PL E
SA M Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
PL E
SA M Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
PL E
Cambridge
Global English COURSEBOOK 11
SA M
Laura Clyde & Ruth Appleton
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Contents
Contents Page
Unit
Reading and Listening
Speaking
Academic writing Projects
13–28
1 My generation
Listen to a conversation about studying at university Read an interview about brain development
Discuss multigenerational households
Write part of a discussion essay
29–44
2 Travel: Help or hindrance?
Listen to an interview about the impact of tourism on the environment Read an article about tourism in Nepal
Describe a memorable holiday and its environmental impact
Write part of a ‘problem and solution’ essay
Plan a flight-free trip around the world Make a podcast about sustainable tourism
45–60
3 Food choices
Listen to people talking about their food choices Read about the science of chocolate production
Talk about food in celebrations
Write an opinion essay about fast food
Give a presentation about alternative food production techniques Plan a charity event
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PL E
Create a podcast about an interesting young person Give a presentation about generation categorisation
61–76
4 The wellbeing of sport
Listen to a conversation about sport in schools Read a report about mental health in elite sport
Describe a sport or physical activity
Describe data in a chart
Propose a physical activity programme Make a podcast about physical activity and sports projects
77–92
5 Changing places
Listen to a radio programme about third culture kids Read extracts from texts about a demographic crisis in Japan
Discuss questions about places to live Learn how to maintain the interaction in a discussion
Write a report about how to help elderly immigrants in your area
Make a podcast about emigration and immigration Create and record a virtual tour
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
Cross-curricular links 21st-century skills
Reading Speaking
Review present, perfect and past forms Using reference words
University life Psychology and medicine
Reading Speaking
Tourism Review modal and the and semienvironment modal verbs of obligation, recommendation and prohibition Expressing cause and effect
Geography
Social responsibility: Understanding and discussing global issues; recognising personal impact on global issues Collaboration: Ensuring the group is focused on the goal Creative thinking: Imagining alternatives and possibilities
Listening Writing Speaking
Alternative conditionals
Food science and chemistry
Social responsibility: Showing intercultural awareness, understanding aspects of own culture Communication: Using a variety of language and communication strategies to achieve a desired effect Critical thinking: Evaluating ideas and arguments, evaluating specific information
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Creative thinking: Brainstorming Collaboration: Assigning tasks fairly Critical thinking: Finding reliable sources
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Nutrition
Positive mindsets
Listening Speaking
Review the passive and comparative forms
Reading Writing
Reported speech Human migration
Psychology and physical education
Social responsibility: Understanding and appreciating aspects of own culture Learning to learn: Giving and receiving feedback Emotional development: Understanding emotions
Economics and geography
Collaboration: Ensuring progress towards a goal Communication: Structuring spoken and written texts effectively
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
5
Contents
Unit
Reading and Listening
Speaking
Academic writing Projects
93–108
6 Technology: Love it or hate it?
Listen to a talk about satellite mega constellations Read a text about biometric finger scanners
Discuss technology in society
Write an essay about technology in education
Create an infographic about a technological device Organise a debate about spending money on space exploration
109–124 7 Social inequality
Listen to a class discussion about stereotypes in video games Read a text about women in wartime in the USA
Discuss gender neutrality in the arts
Write a summary describing data in a table
Write a proposal to improve leisure facilities for underserved age groups Create a podcast about the digital divide
125–140 8 Arts and culture
Listen to a talk about the appeal of two different types of drama Read a text about the impact of arts and culture on young people
Give an oral presentation of a film, TV series or novel
Write a review about a film or television series
Create a cli-fi series Organise a book club
141–156 9 Life choices
Listen to a talk and an interview about big life decisions Read an article about a 3D printed sustainable house
Talk about choosing what we buy
Write an article about a big decision
Carry out a sustainability survey Make a video about the no-buy movement
157–172 10 Voyage to success
Listen to a discussion Talk about about determination and someone who inspires you stubbornness Read an article about creative problem-solving
Write an opinion essay about motivation, determination and intelligence
Make a podcast about creative problem-solving Create a series of motivational posters
173–192 Literature
Read extracts from the memoir Greetings from Bury Park by Sarfraz Manzoor Read extracts from the graphic novel Relish by Lucy Knisley Read extracts from the novel Refugee Boy by Benjamin Zephaniah Read extracts from the post-apocalyptic novel The Blue Book of Nebo by Manon Steffan Ros Read poems Today’s Climate Forecast by Brian Bilston and Letter to Someone Living Fifty Years from Now by Matthew Olzmann
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Page
6
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
Contents
Cross-curricular links 21st-century skills
Listening Speaking Writing
Review defining and nondefining relative clauses
Technology and space science
Technology and computer science
Creative thinking: Elaborating on and combining ideas; imagining alternatives and possibilities Collaboration: Listening and responding respectfully Critical thinking: Understanding, analysing and evaluating ideas and arguments
Reading Speaking
Review the use of adverbs of manner, degree and focus
Bias and discrimination
History
Social responsibility: Understanding personal responsibilities as part of a social group; recognising and challenging behaviour such as prejudice and discrimination Communication: Adapting language according to audience
Reading Writing
Review -ed and -ing adjectives Using cleft sentence structures
Discussing drama
Sociology and education
Listening Speaking
Review future forms -ing clauses
Decisions and Technology and life choices environmental science
Collaboration: Encouraging effective group interaction Critical thinking: Evaluating ideas, arguments and options Learning to learn: Taking control of own learning Social responsibility: Understanding and discussing global issues; recognising personal impact on global issues Creative thinking: Generating ideas; elaborating on and combining ideas; creating new content from own ideas or other resources
Listening Speaking
Negative infinitives Gerund structures
Personality
Emotional development: Identifying, understanding and describing emotions Critical thinking: Solving problems and making decisions; justifying decisions and solutions
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Practise and prepare Use of English Vocabulary
Sociology
Creative thinking: Experimenting with and refining ideas; participating in a range of creative activities Critical thinking: Understanding, analysing and evaluating ideas and arguments; interpreting and drawing inferences from arguments and data; identifying evidence and its reliability Social responsibilities: Showing intercultural awareness; understanding aspects of own culture and other cultures
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
7
How to use this book: Student
How to use this book In this book you will find lots of different features to help your learning.
PL E
What you will learn in the unit.
Big questions to find out what you know already.
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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.
8
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.
PL E
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 is 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 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.
A non-fiction text exposes students to cross-curricular language.
There will be opportunities to think critically about the information in the text.
The Talk about it lesson develops students’ speaking skills.
Listening models and speaking tips help provide scaffolding for speaking.
10
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.
PL E
Sample answers can be found in the Teacher’s Resource.
SA M
Use of English boxes focus on important grammar points.
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.
11
How to use this book: Teacher
SA M
At the end of the unit, a Reflection box contains questions to prompt students to think about their learning process.
PL E
The Practise and prepare lesson provides opportunities to practise answering exam-style tasks.
A Summary checklist box supports students to check their progress with the unit content.
The Literature section at the end of the book includes extracts from five different literary texts. The accompanying activities help students to explore the different genres.
An About the author box provides biographical information about the author.
12
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1 My generation IN THIS UNIT YOU WILL... listen to a conversation about studying at university
•
read an interview about brain development
•
discuss multigenerational households
•
write part of a discussion essay
•
review present, perfect and past forms and learn about using reference words
•
create a podcast about an interesting young person or give a presentation about generation categorisation.
GETTING STARTED
PL E
•
SA M
“Most of us remember adolescence as a kind of double negative: no longer allowed to be children, we are not yet capable of being adults.” (Julian Barnes, writer) To what extent do you agree with this statement about being a teenager?
Watch this!
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
13
CAMBRIDGE GLOBAL ENGLISH 11: COURSEBOOK
Think about it: Teenage choices •
How might your life as a teenager influence your life as an adult?
Vocabulary 1
Match the words and phrases in the vocabulary box with the correct definitions. non-academic achievement peer scholarship student loan undergraduate
Listening
SA M
academic performance career degree entry requirements
a b c d e f
g h
i
14
Complete the sentences with words from the vocabulary box in Exercise 1. Use the plural form where necessary. a As there are so many ________ on offer at universities, it can be difficult for young people to choose which one to study. b Many universities offer ________ the possibility of participating in an exchange programme with a university abroad. c Despite the difficulties he had in his final year at university, he was able to graduate alongside his ________. d This year’s Nobel prize winner has had a long and successful ________ in medical research.
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2
a course studied at university success in a technical, practical or social area the skills or qualifications needed to be admitted onto a course how well students do in their studies money that a person borrows to pay for a university course a person who is studying a bachelor’s degree at a university a person who is equal to another based on same age, status or abilities a series of jobs throughout a person’s working life, usually with each job leading to a better one money given to a person by an organisation to pay for university education
LISTENING TIP
Identifying misleading information
When people speak, they often include information that contradicts what they actually want to say. I just don’t want to borrow a lot of money from a bank and then spend my entire career paying it back… but in the end I think I’m going to take the risk. This can mislead the listener. Listen out for linking words such as but, however, although, despite, etc., which indicate a contrast may follow.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
Read the questions below. Listen to Marco talking to his tutor about studying at university. Choose the correct answer, A, B or C. a Marco plans to resolve the problem of how to pay for his university degree by A taking out a student loan. B asking his parents to pay. C applying for a scholarship. b Marco is uncertain about studying at an international university because of A the travelling distance from his home. B his inability to speak the local language. C university entry requirements. c The tutor explains that universities now offer places to students based A on wider criteria than their grades in school subjects. B strictly on their academic achievements. C on contacts their family have at a university. d What does Marco’s tutor say should involve travel? A Marco’s university course B Marco’s future work C Marco’s holidays
USE OF ENGLISH Verb forms We use different verb forms to indicate when something happened. They often indicate when an event happened in relation to something else. They can also be used to indicate whether something is temporary or permanent. Match the extracts (a–e) from the conversation in Exercise 3 to the information about the use of different verb forms (i–v).
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3
a
I’m actually thinking about studying abroad.
b
Many universities around the world have been using English as the teaching language for years now.
c
Many universities have moved away from selecting students only by their academic performance.
d
They think a university degree is essential.
e
We moved here to Brazil when I was a teenager and I learnt it then.
i
We use stative verbs in the present simple form to express an opinion.
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02
My generation
Speaking 4
Work with a partner. Answer the questions using the appropriate verb form. Use the Use of English box to help you. a Think about your own non-academic achievements. How useful would they be when applying to university or college? b Studying at university or college has become more common. Why? c Marco says ‘They think a university degree is essential.’ Explain why Marco’s parents may have this opinion. Do you agree with them?
ii
To talk about an activity which is currently in progress, we use the present continuous.
iii
To talk about events in the past in chronological order, we use the past simple.
iv
To refer to an action in the past that has a consequence or result in the present, we use the present perfect simple.
v
We use the present perfect continuous to refer to an activity that started in the past and is still happening.
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 11: COURSEBOOK
Psychology and medicine: Adolescence and the brain •
At what age do you think the human brain reaches its full development? c d
Psychology and medicine adaptive biological process causal data circadian rhythm
lifespan MRI scanning neurodevelopment
cognition correlation evidence
puberty stabilise white/grey matter
Reading
e f
ACADEMIC LANGUAGE
Reporting findings and drawing conclusions
Check the meaning of any words in the Academic language box that you don’t know in a reliable dictionary.
SA M
1
What goes on in the teenage brain? What is your opinion about the effect of technology on the teenage brain? How can we help teenagers be less impulsive? Why do some adolescents take more risks than adults?
PL E
ACADEMIC LANGUAGE
To report findings and draw conclusions in academic writing and speaking, we tend to use phrases that sound impersonal, often with it as the subject, or a passive form, avoiding the pronoun I: What it shows is that my textbooks were completely wrong. These changes are thought to be caused by important neurodevelopmental processes.
READING TIP
03
Skimming a text to identify main ideas
3
The task of matching headings to sections of a text tests your ability to identify the main ideas. For this type of task, you don’t need to read the text in close detail – you can just read the first sentence or two of each section. This is called ‘skimming’. It is useful for identifying quickly whether or not a text is worth reading in close detail.
Read answers 2 and 3 of the interview again. Find four more phrases for reporting findings and drawing conclusions.
4
Imagine you are working on an assignment about adolescence and brain development. Identify at least five pieces of information in the interview that would be useful and that you would like to investigate further.
2
16
You are going to read and listen to an interview with a leading neuroscientist, Professor Blakemore, who has written a book about the development of the brain during adolescence. Choose the correct question (a–f) for each answer in the interview (1–5). There is one question that you don’t need. a To what extent is this book written for teenagers as well as about them? b What else needs to change in the education system?
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
1
2
It is for everyone. But, as a teenager, I’d have found it helpful to know that everything I was feeling – the changes, the turbulence, the difficult times – was part of a natural, adaptive biological process that would take 20 a while but which would stabilise. I work with lots of adolescents and it is important to stress they are not all the same. Not all teenagers would find it helpful to know about their brains, but the majority I’ve worked with have found it enlightening and empowering. And they have a 25 right to know. At the moment, teenagers don’t learn about their brains at all at school. It would be good to include this on the curriculum.
35
4 40
clock, shifts at puberty by a couple of hours. Teenagers need to go to bed a couple of hours later than adults. They can’t make themselves go to sleep earlier just because we want them to – and when we force them to get up for school, it is the middle of their biological night. School needs to start later. Teenagers are exhausted by the weekend and catch up on sleep. Evidence suggests that this is not good for cognition or mood. When you take a risk, the brain’s positive reward system gets activated. In adolescents, that activation is higher during risk-taking than in adults. It is true for non-human adolescents, too. Adolescent mice take more risks.
First, we must acknowledge that this is a young science. There is evidence that the circadian rhythm, the body
5
45
50
This is, again, a new field. Those of us who work in this area assume it affects the teenage brain – but is it all bad? There is a lot of scaremongering around. We have to be careful about newspaper articles that talk about an increase in depression in adolescence and relate it to more access to phones and social media, because that is merely a correlation. We do not yet have causal data to prove that link. But, I must admit, I do use my own phone far too much. As adults, we worry about our children, but what about using our phones in front of them? My children tell me off – I hide my phone from them.
turbulence: a state of confusion; a feeling of emotional uncertainty 24 enlightening: giving you more information and understanding of something 24 empowering: making you more confident and feeling that you are in control of your life 44 scaremongering: the action of spreading stories that make people feel worried or frightened 18
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3
30
PL E
When I was an undergraduate 25 years ago, we knew nothing about how the human brain develops. I was taught that the brain is fully mature by mid-childhood. Since then, we have developed MRI scanning that allows us to look inside the living human brain and track how 5 it functions in terms of structure and activity across the lifespan. We now have a rich, detailed picture of how the human brain develops, and what it shows is that what I was learning in my textbooks was completely wrong. 10 The brain continues to develop through childhood and adolescence and even into the 20s and 30s in some brain regions. White matter increases, grey matter decreases. These changes are thought to be caused by important neurodevelopmental processes that enable the brain to 15 be moulded and influenced by the environment.
My generation
Speaking 5
Discuss these questions with a partner. a What can we infer about Professor Blakemore, for example age, location, attitude? b What could you do to check that the interview is a reliable source of information? c Can we infer anything about the interviewer from the questions asked? d Why do you think some well-behaved children might become difficult teenagers? e What do teenagers contribute to society and the economy that children and adults don’t? f In what ways could knowing more about their brain be empowering for teenagers? g To what extent is your circadian rhythm different to the other people in your family? Does this cause any difficulties?
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 11: COURSEBOOK
Talk about it: From generation to generation •
Who do you think had the most influence on you when you were a child?
PL E
Watch this!
Listening
Read the following statement. Write down the number that best represents your answer. Discuss your answer with a partner.
SA M
1
Friends are particularly important during childhood. 1 strongly disagree
04
2 more disagree than agree
Listen to two students discussing the benefits of friendships in childhood. Do they have the same opinions as you? Is there anything they thought of that you didn’t?
2
CREATIVE THINKING Brainstorming
It can be difficult to think of ideas quickly when asked to discuss an issue. Practising brainstorming, which is thinking of as many ideas as possible, will make it easier. There are no wrong ideas in brainstorming; what may seem like a silly idea often leads to a more complex one.
18
3
3 more agree than disagree
4 strongly agree
Look at the list of ideas that the students made when brainstorming before the discussion in Exercise 2. Which of their original ideas did they expand on?
fun company better social life new hobbies social skills learn about diversity
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
Match the responses (a–c) from the students’ discussion with the statements (i–iii). Which is the best response and why? a Children need friends so they can have fun. b Friends are a fantastic way for children to learn about diversity. When they go to their friends’ houses they may be exposed to new customs or even just unfamiliar food. When I was little I had a friend whose family was very different from mine in things like the food they ate and music they listened to. c Without friends they might not develop their social skills, sharing for example. i ii iii
5
7
Work with a different partner. Discuss the benefits of friendships in childhood again using expressions for giving your opinion from Exercise 6.
8
Read the speaking task. Then follow the steps to do the task. Is it beneficial for both the individual and for society for families to live in multigenerational households? Think about the following: • work responsibilities • free time • attitudes and opinions • the environment • mental health.
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4
a response that includes an idea a response that includes an idea and an example a response that includes an idea, an explanation and an example
Step 1: Brainstorm ideas for each topic and make a list.
Work with a partner. Improve the two less detailed responses in Exercise 4.
Speaking
Step 2: Choose ideas from your list you want to expand on. Think of an explanation and example for each.
SA M
SPEAKING TIP
Notice how the speakers give their opinions using alternative expressions to in my opinion, for example It goes without saying that children need friends so they can have fun. Learning a variety of expressions for giving opinions will help you to avoid repetition in discussions.
6
My generation
Complete the expressions the speakers use to give their opinion. Listen again to check your answers. Which expression is used to show that the speaker has a different opinion to her partner? a it goes without saying b I ________ also add c I wouldn’t go ________ saying d from my ________ e as far as I’m ________ f there’s no ________ in my mind g I’d________ that
9
Step 3: Work with a partner and have the discussion. You should talk for four minutes. Use expressions for giving your opinion from Exercise 6. Answer these questions to evaluate your partner’s and your own performance in the task in Exercise 8. Be sure to give constructive feedback to each other. a Did you have enough ideas to talk about for four minutes? b Did you justify your ideas and give examples? c Did you use alternative expressions to ‘In my opinion’?
10 Work with a new partner. Repeat the task in Exercise 8 using feedback from Exercise 9 to improve your performance.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
19
CAMBRIDGE GLOBAL ENGLISH 11: COURSEBOOK
Academic writing: A discussion essay 1
Before writing a discussion essay, what steps do you take to prepare? Compare what you do with a partner.
2
Which of these steps have you taken when writing a discussion essay? Are any of them the same as the ones you talked about in Exercise 1? Compare with your partner. Then put the steps in the most logical order. a brainstorm ideas b take a position on views put forward c write a first draft d identify appropriate language to use e check and edit your draft f write a final draft g make a paragraph plan h select points to include in each paragraph
WRITING TIP Discussion essay: For and against
PL E
When writing discussion essays, you should start by taking a position on the views put forward in the essay question. You do not have to make your view clear in the introduction, but, by the end of the essay, it should be clear which view you support. Read the essay question and model response to it. Choose the statement that best describes the writer’s position in relation to the views put forward in the essay question. A It is unclear at the beginning of the essay what she thinks, but by the end she is clearly in support of changing the age of majority. B She sees both sides of the argument, but does not make it clear which side she favours. C She accepts that changing the age of majority has some validity, but she does not agree with it.
SA M
3
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
My generation
Research in neuroscience has recently shown that the brain continues to develop until people are in their mid-twenties and beyond. Some people believe that it would therefore be beneficial to raise the age for legally becoming an adult (the age of majority) from 18, as it is in many countries, to 25, to give young people more time to mature. Others disagree with this view. Discuss both views and give your opinion.
10
On the one hand2, it is true that some young people in their late teens can appear quite immature, despite being adults in legal terms. This is evident in3 some of the decisions that they make, for example thinking only of the short-term, not the long-term consequences of their actions, or in high-risk-taking behaviour. For these individuals, I would agree that4 giving them more time before they need to take on the responsibilities of being an adult might be beneficial to a certain extent5.
Put forward arguments for the opposing view.
On the other hand6, it could be argued that7 most young people in their late teens or early twenties are already functioning as mature adults, even though their brains are still developing. They may be undergraduates, or in the first stages of their career, successfully managing their lives as adults. Raising the age of majority to 25 would mean that millions of young adults such as this would lose rights that they currently enjoy, from being able to vote in elections to booking accommodation in a hotel. I cannot believe that8 it would be beneficial to them to return to the status of a child, needing a parent’s permission to do things that they had previously done independently.
Put forward points in support of your view.
To sum up, although I would agree that there are some young people in the 18–25 age group who might benefit from a higher age of majority, for most of their peers it would be a backward step, which would not be beneficial to them or to society as a whole.
Bring the essay to a close, restating your view.
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15
Explain the topic with a background statement and indicate what your position is.
PL E
5
Recent studies have revealed that the brain continues to develop well beyond childhood and adolescence. Whether it would be beneficial to young people to raise the age of majority to 25 as a result of this discovery is debatable in my view1.
20
4
WRITING TIP
Discussion essay: Brainstorming ideas
After deciding what your position is in the argument, you need to brainstorm and list ideas both ‘for’ and ‘against’ this position, that is ideas to support your position as well as ideas to support the opposing view, as you will need to give both sides of the argument in your essay. When you plan your essay, select two or three ideas for each side of the argument that are most relevant to the topic.
Read the model essay again. Note down the points that the writer of the essay in Exercise 3 brainstormed and selected in preparation for writing it. For (it would be beneficial to raise the age of majority)
Against (it would not be beneficial to raise the age of majority)
- some young people still immature
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
21
CAMBRIDGE GLOBAL ENGLISH 11: COURSEBOOK
Read the essay questions below. Which of the views do you agree or disagree with? Why? Tell a partner.
5
a
7
Group the phrases in bold (1–8) in the model essay with their functions. a to introduce an argument b to introduce a contrasting argument c to give a point of view d to justify a point of view e to quantify a point of view
8
Complete the extract from a discussion essay about technology and its effects on adolescents with one of the phrases in bold in the model essay. You may need to make a change to the form of some words in the phrases to fit the new context.
Adolescence is a biological stage of life and, for this reason, some people believe teenagers are the same all over the world. Others disagree, however.
b
PL E
Discuss both views and give your opinion.
Some people believe teenagers are influenced mostly by their parents. Others believe they are more influenced by their friends. Discuss both views and give your opinion.
With your partner, choose one of the essay questions in Exercise 5. Brainstorm and list ideas for and against both views.
6
ACADEMIC LANGUAGE
Useful phrases for a discussion essay
SA M
There are some standard phrases that we can use in a discussion essay to introduce an argument, and to give, justify and quantify a point of view. Notice how ‘On the one hand’ is used to introduce an argument in the essay in Exercise 3.
_____a, some neuroscientists studying the effect of technology on brain development argue that there are no data available yet to prove a negative link. They accept that there has been an increase in depression among adolescents in recent years, but, _____b, this is only a correlation, not causal data.
_____c, many parents of teenagers _____d too much use of technology can have a clear negative effect on young people, even if there is no evidence yet that it affects the development of their brains. _____e their mood and behaviour for example, after several hours of playing video games.
On the one hand, it is true that some young people in their late teens can lack maturity…
22
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
USE OF ENGLISH Reference words To avoid repeating words and phrases in texts, we can use ‘reference’ words to refer back to previous words and phrases. In this extract from the model essay, notice how the reference word this is used to refer back to can appear quite immature and they is used to refer back to some young people.
My generation
10 Work with a partner. Follow these steps to plan and write the argument paragraphs of a discussion essay for the essay title that you chose in Exercise 6. Step 1: Make a plan in your notebook for a paragraph in support of your view and a paragraph in support of the opposing view.
Step 3: Write a first draft of your paragraphs. Use phrases from Exercise 7 where appropriate. Avoid repetition by using reference words and phrases.
PL E
… it is true that some young people in their late teens can lack maturity, despite being adults in legal terms. This is evident in some of the decisions that they make…
Step 2: With your partner, select points to support your view and points to support the opposing view from the list that you brainstormed in Exercise 6, and note them in your plan.
A reference word can also refer back to ideas expressed in a longer piece of text – a sentence, several sentences or even a paragraph or more. Reference words used in this way have a summarising function. In the following extract from the third paragraph of the model essay, notice how this is used to summarise the young adults described in the previous two sentences.
SA M
Raising the age of majority to 25 would mean that millions of young adults such as this…
9
Read the model essay again. What do the underlined words below from the text refer back to? a this discovery (line 3) b these individuals (line 9) c their career (line 15) d it would be (line 18) e not be beneficial to them (line 23)
Step 4: Check and edit your paragraphs as necessary. •
Have you included two or three ideas to support each of the two points of view? Are the ideas relevant to the topic and the lines of argument?
•
Have you used words and phrases from Exercise 7 where appropriate and avoided repetition by using reference words?
Step 5: Check and edit your partner’s paragraphs, using the checklist from step 4. Step 6: Write a final draft of your paragraphs.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE GLOBAL ENGLISH 11: COURSEBOOK
Project challenge PROJECT LEARNING OBJECTIVES In your project you will… contribute to sharing tasks fairly based on task workload and students’ skills
•
set timeframes for how long each task should take
•
practise finding reliable sources of information.
PROJECT OPTION 1 Podcast about a young person
PL E
•
Create a five-minute podcast for your school website about an interesting young person (under 25). Step 1: Work with your project team. Compile a list of criteria for what would make a young person’s life appear interesting in your culture.
Step 5: Once the background research has been completed, meet again to assess the reliability of the sources and select the information to be included in the podcast. Follow the advice in the Critical thinking box. Step 6: Carry out individual tasks according to the roles allocated in step 3 and the project timeline agreed in step 4.
SA M
Step 2: Based on the criteria in step 1, with your team brainstorm a list of young people (under 25) whose lives would make an interesting subject for a podcast. Then vote on who the podcast will be about.
Step 4: Decide on a logical task sequence and plan a timeline. Include a team meeting to select information from the research material.
Step 3: Brainstorm what tasks will be necessary. Assign tasks to each member. Follow the advice in the Collaboration box.
COLLABORATION
CRITICAL THINKING
Assigning tasks fairly
Finding reliable sources
If someone is assigned a task they don’t really want to do or if the workload is unevenly distributed, this may create challenges and affect the outcome of the project. So, take your time to assign the tasks in a way that everyone agrees to. You may want to think about the following points:
When doing online research, it is important to use sources that are reliable. There are various things which indicate this: •
it is linked to by sources you know to be reliable
•
What would each person like to do?
•
•
Who has the best skills to complete the task?
a background check confirms the identity of the person or organisation responsible for the site
•
How do you fairly resolve the issue if too many/too few people volunteer for a task?
•
the site is the webpage of a well-recognised organisation.
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Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
My generation
PROJECT OPTION 2 Presentation about generation categorisation
Step 7: Discuss the idea in step 2 again. Have your opinions changed in any way? Include any changes of opinion in your presentation.
PL E
It is generally said that a generation is a group of people of a similar age who share a common experience that leads them to develop a unique set of attitudes and behaviours. It is these differences that distinguish one generation from another. Different generations have been given names, such as baby boomers, Generation X, millennials, etc.
Step 6: Once the background research has been completed, meet again to assess the reliability of the sources and select the information to be included in the presentation. Follow the advice in the Critical thinking box.
Research the history of how, when and where these names were given, the characteristics of each generation and different opinions about whether these categorisations are considered helpful. Share your findings with the class in a five-minute presentation. Step 1: Work with your project team. Brainstorm what you know about different generation categories.
Step 8: Carry out individual tasks according to the roles allocated in step 4 and the project timeline agreed in step 5.
Step 2: Discuss whether these categorisations help to explain generational differences in attitudes and behaviours.
SA M
Step 3: Decide which categories the presentation will focus on.
Step 4: Brainstorm what tasks will be necessary and assign tasks to each member. Follow the advice in the Collaboration box. Step 5: Decide on a logical task sequence and plan a timeline. Include a team meeting to select information from the research material.
SELF AND PEER ASSESSMENT
Work with a partner to answer these questions.
Future projects
a
What criteria were used to allocate the tasks? Were they the best criteria to use?
a
Would you like to use projects to develop new skills, e.g. script writing, video editing?
b
What have you learnt about sequencing tasks and setting timeframes that can help you in other collaborative tasks?
b
What did you see someone else do during the project that would help your own contribution in the next project?
c
Were you able to identify unreliable sources of information? If so, how?
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 11: COURSEBOOK
Practise and prepare Speaking
EXAM TIP
EXAM TIP
Matching headings
Using prompts
In a task where you match headings to sections of a text, there are usually two extra heading options that don’t match to any of the sections. Save time in an exam by looking first at each section of the text and then looking for a matching heading for it, rather than waste time trying to find a match for a distractor heading. Remember, you can skimread the sections of the text, just reading the first sentence or two of each section to identify the main ideas to be able to match them to the headings.
In a speaking exam task where you discuss an issue using prompts, you don’t need to talk about all the prompts. It is better to give detailed answers about most of the prompts rather than short answers about all of them. Remember to give explanations and examples in your answers. For example:
Read the text on the opposite page. Choose the correct heading (a–g) from the list of headings below for each section (1–5) of the text. There are two extra headings that are not needed. a Experts want changes to be made b Many people have a ‘sleep doesn’t matter’ attitude c Education officials defend early starts d Sleeping later could help the economy e We all deserve to sleep well f Bad sleep is creating health problems g Teenagers suffer the most
There’s no doubt in my mind that differences in opinions about responsible ways of spending money often lead to arguments between teenagers and parents over allowances, particularly when it comes to clothes and entertainment.
2
SA M
1
PL E
Reading
Work with a partner. Read the task and use the prompts to have a discussion. Talk together for about two minutes.
pocket money
friends
Why might it be difficult for teenagers and their parents to agree on these things?
social media
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staying out late
university courses
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
1
My generation
Why sleeping more will help the national economy and social media, they struggle to fall asleep and then fail to get enough sleep before having to get up for an early school start. 4 Medical bodies such as the US Centers for Disease Control and Prevention (CDC) and the American Academy of Pediatrics recommend that no school should begin work before 8.30 a.m. Yet the CDC estimates that 93 per cent of US high schools fail this test. Many start before 7.30 a.m., with school buses beginning to pick up students as early as 5.45 a.m. As Professor Walker puts it, ‘this is lunacy’. The problem is less acute in most other countries; start times in the UK are typically 8.30 a.m. to 8.45 a.m.
PL E
1 It sounds like a ridiculously simple way to improve public health and boost the economy: delay the start of the school day until 8.30 a.m. at the earliest. A recent study by RAND, the research organisation, estimated that doing this in the US, where classes often begin well before 8 a.m., would add $83 bn to the national economy over a decade, and $140 bn over 15 years, by raising students’ academic achievements and reducing illness.
2 The RAND report is the latest sign of a growing concern that inadequate and ill-timed sleep is causing a public health disaster in the industrialised world. In his book Why We Sleep, Matthew Walker, neuroscience professor at the University of California, Berkeley, describes a silent sleep loss epidemic. He says changing social and employment patterns and new sleep disrupting consumer products such as smartphones, are ‘having a catastrophic impact on our health, our life expectancy, our safety, our productivity and the education of our children.’
SA M
3 Students in secondary schools are particularly affected because of biological changes during adolescence, which push back their circadian rhythm — the natural body clock that controls the sleep-wake cycle — by as much as three hours compared with the adult cycle. Even if they go to bed early and are not distracted by smartphones
5 In the face of growing public demand for later starts, many education authorities in the US have resisted on grounds ranging from the convenience of working parents to the cost of changing school bus schedules and the logistics of fitting extracurricular activities into a school day that starts later. The RAND study found, however, that the costs of these changes would be more than made up for by the gains resulting from better academic performance and health, as adolescents benefit from more sleep. There is also a gain from a reduction in car crashes, which are more likely when people are sleep deprived.
Original material © Cambridge University Press & Assessment 2023. This material is not final and is subject to further changes prior to publication.
27
CAMBRIDGE GLOBAL ENGLISH 11: COURSEBOOK
REFLECTION 1
Work with a partner. Think back to the statement on the opening page: ‘Most of us remember adolescence as a kind of double negative: no longer allowed to be children, we are not yet capable of being adults.’
f
In the Academic writing lesson, you took steps to prepare a discussion essay. What are the benefits of taking these steps?
g
From your own team’s project, and those of other teams, what did you learn about creating a podcast or giving a presentation?
Reflect on your progress as a learner while working on this unit. Discuss the questions with your partner. a
What was the most challenging lesson in the unit for you? How could you make it less challenging the next time you do a similar task?
b
In the Think about it lesson, you learnt about contradictory information in listening tasks. What helped you to recognise this in the conversation you listened to?
c
In the Psychology and medicine lesson, you learnt the technique of skimming a text when reading. How useful do you think this technique is? Could you apply it to other subjects you study?
3
SA M
2
In the Talk about it lesson, you also practised alternative phrases to In my opinion. In what other tasks could the use of these phrases improve your work?
PL E
Has your opinion about this statement changed? Why/Why not? Tell your partner.
e
d
In the Talk about it lesson, you practised brainstorming before a discussion. Could you use this technique in other subjects you study? If so, in what type of tasks?
Reflect on allocating tasks fairly in the projects. Discuss these questions with your partner. a
What kind of problems did you have when allocating the tasks? How were they resolved?
b
On reflection, were the tasks distributed fairly? Why/Why not?
c
What will you do the same when allocating tasks in the next project? What will you do differently?
SUMMARY CHECKLIST I can…
listen to and understand a conversation about studying at university. read and understand an interview about brain development. take part in a discussion about multigenerational households. plan and write part of a discussion essay. use the perfect and past forms. use reference words. allocate tasks fairly, identify reliable webpages and plan and use a project timeline.
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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.