ant ore CAMBRIDGE ee ete Reading, Writing & Critical Thinking wk a ie ee Eee PSSA ECR ROCC ECR ACICES Ail LearningSecond Edition Reading, Writing & Critical Thinking STUDENT’S BOOK Jessica Williams and Sabina Ostrowska with Chris Sowton, Jennifer Farmer, _ Christina Cavage and Wendy Asplin CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridgece2 88s, United Kingdom One Libery Plaza, 20th Floor, New York 20006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 324-321, 3rd Flor, Plt, Splendor Frum, Jsoa Distict Centre, New Delhi 110025, India 79 Anson Road, 906-0406, Singapore 379906 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 atthe highest international evels of excellence, swwrw.cambridge org Information on this tite: www.cambridge.org/9781108593519 © Cambridge University Press 2019 ‘This publication isin copyright. Subjec: 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 2019 20 19 18 17 16 15 1413 1211 1098 7 6543.21 Printed in Dubai by Oriental Press A catalogue record fortis publication is available from the British Library ISBN 978-1-108-59351-9 Reading, Wriing and Critical Thinking Student’s Book, ‘Mobile App & Online Workbook 5 with Downloadable Video ‘Cambridge University Press has no responsibility forthe persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any conten: 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 fist printing but Cambridge University Press does not guarantee the accuracy of such information thereafter,CONTENTS Map of the book Your guide to Unlock UNITI Conservation UNIT2 Design UNIT 3 Privacy UNIT 4 Business UNIT 5 Psychology UNIT 6 Careers UNIT7 Health sciences UNIT8 Collaboration UNIT 9 Technology UNIT10 Language Glossary Video scripts Acknowledgements Unlock Second Edition Advisory PanelMAP OF THE BOOK Preserving Time expressions TCONSERVATION CDsat the | Identifying an argument Compound adjectives Reading I: Are we living in the Library of | Distinguishing fact from opinion digital dark ages? (information | Congress Using your knowledge technology) Previewing Rewsini Presses bie Rot Understanding key vocabulary oe pawig ee Reading for main ideas . | Reading for detail Making inferences Predicting content using visuals Synthesizing 2 DESIGN The role of — | Key reading ski Describing emotional Helvetica font | Taking notes in outtine form responses Reading I: 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 sSynthesizing 3 PRIVACY The Safer | Key reading skills Collocations for Intemet _| Previewing a text behaviour Reading |: Cyber harassment campaign _| Identifying perspective and purpose Problem-solution (€thies/taw) Using your knowledge collocations Reading 2: Combatting jber Understanding ey vocabulary ene reviewing Pexssement Ehicy/ 24] Reading for main ideas Reading for detail Identifying purpose synthesizing 4 BUSINESS ‘Small Business | Key reading sil Business and Saturday | Working out meaning from context marketing vocabulary Reading |: Starting out mobile Using your knowledge {Business management) Understanding key vocabulary ing 2: Keeping your customer Fevevine sealers bron eee: Working out meaning from context ‘Summarizing Making inferences Synthesizing 5 PSYCHOLOGY Lego artist | Key reading skills Experimental science Nathan “Annotating a text terminology Reading I The creative mind Sawaya Interpreting quotes, (Psychology) Understanding key vocabulary Reading? Can we ern to be more ee creative? (Psychology) eee eee Making inferences Predicting content using visuals Using your knowledge ‘Summarizing SynthesiingGrammar for writing: First and second conditionals Evaluating facts to build support for an argument Paraphrasing Grammar for writing: Non-defining relative clauses Appositives Determining and applying criteria ‘Grammar for writing: Impersonal passive constructions Passive for continuity ‘Analyzing problems and solutions Expressing contrast ‘Analyzing advantages and Grammar for writing: disadvantages Reductions of subordinate clauses ‘Grammar For writing ‘synthesizing information from ‘Complex noun phrases with | more than one text what ‘Academie writing skils: Paragraph structure and unity Impersonal staternents Witing task type: ‘Write an argumentative essay Weting take 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 ‘Academie writing sil: Structuring a summary-response essay Writing a conclusion Writing task type: Write a summary-response essay Writing task Summarize criteria and then analyze alogo in terms of those criteria ‘Academic writing skills: Writing about problems \Writing about solutions Whiting 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 ‘Academic writing skills: Writing about similarities and differences Writing task type: Write a compare and contrast essay Weiting task: ‘Compare and contrast two products or services regarding their potential as a mobile business. Academie writing sls: Citing quoted material Wiring an expository essay Writing task type: Write an expository essay Weiing case ‘what i creative thinking? Explain the curent understanding of this concept, synthesizing information fiom different sources.6 CAREERS Vocational | Key reading skills: ‘Compound nouns training interpreting graphical information Reading The skls gap (Education) Predicting content using visuals Reading 2: What is the value peviching Understanding key vocabulary Reading for main ideas Reading for detail, Identifying purpose Making inferences Synthesizing of a university education? (Géucation/Business) 7 HEALTH SCIENCES —Stowing | Key reading sil: Verbs and verb concems over | Recognizing discourse organization phrases for causation Reading i Superbugs (Medicine) _| antibiotic | Using your knowledge Word families Reading 2:The globalization of | UsABeand_—_—| Understanding key vocabulary infection Medicine) resistance | Reading for main ideas Understanding discourse Reading for detail | Scanning to predict content Making inferences Synthesizing 8 COLLABORATION | ®ehindthe | Key reading shi: Language for hedging sceneslook | Using context clues to understand. Reading | The value of talent attheRAF | terminology {Business / Sports management) | Red Arrows Using context clues to understand fixed Reading 2: The perfect work team Sees (Gusiness) 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 I: AR: Changing the world Predicting content using visuals around us (Design / Technology) Understanding key vocabulary Reading for main ideas Surmmarizing Distinguishing fact from opinion Using your knowledge ‘Working out meaning from context Reading 2: AR in education ~A positive or negative development? (Education) synthesizing 10 LANGUAGE Irish Key reading skils: Latin prefixes in Using background knowiedge to annotate | academic English Reading | Loanwords in English atext (Linguistics) Understanding key vocabulary Using your knowledge Reading for main ideas Reading for detail Making inferences Working out meaning from context Synthesizing Reading 2: Linguistic purism and English asa global language (Linguistics/Sociology)Grammar for writing: ‘Active vs. passive voice to discuss figures ‘Grammar for writing Cause and effect: logical connectors Grammar for writing: ‘Concession and refutation Itclefts ‘Grammar for writing Parenthetical phrases Using the semicolon Highlighting supporting examples Grammar for writing Hedging predictions ‘Analyzing information in graphs and other figures, ‘Analyzing causes and effects Understanding audience and purpose Constructing an argument using a premise Evaluating and synthesizing arguments Making a claim Writing task type: ‘Write an argumentative essay with graphical support Writing tase ‘What isa good choice for a career path witha secure future? ‘Academie writing skills Writing about causes and effects 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 ‘Academic writing kil: “Anticipating counter-arguments Writing task type: ‘Write a report giving recommendations Weiting task: Present your recommendations for assembling and organizing an effective and satisfied team for a start-up company. ‘Academic writing skills: Formal style in academic writing Writing task type: ‘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. ‘Academic writing skills: ‘Avoiding overgeneralizations Refuting counterarguments 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UNDERSTAND YOUR GUIDE TO UNLOCK Ula lera @irelts academic potential Unlock Second Edition isa six-level, academic-light English course created to build the skills and language students need for their studies (CEFR Pre-Al to Cl). It develops students’ ability to think critically in an academic context right from the start of their language learning, Every level has 100% new inspiring video on a range of academic topics. Confidence in teaching. Joy in learning. witH UNL@CK SECOND EDITION Better Learning is our simple approach where insights we've gained from research have helped shape content that drives results. We've listened to teachers all around the world and made changes so that Unlock Second Edition better supports students along the way to academic success. CRITICAL THINKING ANALYZE HIGHER ORDER THINKING SKILLS @ CREATE suyevaa (eon Critical thinking in Unlock Second Edition is informed by a range of academic research from Bloom in the 1950s, to Krathwohl and Anderson in the 2000s, to more recent considerations relating to 2* Century Skills + has a refined syllabus with a better mix of higher- and lower-order critical thinking skills is measurable, with objectives and self-evaluation so students can track their critical thinking progress + is transparent so teachers and students know when and why they're developing critical thinking skills is supported with professional development material for ‘teachers so teachers can teach with confidence .. $0 that students have the best possible chance of academic success.CLASSROOM APP The Unlock Second ition Classroom App + offers extra, motivating practice in speaking, critical thinking. and language FREE unlock Reading, Weting * provides a convenient bank of language and skills reference informed by our exclusive Corpus research @ and ciel + is easily accessible and navigable from students’ mobile phones Thinking 5 + is fully integrated into every unit Unlock B]Listening Speaking + provides Unlock-specifie activities to extend the lesson = whenever you see this symbol (]! Thinking s so that students can easily get the right, ex they need, when they need it Sees See eee Peat are. on ear carrying out extensive market research with teachers and students to fully understand their needs throughout the course's development consulting academic research into critical thinking refining our vocabulary syllabus using our exclusive Corpus research © CONTENTHOW UNLOCK WORKS Unlock your knowledge Encourages discussion around the themes of the unit with inspiration from interesting questions and striking images. Watch and listen Features an engaging and motivating video which generates interest in the topic and develops listening skills. READING Reading 1 The first text offers students the opportunity to develop the reading skills required to process academic texts, and presents and practises the vocabulary needed to comprehend the text itself. Reading 2 Presents a second text which provides a different angle on the topic and serves as a model text for the writing task. Language development Consolidates and expands on the language presented in preparation for the writing task. ed Resin Chee ‘pth Antic PREPARING TO WATCH You one wat io ote eh ge Bf yo 2. Wht oem shut ty ofthe lob PREPARING TO READ Youre org mathe noaicten as nest hae [no anh wr Son tse ro ‘eae oer oe ‘meaty oat yuean ty ol ‘sitet PREPARING TO READ "poeieatnsree iraenceatest, sy nt en sted ones 2 ay ena ces eps at heen ago \ieiver angie 2 Theat nerd at te tay fg tert tits Whe apne w yt LATIN PREFIES IN ACADEMIC ENGLISH ‘Ucetarngthe mar tions conn per chap ow tamer estoy anews leet reer errHOW UNLOCK WORKS WRITING Critical thinking Develops the lower- and higher-order thinking skills required for the writing task. Grammar for writing Presents and practises grammatical structures and features needed for the writing task. Academic writing skills Practises all the writing skills needed for the writing task. Writing task Uses the skills and language learned throughout the unit to support students in drafting, producing and editing a piece of academic writing. This is the unit’s main learning objective. Objectives review Allows students to evaluate how well they have mastered the skills covered in the unit. Wordlist Lists the key vocabulary from the unit. The most frequent words used at this level in an academic context are highlighted. @Unlock offers 56 hours per Student’s Book, which is extendable to 90 hours with the Classroom App, Online Workbook and other additional activities in the Teacher's Manual and Development Pack. Unlock is paired-skills course with two separate Student's Books per level. For levels 15 (CEFR Al - Cl), these are Reading, Writing and Critical Thinking and Listening, Speaking and Critical Thinking. They share the same unit topics so you have access to a wide range of material at each level. Each Student's Book provides access to the Classroom App and Online Workbook. Unlock Basic has been developed for pre-Al learners, Unlock Basic Skills integrates reading, writing, listening, speaking and critical thinking in one book to provide students with an effective and manageable learning experience. Unlock Basie Literacy develops and builds confidence in literacy. The Basic books also share the same unit topics and so can be used together or separately, and Unlock Basic Literacy can be used for self-study. Student components (ee Descri en Levels 1-5 come with Classroom App, The Classroom App and Online Online Workbook, and downloadable Workbook are on the CLMS and are audio ard video accessed via the unique code inside the ~ Levels 14 (8 units) front cover of the Student's Book | — Levels (io units) + The audio and video are downloadable Unlock Basie Sills comes with from the Resources tab on the CLMS. downlozdable audio and video (M units) | + Unlock Basic Literacy comes with downloadable audio (11 units) Online Workbook + Levels 1-5 only + The Online Workbook is on the CLMS + Extensiov activities to further practise | and is accessed via the unique code the language and skills learned inside the front cover of the Students | Book + All-new vocabulary activities in the Online Viorkbooks practise the target vocabulary in new contexts Classroom App + Levels 1-5 only + The app is downloadable from the Apple + Extra practice in speaking, critical App Store or Google Play thinking and language + Students use the same login details as | for the CLMS, and then they are logged inforayear 7 Video [+ Levels 1-5 and Unlock Basic Skills only |+ The video is downloadable from the + Allthe video from the course Resources tab on the CLMS ‘Audio + All the audio from the course + The audio is downloadable from the Resources tab on the CLMS and from cambridge.org/unlockCOMPONENTS Teacher components pee Description Teacher's Manual One manual covers Levels 1-5 + The audio, and Development |. i¢ contains flexible lesson plans, are downloadable from the Pack lesson objectives, additional Resources tab on the CLMS and activities and common learner from eSource via the code inside errors as well as professional the front cover of the manual development for teachers, Developing critical thinking skills in your students jideo and worksheets + It comes with downloadable audio | and video, vocabulary worksheets | and peer-to-peer teacher training L_worksheets Presentation Plus | - Software for interactive + Please contact your sales rep for whiteboards so you can present codes to download Presentation Plus the pages of the Student's Books | from eSource and easily play audio and video, and check answers Nera rer UNLOCK iN imax LU) Rate 4 DiaN ched eu watch and understand a video about preserving Watch and listen ech ane letes digital records. = Reading skill Critical thinking evaluate facts to build support for an argument, Grammar Use first and second conditionals. aSferml—1_—-1 CONSERVATIONWATCH AND LISTEN PREPARING TO WATCH 1 Work with a partner. Discuss the questions. ACTIVATING YOUR KNOWLEDGE 1 Do you owna collection of music or films? If so, is it stored on discs in your home, in a digital download folder on your computer or in the coud? 2 Do you still have any CDs or DVDs? How long do you think they will last? 3. What could you do to preserve your CDs and DVDs? What other belongings do you have that might need to be preserved? 2 You are going to watch a video about preservation work in the US Library PREDICTING CONTENT of Congress. Look at the photos and discuss the questions with a partner. USING VISUALS 1 What problem do you think the woman is investigating? 2 Why do you think it is a problem? 3. What do you think will be learned from the research the woman is doing? GLOSSARY Library of Congress (n) the national library of the United States posterity in) the people who exist in the future figure out (US phr v) work out degrade (\] to reduce the quality of something longevity jn) how long a person or group of people lives, or how long a physical thing generally lasts lifespan fancy (ad) special, elaborate Sharpie (n) a brand of permanent marker penWHILE WATCHING 3. @ Watch the video and check your predictions from Exercise 2. Which sentence best expresses the main idea of the video? 1 The Library of Congress is testing the longevity of CDs every three to five years. 2. CDs are being aged to help learn which type of manufacturing is best for CD development. 3 How a CD is manufactured, how it has been handled and how it has been stored all affect its longevity. 4 @ Watch the video again. Write a detail for each main idea. 1 Fenella France and her colleagues are studying the preservation of CDs. 2 To test CD durability, the Library of Congress is accelerating ageing. 3 There are several things people can do to preserve their CDs at home. 5 Work witha partner. Discuss the questions 1 Why is it important for the Library of Congress to understand CD preservation? 2 What other items might the Preservation Research and Testing Division of the Library of Congress be researching and testing? 3. What kinds of conditions might negatively affect old books, CDs, films, etc.? How might researchers go about testing these items under different conditions? 4 What is the general importance of preserving items for posterity? DISCUSSION 6 Work with a partner. Discuss the questions 1 France offered suggestions on ways to preserve CDs. Will you pass the advice along to anybody? If so, who? 2 What ate some other items that are being preserved in national libraries or museurns? 3. Is there a value in preserving items in their original format? Why not transfer the information to a new form of technology and discard the original thing? 4 Can we really learn from the past? Or do we learn just as much when ‘we focus on the present and the future? UNDERSTANDING. MAIN IDEAS UNDERSTANDING DETAIL MAKING INFERENCESPREPARING TO READ 1 You are going to read an article about storing records. Look at the list of types of record in the left-hand column of the table below. Add six more examples of your own. Then tick (V) where you store each type of thing. Compare your answers with a partner. USING YOUR KNOWLEDGE eeeeaee et CS kc ct dra ey Ce] tablet Crees old school records family photos bank statements holiday selfies medical records receipts from major purchases playlists of music2 Work with a partner. Discuss the questions. PREVIEWING Think about items in the table in Exercise 1. How long do you think these records will last? Do you think your grandchildren will be able to access them? Your great-grandchildren? Why / Why not? Look at the title of the article on page 20. What does the word digital mean there? Give some examples of digital devices that you use. What are some digital devices that are no longer widely used — perhaps devices that your parents used? The Dark Ages is the term used to refer to Europe from about the fifth to the tenth century. We have very few records from this time, so it is difficult to find out about how people lived then. How do you think digital could be related to the Dark Ages? What do you think the title means? N Read the sentences. Write the correct form of the words in bold (1-8) [DING next to therr definitions below (a-h). PRET AND eS KEY VOCABULARY The intemet is not working so | have been unable to retrieve the fles.—§_ luploaded yesterday. Many employees have still not adopted the practice of saving their work regularly. The company has been in business for almost 200 years. Its longevity is a result of the quality of its products and service. You need to use the same document format as the rest of us. The one you are Lsing is not compatible. Your computer files are vulnerable if you do not protect them by using a strong password. We are working on two different possible scenarios: one, if our business grows slowly, and the other, if success comes more quickly. Problems with security prompted software designers to make major changes to the new version of the program. The cupboard was filled with boxes of memorabilia from my childhood and the early years of my parents’ marriage. a a ~ © (adi) not well protected; able to be harmed (n) something that is usually or regularly done ee _(v) to make someone decide to do something (n) how long something lasts (n) a description of a current or future situation (v) to find and bring something back (n) a collection of items connected to a person or event {adi) able to work successfully with something else Ta neanc®DIGITAL DARK Imagine these scenarios: (') 2040: A box of memorabilia, including floppy disks and VHS fapes!, is found in the atic of an old house with « label that says, ‘Records and early videos of Bill Gates (1975-1985}’. (2} 2050: You find «an envelope labelled ‘bank records’ in your grandmother's desk. Inside the envelope, there isan old CD morked with the date 1998, your great-grandfather’s name, ard the words “all overseas bank accounts If these stories were really to happen, the people who found these items woule be very excited — at least at first. Their excitement would be quickly followed by frustration because it would be difficult for them to retrieve the information on the disks and tapes. Even if he records were sill in good condition, it would be hard to find « device that could read them. Compare these discoveries to one that might have occurred ‘round the tuen of the hwentieth century: a box of old letters ond photographs on a high shelf at the back of a cupboard. The information these items contain would be immediately accessible because you would only need your eyes. Computers and digital technology have vastly expanded our capacity to store all kinds of information, but how long will our access to this stored information last? In fact, the people who found the disks and tapes in our scenarios would be lucky because disks and tapes are physically real. Although those technolegies are long out of date, it’s information on the web that is much more vulnerable; itis completely digital and can disappear in a flash. Ths is @ problem that began to worry technology experts in the early twenty-first century. They became concerned that, without better ways of preserving information, fulure generations might look back on our times as the ‘digital dark ages’. If current practice continues, fulure generations may not have access to the digital record of our lives and our world. Vint Cerf, a vice president at Google, argues that this could happen if we do not quickly take steps to address the issue. He uses the term ‘bit ro’ 10 describe how our digital records may slowly but surely become inaccessible. In our scenarios, for example, itis not the longevity of the records themselves that is the concern; itis that we may no longer have compatible devices, such as video cassette and CD players, to access them. Most software and apps that were used to create documents and websites ten or twenty years ago are already out of date, and in another sixty years they may not even be available. The problem is parlicularly challenging with interactive opps and ‘websites. We can read letiers om long ago, but will we be able to read « Twitter feed or access Snapchat exchange a hundred years from now? This problem has prompted technology experts like computer scientist Mahadev Satyanarayanan cof Carnegie Mellon University fo take action. He has found a way to store everything that is needed to interpret a record — the record itself, as well as the original operating system and the application it used ~ all together in the cloud. Using his state-of the-art approach, Satyanarayanan has been able to recover and preserve digital records that might otherwise have heen lost forever. Both Cerf and Satyanarayanan stress the importance of deliberate preservation. In the past, you could throw your old photos into a box without having to decide what to save and what to throw away. With digital records, however, you need to make an aciive decision about what to keep, Satyanarayanan says itis likely that important records ~ government documents, big news stories, etc. - will be transferred to new forms of storage technology as they emerge. Itis the records of everyday life, the ones we do not yet know the value of, that may disappear into the digital dark ages. ‘floppy disks and VHS tapes (n) early forms of electronic media storageWHILE READING Identifying an argument Most academic texts put forward a claim. It is important to be able to identify the central claim in a text because this is the most important thing the writer is trying to express. Once you have identified the claim, the next step is to understand the ways that the author supports that argument. This will help you evaluate the strength and quality of the claim. Three common ways to support an argument are to (I) appeal to the reader’s emotions, (2) rely on the words of an expert and, perhaps most common, (3) present facts. 4 Read the article. Complete the tasks. READING FOR. 1 Which sentence best captures the writer's central claim? MAIN IDEAS a Digital technology is not keeping up with the need to save records. b It would be easier to keep records if we made a physical copy of everything. ¢ We are not preserving our digital records, so our history may be lost. d As our capacity to store records increases, we have to throw more things away. 2 Underline the sentence in the article that expresses this claim. 5 Read the article again. Complete the tasks. READING FOR DETAIL 1 The writer begins with two examples to illustrate the central claim. SSE What are they? Underline them in the article, 2 Read the extracts from the article below. What kind of support do they provide for the claim: emotional appeal (EA), expertise (E) or facts (F)? a If common practice continues, future generations may not have access to the digital record of our lives and our world, b Vint Cerf, a vice president at Google, argues that this could happen if we do not quickly take steps to address the issue. He uses the term ‘bit rot’ to describe how our digital records may slowly but surely become inaccessible. ¢ Most software and apps that were used to create documents and websites ten or twenty years ago are already out of date. d Satyanarayanan says it is likely that important records — government. documents, big news stories, etc. - will be transferred to new forms of storage technology as they emerge. e It is the records of everyday life, the ones we do not yet know the value of, that may disappear into the digital dark ages.6 Reread Paragraph 4. Circle two problems with our current practices that Vint Cerf points out. 1 Physical records take up much more space than digital records. 2 The devices necessary to read our records will not be available. 3. Software used to create applications goes out of date quickly. 4 We may not have access to the cloud in the future. 5 It is not possible to preserve interactive applications such as Snapchat and Twitter. 7 Read the article again. Write T (true), F (false) or DNS (does not say) next to the statements below. Then correct the false statements. —_— 1 Some early records of Bill Gates were recently found. —— 2 The capacity to store a lot of digital records does not guarantee future access to them. —— 3 Maintaining access to out-of-date interactive applications is particularly difficult. 4 Google is working on this problem and will reveal their solution soon, —— 5 Satyanarayanan has been working on this problem, but has not been able to solve it. —— 6 All government records are currently stored in the cloud. READING BETWEEN THE LINES MAKING INFERENCES ® Work with a partner. Discuss the questions. 1 In Paragraph 2, the writer states, ‘the people who found these items would be very excited — at least at first? Why would they be excited? 2 Why does the writer make a comparison to the Dark Ages? 3 What do you think the term bit rot means? Think about the meaning of a bit in the digital world, 4 Why is it more difficult to preserve a conversation thread on Twitter than a letter? DISCUSSION 9 Work with a partner. Discuss the questions. 1 Have you ever found a box of memorabilia? If so, describe what you found. How did you feel as you looked through it? 2 The article talks about the need to make deliberate decisions about O32 the kinds of records to save for future generations. What would you ie = pick from your own life? From your family? From your community?PREPARING TO READ 1 Read the title of the text on page 24 and look at the photos. Read the definition of the word heritage at the bottom of page 24 and answer the questions below. PREDICTING CONTENT USING VISUALS 1 How do you think the text will address the issue of heritage? aS 2. How do you think heritage can or should be preserved? 3 What are some of the most important aspects of your heritage? N Read the sentences and choose the best definition for the words in bold. UNDERSTANDING EY VOCABULARY He lived in an anonymous apartment, just like all the other ones around it. a a having no unusual or interesting features b without a name ¢ far fram the centre of life and activity Many old buildings have the potential for adaptive reuse, for example as hotels, restaurants or shops. a having the potential to survive in difficult conditions b having the best solution to many possible problems cc having the ability to change when conditions change We couldn't decide whether to live in a house or apartment, but in the end, opted for the convenience of apartment living. a chose b preferred considered carefully Having considered the age and condition of the building, the owners have decided that demolition of the building is the only option. a destruction b painting ¢ sale 5 The renovation of the old building to keep it as it once was is going to be very expensive, a the replacement of an old building with a new one b the repair of a building to bring it into good condition ¢ investment of money in an old building This Is a very affluent neighbourhood, where most residents have an income that is double the national average. a developing quickly b protected by the government —¢ rich Thanks to the enthusiasm of the locals, this remains a vibrant community despite the challenges that it has faced over the years. a lively and energetic b fortunate ¢ diverse Chemicals from the power plant have caused irreversible damage to the lake. There’s nothing we can do to save the animals that live there. a very serious b very unattractive O2 ¢ impossible to change back = N - a x cyPreserving our heritage’ 1 Everywhere | look, there are new buildings under construction The neighbourhoods that | knew as a boy, filled with beautiful old buildings, have mostly disappeared, and in their place, anonymous, modem, high-rise buildings have appeared. if we ‘continue in this way, nothing will remain of our heritage; soon | will no longer recognize my city. What is left of the city's traditional buildings and neighbourhoods must be preserved and itis imperative that this process begins now. 2 Historic preservation has become popular all over the world in amashrabiya window recent years, but many countries in the Middle East, with a few important exceptions, have opted for demolition and new construction over preservation, There is good reason for this; as the population has become more affluent, residents want all the conveniences of modern living. However, the built environment? should be more than shiny new buildings with air conditioning and washing rrachines; it should also reflect the beauty of our culture and heritage. How can our children understand and maintain their cultural identity if we erase so much of the physical evidence of it? Will they recognize a barjeel, the wind towers that once provided natural air conditioning for buildings all over the region? Will they understand the significance of mashrabiyas, the delicately carved wooden windows that provide a screen against the outside world? Not i they have all disappeared. 8 The arguments for preserving historic buildings are not simply about an emotional attachment to the past. There are also gocd economic arguments in favour of preservation. The renovation and preservation of historic districts can become an economic engine, drawing tourists and small businesses to the area, There are several good examples of this in the Middle East, In Dubai, the historic Al Bastikiya district draws thousands of ourists every year from all over the world. It also attracts local residents, eager to learn about their ciy's past. In Bahrain, the hundred-year-old Beit al Jasra was at one time the summer home of a sheikh®. thas been beautifully restored and is now a centre for traditional crafts, such as rug weaving and basket aking. International visitors are not only interested in shopping centres; they ‘also want to learn about our culture and traditions like these. 4 Al Bastikiya and Beit al Jasra are successful tourist attractions with exhibits, galleries and boutiques. Renovated for this purpose, they are not intended to be functoning communities for local residents. However, itis also possible to preserve old buildings and adapt them for reuse by the local community. In Bahrain, buildings in a historic district of the city of Muharraq have been restored, and today they are part of a vibrant neighbourhood of homes, small shops and businesses contiibuting to the nation’s economy. 5. Some opponents of historic preservation have argued that it is too expensive, but many recent projects all over the worid have demonstrated that this is not necessarily the case. In fact, renovation of an existing structure for adaptive reuse can cost about £40 per square metre less than even the most basic new construction, while preserving the beauty of the original building, ‘And, although itis often claimed that old buildings have a more significant environmental footprint* than new construction because they aren't very eneray efficient, architects and environmental experts maintain that the greenest building is the one that is already bullt. New construction almost always has a more serious environmental impact because it requires the use of all-new materials that must be transported, often over long distances, instead of recycled materials that are already on site. We recycle so many other things. We cen and should recycle buildings, too. a barjeel tower 6 Historic preservation is an option that opens many possibilities; demolition, in contrast, is irreversible. Once these treasures are lost, they are lost forever, an important link in our heritage that can never be recovered, ‘heritage (n) features belonging to the culture of s particular society, such as traditions, languages or buildings, thatwere created in the past and still have historical importance “built environment (n phr) man-made setting for human activity including buildings, parks and roads sheikh (n) an Arab cular or head of a group of people: “environmental footprint (0 phy) the impact something or someone has on the environmentWHILE READING 3 Read the article. Then complete the tasks. READING FOR 1 What is the author trying to persuade his readers to do? MAIN IDEAS a provide money to renovate important old buildings a b support the preservation of historic buildings in the city cc help him to stop all the new construction in the city 2 Highlight a sentence in the article that expresses the author's argument. 3 According to the author, what are the consequences of not accepting his argument? 4 Highlight a sentence in the article that expresses these consequences. 4 Read the article again. Then complete the tasks. READING FOR DETAIL 1 What kind of support does the author provide for his argument? Underline facts and circle support that includes expertise 2 What emotional appeals does the author use to support his argument? Summarize the emotional appeal in one or two sentences 3 Why does the author use the examples of the barjeel and mashrabiya? 4 What reasons does the author give for the value of historic preservation? Circle all of the answers that are correct. a Preservation makes economic sense. b Renovated buildings can provide much needed housing, ¢ Preserving buildings creates less environmental damage than building new ones. Preservation provides employment. Preservation of historic buildings promotes tourism. If we lose all our old buildings, we may also lose our identity. Historic buildings are more beautiful than new ones. It is often less expensive to renovate old buildings than to build new ones. i Adapting old buildings for new uses connects us to our history and culture, 5 Find sentences in the article that express each of the reasons you circled in 4. Compare your work with a partner's To nooREADING BETWEEN THE LINES Distinguishing fact from opinion Writers often present their arguments as a combination of facts and opinions. It is important to be able to distinguish them. Opinions often contain first person references (|, we), modal verbs (must, should, need), and verbs of belief (think, believe). Writers may also ask questions in an effort to persuade readers to accept their arguments. BIGTINGUBHING 5 Work with a partner. Answer the questions. FACT FROM OPINION 1 Review the list of reasons you chose in Exercise 4, question 4. Which of these reasons is supported by facts? Which ones represent the author's opinion? 2. Which of the signposts of opinion occur in the article? a first person references ¢ verbs of belief b modal verbs d questions MAKING INFERENCES © Work with a partner. Discuss the questions. 1 Why does the author object to ‘anonymous, modern, high-rise buildings? 2 What does the author mean when he says Al Bastikiya and Beit al Jasra were ‘not intended to be functioning communities for local residents’? 3 Do you think the author prefers the approach to preservation in Al Bastikiya, or the adaptive reuse of buildings in Muharraq? What makes you think so? Do you agree with him? 4 What does the statement ‘the greenest building is the one that is already built’ mean? 5 How does the author see the relationship between buildings and culture? Do you agree with him? DISCUSSION 7 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions. 1 Do you think it is better to try to preserve old buildings or tear them down to make way for new ones? Would you give a different answer if the buildings were particularly beautiful or historically important? 2 Apart from the thing itself, what do you think is lost when something from the past disappears? 3 In the future, do you think we are more likely to lose physical or digital things? Why? 4 What makes an object, a building or a record worth preserving? Make a list of criteria and rank them in order of importance. SYNTHESIZING.ANGUAGE DEVELOPMEI TIME EXPRESSIONS There are many different phrases that can tell the reader when or how something happens. There are also phrases that describe things and events as they relate to a stated or implied timeframe, o ig in aU at the turn of the century / | slowly but surely up to date in recent years cover the past / last ina flash out of date week/month/year at one time in the blink of an eye _ | it is about time for for the time being 1 Complete the sentences with an appropriate expression. In some items, more than one answer is possible. 1 The clothes she wears are really______. People have not worn jackets like that since the 1980s. 2: —________ them to think about the long-term future of the library — it is almost falling down. After a two-year downturn, _____ the economy is showing signs of recovery. Twenty years ago, Twitter, Instagram and Snapchat did not yet exist. 5 ______ this was the most popular restaurant in the city. Today, however, it is hardly ever full, even on Saturday nights. I downloaded those files____. Your new computer is extremely fast. If my company keeps doing well, we should be able to buy a house in the next couple of years, but ____, we are renting a flat. 8 _____five years, more than ten historic buildings have been torn down in the city. 9 The owners have kept the building ____, with new lighting and an efficient heating system. Q a o x PLUS2 Complete the sentences using your own ideas. 1 For the time being, | am 2 Slowly but surely, the world/country/city 3 In order to stay up to date with technology, | 4 In the blink of an eye, 5 It is about time for me to 6 At one time, this COMPOUND ADJECTIVES A compound adjective isa phrase which acts as a single adjective. When a compound adjective comes before a noun, the phrase should be hyphenated. Using his state-of-the-art approach, Satyanarayanan has been able to recover and preserve digital records. The out-of-date computer systems will be replaced next month. When the same phrase appears in other contexts, no hyphenation is necessary. Although those technologies are long out of date, it’s information on the web that is much more vulnerable. This software was state of the art about ten years ago! When a compound adjective before a noun includes a number, it is always singular. The hundred-year—old, Beit al. Jasra was at one time the summer home of a sheikh. This building is more than a hundred years old. 3 Choose the correct option to complete the sentences. 1 We need a more long term / long-term solution to this problem. 2 The committee produced a sixty pages / sixty-page plan for historic preservation. 3 These homes were built at the turn of the century / turn-of-the- century, but they already need a lot of repairs. 4 The neighbourhood has implemented a system of one way / one-way streets to ease the increasing volume of traffic. 5 The artists who used to live and work in this area later became quite well known / well-known. 6 The building has been renovated. Where there once were offices, there are now around fifty one bedroom / one-bedroom flats.- 7 The applances installed must be energy efficient / energy-efficient and meet strict government standards. 8 As in any fast growing / fast-growing community, we face a number of challenges. QO PLUS Read the sentences below. Write a new sentence using the underlined phrase as a compound adjective to modify the noun in bold, as in the example below. 1 A multinational company is planning an office building with twenty storeys. It will be on the busiest corner in the city. 2. Starting next year | would like to find a job where I can work full time. 3. We are trying to determine which the best plan is for the long term. 4 The construction in the new development will be wind powered and reduce energy costs. 5 The demolition will take place in an area that covers four square kilometres, Write five sentences. Use the compound adjectives and choose one noun from the nouns column to modify. Compare your sentences with a partner. 1 well-known author / song / story 2. money-saving proposal / plan / idea 3 energy-efficient homes / windows / light bulb 4 fast-growing industry / city / business 5 million-dollar home / development / planeta THINKING At the end of this unit, you will write an argumentative essay. Look at this unit's writing task in the box below. VW’ Do some research to find an old, but culturally or historically important area or neighbourhood in your city or country. What do you think should be done with it and why? Evaluating facts to build support for an argument When you make an argument, you need to decide which facts will support it. You can do this by looking at the facts you have researched and deciding which are the most interesting, contain the most relevant information and are most likely to persuade your reader. Think about why the facts support your argument and the implications of using each particular fact. It is better to use relevant facts than to overwhelm your reader with too many facts — this shows that you are able to analyze information. Choosing the right facts will make your argument strong and appealing to the reader. @ ANALYZE 1 Read these facts about preservation and new construction. Which support preservation (P) and which support new construction (NC)? 1 More than 400 million tons of materials get delivered to new construction sites in the UK each year. Of these, 60 million tons are wasted. 2. Renovating old buildings often releases toxic materials that can be dangerous to future occupants. Removing these materials is expensive —more than £15,000 per 100 square metres. 3. Some research studies estimate that a new, energy-efficient building can rrake up for the environmental impact of tearing down an old building in as little as ten years. 4 Heritage tourism sites, like the old city in Fez, Morocco, bring in millions of tourists and millions of dollars every year. 5 A recent study suggests that it takes 35 to 50 years for a new building to save the amount of energy that is used when an existing building is torn down and a new one is built. 6 Traditionally, many local families lived in villas, which allowed several generations to live together. With the move towards apartments, there is less space and fewer opportunities for extended families to live together under one roof. 7 A study in the USA demonstrated that an average of 14.6 jobs were created per million dollars spent on renovation, compared with T12 jobs per million dollars spent on new construction.8 When restoring old buildings, there are often surprises which can cause a project to take twice as long as new construction projects, resulting in increased costs. 9 Onacost per square metre basis, renovation is usually slightly more expensive than new construction. 10 New construction near the waterfront will allow 2,000 families to move from residences without electricity or running water to modern housing, 2 Work in a small group. Look at the facts from Exercise 1 and discuss the following questions. 1 How do the facts support preservation or new construction? 2. What kind of reader would find each fact interesting or persuasive? Why? 3. Which facts are the most relevant for buildings in your city or country? Why? 3. Choose the neighbourhood or area that you would like to research and EVALUATE write about. Try to choose an area you know well. Will you recommend that the buildings be demolished to make way for new construction or that the built environment be preserved? Research facts that support your argument, 4 Work with a partner. Look at the facts you have researched and answer the questions. 1 Who will the reader be? 2. What kinds of facts and information would your reader find interesting? Which are the most interesting? 3 Are the facts relevant to your argument? Which are the most relevant? 4 Have you included information that may appeal to your reader's emotions? 5 Have you included any statements by experts? 6 Are any of the facts in Exercise 1 relevant to your argument? Which could you use in your essay?GRAMMAR FOR WRITING FIRST AND SECOND CONDITIONALS Both first and second conditionals can be used to make proposals about the future and to describe their consequences. The first conditional implies a future event is possible or likely. Use these conditionals to present your own arguments in a positive way. You can also use them to make a threat sound more immediate anc serious. |f we preserve our heritage, our children will grow up with a sense of cultural identity. |f we continue in this way, nothing will remain of our heritage. The second conditional implies a future event is unlikely, hypothetical or impossible. Use these conditionals to present alternative positions. If the developers were alowed to demolish the building, the city centre would lose an important part of its character. If the old. building were to be kept, we would waste an opportunity to develop the local infrastructure. (forrral) 1 Decide which statement (a or b) describes an event that is more likely. 1 a If we spend much more time on the plans, we will not have time for the public meeting. b If we were to start the plans all over again, we would choose a different layout. 2 a If we built the new office next year, the staff and the budget would be considerably smaller. b If we build the new office building next year, our staff numbers will be retained. 3 a If they hold the meeting in the community centre, there won't be ‘enough room for everyone to sit. b If we were to hold the meeting today, not very many people would attend. 4 a If we started renovating the library now, we might be able to save it. b If we start renovating the library now, we might be able to save it. 2 Write three sentences about the area you have chosen to discuss, using the forms of the conditional in the Explanation box. Write two sentences that address the consequences of not following your recommendation using the second conditional. 1 (first conditional) 2 (second conditional) 3 (second conditional)ACADEMIC WRITING SKILLS PARAGRAPH STRUCTURE AND UNITY Academic essays are divided into unified paragraphs. Each paragraph should have a main idea expressed in the first sentence — the topic sentence. Paragraph unity means that ‘the entire paragraph focuses on the main idea. All the other sentences in the paragraph provide dackground information or support for the main idea. 1 Decide whether each paragraph is unified. If the paragraph is not unified, delete the information that does not belong, 1 unified not unified The creation of historic conservation areas generally increases property values. Because their homes are protected, owners are willing to invest in them. Owners do not have to worry about future changes in the character and quality of their neighbourhood. As a result, these areas tend to attract wealthier families who can afford to pay for the unique character that historic conservation areas provide. 2 unified not unified People are often unaware that there are financial advantages to living in a historic conservation area. Local authorities may offer grants for repairs and renovations. Homeowners cannot make major changes that affect the appearance of their home or the surrounding gardens and trees without planning permission. Funding may also be available from other organizations, such as charities with an interest in preserving our architectural heritage. 3 unified not unified Farmers’ markets are becoming increasingly popular in UK cities. In the past twenty years, their number has increased from just one or two to over five hundred. Their popularity has been driven by the public’s desire for locally grown food and also by an increasing awareness of the impact on the environment of food that comes from far away. Experts predict that the demand for locally grown food will continue to increase 4 unified not unified English Heritage (the English Heritage Trust) is a charity that manages historic buildings, such as palaces, stately homes and castles. It also protects ancient sites such as Stonehenge. Stonehenge is visited by thousands of people on the longest and shortest days of the year, which often causes significant damage to the site. More than 5,000 years of history are preserved by the charity. Donations and entrance fees fund QO the conservation work done by the charity across the country. PLUSIMPERSONAL STATEMENTS, When you staze a position, there is no need to use phrases that mark it as your personal opinion such as | think or in my opinion. The reader understands that you are making a case based on your view of the subject. ‘Avoid writing a personal statement, such as: | think we should. start preserving traditional neighbourhoods. Express the same idea with an impersonal statement: What is left of the city’s traditional buildings and neighbourhoods must be preserved and it is imperative that this process begins now. 2 Rewrite the sentences as impersonal statements. Compare your sentences with a partner. 1 It is only my opinion, but | believe that restoring the old fishing district was a huge waste of money. 2 As far as | am concerned, itis always better to reuse and recycle the resources that we have, instead of using up additional resources 3 As | see it, a new convention centre would be an incredible benefit for this city and its citizens, as it would provide both jobs and revenue. It would be foolish to pass up this opportunity. 4 It seems to me that by tearing down all the old buildings and building new ones, our city will lose its character and begin to look like any other large city. 5 Frommy point of view, placing this building on the register of historic places is a step in the right direction because it has the potential to draw tourists who are interested in architectural and cultural history.MANE eR Pats) VW’ Do some research to find an old but culturally or historically important area or neighbourhood in your city or country. What do you think should be done with it and why? PLAN 1 Make brief notes about the history, physical condition and location of ‘the area you have chosen to write about. This information will be used in your introductory paragraph. 2 Do you thin« the buildings in the area should be renovated or torn down? Why? Write one or two sentences. This statement of your position will also be used in your introductory paragraph. This will be your thesis statement. 3 Review your notes in Critical thinking, Exercises 3 and 4 on page 31. What are the main ideas of your essay? Write two or three ideas in a table like = the one below. These will be the basis of your body paragraphs. Make notes that support your ideas. body paragraph 1 body paragraph 2 body paragraph 3 4 What are some of the main alternative positions? What would be the consequences of each? Use these points in your concluding paragraph. 5 Make notes on ways to restate your position to show that it is the best option. This is how you will end your essay. 6 Refer to the Task checklist on page 36 as you prepare your essay,WRITE A FIRST DRAFT 7 Write your essay. Use your essay plan to help you structure your ideas. Write 400-450 words. REVISE 8 Use the Task checklist to review your essay for content and structure. TASK CHECKLIST Does the introductory paragraph provide a good description of the area? \s your position definitely and clearly stated in your introduction? Do the body paragraphs offer support for your position from different angles (factors)? Do the body paragraphs state a proposal and its consequences? Does the concluding paragraph state the negative consequences of the alternative position? Is each paragraph unified? Does each paragraph include a topic sentence? EDIT 9 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST Have you used time expressions correctly? Have you stated your proposal and its consequences with first- conditional statements? Have you presented and dismissed alternative positions with second-conditional statements? Have you expressed your opinions as impersonal statements, avoiding | think, ete.? 10 Make any necessary changes to your essay.OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3,2 or I for each objective. 3=very well 2= well 1=not so well Ian. watch and understand a video about preserving digital records, ___ identify an argument. distinguish fact from opinion. evaluate facts to build support for an argument. sEEEeR use first and second conditionals. write structured and unified paragraphs. write impersonal statements. seamen write an argumentative essay. 2 Go to the Unlock Online Workbook for more practice with this unit’s Ounce learning objectives. worDUsT adaptive (ad)) O longevity (n) O renovation (n) affluent (adi) long-term (ad)) O retrieve (v) anonymous (adj) @ memorabilia (n) scenario (n) @ compatible (adj) @ one-way (ad)) state-of-the-art (adj) demolition (n) opt for (v) vibrant (adj) energy-efficient (adj) out-of -date (ad) vulnerable (adj) © fast-growing (ad)) practice (n) O well-known (adj) @ irreversible (ad)) prompt (v) @ = high-frequency words in the Cambridge Academic Corpuswatch and understand a video about the importance Watch and listen Bae Reading skill take notes in outline form; challenge ideas in a text. Critical thinking determine and apply criteria. Grammar Use non-defining relative clauses; use appositives. structure a summary-response essay; write a Academic writing skills conclusion, Writing tak write a summary-response essay.Bae Work with a partner. Discuss the questions. 4ow many different brar are in this photo? Can you tell? Why / Why not? What does a logo tell you about the product it appears on? When you are shopping, do you look for any particular logos? If so, whichWATCH AND LISTEN pra we Motorola Portables! PREPARING TO WATCH ACTIVATING Your) Work with a partner. Discuss the questions KNOWLEDGE 1 When you are typing a document, do you choose your font carefully? | Why / Why not? 2. Do you use exclamation marks when you write in English? If so, where do you use them? If not, why not? 3 Do you read advertisements? If so, which ones do you like best? If not, do ycu think you are immune to advertising? SETS. 2 You are going to watch a video about design in advertising. Look at the CONTENT photos and discuss the questions with a partner. USING VISUALS 1 Which advertisements do you think are more effective? Why? 2 How does the look of the letters — the font — differ in each photo? 3 How do you think the font affects the look of a logo, advertisement or sign? 4 Do you think the font affects the way people perceive the information? If so, how big a difference does it make? 5 What are the benefits of simple lettering? GLOSSARY fad) regularly found and very common exclamation point (US n phr) exclamation mark cursive (0, ad) joined-up writing typography (n) the design of writing in a piece of printing or on a computer screen period (US) full stop be in full swing (idiom) be fully underway; be atthe highest level of activity, popularity, etc. ‘come of (as) (phr v, informal) seem a particular way to other people; create a particular impression authoritarian (ad)) demanding total obedienceWHILE WATCHING 3 @ Watch the video and check your predictions from Exercise 2. UNDERSTANDIN' Which sentence best expresses the main idea of the video? : MAIN IDEAS 1 The advertisement for Coca-Cola is the most effective advertisement ever. 2 Many corporations today use Helvetica because it communicates a clear message. 3 Slogans use Helvetica font today so they appear authoritarian. 4 © Watch the video again. Write examples for each main idea. ORDERS ARG 1 In the 1950s, bad typography was prevalent. DETAIL 2 Helvetica has several characteristics which make it successful. 5 Work witha partner. Discuss the questions, MAKING INFERENCES 1. Why do you think there was a wide variety of lettering designs in the 1950s? 2. How do you think the man feels about the use of exclamation marks? How do you know? 3 What public image do governments and corporations who use Helvetica hope to create? DISCUSSION 6 Work with a partner. Discuss the questions. 1 Which type of lettering do you prefer, the typography in the advertisements from the 1950s, or the ones of today? Why? 2 Do you think the lettering in an advertisement, logo or sign is crucial to the success of a business? 3 Think of an advertisement, logo or sign that you find attractive. What is it? Why do you think it appeals to you? 4 Think of an advertisement, logo or sign that you find difficult to read or unpleasant to look at. What is it? What is the problem with it?READING 1 PREVIEWING UNDERSTANDING KEY VOCABULARY PREPARING TO READ 1 You are going to read a chapter from a marketing textbook about logos. Work with a partner. Preview the text on pages 44—45 and discuss the questions. 1 How would you answer the title question? 2 Would you say the logos pictured are successful? Why / Why not? 2 Read the sentences. Write the correct form of the words in bold (I-8) next to their definitions below (a-h). 1 The researchers used specific criteria to rate the quality of the products. 2 The initial report said that the business had made a 10% profit last year, but a subsequent report corrected the amount to 7%. 3 The new smartphone has aroused tremendous interest in consumers in Kuwait. 4 The president's speech was an effort to reinforce a positive image of the company. 5 The advertisement conveys the message that these products use the most advanced technology. 6 Advertisements that are evocative of childhood adventure have been successful for us in the past. 7 We should stop using plastic and find a way to package our products that is more sustainable. 8 The best way to retain customers is to give them a good price and good service. a _____(V)to provide more proof or support for an idea or opinion and make it seem true (adi) making a person remember or feel a particular thing ¢ ______[ad)) next; happening after something else d —____[adl) causing little or no damage to the environment and therefore able to continue for a long time e —____{n) standards used for judging something f _____(v) to keep; to continue having g ——_\ to express an idea so that it is understood by other people h _____{v)to make someone have a particular feeling or reactionWHILE READING 3 Read the textbook chapter. Then circle the statement that gives the most READING FOR complete and accurate description of a good logo. MAIN IDEAS. a A good logo is easy for anybody to recognize and understand. b A good logo expresses a company’s identity in a way that is easy to recognize. ¢ A good logo will last forever in the public’s mind. d_A good logo helps the company to make a profit, Taking notes in outline form Using an outline to take notes on a text can help deepen your understanding of the text and help you remember more of the details. Main ideas provide ‘the basic organization for an outline, with supporting details and examples listed below them. 4 Complete the outline with information from the textbook chapter. READING FOR DETAIL ‘Complete the main ideas, details and examples. Use examples from the text..§ ——_____ Criteria. for a successful logo |. Efficient form of visual, communication A. Simple and. easy to remember B._________50 it is unlikely to be confused with other Logos. Example: C. Arouses eS Example: (in ASR seit 4 ard vadapbable A Achossjestiat sass 2 Ses Ee Example: Bulderpss geese et + eT 1. Can shrink Exgnpless eo ee ez —_______— from a distance (Micra eee A. Conveys company's I parler, = oY ee 2. Example: eee tee Bievoes eres ewer ee Example: 7 ———_———————__$§What makes a successful logo? 1 A logo is an efficient visual form that conveys an organization's message. Logos may seem quite simple. After all, they are often just a name or very basic image, but in fact, designing a good logo takes a lot of time and thought. So, what are the criteria that define a good logo? If you ask ten different graphic designers, you may get ten different answers, However, there are some common themes. 2. A good logo is clear and simple. Simple logos are easy to remember. In studies where participants were shown hundreds of unfamiliar logos, the ones they remembered later all had simple designs. Some designers advise the use of no more than two colours. A good logo must also be unique so it will not be confused with the logo from another organization. For example, the Jogo for IKEA is so familiar that any new Jogo in those shades of blue and yellow would probably remind people of IKEA. A unique logo also arouses curiosity when people see it for the first time. They want to know more about it. When tennis star Novak Djokovic began wearing shirts by the Japanese clothing manufacturer UNIQLO, people unfamiliar with the company became curious about the odd combination of letters that make up its logo. Logos should be flexible enough to adapt across time and placement. Apple's iconic logo was originally rainbow coloured, which worked in the 1970s, but today it would look dated, The subsequent grey and black Apple logo looks more contemporary, yet it retains the original design. Designers also need to consider where the logo will appear. Will it be on shopping bags? Coffee cups? Does it need to shrink down to a tiny icon on a digital device, like the Twitter bluebird or the Facebook f? Will people be able to recognize it from far away on the side of a lorry? More than anything else, a logo needs to tell a story ~to convey the company’s identity and evoke an emotional response in the people who see it. But to be successful, the message and the response must be appropriate for the organization that the logo represents. The Toys R Uslogo, with is childish handwriting and backwards R, conveys a message of fun Itis childlike and playful. It works for a toy company, but it probably would not be effective for a bank or an insurance company, In contrast, the FedEx logo, with its block letters forming a forward pointing arrow between the'E’ and the 'x’, looks like it belongs to é serious business, Its aim is to inspire confidence: we are a company you can trust to deliver your package An emotional response is particularly important for charitable organizations. The World Wide Fund for Nature (WWF) hopes that its iconic black and white panda resonates with the public, and encourages people to make a donation to support its global conservation work saving endangered species and their habitats, and reducing people's footprint for a sustainable future. Once a logo becomes widely recognized, businesses and organizations often rely more on the logo than their name. The public immediately recognizes the Nike swoosh, the McDonald's golden arches or Apple's apple. Research has shown that the more evocative the logo, the more positive the impact on customer loyalty ~ suggesting that the mest powerful logos are those which forgo! lettering to rely on symbols, Making a brand stand out from the crowd is key to the survival of a business — and ® a logo is one powerful tool in achieving this. For other types of organizations, it is the public’s connection to the role the organization plays in society that is important, and logos can help to reinforce this. Whatever the type of organization, those who get their logos right will reap the benefits? for many years to come. forgo (v) not use/have/do something that is usual 2 reap the benefits (v phr, idiom) to get something good as the result of your own actionsREADING BETWEEN THE LINES Challenging ideas in a text Not every idea you read in a text is equally valid. When writers present their arguments, they present facts, opinions and analysis. You may not agree with everything in a text. It is important to read all texts critically. As you read, ask yourself, ‘Does this make sense based ‘on my own experience and knowledge?’ ‘Does my experience and knowledge contradict what | have read?’ Be ready to challenge ideas in a text before you accept them, but be ready to support your challenge with evidence. 5 Work with a partner. Read the quotes from the textbook chapter and answer the questions for each one. A good logo is clear and simple. Simple logos are easy to remember. A good logo must also be unique so it will not be confused with the Jogo from another organization, A unique logo also arouses curiosity. A loge needs to tell a story ~ to convey the company’s identity and evoke an emotional response. 1 Do you agree with the statements? 2 What evidence is there to support these statements? 3 Can you think of examples of successful logos that contradict the statements? Why are they successful? 4 Do you think the text is trustworthy based on the statements above? 6 Work with a partner. Complete the tasks. 1 Review your outline in Exercise 4, Write three criteria for a successful logo below. 2 Look online and find a logo that is not in the textbook chapter, and that meets each of these three criteria. 3 Presert your logo to the class. Explain how it meets your criteria, DISCUSSION 7 Work in small groups. Discuss the questions. 1 Choose one of the logos discussed in the textbook chapter. What story » do you think it is meant to tell? O3 2 Think of another logo. Choose one that you think is not as successful as those in the textbook chapter. Explain why you think so. Bas jWhra.ses weenie.)READING PREPARING TO READ 1 You are going to read another chapter in the textbook. Preview the chapter on pages 48-49 and discuss the questions with a partner. 1 The chapter title uses the word brand to describe an action and adds the prefix re-. What do you think the process of rebranding involves? 2. Why would companies need to rebrand themselves? 3. How would you approach rebranding a business? Read the sentences and choose the best definition for the words in bold. There has been oppos like it. a doubt about b disagreement with ¢ misunderstanding about The design closely resembles a successful product, so we must rethink it: a looks like 'b sounds like © competes with The display was placed in a strategic location so that shoppers would see it. a likely to result in problems b helping to achieve a plan ¢ unusual; unpredictable She is the country’s foremost expert and will provide reliable advice. a most controversial b most wealthy ¢ best known The company has refined the design several times, making it more attractive and energy efficient. a improved by making small changes b invested a lot of money in ¢ carefully chosen from a range of options Many people associate specific products with experiences in their childhood, a prefer b consider © connect A logo must have a distinetive design that people remember. a influential b easy to recognize ¢ fashionable n to our latest design — people really don't N we x a N PREVIEWING UNDERSTANDING KEY VOCABULARY a PLUSpanera ee 1 Businesses need to be able to change as markets change. To keep up with changes, they frequently update their brands and advertising in a process called rebranding Rebranding often prompts these companies to redesign their logos at the same time. Take, for example, NBC (the National Broadcasting Company of the United States) ~ this company started in the days of radio, hence the microphone in its original logo from 1944, Moving into television and then colour television, the company adopted its distinctive peacock design in 1956. Since then, it has updated ‘the Bird’ several times to reflect the tastes and styles of the times. wé w% NBC 2. Rebranding and new logo designs are always strategic decisions. They may be needed because a company has changed its focus. For example, Xerox, a company whose primary product was once photocopiers, wanted to call attention to the fact that it handles a much wider range of document technology now. Some companies may want to change their image because there have been some negative associations ‘with their old one. For example, Kentucky Fried Chicken hoped to distance itself from unhealthy fried foods. When it redesigned the product's logo, the word ‘fried’ disappeared and only the initials, KEG, remained. The logo for oil company British Petroleum (BP) looked like any sign you might see at a petrol station. Customers often associate fossil fuels with climate change and a negative impact on the environment, so BP opted for a ‘greener’ ogo, one that resembles a sunflower. 3 Some brands simply mature and need a new logo to show this. Many high-tech companies, often founded by young entrepreneurs, begin with logos that reflect the age of their founders. If the companies are successful and begin to appeal to a wider audience, they may want to refine their logo. Both Spotify, the music and video streaming service, and Snapchat, the image messaging app, have gone through this process. Spotify’s earlier, youthful logo has recently evolved into a simple graphic that evokes sound waves. Snapchat’s cute ghost has lost its silly face, retaining only the figure’s outline. e Spotify” 4 The public generally resists changes to familiar logos at first, However, opposition to the new design usually dies down after a while, especially if the new logo retains some familiar elements. For example, the new BP logo kept the colour scheme of the old logo, and the new KFC logo retains the familiar bearded face of its founder, Colonel Sanders. If there is too much change, however, customers may become confused or reject the change. Executives at PepsiCo found this out when they changed the logo for one of their brands: Tropicana orange juice, Spotify 100° orange)Customers were looking for the familiar orange with a straw; they did not recognize the procuct with the new logo as Tropicana. Sales dropped dramatically, and PepsiCo brought back the old logo. 5 A final reason for a new logo design comes from technology. New platforms! may necessitate modifications. As devices become smaller, logos need to be simpler and easier to recognize on a small scale. Companies like Airbnb and PayPal dropped their names and chose simpler graphics for their latest logos so that users can identify them more easily on their mobile devices. 6 Changes in technology can place limits on logo designs, but can also offer new options. In particular, as more business and personal interactions take place in digital environments, more companies are creating logos that are animated and interactive. The foremost example of this is Google's latest logo, which appeared in 2015. The new Jogo has the same four basic colours as the old logo, but it transforms into a number of WHILE READING 3 Read the textbook chapter. Then circle all the circumstances that might prompt a company to redesign its logo. different images, depending on the product. For example, at the start of a Google voice search, the logo transforms into four dots in the Google colours, then into four wiggling lines that look like sound waves. bp New logos can be expensive. The sunflower logo cost BP £4.6 million to design and a further £132 million to rebrand all its assets. New logos can also be risky. PepsiCo lost $33 million in revenue on top of the cost of rebranding twice with its short-lived ‘Tropicana logo. Yet, for most companies, the process can inject new energy into a brand, and is therefore considered worth the investment. ' platform (n) the type of system a computer ‘or smartphone uses READING FOR MAIN IDEAS a The company wants to appeal to younger consumers, b Changes in technology require it. ¢ The public does not like the old logo. d The company wants the public to forget about something negative. 4 Match the reasons for a logo redesign (I-6) to the companies (a-f). need to fit logo on mobile devices company and founders have matured wider range of products opportunities provided by new technology negative associations need to refresh their look over time Aukena READING FOR DETAIL a British Petroleum | b Google ¢ Snapchat d Xerox e NBC f PayPalMAKING INFERENCES SYNTHESIZING 5 Read the textbook chapter again. Take detailed notes on each point HV. ‘Compare your notes with a partner. |. Change in focus (1. Brand, has matured LIL, Problems. with rebranding IV. Impact of changing technology READING BETWEEN THE LINES 6 Work with a partner. Choose the statement(s) that can you infer from the ‘textbook chapter. Discuss your reasoning. a Apeacock can be associated with the idea of colour. b The founders of Spotify were young when they started the company. ¢ The new BP logo was a success. d The face on KFC’ logo is an important element of the brand. € Other companies now have animated logos like Google's DISCUSSION 7 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the following questions. 1 How important do you think a logo is for a brand? Explain your answer. 2. Choose one of the pairs of logos discussed in Reading 2. Analyze and describe the difference between the old and new logo. 3 Think of a famous logo, for example a car, clothing or fast food company. What changes would you suggest to improve the logo? 4 Think of a company or product that you believe should begin the rebranding process. Explain why you chose that product or company. How would you rebrand it?ANGUAGE DEVELOPMENT DESCRIBING EMOTIONAL RESPONSES 1 Look at the table of common verb + noun collocations used to describe emotional responses. Decide if each group of expressions describes positive, negative or mixed responses. 1 evoke _| feeling(s), memories, emotions 2 inspire _| confidence, awe, fear 3 arouse __| interest, curiosity, suspicion, anger 4 stir up trouble, opposition, feelings, anger 5 generate | interest, excitement, enthusiasm 6 provoke _ | controversy, outrage, anger, anxiety 2 Complete the sentences with an appropriate collocation from the table in Exercise 1 In some items, more than one answer is possible. 1 The man in the campaign wore a hat pulled down over his eyes and a large coat that seemed to be covering something. His appearance immediately : 2. The new advertising campaign for the law that requires safety seats for all children under the age of two has 3 The new line of computer products and accessories has lot of _____among tech-savvy buyers. 4 After being associated with the party for over a hundred years, the old-fashioned logo among voters 5 The change from a recognizable logo to a new design ___an angry from many consumers. Q 6 Songs from the past often ___happy PLUS 3 Write three sentences of your own using some of the collocations in the table in Exercise 1 to describe emotional responses to unusual or difficult situations. You can describe a friend's responses or your own. 15 G2 z PARAPHRASING Paraphrasing is an important and useful writing skill, especially when you write ‘a summary. When you paraphrase, you put another person's ideas into your ‘own words, To write a paraphrase, use synonyms and different grammatical structures to express the ideas in a new form without changing their meaning. You may also need to arrange the ideas in a different order. Changes in technology can place limits on logo designs but they can also offer new options. At the same time that emerging technology restricts logo designs, it can also open up new possibilities The public generally resists changes to familiar logos at first In the beginning, people usually don't like it when Logos they kno well change. If you use identifiable phrasing from the original text, you must use quotation marks. 4 Paraphrase the sentences below. 1 Logos are symbols commonly used by organizations to promote their identity and to increase public recognition. Many companies choose logos that reflect their names, origins or products so that consumers can easily associate the logo with the company. Colour is a crucial element of any logo because colours help anchor the logo in consumers’ memories, allowing them to distinguish the logo from other similar logos. Some of the most famous logos in the world are those of sporting brands, which inspire brand loyalty in consumers by the prominence of their logos on each item they sell N * 5 Paraphrase the three sentences from Reading 1 below. 1A good logo must also be unique so it will not be confused with the logo from another organization. 2 Logos should be flexible enough to adapt across time and placement. 3. More than anything else, a logo needs to tell a story — to convey the company’s identity and evoke an emotional response in the people who see it.CRITICAL THINKIN At the end of this unit, you will write a summary-response essay. Look at this unit’s writing task in the box below. VW” Summarize the information in Reading 1, ‘What makes a successful Jogo?’ Then choose a logo that is not mentioned in either reading text and analyze it in terms of the criteria given in Reading 1. Determining and applying criteria Understanding criteria can help you organize an essay and ensure that you address the most relevant issues. To choose and use criteria effectively, you must first understand what you are evaluating — its components, purpose and goals. Then you can identify the criteria that show if its purpose has been fulfilled and its goals have been met. 1 Review the entire outline (Parts | land Il) of the criteria fora suecessful Kea logo on page 43. Write the criteria below, 2 Complete the tasks. EVALUATE @ 1 Which criteria do you think are crucial for a successful logo? Which are important but not essential? Based on your discussion in Exercise 5 on page 46, are some criteria not valid at all? Choose the top five criteria and rank them in order of importance. waenn v ‘Compare your ordered list with a partner's. Discuss any differences between the two lists. Explain your order to your partner. Make any changes that you agree on. Work with a partner. Are there additional criteria that you think are important or helpful in creating a logo? Add them to your list. Reorder your list if necessary.62) “APPLY 3 Work with a partner. Complete the tasks. Make notes. Qew 1 Choose a logo for your analysis, 2 Apply the criteria from the list you made in Exercise 1. Does your logo meet each of the criteria completely, partly or not at all? EVALUATE 4 Work with a partner. Answer the questions. 1 How successful do you think the logo is? Explain your answer. 2 Is your judgment based on the criteria in the chapter or were other criteria important? If so, what were they? Why were they important? GRAMMAR FOR WRITING NON-DEFINING RELATIVE CLAUSES Writers use non-defining relative clauses to provide additional information about a noun. These details are not essential because the clause can be removed without. affecting the sense of the sentence. Commas are used to separate a non-defining clause from the rest of the sentence, The non-defining relative clause in the example below gives additional information about IKEA, but it does not identify the company, nor is the information necessary for understanding the meaning of the rest of the sentence. IKEA, which is a multinational company, has a. logo that is recognized, around the world. 1 Rewrite the sentences to include the additional information. B PLUS 1 Apple's logo has been redesigned several times in the past 40 years. Addit onal information: The logo was once rainbow coloured.2 The letters in the logo for FedEx form an arrow moving forward. Additional information: FedEx provides delivery services. 3. A Serbian designer, Predrag Stakié, won an international competition. Additional information: His design encapsulated the features of a dove and a hand. 4 Rebranding is only one of many options available to the marketing department. Additional information: Rebranding can revive interest in a company’s products. 5 High-tecn companies have realized that they need to reconsider and revise their logos. Additional information: High-tech companies often have very young founders. ENAPPOSITIVES An appositive is a noun phrase that provides more information about another noun. Appositives are commonly used with proper nouns. IKEA, a, multinational company, has a logo which is recognized around the world. Tennis star Federer wears UNIGLO shirts. The CEO of Facebook, Mark Zuckerberg, is one of the world’s youngest billionaires. Like relative clauses, if an appositive provides information which is not essential to the sentence, it requires commas around it. The CEO of Facebook, Mark Zuckerberg, is one of the world’s youngest billionaires. (There is only one CEO of Facebook, so the information is not essential to the sentence.) When the appositive is essential to the meaning of the sentence there are no commas. Tennis star Roger Federer wears UNIQLO shirts. (Readers need to know which tennis star is being described) 2 Rewrite the sentences using the additional information as an appositive. Then write two sentences of your own with appositives, using the proper nouns given (5-6). The golden arches have achieved international recognition as a symbol of fast food. Additional information: The golden arches are the McDonalds logo. N The design of logos requires careful thought before release. Additional information: Logos are a company’s public face A media mogul has announced he will turn over his empire to his son next year. Additional information: Rupert Murdoch is the media mogul. Micresoft has lost some of its market share to Google in the past five years. Additional information: Microsoft is a software giant. a o Lionel Messi 6 NikeACADEMIC WRITING SKIL! P STRUCTURING A SUMMARY-RESPONSE ESSAY There ate two basic formats for a summary-response essay. * Format 1: Summarize then respond. Summarize the entire source text first. Then respond with your own ideas or an application of the ideas from the source. © Format 2: Integrate the summary and the response. Summarize the source text point by doint, responding to each point with your own ideas or an application of the ideas from the source. Remember that the summary should include only the most important points, not details The response usually consists of impersonal statements of the writer's point of view, followed by justified support for that point of view. 1 Work witha partner. Summarize the second paragraph of Reading 2. Then, ‘on your own, write a response to that summary, in one or two sentences. 2. Work on your own, Summarize the fourth paragraph of Reading 2. Add a response, egain in one or two sentences. 3. Compare your summaries and responses with a partner. WRITING A CONCLUSION The conclusion is your opportunity to make a final impression on your readers — to remind them of the point you are trying to make and to leave thern with something to think about. Do... V refer to your main idea and emphasize its importance, without repeating your thesis statement. W refer to something in your introduction; for example, if you began with a story, you could come back to it in your conclusion, W give your readers something to think about: * point out wider implications of the ideas you have presented. * point out the personal relevance to your readers of the ideas you have presented. «refer to future possibilities. Do not... X repeat your thesis statement or summarize your supporting points. Ina very long essay, this might be appropriate, but it is not necessary in a short essay like the one you will write in this unit. X undermine your argument with expressions such as ‘This is only one interpretation’4 Work with a partner. Complete the tasks. 1 Review the main idea activities after the two readings in this unit. Use them to help you write one sentence that expresses the main idea of each text. “Wha: makes a successful logo?’ (pages 44-45) Main idea: ‘Rebranding and logos’ (pages 48-49) Main idea: N Read the last paragraph of Reading 1 again. Underline the phrase that refers to the main idea of the full text. Circle any parts of the paragraph that leave the reader with something new to think about. Read the last paragraph of Reading 2 again. Underline the phrase that refers to the main idea of the full text. Circle any parts of the paragraph that leave the reader with something new to think about. WRITING TA: VW” Summarize the information in Reading 1, ‘What makes a successful logo?’ Then choose a logo that is not mentioned in either reading text and analyze it in terms of the criteria given in Reading 1. PLAN 1 Which format will you use for your summary-response essay, format 1 or format 2? See Academic writing skills, page 57. 2 What logo will you discuss in your essay? See Critical thinking, Exercise 3, page 54. f possible, include a picture of it in your essay as a visual reference for your reader. 3 Review your list of criteria from Critical thinking, Exercise 2, page 53. Paraphrese each point here and use your paraphrases in your essay.4 Review the information that applies to the format you will follow. Format 1: summary and then response ‘Opening paragraph: Review the main idea that you wrote down (Academic writing skills, Exercise 4 on page 58) and use it as the basis of your one-paragraph summary of Reading 1. Make sure you have explained the criteria. Body paragraphs: Write one paragraph or more applying the criteria for a successful logo to your choice of product or service. ‘Add details from Reading 2 if they are relevant to your essay. Review your notes on applying the criteria to the logo you have chosen (see Critical thinking, Exercises 2 and 3 on pages 53-54) You probably will not need a separate paragraph for each criterion. Refer to the criteria in your introduction, but do not explain them. again tere. Logo X is indeed simple but not unique, so it may easily be confused. with other, more famous logos. Conclusion; Make sure your conclusion answers this question: After considering all of the criteria, do you believe the logo you selected is successful? Why / Why not? Format 2: integrated summary and response Opening paragraph: Review the main idea that you wrote down (Academic writing skills, Exercise 4 on page 58) and use it as the basis of your opening paragraph. Body paragraphs: Write one or more paragraphs explaining and applying each of the criteria for a successful logo to your choice of product or service. If there are any additional criteria that you think are important, discuss them as well. Conclusion: Make sure your conclusion answers this question: After considering all of the criteria, do you believe the logo you selected is successful? Why / Why not? 5 Refer to the Task checklist on page 60 as you prepare your essay. WRITE A FIRST DRAFT 6 Write your essay. Use your notes and the essay plan in Exercise 4 to help you. Write 400-450 words.REVISE 7 Use the Task checklist to review your essay for content and structure, TASK CHECKLIST Does your essay contain a summary of the criteria — either in a separate paragraph (format I) or point by point (format 2)? Does your summary include the most important information from the original textbook chapter? Did you use your own words to paraphrase the points in the original texts? Did you apply the criteria from Reading 1 to a new logo? Does your conclusion contain an evaluation of the logo's success? Have you left your reader with something to think about? Does each paragraph include a topic sentence? EDIT 8 Use the Language checklist to edit your essay for language errors. LANGUAGE CHECKLIST Have you used words and phrases for describing emotional responses correctly? Have you paraphrased any information you used from Reading 1 and Reading 2? Have you used quotation marks and cited your source if you used the exact words from a source text? Did you add extra information in non-defining relative clauses with commas? Did you punctuate appositives correctly according to how each one is used? 9 Make any necessary changes to your essay.OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or I for each objective. 3=very well 2= well 1=not so well Tean.. watch and understand a video about the importance of fonts. dole make notes in outline form. eee challenge ideas in a text. EEE determine and apply criteria. oe use non-defining relative clauses. oo use appositives. == structure a summary—response essay. oo] write conclusions. delete write a summary—response essay. eee 2 Go to the Unlock Online Workbook for more practice with this unit’s One learning obctives. worDust anxiety (n) O evoke (v) resemble (v) O arouse (v) foremost (adj) retain (vy) O associate (v)O generate (v) O stir up (phr v) controversy (n) @ inspire (v) strategic (adj) @ convey (v)O opposition to (n) subsequent (adj) @ criteria (n) @ outrage (n) suspicion (n) curiosity (n) provoke (v) sustainable (adj) © distinctive (adj) O refine (v) @ evocative (adj) reinforce (v) @ = high-frequency words in the Cambridge Academic CorpusWatch and listen watch and understand a video about online harassment, Reading skills preview a text; identify purpose and tone. Critical thnking analyze problems and solutions. use impersonal constructions; use passives for continuity Grammar Academic writing skills write about problems; write about solutions. Writing task rerorrererere ® iia) PIETER EET LiY i a Td | i teva tea a a ie Es orererra) ee errerra: £3: 6 8619/18 AeA rears rerereree U a oc 4 8 JePe RR ee oT! eeevith a partner. Dist much time di you interact publicly on the internet ot ample, do you comment on artic eryone you interact with online? How easNAZNKG ENS PR ESI PREPARING TO WATCH ACTIVATING YOUR 1 Complete the sentences with your own ideas. Compare your ideas with KNOWLEDGE apartet: 1 Social media is a useful tool for 2 Acommon misuse of social media is —____. 3 Children should be taught how to avoid ___onlline, 4 One way to deal with trolls or bullies online is to BS NGTOOR 2 You are going to watch a video about an anti-bullying campaign. Before KNOWLEDGE TO you watch, discuss the questions with your partner. PREDICT CONTENT 1 What age groups do you think the campaign is aimed at? 2 What specific types of behaviour might the campaign be trying to stop? 3 What suggestions might the experts involved with the campaign make? GLOSSARY ‘to someone's face (ad, idiom) directly, without trying to hide anything or be kind fake (ad) not real, But made to look or seem real counter (v) to defend yourself against something unflattering (ad) making someone look less attractive or seem worse than usual awareness (r) understanding of a situation or subject at the present time surge (n) a sudden and great increase WHILE WATCHING 3 © Watch the video. Write T (true) or F (false) next to the statements UNDERSTANDING below. Correct the false statements. MAIN IDEAS 1 Charlotte Thomas used to be a victim of online bullying, ____ 2 The Safer Internet campaign wants to help children fight back against bullies ____ 3 The Safer Internet campaign needs to find more supporters. ——— 4 Nicola Sturgeon believes that children’s access to the internet should be limited.© Watch again. Match the speakers (1-5) to the main points they make (a-g). Some speakers make more than one point. 1 Reporter 2 Charlotte Thomas 3 Kevin Gourlay 4 Teenager in workshop 5 Nicola Sturgeon a The internet makes bullying easier. b People have been putting more photos and videos online. ___ ¢ People don't always consider what they post online carefully. d The place to teach children about the internet is in schools. e Children need to learn about how social media profiles work. f The campaign has changed its approach this year. Asking for help from adults does not always prevent online bullying. 5 © Watch again. Answer the questions. EERSTaRGING 1 What example does Charlotte Thomas give of how the internet makes DETAIL bullying easier? —_ 2. What does Kevin Gourlay suggest children do if somebody bullies them online? biicheaage 3. What has Charlotte Thomas been unable to get removed from social a arched acatteettee Hash carrer ttle 4 What does the teen in the workshop say can happen if you are not Cautious) Senta ce ee Te 5 Why does Nicola Sturgeon say politicians are talking to young people? 6 What warning does the reporter end his piece with? DISCUSSION 6 Work in a small group. Discuss the questions. 1 What online dangers are there for children in your country? What can parents, governments and schools do to protect children? 2 Is it a good idea to ban children from using the internet? Why / Why not? 3 What skills do you think it is most useful to teach children who are using the internet regularly?READING 1 UNDERSTANDING KEY VOCABULARY USING YOUR KNOWLEDGE PREPARING TO READ 1 Read the sentences. Write the words in bold (1-6) next to their definitions (a-f) below. 1 His hostile response to the questions made people in the audience feel unwelcome. She felt deep anger and humiliation when she learned that her private emails and photos had been published on the internet. Children may be excluded from school for physically or verbally abusive behaviour towards teachers. She cecided to withdraw from the competition because of continuous ‘complaints about her participation. This new policy sets an important precedent that other companies may follow. In order to protect members’ anonymity, the website uses a number system for identification. N * wo a a —______[ad) rude and offensive; causing another person mental or physical harm b ____{n) an action or decision that becomes an example for future actions or decisions ¢ —_____ad) unfriendly; showing strong dislike d _____{n) the situation in which somebody's name is not given or known ¢ ______(n) shame and loss of self-respect f ______(v) to stop participating i} You are going to read an article about cyber harassment. Work with a partner. Complete the task below. Then explain to a partner what you think cyber harassment means. Use a dictionary to find the meaning of each of the words in cyber harassment. cyber: harassment:Previewing a text It is useful to know something about the topic before you begin reading. Quickly reading the first sentence of each paragraph will help you remember and consider what. you know about the topic. This knowledge will make the article easier to read critically. 3 Preview the article on page 68 by reading the first sentence in each paragraph. Circle the topics you think will be discussed in the article. Compare your answers with a partner. a acomparison between online and face-to-face harassment b reasons why cyber harassment continues to occur ¢ adescription of cyber harassment d how victims can fight against people who harass them e a description of people who engage in cyber harassment f an explanation of the legal issues in cyber harassment WHILE READING 4 Read the article and check your predictions in Exercise 3. 5 Read the article again. Decide if the statements in the table are main ideas (M) or supporting details (D). Match the statements (a~j) with the paragraphs (1-5). a Complaints about cyber harassment by victims are sometimes considered too dramatic. PREVIEWING READING FOR MAIN IDEAS READING FOR MAIN IDEAS AND DETAIL b Trolls engage in disruptive behaviour for a variety of reasons ¢ Forty percent of internet users have experienced some form of cyber harassment. | d Itis ¢ difficult to stop cyber harassment. e Vietims of cyber harassment often do not get a lot of support. f Cyber harassment takes many forms. 8g Limiting offensive speech may be considered a violation of the right to free speech, h Many internet users experience cyber harassment. i Cyber harassment includes physical threats. j_ Trolls harass other internet users because they enjoy causing pain. 6 Use your work in Exercise 5 to create an outline of the article. (See page 43 for help and an example outline)