anxious for long periods remaining in good condition for a long time when someone or something uses time and energy well, without wasting any working or operating quickly and effectively in an organized way the male ruler of an empire the conditions that you live or work in and the way that they inﬂuence how you feel or how effectively you can work the air, land and water where people, animals and plants live relating to the environment the principle that the most important thing about an object such as a building is its use rather than what it looks like relating to nature and protecting the environment an area of land around a city or town where no new building is allowed to put a piece of equipment somewhere and make it ready for use hard, smooth stone which is often used for decoration a building for Islamic religious activities and worship a thick liquid mixture of soil and water, or this mixture after it has dried the outer area of a city or town a very large building where a king, queen or president lives showing good judgment and able to be trusted in a way that shows you have good judgment and can be trusted a very tall building READING AND WRITING SKILLS 4 GLOSSARY Vocabulary Pronunciation Part of speech solar panel straw /ˈsəʊlə ˈpænəl/ /strɔː/ (n) (n) structural engineer (n) sultan tile tomb tower urban sprawl /ˈstrʌktʃərəl endʒɪˈnɪə/ /ˈsʌltən/ /taɪl/ /tuːm/ /ˈtaʊə/ /ˈɜːbən sprɔːl/ UNIT 8 alternative biofuel canola oil /ɔːlˈtɜːnətɪv/ /ˈbaɪəʊfjuːəl/ /kəˈnəʊlə ɔɪl/ (adj) (n) (n) carbon footprint /ˈkɑːbən ˈfʊtprɪnt/ (n) carbon neutral consult /ˈkɑːbən ˈnjuːtrəl/ /kənˈsʌlt/ (adj) (v) consumption contest /kənˈsʌmpʃən/ /kənˈtest/ (n) (v) cooperative diesel energy fuel hydroelectricity /kəʊˈɒpərətɪv/ /ˈdiːzəl/ /ˈenədʒi/ /ˈfjuːəl/ /haɪdrəʊɪlekˈtrɪsɪti/ (n) (n) (n) (n) (n) petrol pollution production solar power source wind turbine /ˈpetrəl/ /pəˈluːʃən/ /prəˈdʌkʃən/ /ˈsəʊlə ˈpaʊə/ /sɔːs/ /wɪnd ˈtɜːbaɪn/ (n) (n) (n) (n) (n) (n) UNIT 9 abstract /ˈæbstrækt/ (adj) aesthetic avant-garde banal calligraphy /iːsˈθetɪk/ /ævɑ̃ːŋˈɡɑːd/ /bəˈnɑːl/ /kəˈlɪɡrəfi/ (adj) (adj) (adj) (n) cart claim /kɑːt/ /kleɪm/ (n) (v) creative decorative describe discuss /kriˈeɪtɪv/ /ˈdekərətɪv/ /dɪˈskraɪb/ /dɪˈskʌs/ (adj) (adj) (v) (v) (n) (n) (n) (n) (n) UNITS 1–10 Deﬁnition a piece of equipment that changes light from the sun into electricity the long, dried stems of plants such as wheat, often given to animals for sleeping on and eating a person who is specially trained to examine buildings and discover if there are any problems with their structure a ruler in some Muslim countries one of the ﬂat, square pieces that are used for covering roofs, ﬂoors, or walls a place where a dead person is buried, usually with a stone structure a very tall, narrow building, or part of a building the careless or untidy spread of a town or city different from what is usual or traditional fuel produced from plant material a type of oil made from a variety of rapeseed that can be used for cooking or as a biofuel the amount of energy that a person or organization uses in order to exist or operate not producing carbon emissions to get information or advice from a person, book, etc. with special knowledge on a particular subject the amount of something that someone uses, eats, or drinks If you contest a formal statement, a claim, a judge's decision, or a legal case, you say formally that it is wrong or unfair and try to have it changed. a company that is owned and managed by the people who work in it fuel used in the engines of some vehicles, especially buses and lorries the power that comes from electricity, gas, etc. a substance that is burned to provide heat or power electricity produced by the force of fast moving water such as rivers or waterfalls a liquid fuel used in cars damage caused to water, air, etc. by harmful substances or waste when you make or grow something solar energy where something comes from a machine with long parts at the top that are turned by the wind, used to make electricity Abstract art involves shapes and colours and not images of real things or people. relating to beauty and the way something looks If art, music, etc. is avant-garde, it is new and unusual in style. ordinary and not exciting (the art of producing) beautiful writing, often created with a special pen or brush a wooden or metal structure on wheels that is used for carrying things to say that something is true or is a fact, although you cannot prove it and other people might not believe it producing or using original and unusual ideas made to look attractive to say or write what someone or something is like to talk about something with someone and tell each other your ideas or opinions READING AND WRITING SKILLS 4 GLOSSARY 199 Vocabulary Pronunciation Part of speech established ﬁgurative /ɪˈstæblɪʃt/ /ˈfɪɡjərətɪv/ (adj) (adj) genius illustrate /ˈdʒiːniəs/ /ˈɪləstreɪt/ (n) (v) laser /ˈleɪzə/ (n) lifelike mechanical mechanism monumental moving objective poetry pottery /ˈlaɪflaɪk/ /mɪˈkænɪkəl/ /ˈmekənɪzəm/ /mɒnjəˈmentəl/ /muːvɪŋ/ /əbˈdʒektɪv/ /ˈpəʊətri/ /ˈpɒtəri/ (adj) (adj) (n) (adj) (adj) (adj) (n) (n) prove sculptor sculpture /pruːv/ /ˈskʌlptə/ /ˈskʌlptʃə/ (v) (n) (n) self-propelled shortcut speciﬁc split /self prəˈpeld/ /ˈʃɔːtkʌt/ /spəˈsɪfɪk/ /splɪt/ (adj) (n) (adj) (v) spring /sprɪŋ/ (n) time-consuming weaving /ˈtaɪmkənsjuːmɪŋ/ /ˈwiːvɪŋ/ (adj) (n) UNIT 10 decline demographic /dɪˈklaɪn/ /deməʊˈɡræfɪk/ (v) (n) demographic /ˌdeməˈɡræfɪk/ (adj) economic impact (n) elderly the elderly focus on healthcare /iːkəˈnɒmɪk ɪmˈpækt/ /ˈeldəli/ /ðiː ˈeldəli/ /ˈfəʊkəs ɒn/ /ˈhelθkeə/ identify with /aɪˈdentɪfaɪ wɪð/ (v) in brief in contrast in theory /ɪn briːf/ /ɪn ˈkɒntrɑːst/ /ɪn ˈθɪəri (ph) (ph) (ph) pension /ˈpentʃən/ (n) protect range /prəˈtekt/ /reɪndʒ/ (v) (n) 200 GLOSSARY (adj) (ph) (v) (n) Deﬁnition accepted or respected because of having existed for a long period of time Figurative art shows people, places, or things in a similar way to how they look in real life. someone who is extremely intelligent or extremely good at doing something to draw pictures for a book, magazine, etc. or to put pictures, photographs, etc. in a book, magazine, etc. a machine that produces a strong beam of light that has medical and technical uses or a beam of light produced by a machine like this If something is lifelike, it looks real. relating to or operated by machines a part of a piece of equipment that does a particular job very large causing strong feelings of sadness or sympathy only inﬂuenced by facts and not by feelings poems in general as a form of literature plates, bowls, etc. that are made from clay, or the activity or skill of making things out of clay to show that something is true someone who makes sculpture a piece of art that is made from stone, wood, clay, etc. or the process of making objects like this able to move by its own power a quicker way of getting somewhere or doing something used to refer to a particular thing and not something general to divide into smaller parts or groups, or to divide something into smaller parts or groups a piece of curved or bent metal that can be pressed into a smaller space but then returns to its usual shape needing a lot of time the activity of making cloth by repeatedly crossing a single thread through two sets of long threads on a loom to gradually become less or worse a group of people, for example customers, who are similar in age, social class, etc. used to refer to changes in the number of births, marriages, deaths, etc. in a particular area during a period of time A ﬁnancial effect that something, especially something new, has on a situation or person. a more polite word for ‘old’, used to describe people people who are elderly to give a lot of attention to one particular person, subject or thing the set of services provided by a country or an organization for treating people who are ill to feel that you are similar to someone in some way and that you can understand them or their situation because of this using only a few words showing an obvious difference between two or more things If something is possible in theory, it should be possible, but often it does not happen in that way. a sum of money paid regularly by the government or a private company to a person who has stopped working because they are old or ill to keep someone or something safe from something dangerous or bad a group of different things of the same general type READING AND WRITING SKILLS 4 GLOSSARY Vocabulary Pronunciation Part of speech rely on /rɪˈlaɪ ɒn/ (v) retirement shortage social activities sum up /rɪˈtaɪəmənt/ /ˈʃɔːtɪdʒ/ /ˈsəʊʃəl ækˈtɪvətiz/ /sʌm ʌp/ (n) (n) (n) (v) unemployment /ʌnɪmˈplɔɪmənt/ (n) workforce /ˈwɜːkfɔːs/ (n) UNITS 1–10 Deﬁnition to need a particular thing or the help and support of someone or something in order to continue, to work correctly, or succeed when you leave your job and stop working, usually because you are old when there is not enough of something leisure activities that people do with others to describe brieﬂy the important facts or characteristics of something or someone the number of people who are unemployed, or the state of being unemployed all the people who work in a company, organization or country READING AND WRITING SKILLS 4 GLOSSARY 201 VIDEO SCRIPTS UNIT 2 BECOMING A GONDOLIER UNIT 1 A WORLD OF FOOD IN ONE CITY Narrator: Gondolas are a traditional form of Narrator: New York: from melting pot to cooking pot. As international trade routes, migration, media and IT communication expand across traditional borders, different cultures interact more, with a ﬂow of goods, labour and ideas. This is called globalization. Although this is common all over the world, there are certain cities where this is more obvious than others. New York is perhaps the best example of a city where different cultures have come together through globalization. A centre for migration for many centuries, New York is home to many ethnic groups often living in the same neighbourhoods. This can be clearly seen by the huge variety of world food on sale. Immigrants from Central Europe, South America, Italy, the Caribbean and China have brought their food with them. New York often took these recipes and gave them a twist to create a new American identity such as ice cream sundaes, burgers and hot dogs. There are over 19 thousand restaurants in New York and every type of international food is represented: South American, Irish, Middle Eastern and Indian. In Harlem there are famous restaurants serving Afro-American food with chicken and rice dishes. Some have even developed into brands selling prepared food in supermarkets and recipe books. New York has always been called a ‘melting pot’ as different communities have come together in one city. This means that all different ingredients, recipe books and cooking equipment are available in the shops and markets. 202 VIDEO SCRIPTS READING AND WRITING SKILLS 4 transport along the canals of Venice in Italy. The people who steer the boats are called gondoliers. They play an important role in Venetian life and so they have a high status in the city. Being a gondolier is a prestigious and well paid job. Gondolas are privately owned and the profession usually passes from father to son. There are just 425 members of the profession in the whole city, and it is very rare for a woman to be a gondolier. Becoming a gondolier takes years of practice because it is a very skilled job. Apprentice gondoliers have to take an exam before they can join the profession. Passing the exam is incredibly difﬁcult and only three people pass each year. Alessandro has been an apprentice for three years. Unusually, he is the ﬁrst in his family to train to be a gondolier. He has had an experienced gondolier teaching him. Alessandro: It’s my dream to be a gondolier. It will make me very proud. Narrator: It is the day of the exam. Alessandro is nervous. If he passes the exam, his family will be able to stay in Venice. If he fails, they will have to move out of Venice and ﬁnd work elsewhere. The examiners watch his skills carefully. He must show how well he can steer the boat. The canals are very narrow, and Alessandro must be careful not to touch the sides, or he will lose marks. Other obstacles are low bridges and building work. It is the moment of truth, and Alessandro will ﬁnd out if he has passed his exam or not. Examiner: We’ve discussed your exam result, and we’re pleased to let you know that you’re a gondolier! Well done! Narrator: The three years of hard training have paid off. Alessandro is now a fully qualiﬁed gondolier, and proudly wears the distinctive uniform of stripy shirt and straw hat. He can now provide for his family and settle down in Venice, his home town. VIDEO SCRIPTS UNITS 1–10 UNIT 3 ALTERNATIVE MEDICINE UNIT 4 ROLLER COASTERS Narrator: Ayurveda, from India, is the oldest Narrator: Why do we ﬁnd it fun to scare form of medicine on the planet. Its name means roughly ‘the science of long life’. It is over 3,500 years old and people still use it today. Now, in India, there are over 300,000 trained Ayurveda doctors and the practice has spread to alternative health centres around the world. Most of its remedies are from plants, herbs and other natural ingredients. Using plants to treat and heal diseases is not only something that Ayurveda doctors do. ourselves on roller coasters? People around the world use natural products in medicine. This shaman in the Peruvian rainforest also uses the things that grow around him to treat patients, using a wide range of medicines. Here in the Serengeti in Africa, we can see how people use natural resources for the same reasons. In extreme circumstances with stress, fear or pain, the body produces natural chemicals. The hormone adrenalin helps the body perform better, meaning people are more alert and able to run faster or are stronger. Additionally, the body’s natural painkillers, endorphins, are produced. These not only help the body withstand pain and discomfort but also make people feel good. In fact, a huge number of treatments used in what we might call ‘modern medicine’ come from plants – often these are the remedies used by our ancestors. For example, aspirin, one of the most common painkillers, is based on plant extracts from the bark of willow trees. Hundreds of common medicines are plant-based. While we can learn a lot from these ancient forms of medicine, we should always be careful. The cures have not always been tested scientiﬁcally so there is a risk that using one of these ancient remedies could have no effect – or worse, could actually be dangerous. Scientists worry that some natural medicines may contain heavy metals such as lead and mercury. Nevertheless, nature is clearly a valuable source of medicine, bringing beneﬁts to people all over the world. All over the world people love roller coasters. The twists, turns, ups and downs at speed are all disorientating and at times uncomfortable. Yet when we get off the ride we feel great and cannot wait to get on again. Throughout history, human beings have often found themselves at risk being hunted by wild animals such as wolves, victims of natural disasters or subjected to harsh weather. Roller coasters trick the body into feeling fear, and so into producing endorphins. This enables people to experience exhilaration without putting themselves in serious danger. There are strict controls on the design and forces which can be used on roller coasters during the planning stage and meticulous safety checks and inspections are carried out daily once the ride is built. In the modern world we have developed ways to experience danger and push our bodies to the limits to generate the feeling of exhilaration. This might be cave diving at a depth of 400 feet, sledging in the snow, driving fast cars, running with bulls, or aerobatics in small planes. Roller coasters, however, are perhaps the most accessible form of thrills. The advantage of roller coasters is that they change the way the body feels with rapid results and they offer thrills without risk. READING AND WRITING SKILLS 4 VIDEO SCRIPTS 203 UNIT 5 MAKING CHOCOLATE Narrator: Chocolate production begins with the harvesting of cocoa pods from trees. It is grown in rain forests in countries on the equator such as Ghana, Ivory Coast, Brazil and Indonesia. The pods contain beans which are fermented and dried in the sun for a week or more. At this stage, the beans taste bitter and nothing like chocolate. Once dried, the beans are transported in large sacks and sold to chocolate producers all over the world. In the chocolate factory, before production begins, a sample of beans is tested by splitting them so the inside is revealed. In a good bean, the insides are clearly separated. This shows that the fermentation has worked and has begun to remove the bean’s natural bitterness. The beans are washed, then roasted. Roasting is the most important part of the process. It is critical that the beans are roasted at the correct temperature otherwise the taste is adversely affected. As the beans are roasted, the amino acids and sugars found in the beans begin to react together to form the familiar chocolate ﬂavour. The roasted beans are then shelled and the centre or ‘nib’ is what is left. The nibs need to go through a grinder to make them into a liquid. At this stage, extra cocoa butter is added to help make the ﬁnal chocolate texture as smooth as possible. The next stage is when the chocolate liquid, milk and sugar, which are required to make chocolate, are mixed together. The resulting chocolate paste is then passed through rollers and turned into a powder. The chocolate powder is mixed with milk powder and heated. This is called conching and can last up to a week. The acidity helps turn the mixture into a liquid chocolate syrup. This is then tempered. Tempering is when the chocolate is heated, cooled and gradually heated again to a warm temperature. Tempering is the secret of quality chocolate. 204 VIDEO SCRIPTS READING AND WRITING SKILLS 4 The change of temperature enables the fats to crystallize which results in large bars of chocolate. Industrial chocolate producers will then sell these slabs to chocolate specialists. The chocolate bars are melted again by tempering and then can be moulded to make individual chocolates. At this stage, ﬁllings can be added in between layers of chocolate. Finally, when the chocolates are ﬁnished, they are left to set in trays ready to be packaged, sold and eaten. UNIT 6 THE THREE GORGES DAM Narrator: The Yangtze river in China is the world’s third longest river. It is beautiful, with a rich history. As a major trade route, it provides jobs for many people who live along it. However, the river is unpredictable and in the past has often ﬂooded, resulting in the death and homelessness of many local people. In 1998, there was a particularly bad ﬂood when 300 million people were displaced. The Chinese government had already decided to control the ﬂoods by building a dam. Construction of the Three Gorges dam began in 1994. Completed in 2008, the dam controls the ﬂow of water in the Yangtze and protects the inhabitants in the area below it from ﬂooding. One additional advantage is that it now provides cheap, clean electricity through the world’s biggest hydroelectric power station built into the dam. It provides 10% of China’s electricity. One of the disadvantages is that in order to achieve the building of the dam, much of the surrounding area behind the dam needed to be submerged. This meant the loss of 13 cities and numerous towns and villages with the relocation of 2 million people. Thousands of years of cultural heritage in the form of ancient buildings were also lost. VIDEO SCRIPTS This extraordinary engineering project is an example of what can be achieved with sufﬁcient planning and vision. The dam has resulted in increased security for inhabitants living along the river and provided an additional source of much needed energy, but this has not been without a cost. UNIT 7 ISLAMIC ARCHITECTURE Narrator: Islamic architecture has been built in a wide range of styles from the foundation of Islam to the present day. The main Islamic architectural types are: the palace, the mosque and the tomb. One of the greatest Islamic palaces is the Alhambra in Spain. Alhambra means ‘the red one’ in Arabic. It was built during the fourteenth century by the rulers of the Emirate of Granada. These days it is a popular tourist destination. The buildings were designed to reﬂect the beauty of paradise. The extensive gardens, for which a special irrigation system was built, contain many fountains and pools. And water channels inside the buildings themselves acted as air conditioning, helping to keep the rooms in the Alhambra cool. The magniﬁcent decoration consists of leaves and trees, Arabic writing and beautiful delicate patterns. And yet from the outside, the building simply looks like a fortress, with 13 huge impressive towers. Islamic architecture is also famous for religious buildings. The Sultan Ahmed Mosque is a historical mosque in Istanbul, the largest city in Turkey. The mosque is known as the Blue Mosque for the blue tiles which cover the inside walls. It was built between 1609 and 1616, during the rule of Ahmed I. The writing on the walls is originally by the great seventeenth-century calligrapher Ametli Kasım Gubarım. UNITS 1–10 A heavy iron chain hangs in the entrance on the western side. The chain was put there so that the sultan, who rode in on a horse, had to lower his head to enter the mosque. Perhaps the ﬁnest example of Islamic tomb architecture is the Taj Mahal in India. It was built by Mughal emperor Shah Jahan in memory of his wife. The building is covered with designs in paint, carved marble and precious stones. It was constructed using materials from India, China, Afghanistan and the gulf of Arabia. The architects came from Turkey, Iran and Pakistan and it was built by 10,000 Indian workers. The Taj Mahal perfectly demonstrates how the ideas of Islamic architecture spread around the world. UNIT 8 ALTERNATIVE ENERGY Narrator: As the world’s population increases, so too does the demand for energy. Traditionally, energy resources have been nonrenewable fossil fuels such as oil, coal and gas. As they begin to run out, the search for cleaner, renewable energy resources becomes more urgent. Solar energy and biofuels are just two of many alternative energies that could help solve the world’s energy crisis. As with traditional fossil fuels, large solar power plants can be built to supply energy directly to a country’s national electricity network. But solar power can also work on a much smaller scale. In Mount Pleasant, Washington, the whole neighbourhood formed a cooperative, a volunteer community organization, so that everyone could beneﬁt from solar energy. Many of the residents had solar panels installed on their roofs. As a result they beneﬁt from free electricity at source, and they can sell any electricity they don’t use back to the power company. This resident has saved 80% on his electricity bill! READING AND WRITING SKILLS 4 VIDEO SCRIPTS 205 Transport and travel are a huge drain on the world’s energy resources, so it is important to ﬁnd an alternative, renewable energy source for cars. Biofuel can be used as a replacement for petrol and diesel and is being produced using canola ﬂowers. These ﬂowers can be grown close to the end user so transport costs are low, and energy wastage limited. They are also carbon neutral: the amount of carbon they produce when burnt is equal to the amount they absorb when growing. with a time-consuming traditional method, the other team has a shortcut in mind. With most countries still very reliant on old forms of energy, both individuals and governments face a huge challenge. But the developments in solar and biofuel energies give us hope for a cleaner future. On the evening of the race, both teams wind the springs in their carts. However one team loses count and winds the spring up too much, breaking it. They decide to run the race on one spring anyway. UNIT 9 A LEONARDO DA VINCI DESIGN The result is in no doubt. While one team’s cart starts quicker, their lack of power means that the other team’s cart wins the race comfortably. The teams prove the genius of Leonardo da Vinci’s 500-year-old design. Narrator: Leonardo da Vinci was a genius. He is famous today as a great painter but he was also a sculptor, architect, musician, mathematician, engineer, writer, scientist and inventor. His inventions were hundreds of years ahead of their time but many were never made. This team of engineers is going to put a Leonardo da Vinci design to the test using the materials which were available 500 years ago. The engineers are shown da Vinci’s design of a self-propelled cart. They immediately see a problem. It looks like da Vinci didn’t decide whether to have three or ﬁve wheels. The team decides to split into two to test both designs. They suggest a race to ﬁnd the winner. First, they use a computer to turn da Vinci’s design into modern engineering plans and then start to make the wheels for the cart. Making the wheels is more difﬁcult than the teams thought. Making the drive mechanism looks even more difﬁcult but while one team cuts the wood 206 VIDEO SCRIPTS READING AND WRITING SKILLS 4 They use the laser cutter to save time making the cogs in the mechanism. The metal springs provide the power for the mechanism but one team is nervous when they wind their powerful spring as it could break the cart or cause an injury. The other team manages to get both springs working and their cart is ﬁnished. UNIT 10 THE KHANTY OF SIBERIA Narrator: The Russian Federation is by far the biggest country in the world. It is twice the size of the United States of America and contains 11 time zones. Siberia is a vast region in the centre and east of the Russian Federation. It is famous for its freezing winters. Temperatures can drop as low as –60 °C. In the Ugra, in the centre of west Siberia, where temperatures are below freezing for up to seven months of the year, live the Khanty people. The Khanty live as their ancestors lived. A way of life that hasn’t changed for centuries. There are 28,000 Khanty people living today. Alexei and Dulcia Moldanov are among them. They have 200 reindeer. In the coldest months of the year, they keep them in the forest. In the summer, the reindeer and the Moldanovs wander together. The Moldanovs live here in the winter, without gas, electricity VIDEO SCRIPTS UNITS 1–10 or telephones. But they enjoy being outside with their reindeer. But they are getting older and they need help. Their son Misha lives with his family, in a small village, two hundred miles away. The village has only one road and one shop. Misha and his son Daniil are going to visit Misha’s parents. The trip gives Misha the opportunity to teach his six-year-old son about Alexei and Dulcia’s traditional way of life. It is a long journey from the village to the forest. Misha and Daniil travel by snowmobile across the snow and ice of Siberia. There is work for Misha to do. He must repair the reindeer pen in order to stop the animals from escaping. He also helps with rounding the animals up, which is something that Alexei cannot do alone. When Daniil has grown up, Misha will go to live in the forest. Will Daniil one day choose the same life? The future is uncertain. The Khanty way of life is threatened by the modern world. But the more Daniil sees of the forest, the more he will be inspired to protect it. READING AND WRITING SKILLS 4 VIDEO SCRIPTS 207 ACKNOWLEDGEMENTS Author acknowledgements For their love, support (and occasionally early bedtimes), I would like to thank Fitz, Olivia and Amy. Thanks also to Lipton Zee. From Cambridge University Press, I am grateful to Barry Tadman, Fran Disken, Frances Amrani, Ruth Cox and Janet Weller for their skill and expertise in helping to shape the final text. Chris Sowton Publisher’s acknowledgements The publishers are extremely grateful to the following people and their students for reviewing and trialling this course during its development. The course has benefited hugely from your insightful comments, advice and feedback. Mr M.K. Adjibade, King Saud University, Saudi Arabia; Canan Aktug, Bursa Technical University, Turkey; Olwyn Alexander, Heriot Watt University, UK; Valerie Anisy, Damman University, Saudi Arabia; Anwar Al-Fetlawi, University of Sharjah, UAE; Laila Al-Qadhi, Kuwait University, Kuwait; Tahani Al-Taha, University of Dubai, UAE; Ozlem Atalay, Middle East Technical University, Turkey; Seda Merter Ataygul, Bursa Technical University Turkey; Harika Altug, Bogazici University, Turkey; Kwab Asare, University of Westminster, UK; Erdogan Bada, Cukurova University, Turkey; Cem Balcikanli, Gazi University, Turkey; Gaye Bayri, Anadolu University, Turkey; Meher Ben Lakhdar, Sohar University, Oman; Emma Biss, Girne American University, UK; Dogan Bulut, Meliksah University, Turkey; Sinem Bur, TED University, Turkey; Alison Chisholm, University of Sussex, UK; Dr. Panidnad Chulerk , Rangsit University, Thailand; Sedat Cilingir, Bilgi University, Istanbul, Turkey; Sarah Clark, Nottingham Trent International College, UK; Elaine Cockerham, Higher College of Technology, Muscat, Oman; Asli Derin, Bilgi University, Turkey; Steven Douglass, University of Sunderland, UK; Jacqueline Einer, Sabanci University, Turkey; Basak Erel, Anadolu University, Turkey; Hande Lena Erol, Piri Reis Maritime University, Turkey; Gulseren Eyuboglu, Ozyegin University, Turkey; Muge Gencer, Kemerburgaz University, Turkey; Jeff Gibbons, King Fahed University of Petroleum and Minerals, Saudi Arabia; Maxine Gilway, Bristol University, UK; Dr Christina Gitsaki, HCT, Dubai Men’s College, UAE; Sam Fenwick, Sohar University, Oman; Peter Frey, International House, Doha, Qatar; Neil Harris, Swansea University, UK; Vicki Hayden, College of the North Atlantic, Qatar; Joud JabriPickett, United Arab Emirates University, Al Ain, UAE; Aysel Kilic, Anadolu University, Turkey; Ali Kimav, Anadolu University, Turkey; Bahar Kiziltunali, Izmir University of Economics, Turkey; Kamil Koc, Ozel Kasimoglu Coskun Lisesi, Turkey; Ipek Korman-Tezcan, Yeditepe University, Turkey; Philip Lodge, Dubai Men’s College, UAE; Iain Mackie, Al Rowdah University, Abu Dhabi, UAE; Katherine Mansfield, University of Westminster, UK; Kassim Mastan, King Saud University, Saudi Arabia; Elspeth McConnell, Newham College, UK; Lauriel Mehdi, American University of Sharjah, UAE; Dorando Mirkin-Dick, Bell International Institute, UK; Dr Sita Musigrungsi, Prince of Songkla University, Hatyai, Thailand; Mark Neville, Al Hosn University, Abu Dhabi, UAE; Shirley Norton, London School of English, UK; James Openshaw, British Study Centres, UK; Hale Ottolini, Mugla Sitki Kocman University, Turkey; David Palmer, University of Dubai, UAE; Michael Pazinas, United Arab Emirates University, UAE; Troy Priest, Zayed University, UAE; Alison Ramage Patterson, Jeddah, Saudi Arabia; Paul Rogers, Qatar Skills Academy, Qatar; Josh Round, Saint George International, UK; Harika Saglicak, Bogazici University, Turkey; Asli Saracoglu, Isik University, Turkey; Neil Sarkar, Ealing, Hammersmith and West London College, UK; Nancy Shepherd, Bahrain University, Bahrain; Jonathan Smith, Sabanci University, Turkey; Peter Smith, United Arab Emirates University, UAE; Adem Soruc, Fatih University Istanbul, Turkey; Dr Peter Stanfield, HCT, Madinat Zayed & Ruwais Colleges, UAE; Maria Agata Szczerbik, United Arab Emirates University, Al Ain, UAE; Burcu Tezcan-Unal, Bilgi University, Turkey; Dr Nakonthep Tipayasuparat, Rangsit University, Thailand; Scott Thornbury, The New School, New York, USA; Susan Toth, HCT, Dubai Men’s Campus, Dubai, UAE; Melin Unal, Ege University, Izmir, Turkey; Aylin Unaldi, Bogaziçi University, Turkey; Colleen Wackrow, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia; Gordon Watts, Study Group, Brighton UK; Po Leng Wendelkin, INTO at University of East Anglia, UK; Halime Yildiz, Bilkent University, Ankara, Turkey; Ferhat Yilmaz, Kahramanmaras Sutcu Imam University, Turkey. Special thanks to Peter Lucantoni for sharing his expertise, both pedagogical and cultural. Text and Photo acknowledgements 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. p.: () © Eric Limon/Shutterstock; p.: () © szefai/Shutterstock; p.: () © Steven Vidler/Eurasia Press/Corbis. pp./: © Yamanda Taro/Getty; p.(L): © Joel Carillet/Getty; p.(R): © Jake Curtis/Getty; p.: © Gevenme/Getty; pp./: © Maximillian Stock Ltd/Science Faction/Corbis; p.(B): © Peter Muller/Getty; p.(T): © Hill Street Studios/Getty; pp./: © Lee Frost/Robert Harding World Imagery/ Corbis; p.(TL): © Temmuz Can Arsiray/Getty; p.(TR): Creative Studio/Getty; p.: © Rick Gomez/Corbis; pp./: © Buzz Pictures/ Alamy; p.(T): © John Lamm/Transtock/Corbis; p.(B): © John & Tina Reid/Getty; p.(CR): © Jack Hollingsworth/Corbis; p.(R): © Adrian Myers/Getty; p.(L): © Win-Initiative/Getty; pp./: © Louie Psihoyos/Corbis; p.: © Jose Fuste Raga/Corbis; p.: © Suzan Oschmann/Shutterstock; p.: © Sue Bennett/Alamy; pp./: Education Images/Getty; p.(): Thinkstock; p.(): © Michael Runkel/Imagebroker/Corbis; p.(): Skyscan/Corbis; p.(): © Mainichi Newspaper/Corbis; p.(): © Raziomov/Shutterstock; p.(): © Jens Buttner/Corbis; pp./: © Maremagnum/ Getty; p.(BL): © Howard Harrison/Alamy; p.(TR): © Jose L Pelaez/Corbis; p.(T): © Barry Winniker/Getty; p.(B): © Alan Weintraub/Arcaid/Corbis; pp./: Bettmann/Corbis; p.: © Ed Darack/Science Faction/Corbis; p.(T): © Stockbyte/Getty; p.(C): © AFP/Getty; p.(B): © FDigitale Bildagentur GmbH/Alamy; pp./: © Tim E White/Getty; p.(TL): © Burstein Collection/ Corbis; p.(TR): © Andy Rain/epa/Corbis; p.(BL): © Elliott Erwitt/Magnum Photos; p.(BR): © Alex Segre/Alamy; p.: © Bruno Ehrs/Corbis; p.: © Henri Cartier-Bresson/Magnum Photos; p.: Popperfoto/Getty; p.: © Dennis Hallinan/Alamy; pp./: © Pierre Jacques/Hemis/Corbis; p.(BL): © Afton Alamaraz/ Getty; p.(TR): © Asia Images Group plc Ltd/Alamy; p.(BR): © Thepalmer/Getty; p.: © Celia Paterson/Arabian Eye/Corbis. All videos stills by kind permission of © Discovery Communications LLC  Illustrations Rick Capanni (HL Studios) pp., , , , , , ; Oxford Designers & Illustrators pp., ; Simon Tegg pp., ,  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. Dictionary Cambridge dictionaries are the world’s most widely used dictionaries for learners of English. Available at three levels (Cambridge Essential English Dictionary, Cambridge Learner’s Dictionary and Cambridge Advanced Learner’s Dictionary), they provide easy-to-understand definitions, example sentences, and help in avoiding typical mistakes. The dictionaries are also available online at dictionary.cambridge.org. © Cambridge University Press, reproduced with permission. Photo research by Alison Prior Typeset by emc design ltd

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Unlock Level 4 Reading, Writing, & Critical Thinking Student’s Book, Mob App and Online Workbook w/ Downloadable Video 2nd Edition

ISBN-10 1108667422
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Unlock Level 4 Reading, Writing, and Critical Thinking Student's Book
Unlock Level 4 Reading, Writing, and Critical Thinking Student's Book, Mob App and Online Workbook W/ Downloadable Video by Chris Sowton, Alan S. Kennedy, 2018, University of Cambridge ESOL Examinations, Cambridge University Press edition, in English
Unlock : reading & writing skills. Level 4, Student's book
Unlock : reading & writing skills. Level 4, Student's book by Sowton, Chris, author. Publication date 2014 Topics English language -- Textbooks for foreign speakers ... Pdf_module_version 0.0.22 Ppi 360 Rcs_key 24143 Republisher_date 20230523101706 Republisher_operator [email protected] ...
Unlock Level 4 Reading and Writing Student s Book
Citation preview. READING & WRITING SKILLS Chris Sowton 4 University Printing House, Cambridge cb bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University's mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title ...
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Unlock Basic. Skills Teacher's Book with Downloadable Audio and Video and Presentation Plus. Unlock is a five-level academic skills course that combines carefully scaffolded exercises, a comprehensive approach to critical thinking and motivating video. Authors: Chris Sowton, Alan S. Kennedy, Sabina Ostrowska. English Type: International English.
Unlock Level 4 Reading, Writing, & Critical Thinking Student's Book
Unlock your academic potential with this 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 100% new inspiring video on a range of academic topics.
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Cambridge Downloadable University Video Press 978-1-108-66742-5 Chris Sowton , Alan — S. Unlock Kennedy Level 4 Reading, Writing, & Critical Thinking Student's Book, Mob App and Online Workbook w/ Table of Contents. More Information.
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Unlock 4 Reading, Writing & Critical Thinking Student's Book 2nd Edition Key Features - Critical thinking is at the heart of the course, fostering the skills and strategies your students need to tackle academic tasks when gathering and evaluating information, organizing and presenting their ideas, and then reflecting on them.
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READING 1 READING 2 LANGUAGE DEVELOPMENT Practises the vocabulary and grammar from the Readings in preparation for the writing task. CRITICAL THINKING GRAMMAR FOR WRITING Presents a second text which provides a different angle on the topic in a different genre. It is a model text for the writing task.
Unlock Level 4 Reading, Writing, & Critical Thinking Student's Book
Unlock Reading, Writing & Critical Thinking is a six-level, research-informed, academic-light English course created to build the skills and language students need for their studies. It develops students' ability to think critically in an academic context right from the start of their language learning. Every level has 100% new, inspiring video ...
Unlock 4 Reading Writing Critical Thinking Students Book
Unlock 4 Reading Writing Critical Thinking Students Book - Free ebook download as PDF File (.pdf) or read book online for free. (B2) 2nd edition Unlock your academic potential with this 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 ...
Unlock 4 Reading Writing Critical Thinking Students Book
Unlock 4 Reading Writing Critical Thinking Students Book - Free ebook download as PDF File (.pdf) or read book online for free. Scribd is the world's largest social reading and publishing site.
Unlock 4 Reading Writing Critical Thinking Students Book
Unlock 4 Reading Writing Critical Thinking Students Book (1) - Free ebook download as PDF File (.pdf) or read book online for free. Scribd is the world's largest social reading and publishing site.
Unlock Level 4 Reading, Writing and Critical Thinking Student's Book
Get your students thinking critically. A six-level skills-based English course. Unlock your academic potential with this 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
PDF CONTENTS
978-1-108-67872-8 — Unlock Levels 1-5 Teacher's Manual and Development Pack w/Downloadable Audio, Video and Worksheets 2nd Edition Table of Contents ... Reading, Writing & Critical Thinking 4 410 Reading, Writing & Critical Thinking 5 455 Acknowledgements 512 ...
PDF TEACHER S MANUAL AND DEVELOPMENT PACK
978-1-108-67872-8 — Unlock Levels 1-5 Teacher's Manual and Development Pack w/Downloadable Audio, Video and Worksheets 2nd Edition Frontmatter More Information ... Reading, Writing & Critical Thinking 4 410 Reading, Writing & Critical Thinking 5 455 Acknowledgements 512 ...
Unlock 4 Reading and Writing TB PDF
430737648-Unlock-4-Reading-and-Writing-TB.pdf - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Scribd is the world's largest social reading and publishing site.
Cambridge Unlock Level 4 (B2) Reading, Writing Critical Thinking
1234 second edition reading, writing critical thinking book chris sowton and alan kennedy with jessica williams, christina cavage and anita sunda cambridge. Skip to document. ... Cambridge Unlock Level 4 (B2) Reading, Writing Critical Thinking Student's Book (Chris Sowton, Alan S. Kennedy, Jessica Williams) (z-lib. Module: English Language (0500)
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Second Edition. Unlock your academic potential with this 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.
Unlock 4 Reading, Writing & Critical Thinking Student's Book 2nd Edition
Unlock 4 Reading, Writing & Critical Thinking Student's Book 2nd Edition. Key Features. - Critical thinking is at the heart of the course, fostering the skills and strategies your students need to tackle academic tasks when gathering and evaluating information, organizing and presenting their ideas, and then reflecting on them.
Resources
PDF, 326kb. Download. Unlock 2e L2 CEFR Correlation (Unlock) PDF, 321kb. ... (Unlock Level 4 Listening, Speaking and Critical Thinking Student's Book with Digital Pack) Audio, 198mb. ... Unlock Unit Structure - Reading And Writing Sample Content (Unlock Middle East Edition) Download.
PDF Reading, Writing & Critical Thinking
314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi - 110025, India. Road, #06-04/06, Singapore 079906Cambridge University Press is. part of the University of Cambridge.It furthers the University's mission by disseminating knowledge in the pursuit of education, learning and research at the highes.
PDF Johanna Stirling
978-1-107-61409-3 - Unlock: Reading and Writing Skills 4 Johanna Stirling Frontmatter More information. University Printing House, Cambridge CB2 8BS, United Kingdom ... Practises all the writing skills needed for the writing task. CRITICAL THINKING Contains brainstorming, evaluative and analytical tasks as preparation for the writing task ...

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