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SA M Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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Cambridge
Global English COURSEBOOK 12
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Jennifer Law & Laura Clyde
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Shaftesbury Road, Cambridge CB2 8EA, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467
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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/9781009364768 © Cambridge University Press & Assessment 2024
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 2024
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Malaysia by Vivar Printing
A catalogue record for this publication is available from the British Library
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ISBN 978-1-000-936476-8 Coursebook with Digital Access (2 Years) ISBN 978-1-000-936475-1 Digital Coursebook (2 Years) ISBN 978-1-000-936474-4 Coursebook eBook Additional resources for this publication at www.cambridge.org/go
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. This text has not been through the Cambridge International endorsement process. notice to teachers in the uk
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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SA M Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Contents
Contents Unit
Reading and Listening
Speaking
Academic writing
13–28
1 Relationships and role models
Listen to a social media live room discussion about 21st-century families Read a journal article about role models
Discuss the part that social media plays in relationships
Write the first draft of a discussion essay on the importance of a positive teacher–student relationship
29–44
2 Problem or opportunity?
Listen to a talk about the benefits of a growth mindset Read about ‘theory of mind’
Talk about creative problem-solving
Write a description of visual data in a bar chart
45–60
3 Then and now
Listen to students reporting on research about the impact of noise and artificial light on humans Read about the effects of modernday stress on the body
Talk about the impact of the internet on society
Write a proposal for how to reduce light pollution
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Page
61–76
4 Visual arts
Listen to and watch a presentation on visual arts Read an academic text on visual literacy
Discuss environmental sculpture
Write an argument essay on including visual arts in secondary curricula
77–92
5 The benefits and risks of artificial intelligence (AI)
Listen to a webinar about how AI is used in customer service Read a text about AI in the movie industry
Discuss using AI in cybersecurity Use agree and disagree strategies to voice an opinion
Write an agree/disagree essay in response to a statement about the use of algorithms
93–108
6 What it is to be human
Listen to an online TV discussion about the secrets of living longer and healthier lives Read an outline of a book entitled An Edible History of Humanity
Speculate about the story behind a photograph
Write a summary of an excerpt from a web article
4
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Contents
Practise and prepare
Use of English
Vocabulary
Crosscurricular links
21st-century skills
Give a presentation on positive role models Create a survey then analyse and present the data in a short article
Reading Speaking
Attitudinal adverbs that clauses
Families
Sociology
21st-century skills: Discussion skills Critical thinking: Asking questions Critical thinking: Brainstorming ideas Critical thinking: Analysing text types
Create a podcast about someone who overcame adversity Create a selfhelp guide for young people
Listening Speaking
Parts of speech
Problems and opportunities
Psychology
Learning to learn: Taking control of your own learning Critical thinking: Evaluating ideas and arguments Emotional development: Empathy Collaboration: Negotiation and compromise
Debate whether life was better in the past than it is today Create a diary entry for a day in the life of a person in the past
Reading Writing
Not only… but also Formal conditional structures
Noise and light pollution
Medicine and biology
Communication: Participating with clarity and logic Communication: Using an appropriate level of formality Creative thinking: Generating ideas
Give a presentation on the part visual arts play in your country or culture Create a narrated presentation on a piece of visual art
Listening Writing
Adjectives modified Visual arts with extreme adverbs It in passive clauses to summarise or evaluate
Art
Communication: Using language for effect Critical thinking: Questioning and cross-referencing
Research an aspect of AI Create a short report or article
Listening Speaking
Rhetorical questions Subordinating conjunctions
Artificial intelligence
Computer science
Communication: Justifying opinions Collaboration: Taking responsibility
Create a healthy living plan Collaborate on a psychology experiment
Speaking
Modal verbs for speculating and making deductions Passive voice
Healthy lifestyles
History and economics
Social responsibility: Ethical considerations in research
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Projects
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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Contents
Unit
Reading and Listening
Speaking
Academic writing
109–124
7 Tiny wonders
Listen to a discussion about microscopic marine organisms Read a scientific article about tiny creatures of land, air and sea
Debate the proposition that microchip implants are a positive development for people and society
Write a structured report based on data extracted from external sources
125–140
8 Sustainability
Listen to a talk about sustainability in the workplace Read a text about two sustainable businesses
Exchange information about sustainability in education
Write an expository essay about sustainability in sporting events
141–156
9 Fabric and fashion
Listen to a podcast discussion between a journalist and a historian Read an article about a design collaboration
Discuss the concept of fast fashion
Write an essay on the advantages and disadvantages of wearing a uniform
157–172
10 Fiction and the future
Listen to a panel discussion between literature critics Read and respond to a web article about science fiction
Discuss an excerpt Write a critical analysis from a science-fiction of a piece of fiction book
Literature
Read extracts from the teen novel Fish in a Tree by Lynda Mullaly Hunt Read extracts from the historical novel Girl with a Pearl Earring by Tracy Chevalier Read extracts from the short story ‘The Mysterious Anxiety of Them and Us’ by Ben Okri Read extracts from the memoir Sea Change by Sylvia Earle Read the poem ‘Presents From My Aunts in Pakistan’ by Moniza Alvi
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Page
173–191
6
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Contents
Practise and prepare
Use of English
Vocabulary
Crosscurricular links
21st-century skills
Create a documentary about microplastics Record a podcast about a tiny creature
Reading Speaking
Prefixes in scientific language Adverbs for report writing
Marine organisms
Biology
Communication: Debating successfully Learning to learn: Note-taking while listening Collaboration: Dividing up the work Learning to learn: Encouraging others
Create a project proposal Record ideas in a diary
Writing Speaking
Premodifying noun phrases
The workplace
Business and environmental management
Create a presentation on national dress Design an item of clothing for a special occasion
Reading
Negation Linking words to show contrast
Clothing and textiles
Cultural studies Communication: Using discourse functions Critical thinking: Understanding ideas and analysing arguments Social responsibility: Showing intercultural awareness Critical thinking: Making decisions
Write a collective short story Write a letter to an author
Writing Listening
Hedging language
Science fiction
Literature
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Projects
Collaboration: Engaging and supporting others Collaboration: Being adaptable Social responsibility: Improving self-awareness
Creative thinking: Approaching fiction critically and creatively Collaboration: Being a good leader Learning to learn: Reflecting on and evaluating your own learning
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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How to use this book: Student
How to use this book In this book you will find lots of different features to help your learning.
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What you will learn in the unit.
Big questions to find out what you know already.
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Key vocabulary for the unit.
Language that will help with your wider studies.
Glossaries to support texts.
Use of English boxes and accompanying questions present the main grammar points in a unit.
Strategies you can use to help you with your learning.
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
How to use this book: Student
Suggestions to help develop the 21st-century skills: creativity, collaboration, communication, critical thinking, learning to learn and social responsibilities.
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Group activities to create pieces of work.
Criteria to help you assess your own or another student’s progress.
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Strategies to help you with exams.
Questions to help you think about how you learn.
A checklist to use to check your understanding of the unit.
Audio and slides are available with the Digital Coursebook, Teacher’s Resource or Digital Classroom. Videos and grammar activities are available with Digital Classroom.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
9
Engage with the topic of the unit and generate discussion using the image, the video and the big question.
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The crosscurricular lesson prepares students to learn in English across the curriculum.
In this lesson you’ll find Academic language boxes.
The Talk about it lesson develops students’ speaking skills.
10
The Think about it lesson introduces the topic through topic vocabulary activities.
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How to use this book: Teacher
This lesson develops students’ listening skills. There will be opportunities to think critically about the information in the text. A non-fiction text exposes students to cross-curricular language.
Listening models and speaking tips help provide scaffolding for speaking.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
How to use this book: Teacher
The Academic writing lesson supports students to write effective texts.
Model texts with callouts support the writing process. Step-by-step tasks support students in their planning, writing and editing.
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Use of English boxes focus on important grammar points.
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Sample answers can be found in the Teacher’s Resource.
The Project challenge lesson provides a choice of projects and an opportunity to consolidate learning from the unit.
Projects encourage 21st-century skills such as research, collaboration, and creativity.
A final activity supports students to assess their own or their peer’s work.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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How to use this book: Teacher
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At the end of the unit, a Reflection box contains questions to prompt students to think about their learning process.
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The Practise and prepare lesson provides opportunities to practise answering exam-style tasks.
A Summary checklist box supports students to check their progress with the unit content.
The Literature section at the end of the book includes extracts from five different literary texts. The accompanying activities help students to explore the different genres.
An About the author box provides biographical information about the author.
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
IN THIS UNIT YOU WILL...
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1 Relationships and role models listen to a social media live room discussion about 21st-century families
•
read a journal article about role models
•
discuss the part that social media plays in relationships
•
plan and write the first draft of a discussion essay on the importance of a positive teacher–student relationship
•
explore and analyse the use of attitudinal adverbs and that clauses
•
give a presentation on positive role models or create a survey, then analyse and present the data in a short article.
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•
GETTING STARTED
“I have learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” (Maya Angelou, writer)
Maya Angelou has been a role model to many people over the years. Do you agree with what she says? Why or why not?
Watch this!
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Think about it: 21st-century families How are families today different from or similar to families in the past?
Vocabulary
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•
Match the words and phrases in the vocabulary box with the correct definitions.
1
nuclear family privacy wouldn’t change it for the world
a
b c d e f
g
family members that extend beyond the nuclear family, such as grandparents, uncles and aunts the state of being alone, not disturbed by other people when people depend on each other equally an expression meaning that you like something exactly as it is a small family group consisting of two parents and their children a word to describe someone who doesn’t need support from anyone else several generations
READING TIP
Understanding unfamiliar words
Complete the paragraph with word classes or phrase types from the box. Sometimes there may be more than one answer. adjective collocation
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extended family independent interdependent multigenerational
2
3
noun semi-fixed expression
When I was growing up, I lived with my mum and dad and my sister – we were the typical _____1. However, it’s very different now. I live in a _____2 household with my _____3. It’s a big house, which is a good thing as you need plenty of space when a lot of people are living together. By that I mean you need some _____4; you don’t want to feel like you are being watched by everyone all the time. In some ways, we are _____5 because we all share the cost of running the house. But in others we are quite _____6 because we all come and go as we please. We are one big happy family, and I _____7.
Choose a word from the vocabulary box in Exercise 1 to go in each gap in the paragraph in Exercise 2.
When you come across an unfamiliar word, you can use the co-text (the words on either side of it) to help you decide what type of word it is and work out its possible meaning.
14
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
Listening
6
LISTENING TIP Identifying speakers
02
5
Listen to the first part of a social media live room discussion. Answer the questions. a How many people are taking part: two, three or five? b What did you hear that helped you reach this answer?
Speaking 7
Now listen to the whole discussion. Which of the following words or phrases do you hear? They are listed in the order you will hear them. • serious threat •
technological innovations
•
traditional families
•
shapes and sizes
•
weak evidence
•
house prices
•
family ties
•
reconnected
Discuss the following questions with a partner. a Do you think that Samantha, Paul and Anita know each other very well? Why or why not? b Who was leading the conversation? What makes you say that? c Did the speakers share similar views on family? What makes you say that? d Which speaker’s ideas do you agree with the most and why?
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03
4
Listen again. Note down whether each statement below is true, false or not given. a The topic of the discussion is families over the years. b Paul thinks that families use technology on a regular basis. c Anita lives in a nuclear family. d Paul believes that most people prefer to live on their own. e Anita suggests that people who live together do everything together. f Paul wonders if families are communicating less because of mobile phones.
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When you can’t see who is talking, use clues like accents, the speed at which people talk and the use of names to help you identify who is taking part in a conversation or discussion.
Relationships and role models
LISTENING TIP
True, false or not given?
If a statement is true, it will agree with information you hear.
If a statement is false, it is incorrect and will not match with information you hear.
If a statement is not given, you will not hear information that matches the statement.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
15
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Sociology: Someone to look up to •
What does the phrase ‘role model’ mean to you? 3
ACADEMIC LANGUAGE Sociology respondent responsible citizenship role model statistics survey undesirable characteristics
READING TIP
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anti-role model antisocial behaviour community controversial ideas moral values research
Read and listen to the article, then answer the questions with a partner. a What does the writer suggest makes role models more effective? b What do you think the phrase ‘put on a pedestal’ means (line 19)? What clues in the co-text make you think that? c According to the article, where have young people turned to find a new type of role model? d What can you infer about the author’s attitude towards online influencers? e What do you think are the traits of a good role model? Use information in the article and your own ideas to justify your answer.
Identifying important information
USE OF ENGLISH
Use the following text features to help you to determine important information in a text: headings and subheadings
•
proper names
•
subject-specific language
•
nouns and noun phrases.
Attitudinal adverbs
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•
When looking for answers to specific questions, identify important information in the question and scan for the same or similar information in the text.
Reading 1
2
16
Check the meaning of any words in the Academic language boxes that you do not know in a reliable dictionary.
Skim the article about role models quickly, then choose the sentence that summarises the writer’s overall point of view. a All role models are a force for good. b Role models do not have a place in the modern world. c There are different types of role models that can have a positive or negative influence. d We should only look for role models in our local communities.
4
Attitudinal adverbs express a writer’s attitude towards an action. They are usually used to describe a whole phrase or sentence, rather than a single word.
Attitudinal adverbs can be formed from an adjective by adding -ly: unfortunate → unfortunately sad → sadly honest → honestly They are usually positioned before the subject of the sentence. Unfortunately, many social influencers do not set a good example. Find the following attitudinal adverbs in the article and match them to one of the synonyms a–d. clearly fortunately a b
all being well luckily
hopefully surprisingly c d
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
obviously amazingly
04
1
Relationships and role models
Someone to look up to When asked to think of a person we admire, we usually recall a role model who has had a positive impact on our lives in some way. But the concept of a role model is much more complex than this.
10
15
35
But it’s not all good news. Statistics show that the phenomenon of online influencers continues to grow. These people create large online communities and reach huge audiences. There is no doubt that some use this influence as a force for good, but a high proportion continue to share ideas and exhibit behaviours that encourage negative behaviour in their followers. This has real-world effects, often on minoritised or vulnerable sections of society.
Not all public figures in the media display undesirable characteristics, but those that do are generally ‘distant’ individuals famous for one aspect of their life, such as sportspeople, actors and musicians. Because they have lifestyles that others aspire to, enjoying wealth, fame and popularity, they are often put on a pedestal. Research has shown that despite negative behaviour and attitudes, many people in the public eye are still idolised by some individuals or groups, who may also attempt to emulate this negative behaviour.
40
45
The conclusion that may be drawn from recent studies is that many are thinking more critically about the characteristics they admire and aspire to emulate in others, and hopefully modifying their views on what a role model really should be. But the long arm of social media still gives a powerful voice to the anti-role model.
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People who exert a positive influence on others usually have a stronger effect if their beliefs and actions match their admirer’s ideas and goals. Those we look up to can obviously motivate and inspire us, and shape our outlook on life. However, negative role models, or anti-role models, can have an equally powerful effect – for example, celebrities who glamorise antisocial behaviour, controversial ideas and misguided values but become rich and successful nonetheless.
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community. These included teachers, healthcare workers, leaders of charity or social groups, and family members, all of whom give a more accessible face to the idea of what makes a good role model.
25
30
Fortunately, more positive, inspirational role models can often be found away from the media spotlight. A recent survey of 16–20-year-olds suggested that young people may be turning away from the cult of celebrity and looking for inspiration closer to home. Surprisingly, when asked to identify one person they considered to be a role model, 72% of respondents named someone from their local
Speaking 5
glamorise: to make something seem special and desirable 22 emulate: to copy or imitate someone 42 minoritised: to be considered as a minority; that is, a small group in society that is different from others because of ethnicity, religion, political beliefs, etc. 42 vulnerable: someone who is weak or without protection 11
Discuss these questions in small groups. a Who do you admire in your community and why? b Why do you think people admire celebrities? c Do you know any online influencers? If so, are they a force for good or a negative influence? What makes you say that?
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
17
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Talk about it: The impact of social media on relationships Which of the elements in the box below do you think makes a good discussion? Why? What other elements would you add to the list? disagreeing interrupting listening negativity
participation speaking loudly staying on topic
Listening
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•
2
Listen to a group of students discussing friendship. Copy the table into your notebook and tick the phrases you hear. Functional language
Watch this!
Speaking
Carry on…
a
How about you…?
Look at these categories of functional language that can be used in a group discussion. For each one, write an example phrase in your notebook. a Invite a speaker to continue speaking. b Invite someone to join in the discussion/express their opinion. c Show understanding of another speaker’s attitude. d Put forward your own feelings or opinions/ develop an argument. e Agree with someone.
Go on…
From my point of view…
3
18
Category (a–e)
The way I see it…
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1
Tick
What do you reckon…?
I know just how you feel. What makes you say that? I feel we should… What about you…? I’m with you… Don’t stop there… Look at the table from Exercise 2. For each phrase, choose a functional language category from Exercise 1 and write the letter in the third column. For example: Carry on = a. Are any of the phrases the same as or similar to the ones you noted for Exercise 1?
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
05
1
Speaking
Work in groups. Follow the instructions to play the game ‘Yay!’ Note: Your teacher will decide which group member will start your discussion. • Put your personal slips of paper from Exercise 4 face up on the table next to you. The aim is to join in the discussion, using the phrase on each slip of paper once.
6
SPEAKING TIP Stress in sentences When you want to emphasise what you are saying, you can pronounce specific words (nouns, verbs and adjectives) louder and/or more slowly. This is called sentence stress. In the following example, the stressed words are marked with a dot.
Choose three functional language categories from Exercise 1 and a phrase for each category. It can be your own phrase or one from the table in Exercise 2. Then follow the steps below. Step 1: Write each phrase on a separate slip of paper (you will need these again in Exercise 6).
•
When you have used all your personal phrases shout ‘Yay!’
•
The discussion continues until there is only one person remaining. Then the whole group shouts ‘Yay!’
21ST-CENTURY SKILLS Discussion skills
When taking part in group activities, there are several skills to consider:
Step 2: Practise saying the phrase out loud and decide which word you stressed. Try to speak as naturally as possible.
•
Communication: Invite contributions from other people in the conversation.
•
Emotional development: Show understanding of other people’s perspectives and feelings.
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Step 3: Say the phrase to a partner. Ask them to identify when and how you used stress. 5
Try to use the phrases naturally. When you have used a phrase, turn the slip of paper over.
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•
Friends are not just about making me feel better.
4
Relationships and role models
Read the speaking task and note down some ideas.
•
What are the positive and negative impacts of social media on relationships today?
Collaboration: Work with others to plan, organise and carry out the task.
Consider what words and phrases you can use to show each of these skills in your discussion. Make notes before you start if you think that will be helpful.
7
Which of the three skills in the 21st-century skills box did you use in your discussion? Which skill would you like to develop further? How will you do this?
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Academic writing: A discussion essay 1
WRITING TIP The importance of planning
CRITICAL THINKING Asking questions
You can develop your critical thinking skills when you analyse an essay by asking yourself questions such as: What is the main argument?
•
What evidence does the writer provide to support their argument?
•
What assumptions and inferences does the writer make?
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•
20
•
Number the points in the order they are discussed in the essay.
•
Compare your ideas map with a partner. Justify your choices by referring to the essay.
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Planning is the first step in creating an effective piece of writing, whether it is a newspaper article or a discursive essay. A well-planned text means your ideas will follow a logical progression and will demonstrate coherence.
Read the essay question and the model response to it on the next page, then complete the tasks. • Copy and complete the ideas map to show the ideas the author brainstormed before writing the essay. Use as many bubbles and arrows as you need to show main ideas and connected or supporting ideas.
Having friends is part of what makes us human, but not all friendships are good. Indeed, close friends can sometimes have a negative effect on our wellbeing and happiness. Discuss.
1 Introduction
Why are friends important?
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
2
1
Relationships and role models
Woodrow Wilson, the 28th president of the United States, was said to be a firm believer in the idea that friendships are what hold the world together – a powerful thought that underlines the importance of friendship1 from a global social perspective. However, on a personal level, friends can bring a great deal of positivity into our lives in the same way that a lack of friends can leave us isolated and lonely.2
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Good friends are there for us in difficult times and provide emotional support and encouragement to overcome the challenges life throws at us. They can boost our selfesteem and help us to build inner strength and self-belief. This idea has been borne out time and again by global events, such as natural disasters and social disruptions like the Covid-19 pandemic. Such challenges really underline the power of friendship groups. Moreover, engaging with friends keeps us socially active and open to new experiences, new relationships and new opportunities. But let’s not forget that friendship is a two-way street. Early in childhood we learn the importance of friendship through caring and sharing. In other words, to have good friends we have to be a good friend in return. Unfortunately, this is not always the case. Some friendships can be unequal or one-sided, with one friend more demanding of the other’s time and attention. And, too frequently, these self-absorbed friends fail to recognise when they need to give some support in return. In this situation, instead of the friendship providing us with positive reinforcement, it can leave us feeling stressed and put upon. Sociologists suggest that when this happens, we need to create distance from the so-called friend3 to protect ourselves from these negative effects.
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In conclusion, I believe that while some friendships can be less beneficial, the positives that good friendships can bring far outweigh the negatives. Through good friendships we build positive values like generosity, patience, kindness and support, which in turn help create a stronger, connected, caring, and sharing society.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Read the model essay again. Use the Use of English box to help you decide whether the underlined sentences (1–3) use the word that to help define, evaluate or compare.
2
USE OF ENGLISH that clause The word that can be used in different ways to foreground a writer’s intention.
ACADEMIC LANGUAGE
1 Define: to provide additional information about the head noun phrase.
Explain, expand, exemplify You can use specific words and phrases in academic writing to signal to your reader the relationship between what you have just said and what follows. These words and phrases can be used to:
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… the newspaper article + that + discusses the values of friendship. 2 Evaluate: to signpost a person’s viewpoint. The professor + believes that + we need to cut down on our use of social media.
•
explain a point in a slightly different way: in other words, to put it another way, that is to say…
•
expand a point: moreover, what’s more, furthermore
•
exemplify a point: such as, for instance, like.
3 Compare: to compare two concepts or ideas. Walking to work can provide thinking time + in the same way that + sitting on a noisy train makes it hard to think.
Copy and complete these sentences, using that in the way indicated in brackets. a The book that _____. (define)
3
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b Reading a book before bed can help relax you in the same way that _____. (compare) c I think that books _____. (evaluate)
d The friend that I _____. (define)
e Good friends are the ones that _____. (compare)
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4
Look at the words and phrases in the Academic language box. Find some examples of language used to explain, expand and exemplify in the model essay. Choose a word or phrase from the Academic language box to complete each of these sentences. Use each word or phrase only once. a We’ve decided to stay at home this summer. _____, we’ve decided not to go on vacation and just enjoy being at home. b Famous people, _____ Maya Angelou, show us how to be a good role model for younger generations. c I think celebrations _____ weddings help to cement our family ties. d The discussion was really interesting. _____, it made me think about how I could be a better friend. e My older sister was my role model when I was growing up. _____, she still is. f Relationships contribute to our health and wellbeing. _____ our family and friends play an important role in our lives.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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Plan and write the first draft of a discussion essay.
Step 6: Check that the format of your essay matches the target text type (a discussion essay). Use the model essay for guidance. Step 7: Work with a partner. Review each other’s essay using the checklist below. Make notes and give each other feedback on whether further revisions are needed. Explain and justify your notes. •
The main ideas are clear.
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The main ideas are well supported with linked ideas.
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The ideas follow a logical progression.
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The writer has used words and phrases to signpost when they explain, expand or exemplify a point.
•
The essay matches the word limit
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The essay reads like a discussion essay.
PL E
Some people suggest that the teacher– student relationship is what ultimately impacts the outcome of a student’s education. Others believe it is not the relationship that counts, but how well the teacher facilitates student learning. Discuss both views and give your opinion. Write 250–300 words.
Step 5: Edit your essay – check for cohesion, grammar and spelling errors.
Step 1: Brainstorm ideas in your notebook. Create a mind map to make connections between your ideas. Step 2: Identify the main ideas connected to each point of view and put them in a paragraph plan.
Step 3: Write a first draft of your essay. Make sure you stick to the word limit.
Step 4: Review and revise your essay. Check the first draft against the task to ensure you have addressed the question set. Check for coherence.
SA M
5
Relationships and role models
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Project challenge PROJECT LEARNING OBJECTIVES In your project, you will… collaborate with others to plan, organise and carry out activities to achieve a project outcome(s)
•
conduct research to produce information that will inform the project outcome
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contribute to group discussions and encourage others to share their opinions.
PROJECT OPTION 1
PL E
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Presentation on positive role models
Step 3: Rehearse and deliver your presentation.
Research, plan and deliver a presentation on positive role models in your society. (See, for example, Nobel Prize winner Tu Youyou, shown in the photo above.)
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Research leader: Work with your team to review the collected information and decide what to include in the presentation.
Step 1: Decide on leadership roles in your project team: project leader, research leader, presentation leader, reflect and review leader.
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Presentation leader: With your team, decide on the length of the presentation and create the presentation material. Decide who will present each section.
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Reflect and review leader: Help the team assess the presentation for coherence and appropriate use of language. Make any changes needed.
SA M
Brainstorm to identify the main points and supporting information you want to cover in your presentation. Record your ideas in an ideas map, ensuring that everyone contributes to the discussion. Create a timeline for your project. Step 2: Conduct your preparation and research. •
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Research leader: Use the ideas map to identify main points and example role models to research. Decide with your team what information you want to find out for each of your chosen role models. Assign each team member a role model to investigate. Coordinate the data collection phase.
Project leader: Check project progress against your timeline. Encourage team members.
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Project leader: Organise practice sessions, peer support and constructive feedback.
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Presentation leader: Coordinate and lead the presentation.
Step 4: Have a group discussion on how the project went. Consider what you:
• • • •
learnt as a group learnt in your leader roles would change next time would like to learn more about – topic or task.
CRITICAL THINKING Brainstorming ideas
Explore techniques for researching and brainstorming ideas. For example, research
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Tony Buzan’s approach to using ideas maps to creatively capture, expand and organise thoughts and arguments.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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Relationships and role models
PROJECT OPTION 2 A sociology article
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Project leader: Check project progress against the timeline. Encourage team members.
Research, write and publish a sociology article about how families use social media.
Step 3: Analyse your findings and write the first draft. •
Research leader: Work with your team to collate, review and create visual representations of the data, if appropriate.
Have a brainstorming session to identify the main points and supporting information you want to cover in your article. Record your ideas in an ideas map, ensuring that everyone contributes to the discussion. Create a timeline for your project.
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Article leader: Work with your team to write the first draft of your article. Include tables or charts to show the results, if appropriate.
Step 2: Carry out your research.
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Reflect and review leader: Work with your team to review the article for coherence and appropriate use of language and textual layout. Make any changes.
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Project leader: Decide with your team how you will publish your article and who you will share it with.
Research leader: Find out how to create an effective survey tool (questionnaire) and the types of questions you could use (multiple choice, Yes/No, etc.). Then, as a team, create a questionnaire that will collect the information you need for your article. Decide how the questionnaire will be distributed and coordinate the data collection phase.
Step 4: Review, revise and publish your article.
SA M
•
PL E
Step 1: Decide on leadership roles as a team: project leader, research leader, article leader, reflect and review leader.
CRITICAL THINKING Analysing text types
A key sub-skill in critical thinking is being able to analyse something unfamiliar, such as different types of text, and identify specific patterns and formats. You can then use the results of your analysis to guide your own writing. In this project, you could analyse unfamiliar target text types like surveys/questionnaires and sociology articles.
SELF- AND PEER ASSESSMENT
Work with a partner to discuss these questions.
Future projects
a
How did you feel your contribution ensured a successful project outcome?
a
What aspect of your learning in this project do you think you will use in a future project?
b
In addition to the skills outlined in the Critical thinking boxes, what other critical-thinking skills do you think you used during the project?
b
What skills would you like to develop in future projects
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
Practise and prepare Speaking
EXAM TIP
EXAM TIP
Skimming and scanning
Answering questions
If the question targets a specific side of a discussion or argument:
Avoid answering simply ‘yes’ or ‘no’. Try to give the interviewer more information – for example, Yes, I have two older brothers and one younger sister. My sister still lives at home, but I don’t see much of my brothers because they’re both at university.
PL E
Reading
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skim the text quickly to identify the relevant paragraph
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find key words in the question to help you scan the text for the target information.
Remember, you may need to scan for synonyms or make inferences across several lines of text.
The list below gives some of the disadvantages of the overuse of technology in families. Which disadvantages are mentioned by the writer of the text? Choose TWO answers. A Technology is affecting how parents behave around their children. B Family members don’t talk at mealtimes because they are on their mobile phones. C Children are isolating themselves from their parents D Bedrooms are becoming a place of work. E Parents believe that work is their main priority.
SA M
1
3
2
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Work with a partner. Take it in turns to be the interviewer and interviewee. Let’s talk about your family. •
Do you have any brothers or sisters?
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What do your relatives do for their occupations?
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Who are you closest to in your family?
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What do you and your family do in your leisure time?
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What is the last occasion you celebrated together as a family?
The list below gives some of the advantages of using personal technology to communicate with family. Which advantages are mentioned by the writer of the text? Choose TWO answers. A Families can create chat groups to exchange news. B Technology helps bring family members together wherever they live. C Families agree when they can use mobiles during meal times. D Children use their mobile phones to tell their parents what time they will be home. E Mobile technology provides a quick way for parents to check that their children are safe.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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Relationships and role models
Technology – a help or hindrance to families? tablets or chat online with friends, while parents return to their own mobile devices. This all suggests that technology is seriously impacting family life. But is that a generalisation? It could be said that the very accessibility of mobile technology helps to strengthen family ties. No matter where people are in the world, they can chat face to face. The affordability of mobile personal devices also enables families to stay in touch more regularly. Gone are the days of expensive phone calls where people had to hurry through their news. And, from a safety perspective, children can get in touch with their parents instantly if they need help and support, while parents can check on younger children’s whereabouts for peace of mind. Supporters also point out that the key to families using technology successfully is to be mindful of when and where they use it. Responsible families often agree rules or codes of practice around how they will use their technology – for example, turning off mobiles during family meals or celebrations.
PL E
The impact of technology on family life remains a heavily debated topic online, in our national newspapers and across academic journals. Communication devices permeate our daily lives in ways that we could never have imagined 30 years ago. People use them to access their preferred social media platform, post a quick update to friends and family, book a taxi or take part in a conference call. But there are those who believe, like the film director Steven Spielberg, that ‘technology can be our best friend, and technology can also be the biggest party pooper of our lives’.
It seems that advances in technology as such are not bad for families and family relationships. Rather, the way in which the technology is used is what counts. Families who use technology unchecked and without regard for the effect it may have on their relationships are likely to see negative consequences, whereas those families who exercise a degree of monitoring and self-control will reap the rewards.
SA M
Ever since the birth of the internet, researchers have been investigating the impact of personal technology on our relationships, and recent findings are starting to indicate some worrying trends. For example, some people appear to be blurring the lines between work and family, which results in what Jenny Radesky and Brandon McDaniel refer to in a 2017 article as ‘technoference’. It’s too easy for parents to carry on working outside the office and get distracted from what is going on around them. This inevitably has an impact on their parenting and could in turn affect their children’s behaviour. And then, of course, the accessibility of online entertainment and communication through mobile media can set family members apart even more. Instead of parents and children doing something together like watching a TV programme or sitting down together to chat after dinner, children go to their bedrooms to play on their
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK
REFLECTION Work with a partner. Think back to the quotation and question on the opening page. Do you think that all role models provide good advice that we could follow? Why or why not? Tell your partner.
2
Reflect on your progress as a learner while working on this unit. Discuss these questions with your partner. a
How did your attitude to the unit theme affect your approach to the exercises and tasks covered?
b
How do you work out the meaning of unfamiliar words that you read in your first language? What did you learn in the Think about it lesson that could help you work out the meaning of unfamiliar words in the future?
d
What was the purpose of recreating the ideas map for the model essay? What will you take away from this exercise when you plan essays in the future?
f
How did you find your leader role in your group project? What aspects of it did you enjoy and what aspects were more challenging? Would you do anything differently next time?
In the listening exercises, you heard people speaking with different accents. Which accent did you find most difficult to understand? Why do you think that was? What could you do to improve your ability to understand different accents?
g
3
SA M
c
e
PL E
1
What did you learn about academic language in this unit that you did not know before? How will you use this knowledge in your own writing?
Which exercise did you enjoy most and why? Which unit exercise did you enjoy least and why?
Think about your answers to the above questions and use them to create three new learning goals.
SUMMARY CHECKLIST I can…
listen to a social media discussion about 21st-century families and identify specific information. read a journal article about role models and answer critical questions. use functional language to promote an inclusive discussion about the part social media plays in relationships. plan and write a first draft of a discussion essay on the importance of a positive teacher–student relationship. explore and analyse the use of attitudinal adverbs. explore and analyse the use of that clauses to define, analyse and compare points. fulfil a specific leadership role in a group project.
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.