LEVEL 5 READING AND WRITING MAP OF THE BOOK

UNIT VIDEO READING VOCABULARY

1 CONSERVATION Preserving Key reading skills: Time expressions

CDs at the Identifying an argument Compound adjectives
Reading 1: Are we living in the Library of Distinguishing fact from opinion
digital dark ages? (Information Congress Using your knowledge
technology) Previewing
Reading 2: Preserving our heritage Understanding key vocabulary
(Urban planning) Reading for main ideas
Reading for detail
Making inferences
Predicting content using visuals
Synthesizing

2 DESIGN The role of Key reading skills: Describing emotional

Helvetica font Taking notes in outline form responses
Reading 1: What makes a successful in graphic Challenging ideas in a text
logo? (Marketing) design Previewing
Reading 2: Rebranding and logos Understanding key vocabulary
(Marketing) Reading for main ideas
Reading for detail
Making inferences
Synthesizing

3 PRIVACY The Safer Key reading skills: Collocations for

Internet Previewing a text behaviour
Reading 1: Cyber harassment campaign Identifying perspective and purpose Problem–solution
(Ethics/Law) Using your knowledge collocations
Reading 2: Combatting cyber Understanding key vocabulary
harassment (Ethics/Law) Previewing
Reading for main ideas
Reading for detail
Identifying purpose
Synthesizing

4 BUSINESS Small Business Key reading skills: Business and

Saturday Working out meaning from context marketing vocabulary
Reading 1: Starting out mobile Using your knowledge
(Business management) Understanding key vocabulary
Reading 2: Keeping your customers Previewing
(Marketing) Reading for main ideas
Working out meaning from context
Summarizing
Making inferences
Synthesizing

5 PSYCHOLOGY Lego artist Key reading skills: Experimental science

Nathan Annotating a text terminology
Reading 1: The creative mind Sawaya Interpreting quotes
(Psychology) Understanding key vocabulary
Reading 2: Can we learn to be more Previewing
creative? (Psychology) Reading for main ideas
Annotating
Making inferences
Predicting content using visuals
Using your knowledge
Summarizing
Synthesizing

52  Level 5 Reading and Writing

 GRAMMAR CRITICAL THINKING WRITING
Grammar for writing: Evaluating facts to build support Academic writing skills:
First and second for an argument Paragraph structure and unity
conditionals Impersonal statements
Writing task type:
Write an argumentative essay
Writing task:
Make and support an argument for what to do with
an ageing but culturally or historically significant
area or neighbourhood in your city or country.

Paraphrasing Determining and applying criteria Academic writing skills:

Grammar for writing: Structuring a summary–response essay
Non-defining relative Writing a conclusion
clauses Writing task type:
Appositives Write a summary–response essay
Writing task:
Summarize criteria and then analyze a logo in terms
of those criteria.

Grammar for writing: Analyzing problems and solutions Academic writing skills:
Impersonal passive Writing about problems
constructions Writing about solutions
Passive for continuity Writing task type:
Write a problem–solution essay
Writing task:
Describe an online behaviour that you think is
problematic and explain what you think should be
done to prevent or eliminate it.

Expressing contrast Analyzing advantages and Academic writing skills:

Grammar for writing: disadvantages Writing about similarities and differences
Reductions of subordinate Writing task type:
clauses Write a compare and contrast essay
Writing task:
Compare and contrast two products or services
regarding their potential as a mobile business.

Grammar for writing: Synthesizing information from Academic writing skills:

Complex noun phrases with more than one text Citing quoted material
what Writing an expository essay
Writing task type:
Write an expository essay
Writing task:
What is creative thinking? Explain the current
understanding of this concept, synthesizing
information from different sources.

Level 5 Reading and Writing  53

 UNIT VIDEO READING VOCABULARY

6 CAREERS Vocational Key reading skills: Compound nouns

training Interpreting graphical information
Reading 1: The skills gap (Education) Predicting content using visuals
Reading 2: What is the value Previewing
of a university education? Understanding key vocabulary
(Education/Business) Reading for main ideas
Reading for detail
Identifying purpose
Making inferences
Synthesizing

7 HEALTH SCIENCES Growing Key reading skills: Verbs and verb

concerns over Recognizing discourse organization phrases for causation
Reading 1: Superbugs (Medicine) antibiotic Using your knowledge Word families
Reading 2: The globalization of usage and Understanding key vocabulary
infection (Medicine) resistance Reading for main ideas
Understanding discourse
Reading for detail
Scanning to predict content
Making inferences
Synthesizing

8 COLLABORATION Behind the Key reading skills: Language for hedging

scenes look Using context clues to understand
Reading 1: The value of talent at the RAF terminology
(Business / Sports management) Red Arrows Using context clues to understand fixed
Reading 2: The perfect work team expressions
(Business) Previewing
Understanding key vocabulary
Reading for main ideas
Summarizing
Reading for detail
Working out meaning from context
Using your knowledge
Synthesizing

9 TECHNOLOGY Phone Key reading skills: Reporting expert

hacking Drawing out common themes opinions
Reading 1: AR: Changing the world Predicting content using visuals
around us (Design / Technology) Understanding key vocabulary
Reading 2: AR in education Reading for main ideas
– A positive or negative Summarizing
development? (Education) Distinguishing fact from opinion
Using your knowledge
Working out meaning from context
Synthesizing

10 LANGUAGE Irish Key reading skills: Latin prefixes in

Using background knowledge to annotate academic English
Reading 1: Loanwords in English a text
(Linguistics) Understanding key vocabulary
Reading 2: Linguistic purism and Using your knowledge
English as a global language Reading for main ideas
(Linguistics/Sociology) Reading for detail
Making inferences
Working out meaning from context
Synthesizing

54  Level 5 Reading and Writing

 GRAMMAR CRITICAL THINKING WRITING
Grammar for writing: Analyzing information in graphs Academic writing skills:
Active vs. passive voice to and other figures Making a claim
discuss figures Writing task type:
Write an argumentative essay with graphical support
Writing task:
What is a good choice for a career path with a secure
future?

Grammar for writing: Analyzing causes and effects Academic writing skills:
Cause and effect: logical Writing about causes and effects
connectors Writing task type:
Write a cause-and-effect essay
Writing task:
Choose one infectious disease and discuss the factors
that may have contributed to its development and
spread or could do so in the future.

Grammar for writing: Understanding audience and Academic writing skills:

Concession and refutation purpose Anticipating counter-arguments
Writing task type:
Write a report giving recommendations
Writing task:
Present your recommendations for assembling and
organizing an effective and satisfied team for a
start-up company.

It clefts Constructing an argument using Academic writing skills:

Grammar for writing: a premise Formal style in academic writing
Parenthetical phrases Writing task type:
Using the semicolon Write an argumentative essay
Writing task:
Make and support an argument as to whether the use
of a particular technology in education will have a
positive or negative impact on learning outcomes.

Highlighting supporting Evaluating and synthesizing Academic writing skills:

examples arguments Avoiding overgeneralizations
Grammar for writing: Refuting counter-arguments
Hedging predictions Writing task type:
Write a pros and cons essay
Writing task:
Write an essay on the pros and cons of English-
medium university education in your country or
another country that you know well.

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CONTENTS
Map of the book 4
Your guide to Unlock 8
UNIT 1 Conservation 14
UNIT 2 Design 38
UNIT 3 Privacy 62
UNIT 4 Business 86
UNIT 5 Psychology 110
UNIT 6 Careers 134
UNIT 7 Health sciences 158
UNIT 8 Collaboration 182
UNIT 9 Technology 206
UNIT 10 Language 230
Glossary 254
Video scripts 265
Acknowledgements 271
Unlock Second Edition Advisory Panel 275

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CAREERS UNIT 6

YOUR KNOWLEDGE
Work with a partner. Discuss the questions.
1 What is happening in this picture? Have you experienced something
similar? What was it like?
2 What kind of job do you have or hope to have?
3 How closely is, or was, your education connected to your
professional goals?
4 What do you think is the main purpose of a university
education?

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WATCH AND LISTEN

PREPARING TO WATCH
1 Work with a partner. Discuss the questions.
ACTIVATING YOUR
KNOWLEDGE 1 Are there vocational colleges / secondary schools for teenagers in your
country? How might vocational training benefit school-leavers?
2 What do most young people do after completing secondary school?
3 What job opportunities exist for young people after secondary school?
4 What industries do you think are in need of more workers?
2 You are going to watch a video about vocational training. Look at the
PREDICTING
photos and complete the table. Discuss your table with a partner.
CONTENT
USING VISUALS
photo 1 photo 2 photo 3 photo 4
1 What job does
this person have?

2 What kind of
training is needed
for this job?

GLOSSARY

not dig something (v phr, informal US) not enjoy something

second shift (n) working hours from approximately 4pm to midnight
welder (n) a person whose job is joining metal parts together
hydrogen (n) a chemical element that is the lightest gas, has no colour, taste, or smell,
and combines with oxygen to form water
instrument technician (n) someone who works repairing, maintaining and adjusting
industrial controlling and measuring systems
vo-tech education (US n phr) education in which students get vocational training
(training for a specific career) and/or technical training (training using the tools,
machinery, manual techniques, etc. involved in a particular field)
federal (adj) of, or connected with, the central government of some states, including in
the USA
career path (n) the way that you progress in your work, either in one job or in a series
of jobs

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WHILE WATCHING
3 Watch the video. Circle the ideas you hear.
UNDERSTANDING
1 Nick had more than one job offer when he graduated from a career MAIN IDEAS
and technical high school.
2 The need for technical workers is increasing.
3 Air Products manufactures high tech equipment.
4 John McGlade has to train the skilled workers he needs himself.
5 Government support for vocational education is decreasing.
6 Not many young people are interested in vocational education.
4 Watch the video again. Write details for each main idea.
UNDERSTANDING
1 Air Products has 7,500 workers, and not all are skilled. DETAIL

2 John McGlade’s company often has positions available.

3 Career and technical education has been cut, and more cuts may be on
the way.

4 Vocational schools train students to work in technical careers.

5 Work with a partner. Discuss the questions.

MAKING INFERENCES
1 Do you think Nick likes his job? Why / Why not?
2 Why do you think John McGlade is worried?
3 Why do you think more skilled workers will be needed in the future?
4 What do you think are some other jobs that students can train for at a
career and technical high school?

DISCUSSION
6 Work with a partner. Discuss the questions.
1 Do you think entering into a career and technical high school is a good
idea? Why / Why not?
2 Would you have been interested in attending a career and technical
high school? Why / Why not?
3 What are the advantages of young people entering the workforce
shortly after secondary school? Are there any disadvantages?

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READING
READING 1
PREPARING TO READ

Interpreting graphical information

Academic texts often include tables, graphs or other diagrams to support
and extend the content of the text. In a good academic text the graphical
information is always discussed and interpreted in the body of the text –
SKILLS

graphs and diagrams are not just put in a text and not discussed.
As a first step to understanding information presented in graphical form, read
the title, headings and the labels on the axes on any graphs. This will provide
some context for the information presented there. If the axes of a graph are
not labelled, try to work out what the labels would be.

1 You are going to read an article about the demand for workers with
PREDICTING
appropriate skills. Work with a partner. Look at the graph and discuss the
CONTENT
questions below.
USING VISUALS
High-growth occupations computer/maths fields
Percentage change in the fastest growing life/physical/social sciences
occupations in the US, based on actual numbers business/finance fields
up to and including 2016, projected to 2026 healthcare practitioners
20
and technicians

15.2
percentage change

15
13.5
9.5
10
9.3

0
20
19

24

25
23
18
16

17

26
22
21
20

20
20

20

20
20

20

20
20
20

20

Source: US Bureau of Labor Statistics

1 What kinds of jobs does each category include? Name some.

2 What sorts of skills and education are required for the jobs in these fields?
3 Why do you think these occupational areas are predicted to be the
fastest growing in the near future?
4 What implications might this prediction have for school curriculum
development?
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2 Now look at Figures 1 and 2 in the article on pages 140–141 and answer the
PREVIEWING
questions about each graph.
1 What does the horizontal axis (the x-axis) measure?
2 What does the vertical axis (the y-axis) measure?
3 What information does the whole graph express?
3 Based on the information in the graphs in the article, answer the questions.
1 Look at Figure 1. Why do you think companies are struggling to recruit
employees?
2 What problem does Figure 2 illustrate?
3 How does the information in Figure 2 explain the problems that the
employers in Figure 1 are experiencing?
4 Read the definitions. Use the correct forms of the words in bold to
UNDERSTANDING
complete the sentences below.
KEY VOCABULARY

assertive (adj) forceful; bold and confident

comprise (v) to have things or people as parts or members; to
consist of
expertise (n) a high level of knowledge or skill
labour (n) workers, especially people who do practical work with
their hands
mismatch (n) things that do not work well together
persistent (adj) (of a problem) lasting for a long time, difficult to resolve
pose (v) to cause
prospective (adj) wanted or expected to do a particular thing in
the future

1 Professors at this technical institute are known for their in

robotics and high-tech electronics.
2 This situation a real problem for our company because we
can’t find skilled applicants to fill our positions.
3 There is an unfortunate between the organization’s goals
and its actions.
4 Experts are studying the youngest sector in the labour force, which
workers between the ages of 18 and 24.
5 You have to be more if you want people to listen to
your ideas.
6 Our costs were way too high, so we moved our operation
to Vietnam, where workers’ salaries are lower.
7 The staff in the admissions office regularly meet with
students to answer their questions and give campus tours.
8 For the last five years, there has been a shortage of job
applicants with skills in a wide range of technical areas.
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THE SKILLS GAP

1 All over the world, business leaders and Causes of the skills gap
government officials complain about the ‘skills
3 Why have we been unable to bridge this gap
gap’. Businesses have plenty of job openings,
and prepare workers for the jobs of the future,
but they cannot find enough qualified
or even the jobs of today? The answer lies in
applicants to fill the positions because
both the job market and the education system
workers’ skills do not match those needed by
in many western countries. The job market is
employers. Figure 1 shows the results of an
changing more quickly than ever before. Many
annual survey of about 42,000 companies
of the jobs that companies need to fill today
worldwide.
did not exist when current job applicants were
2 For the most part, the employees that in school, making it difficult for curriculums
employers in western countries are seeking to keep up with the demands of the market.
fall into two categories. The first category Nevertheless, numerous business leaders argue
includes professionals in STEM fields (Science/ that schools are not doing enough to provide
Technology/Engineering/Mathematics) that the technical training that many jobs demand.
require advanced training and expertise, For example, only a quarter of all schools in
especially in Information Technology (IT). The the United States teach computer science. Most
second category is much larger, comprising schools and universities continue to offer the
workers in the ‘skilled trades’. Workers in the same type of education that they have provided
skilled trades have expertise in, for example, in the past. As a result, lots of students graduate
manufacturing, computers, electronics and with degrees that do not prepare them for the
construction. There are simply not enough jobs that are available. Given this mismatch
workers with training in these areas to meet between the education system and the job
the growing demand. These jobs require more market, several labour experts say we cannot
than a secondary education (for example, a and perhaps should not depend on traditional
training course to develop the required skill), schooling to close the skills gap and should
but often they do not require a university instead find alternative solutions.
education. In the United States, almost half of
the labour force works in these kinds of jobs. Closing the skills gap
4 Both industry and academic experts argue
that businesses themselves need to take a
more assertive role in the preparation of the
Figure 1. Percentage of companies with difficulty filling positions
labour force they require. Businesses have
the best information about what skills their
41% 38%
34% 35% employees will need, so it makes sense for
40% 30%
34%
36% them to participate in training prospective
31% 31% employees. First, they need to communicate
better with schools and universities about the
skills they require. Second, they should establish
relationships with future employees earlier,
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 perhaps through partnership schemes that begin
training future employees while they are still
Source: Manpower (2014) students. Finally, businesses may need to develop
and provide their own in-house training.

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5 Technical skills, particularly computer science 6 The skills gap is both

skills, are in high demand, but developing persistent and expensive.
these skills is not necessarily best accomplished One business expert
by means of a traditional university education. estimates that a company
There are a wide range of schools, courses loses $14,000 when a
and training schemes that have opened in position remains open for
response to the demand for computer science three months. The skills gap
professionals, some in brick-and-mortar is the result of many factors,
classrooms and others online – technical and there is no single
colleges for the digital age. The top computer solution to the problems
science schools are expensive, but some boast a it poses. It is likely that a
99% placement rate for their graduates, many combination of approaches
of whom find positions that pay $100,000 a will be needed before the
year or more. Figure 2 displays the predicted supply of qualified workers
job growth in computing jobs. will be able to meet demand
for them.
Figure 2. The current state of the computer science job market

1,000,000 more jobs than students by 2020

1,400,000
1,200,000 $500 billion
1,000,000 opportunity

800,000
600,000 1.4 million
computing jobs
400,000
200,000 400,000 computer
science students
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Source: Code.org

WHILE READING
5 Read the article. Then match the main ideas (a–f) with each paragraph (1–6).
READING FOR
a Schools that provide training in IT can help fill the skills gap. MAIN IDEAS
b Employees in the skilled trades and with STEM training are in the
greatest demand.
c There is no single solution to the skills gap.
d Current job applicants do not have the skills that employers are
looking for.
e Businesses need to participate more in preparing future
employees.
f Universities do not always offer an education with a clear
career path.
6 Which of the statements in Exercise 5 expresses the main idea of the
whole article?
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7 Read the article again. Write T (true), F (false) or DNS (does not say) next
READING FOR DETAIL
to the statements below. Then correct the false statements.
1 Globalization has led to labour shortages in some developing
countries.

2 The most critical labour shortages are in IT fields.

3 The positions that companies are trying to fill all require a

university education.

4 About 50% of workers in the United States are in the skilled

trades.

5 School curriculums have adapted to meet the new demand for

technical skills.

6 Businesses have the most accurate knowledge of the kinds of

employees that are in demand.

7 More than 1,000 IT schools and training schemes have opened to

meet demand.

8 An unfilled position that remains open for more than three

months can cost a company more than $10,000.

READING BETWEEN THE LINES

8 Work with a partner. Answer the questions.
IDENTIFYING
PURPOSE 1 What is the purpose of this article?
a to persuade universities to change their courses
b to offer general information
c to warn employers
2 Where might you find an article like this?
a in a print or online magazine
b in a textbook
c in an academic journal

DISCUSSION
9 Work with a partner. Discuss the questions.
1 What do you think the $500 billion opportunity is in Figure 2?
2 Who do you think should take action to improve this situation?

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READING 2
PREPARING TO READ
1 Work with a partner. You are going to read an article about the value of
PREDICTING
a university education. Look at the graphs on page 145. Then discuss
CONTENT
the questions.
USING VISUALS
1 Based on Figure 1, what generalization can you make about university
education?
2 Look at Figure 2. What does median income mean? Are university-
educated workers more likely to earn above or below the median
income?
3 What do you think the topic of this article will be? What argument do
you think it will make?
2 Read the sentences. Write the correct form of the words in bold next to
UNDERSTANDING
their definitions below.
KEY VOCABULARY
1 There is a chronic shortage of skilled workers in the technology sector.
It’s been impossible to hire enough workers.
2 Steve Jobs was a founder of Apple, Inc.
3 Business leaders dispute the government’s claim that the number of
jobs has grown.
4 The new training programme provides a good illustration of how the
government and private sector can work together.
5 There is some ambiguity in the law, so it is difficult to know whether
the company actually did anything wrong.
6 The Chief Technology Officer’s responsibilities extend beyond IT; he
plays multiple roles in the company.
7 The company’s Chief Executive Officer asserts that profits will exceed
expectations in the coming year.
a (v) to disagree with an idea, a fact, etc.
b (n) the state of being unclear or having more than one
possible meaning
c (n) someone who establishes an organization
d (adj) very many
e (adj) lasting for a long time, especially something bad
f (v) to say that something is certainly true
g (n) an example that explains something

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WHILE READING
3 Read the article and check your ideas from Exercise 1.
READING FOR
MAIN IDEAS 4 Read the article. Write T (true), F (false) or DNS (does not say) next to the
statements below. Then correct the false statements.
1 A university education is worth the investment.

2 Graduates in the US make twice as much as those with just

secondary school qualifications.

3 Graduates generally have healthier lifestyles than those without

a degree.

4 Graduates are more likely to vote than those without a degree.

5 Arts graduates have higher incomes than graduates with an

engineering degree.

6 Arts graduates have some advantages over graduates with

technical degrees.

5 Read the article again. Which of the statements in Exercise 4 expresses

the main idea of the whole text?
6 Look at the graphs in the article and answer the questions.
READING FOR DETAIL
Figure 1
1 Which country had the highest percentage of graduates in 2012?

2 Which country had the largest increase in the percentage of graduates

between 2000 and 2012?
3 What percentage of the Mexican population (25–64) had a degree in
2012?
Figure 2
1 Which country had the highest percentage of graduates with incomes
more than twice the median?
2 Which country had the highest number of graduates with incomes at
the country median or below?
3 What percentage of graduates in Brazil earned more than twice the
median income?

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