Oxford EAP

A course in English for Academic Purposes

INTERMEDIATE / B1+

Edward de Chazal & Louis Rogers

Teacher’s Handbook

2015 | PDF | 126 Pages

[email protected] 3

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 Contents

Course introduction Page 004

Teaching notes, answers, and suggestions for extension tasks and further practice

1 Knowledge Page 008

2 Organization Page 018

3 Motivation Page 028

4 Nature Page 037

5 Power Page 046

6 Growth Page 056

7 Networks Page 066

8 Innovation Page 076

9 Consumption Page 086

10 Crime Page 094

11 Energy Page 105

12 Progress Page 116

Audio CD track listing Page 126

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 Unit 9 Consumption
Academic focus: Comparison and contrast

INTRODUCTION
Unit 9 marks the start of the final third of the course, which focuses on more complex
skills such as writing complete essays. This unit addresses the key academic focus
of comparison and contrast. Students practise comparing and contrasting different
things such as research, theories, and models, across spoken and written texts.
Students learn that comparison naturally leads to evaluation, and so they practise
evaluating the material. Throughout the module, increasingly more complex
comparison and contrast language is introduced in context. Students can incorporate
this into their spoken and written work.

9A Listening helps students to develop note-taking strategies particularly useful for

lectures based around comparison and contrast. Students learn to use Venn diagrams
for note-taking purposes and to analyse descriptions of similarity and difference. It also
looks at basic comparative adjectives and the structures they are used in. The main aim
is to identify comparison and contrast language, patterns, and note-taking skills.

9B Speaking allows students to listen to other students reporting their reading in the
context of a seminar discussion. Students learn the importance of reading to prepare
for a seminar, and practise first their listening and note-taking skills, and then their
skills in contributing to a seminar discussion on the same topic. In doing so, students
practise referring to sources in their spoken texts.

9C Reading investigates more complex texts which discuss a particular theory or

model in an historical context. Students learn to identify the authors’ stance in
a text, and are encouraged to give their own responses to the material. The tasks
demonstrate the importance of comparison and evaluation in academic texts, and
more complex examples of comparative language are presented in context.

9D Writing is the first in four modules looking at different genres common to many
academic disciplines. It teaches students how to plan and organize a comparative
essay in both block style and point-by-point approaches. The module also develops
the skill of writing an effective conclusion. Finally the module takes a third look at the
language of comparison and contrast, with a focus on particular expressions useful for
formal academic writing.

9E Vocabulary continues the theme of comparing and contrasting with high-

frequency phrases. These are useful for students when navigating a text, following a
lecture, writing an essay, or taking part in seminars. They help to demonstrate stance
and to synthesize ideas from reading texts.

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 Discussion 2 9.2 Copy the Venn diagram onto the board. Explain
the purpose of a Venn diagram highlighting the fact that
1 Give students a few minutes to read the statistical the overlap in the circles is the place where students
information, and help with any comprehension issues. should write similarities between the products. Show
After students have discussed the questions in pairs Extract 2. Give students a few minutes to compare their
select a pair to feed back for each question. As an diagrams and then feed back to the board.
extension, have students decide which statistic they
would consider using as a citation in an essay, e.g. Answers
which is the most reputable source? Which is the most
Apple – better sales / more popular / more attractive design
objective, or easy to substantiate? It might also be
similar – both have a download store, navigation features
interesting to consider other factors that impact on these
statistics, e.g. cost of living. You may also wish to have Zune – larger screen, fewer pixels
students list the varying perspectives they could use to
analyse the quotations.
2 This task personalizes the topic for students. As an
TASK 3 Understanding descriptions of
extension you could give students some groups of people similarity and difference
to compare, e.g. old and young, city and urban dwellers,
1 9.3 This task practises the skills of note-taking
or men and women and ask them to discuss briefly some
around a visual aid. Explain that the Rogers’ innovation
of the differences in their consumption patterns.
curve shows different groups of consumers and how
likely they are to engage with innovative products.
Explain to students that as in Unit 8, visuals play a large
9A  Listening Lectures (7) part in providing examples and explanations in many
lectures. Show Extract 3 and then check collectively.

TASK 1 Predicting the content of a lecture Answers

1 b 2 e 3 d 4 a 5 c
1 Students may not recognize all of the brands or
products but many will, and should be able to place
them in order. You could extend the activity and discuss
2 Introduce this task by explaining where you are on
the graph and what purchases you think reflect this. You
what students know about each product and why
could extend the task by writing some recent product
they think it has been a success. Remind students that
names on the board and asking people if / when they
activating prior knowledge before lectures is a useful
have bought them.
stage in preparing oneself for processing information,
and thinking about the way a lecture may be organized.
TASK 4 Taking detailed notes from a longer
Answers extract
iPod (2001) + Zune (2006)
iPhone (2007) + Android (2008) 1 9.4 Highlight that these are the main areas the
Kindle (2007) + Nook (2011)
next section will discuss. Remind students that often this
structuring of a lecture would be provided on a lecturer’s
initial slides, to help orientate listeners. As a warmer
2 and 3 9.1 Ask students to predict the topic of the
you could ask questions such as How many innovative
lecture. Encourage them to give you a reason why they
products do you think fail? What do you think innovative
have chosen that option. Show Extract 1 and check the
products have to do to be successful?, etc.
predictions.

Answers
2

TASK 2 Using Venn diagrams to take notes

1 This task sets up the idea that students are going
to listen to a comparative lecture, and that key words
or phrases can help them to understand whether
similarities or differences are being discussed.

Answers
Similarities: both, equally good
Differences: different, more attractive, superior, bigger,
better

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 2 The particular focus in this pair of discussion
Answers questions is asking students to think about the strengths
1 Communicating benefits to consumers. and weaknesses of research methods used in creating a
Revolutionary products – difficult to persuade theory, which is a key academic skill.
consumers of the benefits
Me-too – difficult to persuade customers their product
is better
Sample answer
1 A strength is the wide selection of studies gives a much
2 Taking risks
broader picture of the area. However, it is likely there
Revolutionary products face much greater risks than
will be many differences in these studies in terms of
me-too products
sample size, research methods, use, and purpose. This
3 Pricing could mean that a small selection of these 500 may
Revolutionary – Can usually set a higher price when actually dominate the data set or not be given enough
people see the benefit importance depending on how it was analysed.
Me-too – Difficult to price competitively
2 The strengths of using broad labels are that they
4 Being successful / Gaining market share ensure data sets are more manageable as they are
Between 48% and 99% of innovative products fail. easier to categorize. However, it has to be recognized
Me-too products need to be clearly differentiated to be that broad labels conceal a great number of differences.
successful. Can gain 50% market share. Typical cohorts for analysis are age (e.g. Generation X,
Y, Digital Natives) or gender (male, female) but within
2 and 3 As an alternative, students could draw a Venn these there are considerable differences in terms of
diagram into which they take notes. Remind students of financial, social, technological, and political factors that
where they place similarities and differences in a Venn can undermine the findings.
diagram.

Academic language
Comparison and contrast (1) Adjectives 9B  Speaking Seminar
This section covers some common comparative structures.
Students may be familiar with some of these already, so discussions (7)
as an alternative you could write the sentences on the left
of the board and the structure patterns on the right and Task 1 Predicting the content of a seminar
ask students to match the pattern to the structure. Even if
students are familiar with these structures, it is important 1 Remind students that in academic contexts it is
to review and consolidate as comparison and contrast can important to prepare for a seminar, rather than simply
appear in many academic essay genres including problem / turning up and expecting to contribute. Preparation
solution, cause / effect, and argumentation. can involve reading, attending lectures, and discussing
the seminar topic with peers. Explain that working in
groups can result in several benefits including: coming
TASK 5 Using comparative adjectives up with more ideas than individually; contributing to
and extending each other’s ideas; and enabling students
1 This task puts into practice the content of Academic to critically examine their own and others’ ideas.
Language. Remind students to look at surrounding Encourage students to offer reasons and examples,
context to help them work out answers. To extend this e.g. Employment status is important because people
activity ask students to write comparative sentences spend most of their time working and it is vital to be
describing the different groups in Rogers’ curve. happy in your job. Ask students to note down their main
points, as they will need to refer back to these in Task 3.
Answers
2 and 3 Point out that the seminar is one event in a
1 riskier than 2
​ as high as ​3 less confident ​ sequence in a particular course or module, and the
4 too expensive ​5 rich enough
tutor will expect students to have prepared for it. In
1.2, students simply predict, based on the six items
in 1.1. Task 1.3 gives references to three texts cited in
TASK 6 Critical thinking – responding to the the seminar, and it is useful to be able to say in simple
content of a lecture language (i.e. items a–c) what the texts (1–3) are
mainly about.
1 and 2 These tasks get students to reflect on the model
presented in the lecture. Answers
1 The focus here is on synthesizing ideas from the lecture 3 1 b ​2 c ​3 a
extracts, with students’ own knowledge and experiences
to ensure that the concept and content of the lectures
have been understood. An additional focus is on having
students use the lecture as a source text for further
discussion – mirroring a common academic approach.

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 Task 2 Taking notes on key information
8 Conclusions: wealthier people are happier
1 and 2 9.5, 9.6 This task presents two quite 9 Any other interesting details / quotations from the
research: Quotation from the conclusion: ‘People tend
challenging listening texts where students have to extract
to be happier when they are healthy, earn more, are
and note down the key information given in headings
better educated, married and employed.’
1–9. Clarify that students understand all the points
before playing the recording. Remind students that the
3 and 4 To round off this task, put students into pairs or
references are given in Task 1.3, so the full entries (e.g.
small groups and ask them to take turns to compare and
Ballas and Dorling, etc.) can be completed after listening.
contrast the information from the seminar. Several sample
Either play the entire recording twice (or more), or break
phrases are given, and you can elicit further comparison
it into shorter chunks by pausing after every three items
and contrast language before starting the activity. If
to allow students time to write their notes; then play the
students have done the Listening module, ask which
whole recording without pausing. As the answers are
structures they can remember from Academic Language.
quite lengthy, go through them visually (e.g. by putting
Monitor while they discuss their comparisons, noting
them on a slide / IWB); this is particularly important
down use of the language as appropriate.
for names and numbers. Stress that as the speaking
task in this module is dependent upon the content of
the recording, the more detailed the notes, the more Task 3 Comparing and contrasting types
successful students’ seminar discussions will be. of research
Answers 1 Put students in the same groups as for Task 1. Ask
1 1 Main reference: Ballas and Dorling (2007). Measuring them to check their predictions using the notes they
the impact of major life events upon happiness. made in Task 1. Stress that any predictions not discussed
International Journal of Epidemiology, 36 pp.1244–52 in the recording are not ‘wrong’, and all sensible
2 Aim of the research: to define and measure predictions should activate interest in the topic.
happiness
3 Main perspective: economic 2 This activity builds on Task 2.4 by giving specific
4 Context of the research (time period, places): 1990s, points for comparison. Elicit useful examples of the
Britain language of comparison and contrast. If necessary,
5 Key details of the research (type and size of conduct a whole-class demonstration with yourself and
research): questionnaires; 10,000 a nominated student using one of the points. Encourage
6 Factors identified as influencing happiness: health- a reasonable level of detail in the responses.
related events, education, employment, leisure, births
and deaths, relationships, finance and other Independent study
7 Main results: two-thirds had no life-changing events; Explain that this is essentially advice on contributing effectively
Finance 6.49%; Relationships 6% to future seminar discussions. To focus the project, you could
8 Conclusions: personal relationships, at home and at set a topic which is relevant to some extent to the whole class.
work, are the most important factor Ask students to briefly present their source texts on a specific
9 Any other interesting details / quotations from the future date.
research: Ballas and Dorling looked at similar research
which suggested health status has greater impact on
happiness than wealth.
2 1 Main reference (see slide): Rodríguez-Pose, A. &
Task 4 Preparing for and taking part in a
Maslauskaite, K. (2011). Can policy make us happier? seminar discussion
Individual characteristics, socio-economic factors and life
satisfaction in Central and Eastern Europe. Cambridge 1 This is the main productive task of the module. Students
Journal of Regions Economy and Society 4 (4) have by now considered possible factors contributing to
2 Aim of the research: (not stated) happiness, listened to a sample discussion, and compared
3 Main perspective: economic two pieces of research. These tasks should give them
4 Context of the research (time period, places): Central some useful material to work with. Set a time limit for the
and Eastern European countries preparation stage, perhaps 10–15 minutes, with an interim
5 Key details of the research (type and size of stage to check how they are proceeding. Monitor to check
research): data from EVS Eurostat on progress and offer input as necessary.
6 Factors identified as influencing happiness:
individual income, gender, age, civil status, the number 2 For the main activity of the seminar discussion,
of children, employment conditions, level of education, put students into groups with a reasonable balance of
and where a person lives; plus negative influences: different student levels, fluency, and interest. Before
economic, including: high unemployment, inflation, starting, go through the guidelines 1–4 and stress that
inequality students should aim to bring in the points they have
7 Main results: 400% GDP growth between 1999 and prepared in 1. While monitoring, avoid contributing
2008; 15% increase in happiness
to the discussions if possible, and let students find
strategies to work through any difficulties.

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 Task 5 Evaluating your performance in a 3 and 4 These tasks focus students’ attention on the
seminar discussion concept of consumers / consumption (the unit theme).
Give students a few minutes to identify the relevant
1 and 2 Emphasize the value of self-evaluation – it sentences in the text, check these, and then ask students
can lead to significant improvements in performance to work individually on writing their citations in 3.4.
in subsequent discussions. Allow time for students Encourage a variety of citation patterns, building on
individually to evaluate their performance, and if writing work in previous units. Allow time for students to
appropriate encourage peer-evaluation using the same present their sentences to other students and give brief
criteria. Make sure students keep a record of their target feedback, e.g. on positive points such as appropriateness
improvement area in 5.2, so that they can refer back to of citation type, and on language.
this later.
Answers
3 3 As Hirst and Patching (2005: 104) claim, media

9C  Reading Textbooks (9) industries today ‘treat their audiences as “consumers”

of news, entertainment, information, sport, and
associated product packaging’.

Task 1 Previewing text and context 9 The public are becoming increasingly affluent and
consumerist, and they demand to be entertained as
1 Explain that in this task students will reflect on how well as informed.
and why they engage with the media. Depending on
your class, part of the discussion can be done as a whole
class activity, and it can be extended by adding further Task 4 Understanding comparison in a text
questions and variations, for example: regarding specific
media in the country (such as the BBC in the UK) and 1 Point out that, as with many academic texts, there are
their influence; ownership of the media; how people instances of comparison in Text 3. Check the answers,
prefer to access the media (e.g. via TV or smart phone); and clarify that while the text does question the value of
how long anyone has gone without accessing the media a consumerist model, it does not specifically compare
in any way. this with other models.

Answers
Task 2 Analysing models and theories in a times, places
text
2 and 3 These activities require intensive reading, so allow
1 and 2 As Texts 1 and 2 are short, elicit which types
students sufficient time to complete their answers. Go
of word students will note down (e.g. nouns expressing
through the first sentence as a whole class example, and
key concepts and characteristics). Give students a few
elicit the amendment required to make the sentence true
minutes to read and note down their answers before
based on the information in the text. Ask early finishers to
checking as a whole class. In the discussion activity,
start correcting the sentences they have identified as false,
encourage students to relate their points to a specific
and as an extension they could write further examples of
context, such as a country with which they are familiar.
their own while other students catch up.
Answers
Answers
1 Consumerist model – news: profit-driven, business
2 1 F ​2 T ​3 T ​4 F ​5 F ​6 T ​7 T ​8 F ​9 T
enterprise, commodity
Consumption and production – market forces determine 3 1 Media owners’ views of their audience have
media content, readers influence content shifted / changed.
4 The shift (in sentence 1) is not so recent / has
Text 1 profit-driven, news as a commodity
happened over many years.
Text 2 content of media determined by market forces,
5 The journalist Ed Murrow criticized the media
shaped by readers, media serves what consumers want
for offering too much entertainment rather than
information.
8 Murrow’s criticism of journalists has had ‘little
Task 3 Identifying specific ideas in a text influence’ on the commercialization of news.

1 and 2 Set a time limit of just a few minutes for these

tasks, and explain that all students have to do in the first
Task 5 Identifying and evaluating the
one is to find the ideas from Task 2.1 in the text, and in the
process gain an overview of the text. Students should be authors’ stance
able to answer the question in 3.2, having just read the text.
1–3 Explain that this task is probably more challenging,
and requires students to work out where the authors’
Answers stance appears in Text 3; the authors’ stance contrasts
2 c with the parts of the text which are essentially factual
and descriptive. Optionally, ask students to work

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 together on some of the activities in order to help
each other. Answers
1 In this model, listeners and viewers are seen not as
Answers passive consumers but as active analysts of currently
available options.
1 Sentences 1, 4, 6, 8, 9, and 10 (i.e. those given in 5.2).
2 The consumption of news can be analysed in the same
2,3 a Again, this change might not be as recent as we way as the consumption of the latest products and
think. (sentence 4) – comparative and evaluative services.
b Fifty years later, Ed Murrow’s revealing words
echo in a world unsettled by threats to global peace, 3 In some contexts, the term model can be defined in a
and where hard news and investigative reporting similar way to the term theory.
are being increasingly replaced by infotainment. 4 One of the most significant aspects of consumer
(sentence 6) – ‘revealing’ is evaluative; ‘are being behaviour in economies as complex as the European
increasingly replaced by’ is comparative Union is consumer loyalty.
c While often quoted, Murrow’s criticism of the lack 5 Television programmes in public service broadcasts
of endeavour by journalists and news corporations are influenced by legal obligations rather than by
at a time when the USA was swept up in a wave of consumer preferences.
anticommunist sentiment, had little influence on
stopping the commercialization of news. (sentence 8)
– ‘lack of endeavour’ reports the evaluation of Murrow;
‘had little influence on’ is the authors’ evaluation Task 7 Critical thinking – responding to
d The public are becoming increasingly affluent and ideas in a text
consumerist, and they demand to be entertained as
well as informed. This means the role and relevance 1 The final task of the module gives students the
of the investigative journalist is increasingly being opportunity to present their own stance based on key
challenged. (sentences 9 and 10) – ‘increasingly statements in the texts. As with other discussions,
affluent’ is comparative and possibly evaluative; encourage specific examples and reasons to justify their
‘increasingly being challenged’ is comparative stance. As a variation, you could ask students to offer two
responses to each statement: one more general response
Independent study for the country they are currently studying in and/or
Set this task over a reasonable period of time, e.g. a week, and come from; and a more specific personal stance. This
ask students to present their findings. Use a simple example to may contrast with the more general response, e.g. In my
illustrate why we naturally evaluate when comparing, e.g. Car country most people seem to want entertainment from the
A is slightly more expensive than Car B but has a larger boot media, but I personally prefer to use the media to get the
and more comfortable seats (comparison and contrast). Because
information I want, and I certainly don’t believe a lot of
of these things, for our family, Car A is the most suitable
(evaluation). what I see in the media. As an extension, ask students to
write a paragraph summarizing their stance, and this can
then be shared with other students.
Academic language
Comparison and contrast (2) Understanding longer
phrases and structures
This language builds on the comparative structures
9D  Writing Comparison
presented in 9A Listening on page 121. As with most other
Academic Language examples, it is taken from the texts
essays
in the module. The expression rather than is particularly
widely used in academic texts to show contrast. TASK 1 Previewing the topic
1 and 2 These questions again draw on students’
personal experience and attitudes to preview key
Task 6 Using comparison and contrast phrases
content of the module. If you have a group of mixed ages
1 Explain that this task is quite challenging, but should and nationalities, encourage comparison and contrast
be achievable if students work through the easiest items within the class, as well as drawing on examples of
first, gradually eliminating more and more language and parental generations. Attitudes towards debt and savings
sentence ending options. As an extension, ask students are worth exploring from an intercultural perspective as
to write new sentences using the same structures in this serves to inform students of the varied viewpoints
a similar or more familiar context. This can be done they may have to take into account during their own
collaboratively. academic writing. As an alternative you could write a
selection of products, services, and brands on the board
and show the students pictures of people from three
distinct generations. Students then have to match the
product to the group and justify their choice.

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 TASK 2 Understanding the purpose of
Answers
an essay 2 Links back to the main argument by restating the thesis.
1 This task reviews the function of thesis statements 3 Provides evaluation that is logical, and based on the
covered in the previous units. It highlights the fact that evidence presented.
it must be clear from the outset what you are trying to 4 Makes a reference to, or recommendations for, the future
achieve in an essay.

Answers TASK 4 Identifying ways of organizing a

1 b ​2 b comparison essay
2 This task encourages students to think of their own 1 This task looks at two of the main ways of organizing
stance on the issues described. As an extension you a comparison essay – block and point-by-point. As an
could ask students to write a thesis statement expressing extension you could ask students to think about when
their own stance on each issue. each structure would be more appropriate.

Independent study Answers

Write an example essay question on the board and ask students a – point-by-point, b – block
to briefly note down what they think the essay is asking them
to do. You may wish to provide a model answer by essentially
rephrasing the question and broadening it out into a brief 2 and 3 These activities exemplify the point of
outline. Ask students to compare their interpretations and appropriateness. If you did the extension in Task 2.2, you
monitor as they do this. If there are any interpretations that could ask students to paraphrase the thesis here.
are quite different, write these onto the board and discuss
them together. Stress that it is important to answer the exact
question asked as this affects overall grading.
Answers
Outline A – block, Outline B – point-by-point

TASK 3 Analysing a conclusion to an essay

TASK 5 Identifying the structure of a
1 This task highlights the connection between the comparison paragraph
conclusion and the introduction of an essay. In much
academic writing there is a need to maintain this sense 1 As well as essays, paragraphs can also take a point-by-
of connection throughout the essay. Clear links between point or block organization. Ask the students to answer
thesis statements, and the ideas that are developed the questions and then check collectively. If possible
and exemplified, provide a sense of cohesion in written project the essay, and highlight the organization of the
work. You could highlight that these are essentially paragraph.
paraphrases of the thesis statements.
Answers
Answers 1 Changing values and attitudes and their effect on
a 2 ​b 1 consumption.
2 gender, globalization, technology
2 This task highlights the features that can appear in a 3 point-by-point
conclusion. All apart from 4 could feature, as introducing
new information not covered in the main body of 2 This task precedes the Academic Language focus
the essay breaks with any sense of cohesion, or clear and looks at some of the structures commonly used
structure. Any new information requires exemplification in academic writing to demonstrate similarities and
or explanation, and conclusions offer little room for this differences. Remind students that noticing patterns of
kind of input. As an extension ask students when the comparison and contrast, or other common structures,
others might occur. in academic writing will help them when they come to
write their own work.
Answers
1, 2, 3 are the most likely; 4 should be avoided in a Answers
conclusion. Similarity – In the same way, Similarly
Difference – whereas, while, In contrast
3 This task reiterates some of the features of a conclusion
and acts as a checklist for students to use in the future.

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 Academic language Try to ignore other issues as this may overload the
feedback and make it less transferable to future contexts.
Comparison and contrast (3) Referring to similarity
and difference
These linking expressions are some of the more common
ways to exemplify comparison and contrast in academic 9E  Vocabulary Comparing
writing. Highlight the importance of comparison across
numerous disciplines and genres and then give students a and contrasting
few minutes to read through the information.

TASK 1 Identifying comparing and contrasting

language
TASK 6 Using language to refer to similarity
and difference 1 and 2 Explain that this task will help students
correctly recognize a number of frequently-used
1 This task puts into practice the content of Academic comparison and contrast language items. Emphasize
Language. Before setting the task check that students that although these should now be familiar, students can
are clear which words compare and which contrast; often make mistakes when using them and accuracy is
then set the task for individual work. Check answers on vital for the reader / listener. Set the task as in the book
the board. or alternatively place the words onto cards to make the
task more interactive.
Answers
1 while ​2 unlike ​3 in the same way ​4 both... and ​ Answers
5 in contrast
Comparing: comparable, in common with, resemble,
similarity
2 This task provides freer practice in using this language Contrasting: changing, differ, distinction, difference,
in the context of an essay. Give students a few minutes to distinct from, in contrast to
complete the task and then ask students to write some of
their examples on the board.
TASK 2 Using comparative and contrasting
TASK 7 Writing an outline for a comparison structures
essay
1 Set the task as in the book and then check as a whole
1–3 These stages scaffold the task of writing a class. Remind students of the need for both grammatical
comparative essay. Set the first task for all students and and factual accuracy. You could put students into
then move students on when necessary, on an individual pairs to peer-check their sentences. As an extension,
basis. Pair students that finish early with another student you could ask students to produce sentences with the
and ask them to evaluate each other’s plans. distractors used correctly.

Answers
TASK 8 Writing a comparison essay 1 differs ​2 common ​3 similarity ​4 similarities ​
5 in contrast to ​6 resembles ​7 comparable to ​
1–4 These tasks again scaffold the essay-writing
8 distinction / difference
approach. Set the first task to all and then gradually
move students on to the next task as you monitor and
check their progress. Make sure students are referring to 2 The focus of this task is on meaning within the
the relevant checklists as they are doing these tasks. Go broader context of a paragraph. Draw attention to
through the sample answer on page 191 either before grammatical and lexical clues that assist students in
or after students have finished their essays. The sample selecting the correct option, e.g. synonyms, collocations.
answer can serve as a useful example to help students
structure their essay, but stress that it is not a ‘model’ Answers
answer to imitate. Ultimately, tutors will value originality 1 differ ​2 distinction ​3 in common ​4 similarities ​
in their students’ writing. 5 comparable to ​6 distinction / difference

3 The final activity gives students the opportunity to

TASK 9 Evaluation of peers' essays manipulate comparison and contrast language in their
own area of study. If students are not too familiar with
1 and 2 Using the relevant checklist students should
their area of study, you could give them two other topics
analyse each other’s work. When you take in their work
from earlier units.
to mark try to concentrate your comments solely on the
areas you have been focusing on recently – introduction,
topic sentences, conclusion, and comparative language.

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 Unit 10 Crime
Academic focus: Argument and evidence

INTRODUCTION
Unit 10 aims to develop students’ abilities to identify main arguments and supporting
evidence. It looks at the basic structure of arguments including the concepts of
premise and conclusion. The unit also looks at how arguments are presented and the
language used to evaluate them. The main aim is for students to be able to identify
and analyse arguments and to present these with relevant supporting evidence in
their own writing.

10A Listening introduces students to a debate, where they learn to identify the main
argument presented by each speaker – one in favour and one against the motion
given. Students also learn that there are several sub-arguments to support the main
argument. They have the opportunity to critically respond to the points made. Using
an authentic text plus the spoken text of the debate, students notice and use the
maximizing (boosting) and minimizing (hedging) language in the texts.

10B Speaking looks at case studies as a way of representing a theory or concept in

real life. Students look at understanding the case study and identifying the options
available to a person or organization. This use of case studies is quite common in a
number of academic areas. Students look at how to present their argument, and how
to use hedging language to present arguments with caution.

10C Reading offers practice in identifying main arguments in a text on crime and
understanding how these are structured in terms of premises and conclusions. The
module focuses on understanding and using evaluative language when discussing
an argument and its evidence. Evaluation and the structure of arguments are key
concepts for students to practise in numerous disciplines.

10D Writing teaches students how to develop their argument in a 500-word essay.
This is a challenging yet achievable outcome, which breaks the process down into
a number of clear stages. Students first practise analysing and evaluating different
introductions, and then learn ways of structuring the essay. They select material from
given sources to incorporate in their essay. The language focus is on cohesion, which
should improve their essay style.

10E Vocabulary teaches students how to build an argument using a range of verbs to
demonstrate their stance. It also looks at using nouns and adjectives to indicate stance
and the use of prefixes to form negatives, all of which helps students to be evaluative
in their writing.

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 Discussion
Answers
1 This task provides a concise way of addressing the 3 Evidence for the effects of video games:
main aim of the unit – using evidence to support an
Source Positive Negative Uncertain /
argument. Where required, assist students with any effects effects neutral
vocabulary. As an alternative you could put a–d and 1–4 effects
onto cards. Give students cards a–d first and ask students Griffiths ‘inconclusive’
to discuss which ones they agree and disagree with, then (1997) effects
give them cards 1–4 to match to the opinions. Anderson Trait
and Dill aggression in
Answers (2000) adults may
enhance the
a 3 ​b 1 ​c 2 ​d 4 negative
effects of
2 These questions set up the basic idea of premise and game play
conclusion as the structure of an argument. Warm The above
(2000) effect not
replicated
with
10A  Listening Debate Anderson Increases in
adolescents

extracts and Dill

(2000)
short-term
hostility
Sims and Enhanced BUT these
Mayer performance are very
Task 1 Preparing to listen to a debate: (2002) in certain localized
examining evidence cognitive
effects
1 Explain that debates can take place in academic and Bensley Aggressive BUT this was
other related contexts such as meetings, special interest and Van video not found
groups, conferences, clubs and societies. A debate Eenwynk game play in other
involves different speakers offering different views on (2001), in was often age groups
a particular issue or ‘motion’, i.e. a formal proposal for Pakes and followed by → current
Winstone aggressive research
discussion. Ask students to offer points both for and (2007) play in evidence is
against the issue of playing video games, emphasizing 4–8-year-olds unsupportive
that they do not have to agree with the points they offer. Gentile et al. Increased
Remind students to work with perspectives to help them (2004) levels of
come up with points, e.g. financial – computer games video game
manufacturers want to maximize their profits so they do playing and
not necessarily develop games which benefit the user. anti-social
effects in
2 and 3 Working with the text on page 202, explain that children
students should first quickly see whether their points are
mentioned in the text, and second focus in more detail 4 Remind students of the unit theme of crime and set
on the evidence offered in the sources. Use one of the up the activity. After checking the answers, ask students
sources as an example to show students how to decide what their reaction to the evidence is using questions
if the effects are positive or negative. Ask students to such as Is it surprising that the evidence linking video
briefly explain why. gaming to crime seems weak? How strong is the evidence?

Answers
Arguably none, or possibly: Has found evidence that trait
aggression in adults may enhance the negative effects of
game play (Anderson and Dill 2000).

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 Task 2 Identifying main arguments and 5 Finally, check the answers; do this visually, which
supporting evidence is more efficient and accurate than reading out lots of
information. Allow students a few minutes to compare
1 This task gives students the opportunity to predict their notes, and encourage their own responses. At this
any points the speakers may make: elicit these and point you could go back to the points noted in Task 2.1,
write them up to refer to after Extract 3. Stress that these as well as the sources from the text used in the debate.
predictions should arise from the information in the text. Explain that it is useful to try to think of opposing
arguments for the debate, as this process can help
2 10.1 Check students’ understanding of motion, i.e.
students in their own production (spoken and written).
a formal proposal for discussion. Show Extract 1 once
for students to note down the points in 2; then check
answers collectively. Task 3 Identifying responses to an argument
Answers 1 and 2 10.3 Remind students of the typical
First speaker: Suzanna Fiorella, journalist and social structure of a debate: one person starts by presenting
commentator, speaking for the motion views on a main argument, which is followed by a
second speaker who offers opposing arguments. In this
Second speaker: Michael Connelly, psychologist and blogger,
expert on pyschological and social effects of technology. example, the second speaker responds to the points
already made by the first. You could ask students
whether they think going second in a debate is an
3 and 4 10.2 Explain that Extract 2 contains quite a lot
advantage. Explain that students should follow a similar
of detail, and that students should focus on the speaker’s
procedure, i.e. listen once to write the points, and
main arguments. First, go through points 1–5; then show
again to note down the evidence offered. Allow time for
the extract once. Quickly check to see how much students
students to compare and respond to the points before
have written, and show the extract a second time for
checking the answers as a whole class.
students to note down the evidence offered. Ask students
not to worry about the spelling of the researchers’ names
while listening, as these can be checked later using the Answers
text on page 202 and/or transcript. 1 See Answers for Task 2.3
2 1 no evidence offered
Answers 2 other research supports it
3 John Vagg’s research does not find a conclusive link;
3 1 ‘What are video games for?’ ‘What effects do they
a context must not be mistaken for a cause
have on people who play them?’
4 (agrees) no evidence offered
2 (Answers to Task 3.1 in column 3)
5 no evidence offered
Point / topic Suzanna’s Michael’s
arguments for arguments against
1 video playing not a particularly no evidence
Academic language
as an activity productive offered; analogy Maximizing and minimizing language Modal verbs,
activity / not – if playing video verbs, and adverbs
useful / a waste games is a waste of
of time time, so is watching Explain that while a lot of the time we simply make a point,
TV, etc. sometimes we want to either emphasize – or maximize –
2 players’ only enhanced in a limited evidence our point, or the opposite – minimize it. Several alternative
cognitive skills very localized way, expressions are sometimes used for these, but unless
not a broad one they come up it is probably advisable not to mention them:
3 effect on can lead to an interesting maximizers (boosters, amplifiers, intensifiers); minimizers
society of violence in real life point; research
(hedges, downtoners, diminishers, softeners). Offer a
playing violent is ‘rather more
video games complicated’ than simple example to illustrate the concept, e.g. How was
suggested; the film? – Oh, it was good (neutral) / amazingly good
4 playing video linked to anti- her strongest point; (maximized) / fairly good (minimized). Point out that
games social behaviour in plenty of evidence, essentially the same thing is very common in academic
children although not discourse (spoken and written). Go through the examples
consistent and allow students the opportunity to practise them.
5 any other it can be not very convincing;
effects on the addictive / children a personal
individual of get moody and anecdote; no
playing video unhelpful when evidence offered
games asked to stop
4 1 No supporting evidence offered
2 Sims and Mayer (2002)
3 Bensley and Van Eenwynk (2001)
4 Gentile et al. (2004)
5 No supporting evidence offered

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 Task 4 Analysing maximizing and minimizing
Answers
language Maximized
1 Explain that this task looks at maximizing and they certainly take up a great deal of time; game playing
minimizing language across written and spoken is clearly unproductive; you must provide real evidence.
contexts. Start by looking at one or two bullet points Minimized
in the text; then allow students sufficient time to find can lead to crime; people may behave in an aggressive
further examples. Optionally say that there are about a way. This suggests... which may include; it would seem...
dozen examples. After checking, ask whether there are you could also say
more examples of maximizing or minimizing language
in the text: there are far more minimizers, but more 5 Explain that it is useful to use the target language in
evidence is needed before concluding that these are a contextualized way, so where possible ask students to
more common. relate their statements to their own area of study. If this
is difficult, go for a previous area of study, for example
Answers at a particular point in high school. Encourage students
Research on the effects of video games to read each other’s sentences. For more ambitious
Giles (2003) reports that the research on the effects of students, they could write a paragraph, deciding which
video game play: parts to maximize or minimize, again using the language
• Is even more inconclusive than the literature on media they have noted in this task.
violence in general (Griffiths, 1997).
• Has found evidence that trait aggression in adults may Independent study
increase the negative effects of game play (Anderson Set up the mini-project and ask students to note down
and Dill 2000), although this finding was not repeated examples of maximizing and minimizing language, and report
with teenagers (Warm, 2000). back to the class.
• Found general increases in short-term hostility as a
result of video game play in general, regardless of
violent content (Anderson and Dill, 2000).
• Suggests any cognitive skill resulting from repeated Task 5 Responding to the arguments
video game play is likely to be very localized. Sims and in a debate
Mayer (2002) found Tetris players showed increased
performance in mental rotation tasks involving shapes 1 and 2 Explain that the final task focuses on the
similar to the ones used in the game, but performed content of the debate. Encourage students to be critical –
no differently from the control group on tasks involving they should feel free to say that a particular argument
other kinds of shapes. is weak / too personal, or inadequately supported, for
• Pakes and Winstone (2007) cite Bensley and Van example. As with other listening modules, it is worth
Eenwynk’s (2001) analysis of 28 research studies spending some time on the transcript; allow time for
which found playing with an aggressive video game student questions on language. If necessary, watch
was often followed by brief aggressive play straight
Extracts 2 and 3 again. In the second activity, students
afterwards in 4- to 8-year-olds. However, this was not
consistently found for other age groups (due to the
can respond to the main argument of the speakers,
design of the studies), leading the authors to conclude i.e. without getting into too much detail about each point
that, although video game realism may change in the (or sub-argument), students can simply say which one
future, the ‘current research evidence is not supportive they most agree with, and why.
of a major concern that violent video games lead to
real-life violence’.
• Gentile et al. (2004) found increased levels of video
game playing and anti-social effects in children, even 10B  Speaking Seminar
for non-aggressive children, which could be reduced by
parental control and limits. discussions (8)
2–4 10.4 This sequence of tasks focuses on the
spoken scripts. Show the extracts, pausing where
TASK 1 Critical thinking – discussing unethical
necessary to allow time for students to write the behaviour
examples. They can then add to these using the
1 and 2 Two of the key concepts in this module are the
transcript on page 219. Check that students can say
ideas of ethics and criminality. The aim here is to get
whether each item is maximizing or minimizing.
students thinking about the differences between the two
and whether the concept of unethical behaviour is ever
acceptable. If possible, draw on students’ knowledge of
particular examples where business may have ‘bent the
law’ to help them stay ahead in business. For example,
you could draw attention to tax avoidance measures
used by many large companies.

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 TASK 2 Evaluating a situation and identifying used, categorizing words and phrases using the list of
options structures indicated in Academic Language.
2 Remind students that while there is a variety of
1 This type of case study where students discuss various hedging language, the forms cannot be substituted for
options is quite a common seminar task in a number of
one another as the sentence structure doesn’t allow for
subjects such as business and law. Direct students to the
this. Allow students a few minutes to complete these on
case study on page 202. With weaker groups you may
their own before checking together.
want to set one or two basic comprehension questions
before asking students to discuss the questions in the
Answers
book with a partner.
1 It might be considered ​2 Seemingly ​3 could ​
4 In some respects
Answers
c
3 This task provides less controlled practice of the
Academic Language. As such, answers will vary,
2 10.5 This brief listening extract provides a model so accept any that make sense using the language
of interaction and some of the language required to presented.
complete such a task. This first task focuses on general
meaning before going on to focus on specific details and Sample answers
language in later tasks.
1 It could be argued that hard work leads to success.
2 In some respects it is wrong to involve other people in
Answers
your problems.
leave his job, speak to his boss, do nothing
3 Quitting could be one option, but it might be considered
better to consult his line manager.
4 Arguably, all unethical behaviour is potentially criminal.
TASK 3 Identifying arguments for and against
1 and 2 10.6 This task focuses in on the ideas
used to speak for and against each option. As well as TASK 5 Analysing a case study
comparing with their own ideas the students could
compare their notes in pairs. 1 The Enron scandal is considered to be one of the most
notorious financial scandals in American history. Many
social historians and economists consider the scandal as
Answers
the fundamental case study on white collar crime. Enron
Option 1: for – helps personal situation; against – people
were involved in the following keys areas:
lose jobs, company goes bankrupt, not look good on his CV
Option 2: for – might get better resourcing; against – might
Deregulation: Enron executives applied for – and were
lose his job granted – government deregulation. This meant they
kept control of earnings reports released to investors
Option 3: for – could lead to promotion; against – doesn’t
deal with the situation, could lose job
and employees. To encourage greater investment, many
losses were not entirely illustrated.
Misrepresentation and embezzlement: A number of
Academic language Enron executives took company funds that had been
Hedging Forms for expressing caution invested due to inaccurate earnings reports.
This section shows students a number of ways in Fraudulent claims: Enron executives claimed there
which they can express caution – modal verbs, adverbs, was a probable natural gas shortage in California,
prepositional phrases, and impersonal verb phrases. causing prices to increase rapidly. This wasn’t true, but
Highlight the fact that many of these are also transferable led to state-wide power cuts as the Californian power
to a writing context. Give students a few minutes to companies became bankrupt.
read the information and then move on to Task 4. As Ask students if they know of any other details, and the
an extension, you could ask students to provide further impact the crisis might have had. To provide further
examples for each form given. context for those that do not know the case, you could
mention it alongside a more recent case from the news.
2 and 3 Give students a few minutes to read the case
TASK 4 Identifying and using hedging study on page 203 and to answer the questions. Monitor
language as students are reading the text and help with any
challenging vocabulary.
1 Tasks 4.1 and 4.2 put into practice the content of
Academic Language. For 4.1, direct students to page
219 and instruct them to underline the various forms
of hedging language used. At this point it would be
worthwhile having students analyse the language

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 Answers 10C  Reading Textbooks (10)
1 The American financial regulator, the SEC (Securities
& Exchange Commission) fined the firm $7 million for
overestimating the earnings of Waste Management
TASK 1 Previewing the topic
Corporation by $1.4 billion.
1 To lead into this task ask students to define the word
2 Shareholders sued Andersen when Sunbeam admitted intelligence, providing an example. Allow for a few
inflating its earnings. minutes’ discussion before feeding back as a whole class.
3 Andersen stopped trading after a federal jury in Add any new ideas students have to the board.
Houston, USA, convicted the accountancy firm of
obstruction of justice in the Enron case. The text 2 and 3 Set 1.2 as individual work and then allow
suggests Andersen's independence was compromised students a few minutes to discuss their choices.
by its lack of regulation. Encourage students to provide examples when
explaining and justifying their scoring.
4 These statements encourage students to think about
ethical and criminal issues and to give greater focus on
the ideas of for and against. The statements could be
TASK 2 Identifying the main arguments in a
discussed in pairs or as a whole class. Answers will vary longer text
but try to make sure students explain and justify their
1 Explain to students that reading the first paragraph
answers.
of a text initially can be helpful in identifying what the
text is mostly about. Encourage students to follow up
TASK 6 Taking part in a seminar discussion this process with texts from their own areas of study.
As extension, you could provide a selection of short
1 The reading texts in this unit are not specifically texts to groups of students and have them read the first
discussed in the seminar role-play as they are in some paragraph, summing up the main idea in the text as a
other modules. Often background reading will be just whole. They should then go on to read the whole text to
to inform a bigger picture discussion on a wider topic. confirm their predictions.
Students can refer to the cases but the idea is to discuss
crime and ethics and to practise putting forward an Answer
argument with caution. 2
2 As an alternative you could nominate an observer for
each group to listen for examples of putting forward and 2 This is a simple comprehension task, orientating
supporting arguments, and the use of cautious language. students when faced with a more extensive authentic
text. To raise the challenge you could ask students to
3 Encourage students at this point to evaluate their
write a one sentence summary of the main idea in each
contributions honestly, as this is a learning process
paragraph and then to compare those to the ones given
which can help them improve in future seminars. It can
in the book.
be difficult to monitor yourself in such a way objectively.
If you have the time and equipment you could record the
Answers
students’ discussion for them to listen to and evaluate.
a 2 ​b 5 ​c 1 ​d 7 ​e 4 ​f 6 ​g 3
Alternatively, you could encourage peer-evaluation,
by setting up an observer for each participant in small
group discussions. The observer could then go on to 3 It is important that students think about the purpose
orally summarize the discussion, a stage that the other of a text, especially when much research is done on
students could then evaluate. the web. Journalistic articles can argue / persuade
quite strongly but not necessarily with any support or
Independent study foundation. It is important for students to recognize
This task highlights the importance of preparation prior to a different text types, how well the stance provided is
seminar. To emphasize the importance you could give half the supported, and the importance of the use of sources in
class a text to read for homework and the other half nothing. giving substance to a stance.
Use the text as the basis of a seminar discussion. Afterwards
students could reflect on how the pre-reading impacted on their
ability to participate in the discussion. Answer
1

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 4 It is important for students to read a text and look TASK 4 Identifying premise and conclusion
at how strong a claim the author is making and on in an argument
what basis the claim is being made. This often occurs
towards the end of chapter, or section, as this is a logical 1 This task highlights the basic structure for an
stage to summarize and evaluate preceding content. argument by indicating the difference between a
In paragraph 7, the author summarizes how strong he premise and a conclusion. Give students a few minutes
thinks the connection is, and this paragraph also offers and then check the answers together visually, using
some good examples of cautious language for students a similar gloss to the one provided in the example. As
to analyse. Ask students to compare their ideas. As an an extension, ask students to work in pairs, generating
extension, students could look at the text as a whole, and their own sentences with a premise and conclusion.
highlight areas that informed their answers to 1. They Ask students to exchange their sentences with another
could then compare different parts they have selected pair. Then instruct them to mark up the sentences
with a partner.
Answers
Answers 1 premise: His father is a criminal.
1 There might be a link but it is unclear. conclusion: He is likely to become one.
2 If there seems to be a relationship between criminality 2 premise: She committed a crime before.
and intelligence the nature of that relationship is both conclusion: She will commit one again.
interesting and unclear. Apparently these individuals 3 premise: People in poor areas commit more crimes.
have difficulty in dealing with abstract concepts and conclusion: He lives in a poor area, so will go on to a life
reasoning. This reduces their ability to foresee the of crime.
consequences of their actions either to themselves or
others. They may thus be less likely to be deterred by
2 Once students understand the structure it is
the possibility of detection, conviction and punishment.
important that they start to analyse the strength and
weakness of an argument. Not all arguments are logical
Academic language and most vary in their strength. To a certain extent
the strength is based on the relationship between the
Evaluative language Adjectives
premise and conclusion.
Throughout the text the authors use a number of
evaluative adjectives when discussing research or claims 3 and 4 These tasks link the structure of arguments to
made by other people. Understanding these adjectives the analysis of a text. Work through 4.3 together before
is key to understanding the author’s stance. This can be setting 4.4 as an individual task.
exemplified by highlighting to students the explanation at
the bottom of this section. Answers
3 a
4 1 low intelligence plays little or no role in delinquency
TASK 3 Understanding and using evaluative 2 one of the most important predictors of criminality
is IQ level
adjectives 3 low intelligence might mean inability to avoid
conviction
1 This task puts into practice the content of the
4 more likely to lead to juvenile convictions
Academic Language section. To support students you
could highlight the location of the target vocabulary
in the text. Analysing the use of vocabulary in context 5 After finding the related premise this task then looks
is an important skill, as there are occasionally ‘grey’ at the logic in the relationship between each premise
areas where context is required to determine the and its conclusion.
chosen stance.
TASK 5 Evaluating the strength of premises
Answers and conclusions
positive – reputable, more acceptable, objective, foremost
negative – unscientific, subjective, arbitrary 1 This task combines the work on evaluative language
and the structure of arguments. Often arguments will be
2 This task helps students to use the vocabulary but analysed in texts and the author’s stance is indicated by
also gives them a simpler way of expressing the same the evaluative language that accompanies it.
concept. Highlight that in many cases the structure will
need to change.

Answers
1 foremost 2​ an arbitrary decision ​3 reputable ​
4 subjective ​5 unscientific ​6 more acceptable

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 it is Introduction 1, as the essay question asks for an
Answers argument for or against, not for and against. Students
1 premise: the lower the IQ should therefore conclude that it is very important to
conclusion: the less able to avoid detection read the question carefully.
2 premise: individuals with higher intelligence
conclusion: less likely to be discovered Answers
3 premise: IQ theory assesses levels of comprehension Introduction 1: b
and vocabulary
Introduction 2: a
conclusion: scores reflect educational attainment rather
than potential evidence
4 premise: IQ test skills represent a specific cultural skill
2–4 Ask students to work individually for 1.2 and 1.3.
conclusion: IQ tests measure class bias Then check the answers as a whole class. For 1.4, give
students a few minutes to discuss their responses before
2 The strength of premises and conclusions is checking the answers. Explain that feature b is very
usually indicated by author stance, and the choice of important – the audience / reader needs to know what
maximizing and minimizing language that conveys this. the context is and why the material is important. In most
It is also worth drawing attention to the use of reporting ‘Anglo-Saxon’ contexts (i.e. the UK, North America,
structures that indicate strength of stance. Australasia) a thesis statement is generally expected,
rather than the more inductive style of continental
Europe where the purpose of writing gradually emerges.
Answers
Item a is sometimes known as a ‘hook’, but stress that
1 It is reasonable to accept – suggests general agreement
students should not feel they have to write one for
2 It is also worth noting – draws attention to a specific every essay unless they feel confident doing so. Finally,
case, but in a way that suggests general agreement the inclusion of supporting a citation depends on the
3 far from testing; would therefore reflect – use of strong purpose and length of writing: more formal texts such
maximizers suggests a highly debated topic as journal articles tend to contain a very brief literature
4 allege – use of reporting verb suggests a contended review in the introduction, i.e. supporting citations.
premise and conclusion However, students do not need to put citations in the
introductions to the essay in this module.

TASK 6 Critical thinking – evaluating the Answers

arguments in a text 2,3 Introduction 1
• Initial statement to gain the reader’s attention – not
1 and 2 This task requires students to think about included (although arguably sentence 1)
the overall main themes of the text and to react in an • Background information to contextualize the topic,
evaluative manner. Not only do they have to evaluate explain its importance, and provide any definitions and
but they also have to find support to back up this examples – sentences (1), 2, 3, and 4
evaluation – both key academic skills. • Supporting citation – not included
• Thesis statement – sentences 5 and 6
Introduction 2

10D  Writing Argument

• Initial statement to gain the reader’s attention –
sentence 1
• Background information to contextualize the topic,
essays explain its importance, and provide any definitions and
examples – sentences 2, 3, 4, and 5
• Supporting citation – not included
Task 1 Identifying types of argument • Thesis statement – sentence 6
4 Necessary:
1 Go through the module rationale and aims:
• Background information to contextualize the topic,
students will write an argument essay with appropriate
explain its importance, and provide any definitions and
supporting evidence. Sometimes, alternative terms are examples
used for this essay type: argumentative or discursive / • Thesis statement
discussion essay. Essentially an argument essay is Optional:
‘driven’ by an argument, while a discursive essay can • Initial statement to gain the reader’s attention
be more ‘balanced’, i.e. offering a similar amount • Supporting citation
of material for and against an issue. Explain that in
academic contexts an argument-driven text is quite
frequent, and there is usually no particular reason to
Task 2 Analysing and evaluating essay
ensure an equal amount of material for and against,
unless specifically instructed to do so. Having explained structures
this, check which essay is essentially argument-driven 1 and 2 Students need to refer back to the two
(b). Check the answers, and then ask which introduction introductions in Task 1. There are plenty of clues in these
is actually more appropriate for the essay title given: texts to enable students to match them to the essay

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 structures. Allow students sufficient time, e.g. to discuss
the questions following the essay structures. When Answers
checking answers, emphasize that the question Which Argument For / Evaluation
is a more convincing argument? is a matter of opinion, against
while question 2, Which structure would you select to 1 The internet can be against Anyone can
write the essay in Task 1? is best answered by Structure B the ‘means to an be affected by
as the essay should be argument-driven. end’, i.e. criminals internet-inspired
can use the internet crime.
to commit physical
Answers crimes.
1 Essay structure A: introduction 2 2 The internet can against Internet-related
Essay structure B: introduction 1 be used to steal crimes can be
2 1 Structure A is more balanced; Structure B offers intellectual property, serious because
a point-by-point argument analysed from different such as research you can lose
perspectives; the answer to the question Which is into a new product money.
done by somebody
a more convincing argument? is more subjective –
else, and use this
arguably Structure B is more convincing and more
stolen knowledge for
authentically academic, with Structure A being more financial gain.
typical of essay questions set for students to practise
3 The internet helps against If you are
their essay writing skills. anonymity – people anonymous,
2 Structure B is more closely suited to the essay can ‘disguise’ their you can commit
question. identity easily. serious crimes.
4 A significant for Not directly
proportion of the relevant to the
Task 3 Evaluating and ordering supporting population does not title
regularly use the
arguments internet.
5 The internet covers against The internet
1 Explain that this is an important and challenging task every area of crime – increases
which is essential when writing an academic argument finance, education, opportunities for
essay. Also, if you do not work out the meaning of the intellectual property, serious crime.
supporting arguments, and evaluate their relevance sex – leading to
and significance, you may end up writing either a many possibilities
to commit different
muddled essay or one which does not draw sufficiently
crimes.
on sources. Go through the essay title carefully and
6 Crimes such as for As such, you don’t
check understanding, asking questions such as Does robbing a bank or physically assault
the statement say internet crime can affect everyone? assaulting a person someone over the
(no, only particular groups); Do you have to agree with cause actual harm internet, though
the statement? (no); Do you need to offer a balance and injury. you may have
of views for and against the statement? (no); Is the cyber-bullying.
argument ‘Recent research shows that internet-related 7 It is very difficult to against Again, not
‘police’ and regulate completely
crime becoming increasingly serious’ for or against the
the internet. relevant
statement? (against).

2 and 3 These tasks lead students through the first part

of the essay planning process. Explain that students
can select any arguments and put them in any order,
but their selection should be principled – i.e. they
should make sure they understand the purpose and
importance of each supporting argument, as practised
in 3.1. Monitor and offer feedback as appropriate, asking
questions such as Why have you selected this argument?,
and How does this supporting argument support your
main argument?

Task 4 Selecting and integrating evidence

from a source
1 and 2 These tasks give students practice in the key
skill of finding and using information from a source text.
Explain that the main aim is to get information from
the text rather than read in great detail and understand
every word and point. Allow sufficient time, e.g. 10

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 minutes, for students to read the text and extract the
four categories of information, but do not let the reading Answers
activity go on too long. Students then work out what they 1 1 Identity theft, hate crimes, and cyber-bullying.
can use in their own writing, based on the essay question 2 That all crimes are significant and should be treated
seriously whether online or ‘real world.’
in Task 3. Students may prefer to work collaboratively
3 The growth of internet-related crime.
on this activity. Give prompts where appropriate, for
example: Is this example appropriate for my essay?; How 2 1 These crimes 2 These worrying developments
3 Such criminal activity 4 challenge 5 significant
do these statistics support my argument? These questions
6 These crimes are
should help students personalize the writing process.

Answers
Student notes
Task 6 Planning and writing an introduction
• Perspectives: business, technology, law, commerce,
1 and 2 Prior to planning their own introduction it
finance
is worthwhile for students to evaluate the features
• Definition of ‘cybercrime’: crimes using computers and
the internet
commonly used in introductions, as presented by the
• Examples of threats: identity theft – to gain money models in this module. Initially students should look
illegally; hacking – to gain confidential business at Introduction 3 on page 144, evaluating it in light of
information; creation of viruses and worms; blackmail; criteria 1–5. As a second stage they should then compare
illegally downloading films and music the features across all three introductions, and offer
• Supporting evidence / statistics: UK – 6 million people evaluation. Monitor the discussion noting preferences
illegally download films and music every year, costing for certain features, and the reason for these choices.
£10 billion a year; USA – cybercrime costs £33 billion
a year Answers
Introduction 3
3 Explain that for this task students should work with
1 an interesting contextualizing sentence – sentence 1
the information they have selected. Ask students to
consider which form of citation is appropriate, i.e. a 2 background information – not included
direct quotation, a paraphrase, or summary. Refer them 3 a definition of key terms – sentence 2
back to work done on these in Units 7–9. Emphasize 4 further information – sentences 3, 4, 5
that students’ citations need to be clear and accurate; 5 a clear thesis statement – sentence 6
they need to be clearly and correctly referenced for the
reader in order to avoid plagiarism. Allow time for peer- 3 Having analysed the three introductions in the
checking, focusing on accuracy. module, students now draft their introductions. Explain
that introductions can vary considerably in length; for
Academic language
this 500-word essay suggest 100–120 words as a guide.
Cohesion (4) Using synonyms and other cohesive Say that readers, by the end of the introduction, expect
language in a written text to know what the essay is going to be about (its topic and
Remind students of previous work done on cohesion. Go focus), why this is important (the rationale), together
through the examples, and check that students understand with some useful contextualizing information. You
how the range of language works, e.g. why some items are could point out that it is sometimes said that you should
replaced with synonyms (to avoid too much repetition of write your introduction last, but it is good practice to
words like serious), and how short phrases like This issue write it first in order to work out what you are going
normally refer back to something, but often this has not to focus on and why – if necessary you can modify the
been specifically ‘labelled’ an ‘issue’ until after it has been introduction later.
mentioned. Encourage students to be creative in their
language, for example by using different word classes, as Independent study
in the example with serious. Suggest that it is better for This is quite a wide-ranging project. Explain that the purpose is
students to use new language and forms – although they to build up an individual ‘resource bank’ of sources within the
student’s area of study. There are different ways of doing this,
may make mistakes – than safely sticking to the structures
and software is available to help organize the source texts;
they know. ultimately it is up to each student to work out a way of doing it
which suits them.

Task 5 Making a text more cohesive

1 and 2 Explain that 5.1 is an initial step in working out
what cohesive language refers to. Stress that students
should identify the whole amount of material. In 5.2,
students have to work out what the underlined language
refers to, and which of the given items can best replace it.
Go through the answers as a whole class, asking students
to explain why wrong items do not work in the context.

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 Task 7 Writing the main body paragraphs in
an argument essay
10E  Vocabulary Argument
1 This task forms the main writing focus of the module. TASK 1 Presenting and assessing views
Part or all of it can be set for homework / independent
study. However, there can be good reasons to do writing 1 Explain that this task focuses in on the meaning of
in class time: a number of common verbs that are used to express
• Some students may not do the task at home, but in stance in academic writing. Emphasize that although
class you can monitor and encourage them these should now be familiar, students can often make
• As the teacher, you are a vital resource, and can offer mistakes when using them and accuracy is vital for the
on-the-spot advice in response to student requests reader / listener. The definitions are derived from the
• Students can collaborate in class, and carry out this Oxford Advanced Learner’s Dictionary 8e. Point out the
potentially beneficial practice outside class later importance of dependent prepositions in these phrases,
• You can stop and conduct brief whole-class feedback as checking the accuracy of these ensures the correct
to clarify, elicit, share, and discuss key points. verb has been used.
Go through the guidelines and give students some time
to work out their structure, and then get started. Explain Answers
that it is not advisable to delay writing for too long – by 1 b ​2 d ​3 f ​4 a ​5 c ​6 e
actually writing, many difficult issues can be addressed,
e.g. how to develop the argument. Stress that students do 2 Remind students that stance is not just conveyed by
not need to have every detail of the essay finalized before verbs. If necessary, explain the concept of connotation
writing, but the plan should offer a clear overall picture. again, drawing any examples from students. Demonstrate
Go round and look at students’ plans, and ask them to the first sentence on the board and then set for individual
explain anything which is unclear. work and pair work checking.

Answers
Task 8 Writing a conclusion to an essay
1 problem ​2 a mistake ​3 misinterpretation ​4 invalid ​
1 Logically, the conclusion is written last, although it is 5 questionable ​6 wholly unjustified
worth pointing out that students should have a good idea
of their conclusion before they start writing, i.e. during 3 In this task students are not simply looking for
the planning process. As a guide, the conclusion can be opposites, they need to look at the concept being
about half the length of their introduction. All the main discussed, and any supportive context.
points should be made in the body of the essay, rather
than the conclusion. Go through the sample answer on Answers
page 192 either before or after students have finished 1 4 ​2 1 ​3 3 ​4 5
their essays. The sample answer can serve as a useful
example to help students structure their essay, but stress 4 The verbs selected strongly influence the evaluative
that it is not a ‘model’ answer to imitate. Ultimately, language that follows. It is important that students focus
tutors will value originality in their students’ writing. on the contextualizing nouns and adjectives that match
in both use and meaning to the verb they have chosen.
Task 9 Critical thinking – self- and Answers
peer-evaluation 1 argued 2​ problems ​3 invalid ​4 questionable ​
5 perceive 6​ claim
1 and 2 Explain that this task is very useful, because:
• it encourages students to go back to their writing
rather than handing it in straight away TASK 2 Noticing and interpreting arguments
• self-evaluation can often reveal weaknesses and
mistakes which can be addressed fairly easily, e.g. 1 This final task would probably be best set as
spelling, punctuation homework and followed up on in a subsequent class.
• these techniques can be applied to examinations, If you want to do it as a class task, it would be a good idea
and enhance marks to provide a range of texts for students to use.
• peer-evaluation makes good use of other students
as resources, while a tutor is a comparatively ‘scarce’
resource.
Allow several minutes for each student’s feedback,
and check that students have briefly noted down their
feedback, especially points for improvement.

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 Unit 11 Energy
Academic focus: Problem and solution

INTRODUCTION
Unit 11 examines problems and solutions in a range of different contexts. Students
first learn to recognize and use the language used to express problems, solutions, and
evaluation. They go on to analyse and evaluate problems and solutions in spoken
and written texts. These concepts and skills are relevant to all academic contexts, as
problems are very frequently identified, and solutions offered and evaluated. A key
characteristic of the tasks in this unit is that they build on the use of sources to support
the student’s argument and inform their stance. The source material is at a clearly
higher level than that of earlier units in the book, which allows students to reflect on
their progress in dealing with authentic texts.

11A Listening helps students to identify and use language related to problems and
solutions. This is a key area in many academic disciplines and due to the likelihood
of numerous solutions being possible, it is important for students to be able to
understand the evaluative language that is associated with this genre of lecture. As
we near the end of this course there is also a greater emphasis on some independent
skills, such as using notes to identify areas for further research.

11B Speaking builds on the work done on presentations in Unit 4. The presentations
in this module are more ambitious, and students are required to work in groups to
research an authentic source text on energy, and deliver a short, but comprehensive,
group presentation. In this process, they learn how to select, order, and introduce
their material, which closely reflects the academic practice of incorporating
researched source material in a presentation.

11C Reading examines a specific global problem – the need to find energy sources to
meet increasing demand. Students examine a source text in detail, first to establish
its main purpose, then the topics and main point of its paragraphs, and finally use
information from throughout the text to write a summary. This reading process
reflects the type and purpose of student academic reading using a challenging text
with appropriate support.

11D Writing first looks at a number of techniques to help students evaluate solutions
effectively and to choose the most effective solution objectively. It teaches students
how to plan and organize problem-solution essays in both block style and integrated
approaches. The module also develops the use of it and there structures as an
approach evaluation.

11E Vocabulary offers further practice in using a wide range of problem and solution
language. Students consolidate their skills in identifying the language used to express
both problems and solutions. The module ends with freer practice in evaluating a
range of problems highlighted in various academic areas, and providing responses to
these problems.

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 Discussion 2 11.1 This task helps focus students’ attention
on the introduction. Inform students of the value in
1 The discussion presents the unit theme of energy, carefully assessing the content of an introduction as
and personalizes it through the two questions given. a predictive tool for understanding the content, and
Through these, students should activate their interest structure, of the following lecture. Show Extract 1; then
in the theme, and extend their knowledge through check the answers as a class.
specific suggestions. Ask students to come up with
original ideas where possible: the examples in question 2 Answers
start with more obvious points such as reducing car
1 The shortage of energy resources, and the limits to
usage, but suggest at the end the more unusual point future supplies.
of downloading e-books. Further ideas could include:
2 Solutions
getting supermarkets to deliver food instead of driving
to the supermarket; virtual learning instead of physically
going to a university or school. Academic language
2 Move on to the second stage by asking students Problems and solutions
whether these would actually reduce energy Write a selection of the nouns and verbs from the box
consumption, and why; then ask students to go through onto the board and ask students to discuss whether they
the three evaluative questions in their groups. Time refer to problems or solutions. Then give students a few
permitting, conduct whole-class feedback to elicit the moments to read the language box. These nouns and
most interesting points. Finally, briefly explain that verbs are useful markers to listen for in lectures or notice
evaluating ideas is an important activity in the academic in reading texts.
world, and that this unit focuses on evaluating solutions
to problems.
TASK 3 Using language to refer to problems
and solutions
11A  Listening Lectures (8) 1 This task puts into practice the content of Academic
Language. The activity could be expanded by adding a
TASK 1 Using background knowledge to further selection of problem / solution words to cards
prepare for a lecture and asking students to group them.

1 and 2 Give students a few minutes to think about the Answers

options and discuss with a partner. When feeding back, problem – crisis, dispute, issue, shortage, threat
give the percentages to students to discuss their reaction.
solution – address, improve, option, overcome, resolve
These statistics are taken from www.iea.org. Note that
the figures require students to consider the global
2 and 3 11.2 After students have read the text, show
situation. As an alternative, you could ask students to
the lecture extract for students to check their answers.
focus on specific parts of the world (e.g. BRIC nations,
Western Europe), allocating time for research, before
Answers
feeding back the variations to the whole class.
1 threat ​2 crisis ​3 issue ​4 overcome ​5 improve ​
6 address ​7 option ​8 dispute
Answers
Industrial: 52%
4 After identifying the additional nouns and verbs
Transportation: 27%
from the transcripts on page 219, you could extend the
Residential: 14% task into freer practice by asking students to choose
Commercial: 6% three words to write example sentences related to the
energy crisis.

TASK 2 Understanding the purpose of a TASK 4 Taking detailed notes on solutions

lecture
1 11.3 By this point in the course, students should
1 This prediction task along with Task 1 helps to raise have a fairly good understanding on the note-taking
the students’ schemata before attempting the listening. strategies that would be best used for particular listening
Students should be aware at this point in the course tasks. Prior to showing the extract, ask students how
that in many academic environments, lecture slides, or they might organize their notes for such a lecture. One
summaries of content, are often available in advance method would be to divide the page into eight, with the
on VLE, etc. Students should be encouraged to actively problems on the left and the solutions on the right.
use these resources as ways of predicting content,
and academic language, therefore easing the level of
challenge in a ‘live’ listening.

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 Answers Answers
Power plants – close small to medium plants that are more Power plants – may not address fundamental issue
inefficient. Build large power plants such as Beihua plant of increased energy consumption, or longer-term
Energy cap – reduce growth in energy consumption from environmental impact, but does improve short-term energy
8% pa to 5% pa production. (mainly positive)
Emerging technologies – invest in solar, wave, and wind Energy cap – would still make China the largest energy
technologies. Invest in electric cars. Also bio-breeding consumer (negative)
energy efficient crops. Emerging sectors – all fairly small-scale technologies.
Local solutions – 5 provinces / 8 cities leading the way in Concerns about efficiency and cost (neither negative or
much the same way as the economic zones led economic positive)
reforms. Local solutions to local problems targeting Local solutions – innovative. localization of resources
industrial parks and residential communities, products, worked in past. May lead to too many resources in too few
and services. areas. (neither negative or positive)

2 Set a brief time limit, and give students a few 3 Refer students to the transcript on page 220 to identify
moments to compare their answers. At this point they the evaluative language. As an extension you could
should be able to assist one-another in building a more ask students to write a short paragraph with their own
complete picture, through peer-evaluation. Where reaction to the lecture that incorporates a variety of this
possible, ensure students justify their choice of notes, evaluative language.
and work together to correct any errors. You could also
ask students to look at the extent of the notes and how
useful they think they would be at a later date to inform TASK 7 Critical thinking – responding to the
an essay. content of a lecture
1–3 These critical thinking tasks look at both the
TASK 5 Reviewing notes to identify further evaluative content of the lecture, and students' own
questions understanding of the subject, based on their own ideas
or experience. Set the first task to the whole class and
1 Reviewing notes to generate further research monitor the groups. As they complete each exercise
questions is an extremely valuable stage in the academic move each group on to the next task. Once all students
process. Research questions allow students to identify have completed the three exercises, ask each student
areas where they need further material to give substance to write one or two paragraphs summarizing their
to a lecture or reading before delivering a presentation, discussions. This should encourage students to use the
or writing an essay. As an evaluative stage it is important evaluative and problem / solution language taught in
in highlighting what hasn’t been said. This task gets the module.
students to think about what else they need to add to
the lecture to fully develop their understanding of the Independent study
topic. Students need to be aware that a lecture is only the This box again starts to encourage great learner autonomy.
starting point and that they will be expected to do much Highlight the process to students as it will be important in the
success of their academic career.
more independent research.

Answers
1, 3, 4
11B  Speaking
2 This task gives valuable practice in writing research
questions. This is a useful skill in following up on lecture Presentations (2)
input, and also a much more active rather than passive
note-taking strategy.
Task 1 Reading to prepare for a presentation

TASK 6 Understanding evaluation in a lecture 1 Explain that this short discussion aims to identify
the specific major energy-consuming countries. Allow
1 and 2 11.3 Identifying evaluative language is a few minutes for students to reach a consensus in
important in understanding stance and perspective their pairs or groups, and then conduct feedback to
on an issue. It also assists in focusing on the lecturer’s reach final agreement, where possible. Finally, give the
beliefs in relation to problems and solutions. Show the answers; some of the countries were mentioned in the
extract, then set a time limit of 2 minutes for students to previous module.
compare answers, before feeding back to the whole class.

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 everything they read in the text. There is no need for
Answers whole-class feedback.
1 USA, China
2 BRIC (Brazil, Russia, India, China) and newly
industrialized countries Task 3 Analysing structure and content
3 Increased demand on diminishing resources in a group presentation
1 11.4 Explain that students are going to watch a
2 and 3 Explain that this reading stage is essential
presentation delivered by a group of students, divided
in preparing for the presentation. Students will need
into several extracts. On many academic courses,
sufficient time to go through the text carefully and
students may work in groups and deliver their content
complete the notes. Before starting, check that students
to the other students on the course via a group
understand the key technical term given in the glossary:
presentation.
CMO. This is a recently proposed unit of measurement.
You could ask students to visualize one mile (=1.6 km)
Answers
cubed, i.e. in three dimensions; it would take a little
Situation and problem: fossil fuels (coal, oil, gas) are
over an hour of fast walking to ‘walk’ the square (i.e.
running out & new sources of energy need to be found
four miles) in two dimensions. Encourage students to
notice the source of the text, as they should with all texts; Main energy solutions: solar energy, wind power, marine
energy
the authors are experts in global energy. After their first
reading, ask questions to check understanding, e.g. Is the
text mainly about the past, present, or future? (the future – 2 Play the recording a second time for students to
it is speculating on future world energy use); Does the write down the signposting language. Pause after each
text focus mainly on problems or solutions? (problems). expression to allow students time to write. Point out that
Students can then go on to complete the notes; they these are useful examples of signposting language, and
should not copy sentences from the text. Explain any optionally elicit further examples, e.g. The main topic /
difficult language, e.g. business as usual for the world (i.e. focus of this presentation is …
if the world carries on (growing) as it is now). Point out
the use of the passive – the authors use the passive to Answers
avoid saying who is going to carry out the work (i.e. solve 1 So this presentation is about some of the possible
the problems). Check the answers visually to save time. solutions to the future of energy supplies.
2 Louisa’s going to talk about solar energy, and the idea
Answers that it’s too expensive. Then Yakut is going to look at
wind power, and the concern that it’s unreliable. And
Situation
finally, I’ll talk about a third possible solution, marine
• Current global energy consumption: 3 CMO per year, of
energy, energy from the sea, and the idea that it’s too
which:
expensive and difficult to produce.
• 1.0 CMO from oil
• 0.8 from coal 3 But I should say that these are only some of the
• 0.6 from natural gas possible solutions – there isn’t time to talk about
• 0.2 from hydropower all of them.
• 0.2 from nuclear
• 0.2 from biomass 3 11.5–11.7 Play Extracts 2–4 in turn, pausing after
• USA has 1/20th of world’s population, but uses 1/5th each one to allow for writing time. Either check all the
of the world’s energy answers after the three extracts, or, to offer more support,
• Global energy demand will increase due to the rising after each extract. The first point (the solution) is quite
living standards of 3 billion people
straightforward, with increasingly more information
Problems given for the second and third points. If necessary, ask
• Expected annual global demand for energy in 2050 is
students to write what they can on first listening, and
9 CMO, or 6 CMO with lower growth
add to this on a second listening.
• An additional 3 CMO / year needs to delivered
• In 50 years, the 1 CMO from oil will need to be found
from alternative sources Answers
• If coal and gas are reduced, alternative sources need to Extract 2
provide 4–5 CMO / year by 2050 1 solar power
2 used to be expensive, now more efficient, (used to
convert 10%, now 35%) cheaper, & more cost-effective
Task 2 Analysing the problem and possible 3 solar panels can generate substantially more electricity,
solutions people’s beliefs are changing

1 Allow students a few minutes to respond to the text,

asking students to offer their own evaluation to the
four questions. This can include questioning the text
and its contents; stress that they do not have to believe

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 interesting information at the end of the sentence.
Extract 3
Suggest that students do not use such structures too
1 wind power often, but now and then.
2 an old technology (people have been using it for
thousands of years); one of the most efficient ways of Answers
generating electricity; people believe it is unreliable
1 1 What I’m saying is (that) environmental and economic
3 wind energy could make a significant contribution to considerations need to be balanced.
carbon-free electricity supply 2 What is now possible, but expensive, is to capture
Extract 4 and store CO2.
1 wave energy / marine energy 3 What I’d like to emphasize are the difficulties
involved in dealing with nuclear waste.
2 high initial costs, meaning that running costs need to
4 Where 1,200 new wind turbines a week can be
be low; tough equipment needed; more investment
situated is hard to see.
leads to lower costs; costs may reduce by 60% in next
20 years; large potential market 2 Stressed words are in bold.
1 What I’m saying is (that) environmental and
3 could become much more competitive in long term; all
economic considerations need to be balanced.
three solutions will become increasingly important
2 What is now possible, but expensive, is to capture
and store CO2.
4 11.5–11.7 Again, this extract shifts the focus 3 What I’d like to emphasize are the difficulties
to language. Play the recordings as many times as involved in dealing with nuclear waste.
necessary and pause to allow students time to write. 4 Where 1,200 new wind turbines a week can be
Explain that intensive listening and writing (a bit like situated is hard to see.
dictation) is a useful skill which develops word, phrase,
and sentence recognition. Say that students can use this
language in their own presentations. Task 5 Researching information to use
in a presentation
Answers
Extract 2 1 Start by checking understanding of the specific
1 The solution I want to talk about is problem presented. Allow sufficient time to go through
2 What this means is
the information in the table on page 205; point out that
this is taken from the same source as the text students
3 Now I'd like to hand over to
read in Task 1. Stress that students need to work as a
Extract 3 group to reach agreement on how to meet the 6 CMO
1 What I want to look at is energy need. Also stress that the evaluation stage is vital;
2 So, as... and... say in... as a simple prompt, write up the question So what? on
3 So, I'll hand over to... for the last part the board and use this with an example, e.g. Most rivers
Extract 4 in the world are already dammed – So what? – There
aren’t many opportunities for expansion, so this energy
1 Lastly, I'm going to look at...
source isn’t very promising. Monitor the groups while
2 So, while the costs may be high
students are working, and try to ensure that all students
3 - are participating.

Academic language Task 6 Planning and preparing a group

Signposting and focusing Using wh- clauses presentation
Explain that using these wh- clauses helps keep the
spoken text more interesting by presenting new
1 and 2 This task builds on the research process in
Task 5. Explain that students now have to focus on the
information at the end. Any other of the wh- words can
content and structure of their presentation. If necessary,
be used in these structures, e.g. why, who. The first word
parts of this task – and the previous task – can be given
in the sentence looks like a question word, but check that
for homework, provided that students are able to work
students understand that the clauses are not questions,
autonomously in groups. Students may prefer this, as
but statements. Go through the examples, and give
it allows extra time for practice. Encourage students
students practice in saying them.
to work with their strengths, e.g. one student may be
good on visuals, so they can prepare these. All students
should contribute to the presentation in some way, and
Task 4 Using wh- clauses all should have a short speaking slot which should be
1 and 2 11.8 Explain that this exercise should clearly planned. Emphasize that the presentation must
help students make their key points potentially more not go on too long, and that it can be harder to limit the
interesting. The four statements represent things that length to, say, 5 minutes because you have to be stricter
they might want to say in their presentations, and on what you include / exclude, and efficient in how you
students can use the rewritten forms to place the more say it. Use some class time for students to work in their
groups and ask you questions as necessary.

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 Task 7 Giving and evaluating group
Answers
presentations 1 A hydroelectric, B biomass energy, C biofuels,
1 Set up the presentation space to allow all students to D PV (photovoltaic) solar power, E wind,
F nuclear power
see the presenters and the visuals. Decide on an order, so
that each group knows when they are presenting. Ask the
2 1 Windy areas (mountains or at sea) – wind power
audience to note down relevant points with a particular
Areas with rivers (and steep gradients) – hydroelectric
focus, e.g. questions, individual feedback points on
power
delivery, interesting points for discussion. Do not let Sunny areas – solar power
the presentations overrun by more than, say, a minute; The coast – nuclear power (seawater used to cool rods)
announce at the outset that you will stop presentations
2 Renewable: hydroelectric, biomass, solar, wind.
after a particular length, e.g. 6 minutes. Even if students Nuclear is not renewable due to limited uranium/
only managed to get through half their material in this plutonium resources needed in the reaction process.
time, it is a very useful lesson to learn.
2 and 3 Allow about 10 minutes for the feedback stage.
Emphasize that it is very useful, and presenters at all Task 2 Gaining an overview of a text
levels appreciate feedback on their performance. It is
advisable to write it down, as it is easily forgotten. 1–3 Explain that students are firstly going to read a text
to gain an overview, i.e. to understand it in general. Set
Independent study a time limit for the reading in 2.1, e.g. 2 minutes, before
Explain that this is excellent advice for preparing presentations, checking. Then switch focus to the section heading
and that many presenters (including very experienced ones) activity in 2.2. Point out that one heading is essentially
use a small group of trusted colleagues to give valuable critical discursive and the other more descriptive. Allow a
feedback on the content, organization, and delivery of their
longer time, e.g. 5 or 6 minutes, for students to read the
presentation.
text in more detail to work out which heading is more
appropriate.

Answers
11C  Reading Textbooks (11) 1 All of them (including the table in the text)
2 1b, 2a
Task 1 Discussing problems from a range 3 2
of perspectives
1–3 These tasks activate students’ interest in major energy Task 3 Identifying and reporting essential
sources, leading students to identify problems related to information
each one. Allow just a minute or two for 1.1, which can
be done quickly depending on students’ knowledge, 1 and 2 Now that students have a reasonable
and whether they have done the Listening and Speaking understanding of the text, remind them how useful it is
modules in this unit. This leads to 1.2, which gives students to identify the topic of each paragraph: this is part of the
the opportunity to pool essential information on each process of working out what is the main point, and what
energy source. Check the answers as a whole class, and is supporting evidence in a text. Go through the first two
encourage any students from different countries to report, paragraphs, given in the Student’s Book, and explain
and be questioned, on the energy sources used in their that this level of detail, in note form, is sufficient. For 3.2,
country. Finally, move into 1.3. If necessary, add to the check that students write notes from the text, rather
example by analysing one fuel from several perspectives. than copying whole sentences. Allow around 15 minutes
Students should see that by working together they can for students to complete the topic and the main points
often fill in a lot of gaps in one student’s knowledge, and activities, when all the answers can be checked.
extend their knowledge. Where possible, put students from
different disciplines together to encourage this.

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 Task 4 Identifying problems, solutions, and
Answers
1 1 The main benefits of renewable-energy
evaluation in a text
2 Environmental consequences of renewable-energy 1–3 These tasks go into a greater level of textual detail.
sources
In 4.1, explain that each paragraph has been described
3 Hydroelectricity development in the UK and EU
4 MSW biomass contribution to renewable-energy
in general terms (a–i). Go through the three completed
5 Other examples of biomass answers, reading aloud the relevant paragraph for each
6 Cultivation of energy crops one. This should enable students to link the description
7 Analysing costs, including external costs, of different with the main points in the paragraphs. The second
energy technologies in the EU activity, 4.2, focuses on the language used by the
8 Global warming costs of conventional energy sources writer to signal and introduce the essential elements
9 Greenhouse gas emissions for coal and gas. of problems, solutions, evaluation, plus contrasts.
2 Paragraph 1: benefits of renewable versus conventional These are a mixture of general nouns which typically
energy have several synonyms, e.g. problem, challenge, issue;
Paragraph 2: All renewable energy sources have some and signposting words such as the adverb ‘however’.
environmental problems. Ask students to work individually on this task, before
Paragraph 3: Hydroelectricity will not develop much in collaborating to compare their answers and do 4.3.
the UK and EU.
Paragraph 4: Biomass is a renewable energy source, but
Answers
may emit dioxins.
Paragraph 5: examples of biomass, including firewood, 1 a 4 ​b 8 ​c 1 ​d 9 ​e 3 ​f 6 ​g 2 ​h 5 ​i 7
which give off air pollution 2 3 It is unlikely that / the problems are sufficient to rule
Paragraph 6: Energy crops may use fossil fuels for out [i.e. exclude] further expansion [i.e. growth]
fertilizer and transportation. 4 Similarly … yet …
Paragraph 7: cost analysis of energy sources, and 5 Other forms of … also
introduces the concept of ‘external costs’ 6 … although …
Paragraph 8: global warming costs for the main energy 7 It is difficult to … the relative benefits and
sources disadvantages of … normally … What is missing … (see
Paragraph 9: Greenhouse gas emissions for coal and gas Table 10.3). It has taken into account a wide range of
vary in current technologies. factors, including … . These are, of course, the extra
costs in addition to …
3 Explain that this task is based on the information in 8 However … specifically excluded global warming
3.1 and 3.2, and gives students useful practice in saying costs … these costs are small … it is important to look at
the likely carbon dioxide costs …
what a paragraph or short text is about. Go through
9 there are significant differences in …
the example, and add paragraph 2 if necessary. Collate
selected answers for the whole class, and build up a 3 3 unlikely, problems: negative; sufficient: positive;
useful list of reporting verbs for students to note down rule out: neutral
and re-use later. To help students, you could write up a 4 similarly: neutral; yet: signals contrast
selection of reporting verbs before they do the activity. 5 other forms of, also: neutral
6 although: contrast / concession – normally the
Sample answers opposite of the material in the main clause, i.e. positive
Paragraph 2 states that there are environmental problems – negative or negative – positive.
with all renewable energy sources. 7 difficult, disadvantages, missing, extra costs:
negative; benefits: positive; normally, take into account,
Paragraph 3 speculates that hydroelectricity will not
including, in addition to: neutral
develop much in the UK and EU.
8 However: contrast; see note on although above;
Paragraph 4 explains that biomass is a renewable energy costs: negative; small: positive (in this context);
source, but may emit dioxins. important, likely: neutral
Paragraph 5 offers further examples of biomass, including 9 significant differences: neutral, but this depends on
firewood, which give off air pollution. the context
Paragraph 6 reports that energy crops may use fossil fuels
for fertilizer and transportation.
Paragraph 7 analyses the costs of energy sources, and Task 5 Understanding and summarizing
introduces the concept of ‘external costs’. detailed information
Paragraph 8 evaluates the costs in terms of global
warming for the main energy sources. 1 Start by pointing out that academic texts are often
Paragraph 9 explains the differences in greenhouse gas accompanied by extra material placed in and around
emissions for coal and gas. the text, such as tables, graphs, pictures, diagrams.
Show further examples from available books to illustrate
different types of extra material. Ask students the
purpose of such material (the extra material in this
text adds mainly statistical information to support the
information in the text). Set a time limit for this activity,
e.g. 3 minutes depending on the class.

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 Answers Extension: notes on further energy sources
Geographical / political context: The European Union Nuclear
Year of publication of data: 2001 (the book was published • Small global warming costs
in 2004, and is the second edition) • External costs = 0.4 euro cents / kWh

‘External costs’ relate to: the wider costs affecting society, Coal
e.g. health risks, environmental damage • Emits greenhouse gases, CO2, methane, and nitrous
oxide
Energy source with highest external cost: coal • External costs = 5.7 euro cents / kWh
Approx. external cost of a typical renewable energy Gas
source: 0.5 euro cents • Renewable
Exchange rate: 1 euro cent = 0.6 pence sterling • Emits greenhouse gases, CO2, methane, and nitrous
oxide
2 Go through the example of wind energy so that • External costs = 1.6 euro cents / kWh
students can compare the notes with the information PV solar
in the text. Students will see that the information on • Renewable
a given energy source can be integrated in different • Small global warming costs
parts of the text, rather than neatly being presented in a • External costs = 0.6 euro cents / kWh
different paragraph. As an extension, invite students to Wind
select one or more of the remaining energy sources, and • Renewable
make similar notes on these. They can then compare and • Small global warming costs
present each other’s notes. • External costs = 0.1 euro cents / kWh
All renewable energy sources (in paragraph 1)
Sample answers • cut carbon dioxide emissions
• decrease a country’s reliance on imported fuel
1 Hydroelectricity
• cut acid rain pollutants, sulphur dioxide, and nitrogen
• unlikely to be developed further in UK and EU
oxide
• problem of flooding land
• problem of possible methane emissions
• small global warming costs 3 This task draws on the information identified in 5.1
• external costs = 0.4 euro cents / kWh and 5.2, leading to a summary of one energy source.
2 Biomass Refer students to the evaluative criteria on page 069.
• Widely used After writing, ask students to work with other students
• Renewable and compare and evaluate each other’s summaries.
• Faces opposition due to dioxin emissions Use the same criteria to assess the summaries: you can
• Omitted from many promotion schemes use your preferred grading system or adjectives for each
• Need to be burned cleanly, e.g. firewood criterion, e.g. ‘Complete: yes’.
• Energy crop cultivation is being encouraged, but
requires fossil fuel use Academic language
• Small global warming costs
Prepositions (2) Expressing meaning using complex
• External costs = 1.6 euro cents / kWh
prepositions
Explain that many prepositions in English are made up of
two or more words, and these are typically used to connect
two things. Point out that although they may look like
separate words, these do function as single units. Around
70 prepositions are made up of three or four words, and
all these have a simple preposition as the first and last
word, with a more meaningful word in the middle, e.g.
with regard to, in the light of, on account of. Like other
academic texts, the text in this module uses a number of
such prepositions, partly because they express abstract
and notional meanings rather than the time and space
meanings expressed by simple prepositions like at, on, in.

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 Task 6 Using complex prepositions essays, this is a key area to ensure they consider – essay
questions with limitation are restricted in their scope, so
1 and 2 This task focuses on six of the complex any content that is not relevant to the area in question
prepositions used in the text, which students use to first will be considered excess, and not assessed.
complete the sentences (in terms of is used twice). The
next activity personalizes the language. You could put 2 Once students are clear on the different elements of
students from similar subjects to work together. Allow an essay question, set this task as individual work for
time for students to compare their sentences. Check them to practise this question analysis.
them for accuracy, particularly the meaning and use of
the prepositions. Answers
1 Describe = instruction
Answers the main alternative green energy sources = main topic

1 1 Using renewable-energy technologies in preference 2 Evaluate = instruction

to conventional sources can benefit the environment. the alternative renewable energy sources = main topic
2 As with any technology, the benefits of wind power in the UK = limitation
need to be evaluated in relation to other technologies. long-term solutions = focus
3 There are other factors which must be taken into 3 Discuss = instruction
consideration when planning a new power station, Biomass fuel is not an effective solution to the energy
apart from simply the financial cost. crisis = main topic
4 Renewable energy sources need to be considered as it leads to additional problems such as increased food
part of the wider picture, including fossil fuels like coal shortages = focus
and gas. 4 Analyse = instruction
5 Because of concerns about safety, many renewable energy resources = main topic
governments are unwilling to commit to nuclear energy efficiency = focus
programmes. three = limitation
6 To be successful, energy policy has to be thought
about not only in terms of a country’s geography but
3 This task requires students to analyse the question to
also in terms of its political structures.
identify the key functions of the questions and tasks in
this unit.

Task 7 Critical thinking – evaluating content Answers

arising from a text 2 and 3 are problem solution and both require evaluation.

1 and 2 Explain that to end this module students relate

the information in the text to the academic focus of
problems and solutions. Emphasize that, as in typical TASK 2 Identifying and evaluating solutions
academic contexts, students need to support their stance
1 This is a mini-brainstorm and question analysis task.
using information from the source text, rather than
As an alternative you could do this collectively as a
simply offer an unsupported opinion. The context can be
whole class.
made more specific by focusing on a particular country
(probably the one they are studying in, or come from), 2 This task is known as a paired comparison analysis.
and a specific discipline. Encourage students to consider Students think about the advantages and disadvantages
how any discipline, not only scientific and technical in each pair. Once they have discussed and decided
disciplines, could potentially contribute solutions. Time between A and B they then write their chosen option in
permitting, let students present their most interesting the box. The best solution would be the one to gain the
findings to the whole class for critical reaction. most letters in the table. The idea is that this is a more
thorough and detailed analysis and comparison.
3–6 These tasks are an alternative method to problem-
11D  Writing Problem- solving, and require students to think about different
factors that are important to consider for each solution.
solution essays In task 5 the notes act as a model for students to consider
when dealing with the other questions for each solution.
Monitor and check groups as they complete each task
TASK 1 Analysing an essay title and then move them onto the next exercise.
1 This task revisits the importance of question analysis
and the function of different parts of a question.
Students who have completed earlier units should be
familiar with these concepts. For those that have not, you
may need to model this concept with further examples.
It is worth drawing attention to the feature of limitation /
contextualization. When students write their own

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 TASK 3 Identifying organization in a problem-
Answers
solution essay It is important to present a balanced view in academic
1 This task looks at two models for structuring problem- writing.
solution essays. Ask students to look back at the essay
question in Task 2.1 and decide which structure is 5 The paragraph is likely to come from an integrated
better. Either structure could work but it is likely to be essay. Remind students that a block essay would tend
structure A. to focus solely on solutions in a few paragraphs before
evaluating them all together.
Answers
Answers
Both possible but A more likely as students are required to
explore a range of diverse solutions. Evaluation is probably block
best done problem by problem to ensure it is relevant, and
clear to the reader.
Academic language
2 This task looks at the structure of a paragraph from Evaluative language It and There structures
an essay with an integrated organization. Highlight to This section focuses on two ideas. Firstly, there is the
students that when evaluating it is important to look at concept of formality in academic register, and secondly
both positives and negatives. how this can be used in an evaluative way. Give students
a few minutes to focus on the information and then move
Answers onto Task 4.
Topic sentence:
Lower consumption of animal products is one of the most
effective solutions to reducing energy consumption. TASK 4 Using evaluative language with
Evidence:
It and There
America is the second largest energy consumer in
the world and currently uses one-third of its energy 1 This task puts into practice the content of Academic
consumption on producing animals for food (UN, 2010).
Language. Set this as individual work and then feed back
The Food and Agricultural Organization of the UN (2006)
to the board. As an extension ask students to write their
also reports that twenty per cent of greenhouse emissions
come from the meat industry and that fifty per cent of the
own sentences using the stems from the box.
world’s crops are produced to feed animals.
Answers
Positive evaluation:
It could be argued that such a change would not only 1 There is some debate about
reduce energy consumption but could also increase health 2 It could be argued that
throughout the world. There might be a reduction in the 3 While it may be true that
intake of calories in the developed world, which would help
4 There is little doubt that
to ease the health problems related to obesity. An increase
in calorie intake in the developing world would also help 5 There is little to be said for
combat the issue of malnutrition. 6 It must also be recognized that
Negative evaluation:
While there are clearly a number of benefits to this change
it might be challenging to implement. In many cultures TASK 5 Writing a paragraph for a problem-
meat is seen as a luxury product and its consumption
tends to increase in line with the wealth of a nation. solution essay
Changing dietary habits ingrained within the history of a
culture is likely to be a slow process.
1–3 Set the first task for all students and then monitor
and check. As each student completes 5.1, move them
on to 5.2. Once a pair has completed both tasks, place
3 The evaluation tends to occur from the point of ‘it
them together to do 5.3. If you take in the students’ work
could be argued that’. Give students a few minutes to
to check, try to focus your feedback solely on the issues
underline phrases and then check collectively.
taught in this module.
Answers
It could be argued, would not only reduce, but could also TASK 6 Planning and writing a problem-
increase, might be, would help to reduce, would also help, solution essay
While there are clearly a number of benefits, it might
be challenging, tends to increase, is likely to be a slow 1 This task builds on Task 5 and develops the students’
process work to essay level. Refer students back to the relevant
modules for further advice on writing introductions and
4 Discuss this question as a whole class and highlight conclusions. If you are doing this task in class, monitor
the importance of balance and objectivity in academic and check, offering advice where necessary. If you are
writing. setting this for work outside the class try to encourage
students to bring in a wider range of sources to support

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 their opinions. Go through the sample answer on page 3 This task encourages students to utilize the problem
193 either before or after students have finished their and solution language in their own area of study. It could
essays. The sample answer can serve as a useful example be done orally, as a group discussion, or in written
to help students structure their essay, but stress that it is form, as a paragraph. As such, it is probably best set as
not a ‘model’ answer to imitate. Ultimately, tutors will homework. Agree a feedback stage where you can assess
value originality in their students’ writing. student use of problem and solution language, and offer
any further advice on style and content.
TASK 7 Evaluating your essay
1 and 2 These questions can be used for a general
evaluation or alternatively you could use the essay
writing plan as the basis for creating a more detailed
evaluation of each other’s work.

Independent study
It is important that students use feedback to feed forward into
other essays. You may wish to use some of your own feedback
to exemplify this.

11E  Vocabulary Problems

and solutions
TASK 1 Recognizing problems
1 and 2 Explain that this task will help students
correctly recognize a number of frequently-used
problem and solution language items. Point out that
in many instances collocations and fixed expressions
clearly convey meaning – e.g. a habitat under threat.
To complete 1.2, students need to notice both the topic /
context and the grammar of the sentences / words.

Answers
1 1 problem 2
​ solution ​3 solution ​4 problem ​
5 problem 6​ problem 7
​ problem 8 ​ problem
2 1 dilemma ​2 adopted ​3 responded 4 ​ threat ​
5 address 6
​ setback ​7 deal with ​8 burden

TASK 2 Introducing and responding to problems

1 Remind students that these words are useful in helping
students present, and respond to, problems in their own
essays. Allow sufficient time for students to work through
the sentences before checking the answers.

Answers
1 burden ​2 address ​3 resolution 4
​ setback ​
5 threat 6
​ dilemma ​7 responded 8 ​ relief

2 This task gives students the opportunity to manipulate

the way problems and solutions are presented.
Encourage a good range of language, focusing on
accuracy. Remind students of the need for both
grammatical and factual accuracy. You could put
students into pairs to peer-check their sentences. A more
ambitious task extension is to ask students to write a
paragraph using the language within the same context.

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 Unit 12 Progress
Academic focus: Cause and effect

INTRODUCTION
Unit 12 aims to assist students in understanding, discussing, and writing about cause
and effect relationships. It looks at the language students need to know in order to
identify these relationships and how to make the connections in their own writing.
The unit also looks at evaluating cause and effect connections, and the use of cautious
language. This is all dealt with via the topic of progress and through the perspectives
of medicine, technology, economics, and agriculture.

12A Listening enables students to understand some of the key language of cause
and effect, leading on to identifying causes and effects in a lecture. Students learn
the importance of differentiating between causes and effects, noticing how they are
connected through language. An extended note-taking task encourages the use of
symbols to show connections, and students use their notes to write a descriptive
paragraph expressing these. Finally, students respond to the content of the lecture, on
the effects of progress from various perspectives.

12B Speaking looks at discussing student presentations on the relationship between

economic growth and progress. Students work on understanding the relationships,
and evaluating the cause and effect connection. Connections between theories, ideas,
and studies underpin many academic disciplines and it is important students learn to
understand these, evaluate them, and express their opinion with caution.

12C Reading looks at a text on the changes of age structure in the 20th century.
Students are encouraged to identify the cause and effect relationships within it. There
is also further practice in identifying the author’s stance on a topic using a longer
authentic text as the source. Finally, students focus on using common academic
prepositional verbs, a number of which express relationships between ideas, and all of
which are transferable across numerous disciplines.

12D Writing enables students to write a 500-word cause and effect essay based on
their own, and researched, material. Students learn to analyse and evaluate different
paragraphs using specific criteria, and in a staged series of tasks they work towards
drafting their own essay. Collaboration such as peer-evaluation is built in so that
students are able to redraft and improve their writing. Students can apply these
principles to further writing tasks which can be done more independently.

12E Vocabulary offers further practice in using a wide range of cause and effect
language. Students consolidate their skills in identifying causes, effects, and the
language used to express these. The module ends with freer practice in manipulating
cause and effect structures in a paragraph.

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 Discussion
Answers
1 You could start the discussion by writing up the word Progress – associated with: economic growth,
progress and eliciting collocations and phrases, e.g. industrialization, urbanization
economic progress, progress in human rights. This leads Focus of lecture: urbanization, in particular the impacts of
in to the first part of the discussion. Students can select urban climate on human health
any two of the areas provided they give reasons, e.g. The two main effects / impacts: heat stress during summer
medical advances is the most important area of progress conditions, and air pollution
because these can extend people’s lives and provide pain ‘Urban heat island – cause / effects:
relief to the unwell. cause: urban areas retain heat through lack of vegetation;
release heat in form of energy from buildings, traffic, etc.
2 and 3 This part of the discussion shifts to causes and effects: impact on health of city dwellers in resulting
effects. Explain that it is up to students to make these heatwaves, and related deaths.
connections, and as such almost any single thing could
be a cause or an effect of something else. However,
one thing in isolation is not a cause or an effect until Academic language
it is related to another thing. Give a simple example to Recognizing key cause and effect language
illustrate this, e.g. a headache could be the effect of: not
Remind students of the information in the rationale at the
drinking enough liquid; drinking too much alcohol; a
beginning of the module, which states the importance of
brain tumour; a blow to the head, etc. Alternatively, a
understanding cause and effect language. Go through the
headache could be the cause of someone’s bad mood
explanation and examples, and check basic understanding
or behaviour. Encourage students to come up with
of the word classes and their examples. Give a simple
interesting and unusual causes and effects for the items
example which uses a particular word class wrongly, e.g.
in 1, e.g. educational progress (cause) results in high
He put on weight due to he ate too much. Elicit and/or
levels of literacy in a country (effect). Allow a given
explain why it is wrong (due to is a preposition, which is
amount of time, e.g. two minutes per group, for students
followed by a noun phrase or noun clause (e.g. wh- clause),
to present their most interesting findings.
but not a subject–verb–object type clause). Emphasize
that students need to recognize whether it is a cause or
an effect which is being introduced first, and how the
12A  Listening Lectures (9) language expresses the relationship of one to the other.

Task 1 Previewing the topic of a lecture Task 3 Using cause and effect language
1 and 2 This task focuses on effects. Explain that 1 12.1 The first task uses the same extract as in Task
in academic contexts the focus can be mainly on: 2.1 to switch focus to the cause and effect language used
1 the causes of a given situation; 2 the effects of a by the lecturer. Check the answers before moving on to
given situation; 3 connecting two or more situations 3.2, which uses the same items in written sentences.
to illustrate causes and effects. Also, when effects
(and often causes too) are presented, the discussion
Answers
moves into evaluation, e.g. how serious / significant /
Mentioned: consequences, impacts, effects, influence, due
widespread it is. The given situation in this task is a city /
to, since, outcome, because, for these reasons, result(ed) in
large urban area, and the context is health: students use
Not mentioned: lead to, therefore, affect, origin
these to come up with possible effects, and then evaluate
these. This task encourages students to think broadly
2 Go through item 1 as an example, checking first which
around a situation to come up with interesting effects,
part is the cause and which is the effect, and then the
and to think critically when evaluating these effects.
possible language choices. Ask students to actually note
Write particularly interesting effects on the board.
down the causes and effects, rather than circling parts
of the Student’s Book text; it is good practice to isolate
Task 2 Gaining an overview of a lecture these so that they can be reprocessed, e.g. in a citation.

1 12.1 Students should by now be familiar with

watching lecture extracts and completing guided notes.
Play the extract once, do a quick visual check to see what
students have written, and only if they need it, play it a
second time before checking the answers visually.

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 Answers Answers
a 1 cause: high temperatures; effect: human health Bio-climate → important factor for human health
2 cause: heat in urban areas; effect: human health Meteorological variables → these variables influence
problems (especially older people) body temperature
3 cause: traffic emissions; effect: health problems • air temperature
4 cause: fewer green spaces and more buildings and • air humidity
roads in urban areas; effect: they are hotter • wind speed
5 cause: unusually high air temperatures; effect: • shortwave solar radiation
human body temperature • longwave terrestrial emission from the earth
b 1 consequences Thermal stress (too much heat) → negative health effects
2 Therefore / For these reasons
Global warming → summer temperatures will increase
3 lead to / result in / influence / affect
4 because, since Food digestion & a person’s activity → Humans produce
5 impact / effect, due to energy
Cool air → humans use more energy to keep warm → we
3 Encourage creativity in this freer practice stage. lose energy
For students who do not have an obvious area of study, Warm air → Humans gain energy
ask them to write sentences in a subject area they were / Sweating, breathing deeply → produces a lot of humidity
are good at in high school. Ask students to focus on → releases energy / loss of energy
accurate use of the language. Give an example to show Increased air humidity → the process becomes less
that accuracy means not only grammatical accuracy but effective
factual accuracy, e.g. Environmental air pollution causes Two local environmental factors → body temperature
road traffic emissions may be grammatically accurate The wind & the sun
but it is not factually accurate: the word causes needs
to be replaced with language expressing the opposite 3 and 4 The follow-on tasks aim to enable students to
relationship, e.g. is caused by or results from. Mark the reconstruct their notes into sentences. They should be
sentences, focusing mainly on the accuracy of the cause able to do this using the notes only, although assuming
and effect language. you do these tasks straight away their short-term
memory will also help them. As with other language-
Task 4 Understanding causes and effects in focused tasks in this unit, focus on accuracy of the cause
and effect language, both grammatical and factual
a lecture (see note on Task 3.3 above). Check students’ sentences
1 and 2 12.2 In this longer extract, students need to either directly after 4.3 or after 4.4, in which students
listen intensively in order to make the correct cause and expand their sentences into a paragraph. Remind
effect connections using the items given. Draw students’ students that a paragraph needs to be both coherent (i.e.
attention to the symbols in the margin and explain that the meanings expressed need to be logical) and cohesive
they should use these to save words and time while (i.e. the language needs to correctly express the meaning
watching. Show the extract straight through, pausing at relations such as cause / effect / contrast).
the end for students to complete their notes, and then
compare. After this, show the extract again as necessary Task 5 Critical thinking – evaluating the
for students to fill in any gaps and check their notes.
content of a lecture
Check the answers visually if possible.
1 Task 5 focuses on the content of the lecture and the
unit theme of progress. Briefly go through the three
questions in 5.1. These questions can be discussed
from various perspectives. You could give an extended
example to illustrate this, e.g. Ethically, it is arguably
unfair if some regions in the world benefit from great
progress and a rising standard of living, while other
regions suffer from little progress. In environmental terms,
progress is associated with such things as construction
on green land and a focus on profit rather than
environmental protection.
2 This activity revisits the effects from Task 1, which
students have to relate to the questions in 5.1, e.g.
A possible positive effect of progress is better access to
health care, but people in different parts of a country may
not have equal access. Allow a short time for groups to
present their most interesting discussion findings to the
whole class.

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 Independent study Answers
This task encourages students to listen and correctly identify 1 A agrees, B disagrees
causes and effects in lectures. Students should learn that either
causes or effects can be given first, and that the lecturer may 2 A agrees because it is not an accurate measure and
focus more on one than the other. Generally, lecturers should income might not be equally distributed.
clearly state which is which using appropriate cause and B disagrees because he feels it measures enough
effect language. and it’s not realistic to measure everything. He also
disagrees because richer people will pay more taxes
anyway so the unequal distribution doesn’t matter.
B disagrees with the logic in the argument that high
GDP means high unemployment and thinks there would
12B  Speaking Seminar be higher unemployment with low GDP. He feels that
predicting the future is challenging, anyway.
discussions (9)
3 This task could also be done as a whole class activity.
TASK 1 Previewing the task Academic language

1 This exercise brings together the views of a number Expressing caution Giving and responding to
of different academics on the topic of the seminar – the opinions
relationship between economics and progress. It is When giving and responding to opinions it is important
important for students not only to have a view on a topic for students to practise doing it with caution. Not using
but also to think about who they are most aligned with in expressions such as those in Academic Language can
the literature. make people appear confrontational. Ask students to
look at the examples and decide which of them they feel
2 These questions could be discussed as a whole class or
are the most cautious forms. If necessary, model the
in small groups. In addition to these questions you could
pronunciation in chunks, as this language is extremely
brainstorm with the class other ways they think progress
valuable when reprocessed, and transferred into students'
could be measured.
own production.

TASK 2 Identifying related ideas

TASK 4 Using cautious language
1 and 2 This task gives students the opportunity to
analyse related ideas, and work out whether they are 1 12.4 This task puts into practice the focus of
cause and effect relationships, or are correlations, Academic Language. Some groups may find listening
indicating a connection to the information but not to the extract, and identifying the language used,
direct cause. Set a time limit of 3 minutes for students challenging. In such circumstances, it would be better
to complete these, but do not reveal the answers until to read the transcript on page 222 while listening, for
showing the video. As an extension, you could open this additional visual support.
up to a wider discussion of all the ideas presented, and
draw on student’s stance. You could also explore these Answers
ideas from a range of perspectives. Giving an opinion
An indication of good performance now tends not to be a
Answers reliable indicator of future performance.
a 4 ​b 1 ​c 2 ​d 3 I think arguably there’s a lot of economic activity going
on that can’t be measured.
3 12.3 Show the extract and ask students to take Responding, etc.
notes to check their predictions.
But what about the fact that it might not be an accurate
measure?
TASK 3 Evaluating cause and effect I know what you’re saying, but in a sense we can’t
expect to measure everything.
relationships
That’s true to a certain extent. But then, presumably
1 and 2 12.4 Show the extract and ask students the argument is that rich people will be paying higher
to answer the question. On the second viewing, taxes …
students need to listen for the language used for giving OK, it appears that there might not always be very high
reasons. You may want to exemplify this on the board. employment … but surely unemployment would be higher
Alternatively instead of showing it again you might in an economy that’s performing badly?
want to set this as a reading task from the transcript on
page 222. 2 This task focuses in on the language used to express
caution. Notice that adverbs frequently signify caution.
These also function to a certain extent as stance markers.

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 Answers 12C  Reading Textbooks (12)
1 I think that, arguably, wealth contributes towards
happiness.
TASK 1 Previewing the topic of a text
2 It’s perhaps understandable that countries measure
progress in terms of economic growth. 1 These questions help raise the students' schemata
3 Admittedly there might be other measures of progress before reading. Where possible, draw on students' own
but economic growth is key. experiences, and backgrounds, to get a broad range
4 The argument for better health and education is true of input on the topic. It is worth exploring some of
to a certain extent but neither are possible without the key intercultural differences regarding family size,
economic growth. and touching on areas where this has been influenced
by government policy as well as personal choice. The
3 This task allows for a freer practice stage in using sociological impacts of such events will be well known to
cautious language. Monitor students, and check for most students, but it is also worth exploring them from
accuracy of forms (e.g. are they grammatically and other perspectives e.g. What is the impact on economic
logically accurate). You may also take this opportunity output? How has this changed popular culture, or our
for further work on drilling the pronunciation of the ways of interacting? The questions could also be set in
language chunks. small groups or done as a whole class.

TASK 5 Identifying cause and effect TASK 2 Gaining an overview of a longer text
relationships
1 This task could alternatively be set up by gradually
1 and 2 12.5 Show the extract and ask students to adding the chapter title, text title, and main ideas to the
note down the cause and effect relationship. Afterwards board and gradually eliciting different predictions.
you could refer the students to the transcript on page 222 2 and 3 Set a time limit of 2–3 minutes to complete
and ask them to underline the language that indicates a these tasks so that students initially focus in on the
cause and effect relationship. main ideas, rather than being drawn towards detailed
understanding at this stage.
Answers
1 1 Education and economic progress Answers
Better access to jobs. Education leads to high salaries
3 b
and control of working environment. Opens minds to
wide perspectives that improve quality of life. More
creative society.
2 Health and economic progress TASK 3 Identifying the main ideas in a longer
People are more able to work. text
Reduces poverty, participate fully in society.
3 Education and health 1 Explain that with a longer text it is often better to
Make better decisions about health, improve quality of take a more staged approach, as there will be more new
life. vocabulary, potentially more challenging language,
Better diet and nutrition
and more content to process. However, by breaking
2 Increased access to education, improvements in down a text in this manner, students are provided with
healthcare, and healthier lifestyles are better indicators a transferable framework for tackling any longer text
of progress than economic growth.
in their own area of study. Encourage students to think
about summarizing, and drawing out main ideas as they
read any text – no matter how challenging it initially
TASK 6 Preparing for and taking part in a appears. As an alternative you could ask students to
seminar discussion write a sentence summarizing each paragraph.

1 Give students a few minutes to complete this exercise, Answers

and monitor as they make notes. As a prelude to the
a 2 ​b 3 ​c 1 ​d 5 ​e 4
seminar role-play you could write a few of the students’
opinions on the board to discuss as a whole class.
2 This task simulates a reading into writing task by
2 Try to focus students on the cause and effect asking students to find support for their opinions. As an
relationship rather than simply their opinion on extension you could ask students to write a paragraph
the topic. on the most significant factor and include support from
the text.
3 This could be done as pair work or group work.

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 TASK 4 Understanding cause and effect
Sample answers
relationships in a text a Societies with low birth rates are changing. This means
1 You may want to model the first option as an example that the ratio of older to younger people is increasing.
before setting students the task of reading paragraphs 1 b Changes in a society’s age structure can create other
and 2 again. changes to people’s opportunities and obligations
because all societies have age-structured roles and
opportunities.
Answers
c The ratio of older to younger people is increasing. As a
Paragraph Cause Effect result, other changes to people’s opportunities and
1 Changes in cultural 1
Demographic obligations can happen.
habits and biomedical changes d Other changes to people’s opportunities and obligations
practices can happen. Consequently, people may work longer and
1 2
Birth rate, death rate, The age structure start a family later.
and net migration of the population
1 3
Health and biomedical Reductions in
5 Students could work in pairs. Alternatively this
interventions early death
could be set as free note-taking practice with students
1 People living longer and 4
A higher ratio of
fewer children being older to younger comparing the information they note against the notes
born people in this exercise.
1 Several European 5
These low birth
countries have a stable rate countries Sample answers
age structure and a low are dominated by 1 maintained higher than replacement birth rates
death rate. one-child families
2 get smaller
2 6
Population growth in Projected
less developed societies population growth 3 fluctuate
2 Half the world’s 7
Less developed
population lives in regions are 6 This format gives students another way to note and
regions with a fertility changing express cause and effect relationships. It is particularly
rate of less than 2.1.
useful for visual learners. Explain to students the benefits
of setting out key information diagrammatically – it helps
2 This task focuses in on the language used to express to highlight the essential information, and concisely
the cause and effect relationships explored within the expresses content that can be used in written models.
text. You could highlight their transferability by asking Using diagrams with reading texts can also help students
students to write sentences using three of the linkers. to visually decode the organizational pattern of a text,
which in turn assists in understanding the development
Answers of stance. For example, breaking a text into main ideas
Paragraph 1 and evaluation reveals that it is point-by-point, and
due almost entirely to, determines, have greatly reduced, is building from diverse sources to reach a unified
leads to, This means that conclusion. Alternatively this could be set as free note-
Paragraph 2 taking practice with students comparing the information
they note against the notes in this exercise.
must be the result of, for
Paragraph 3
Answers
Because, force
1 decreases in fertility ​2 socioeconomic considerations ​
Paragraph 5 3 decreases in adult death ​4 cultural and biomedical
driven by, caused by, means that considerations ​5 proportion of old people may continue
to increase
3 Highlight which sentence is the cause and which is the
effect in a, and explain how students can use language
cues to identify which is which. Note the use of modal TASK 5 Identifying stance in cause and
verbs to express caution in many of the statements. effect relationships
Answers 1 A straight cause and effect relationship is not often
a cause, effect ​b effect, cause ​c cause, effect ​ expressed as fact, as many actually cross over into the
d cause, effect realms of correlation. As a result, writers often express
a stance on the relationship as it may not be a direct
4 This task gives students practice in expressing a cause cause / effect relationship.
and effect relationship. Write the first one on the board
as a model.

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 Answers Suggested answer
a apparently, quite extraordinary 2
b not logical
c important implications, almost certainly, will be needed 2 Remind students that it is important to think not
only globally about whether the text is useful, but also
2 Ask students where they are likely to find this specifically which parts they could use in their written
information before setting the task. work. If you have time you could set the essay as an in-
class writing task.
Answers
Help underdeveloped countries make the transition, work
longer, retire later, better understanding of biological
aging process
12D  Writing Cause and
effect essays
Academic language
Prepositional verbs Task 1 Analysing a cause and effect paragraph
Prepositional verbs can be used to express a number of
1 Introduce the writing module by explaining that
concepts in academic writing. Many of those in this section
discussions related to causes and effects are very
express cause and effect, connections, and problem solving.
widespread in written texts of any discipline. Optionally,
explain that in the natural sciences, there tends to be a
focus on strong relations between causes and effects,
TASK 6 Using prepositional verbs which can be demonstrated in research and used to
generalize into other contexts. In the social sciences,
1 This task puts into practice the content of Academic
cause and effect relations can be harder to establish, but
Language. Prior to setting the text completion task, check
are still made. Cautious (hedging) language is frequently
students understand the meaning of these prepositional
used in all contexts, as practised in 12B Speaking.
verbs by asking different students to explain them. As
Give students a short time, e.g. 3 minutes, to read
an extension, you could provide a list of verbs, and their
Paragraph 1, which could be written by a good B1+ level
dependent prepositions on separate cards. Students
student. Ask students how they arrived at their answer.
could work together to match these pairs, and give their
own sentences using the correct form.
Answers
Answers b

1 account for ​2 contribute to ​3 associated with ​

4 focus on ​5 led to ​6 resulted in ​7 based on 2 Set the task, and it should emerge that students need
to work out if the paragraph is essentially descriptive
2 Monitor as students complete this task, and then or discursive. Students may notice the evaluative
write one example of each prepositional verb from the material in the text, e.g. particularly serious. Explain
students on the board as a model. If any verbs have that evaluation is very widespread in academic texts,
not been used, provide examples collectively as a and is likely to be integrated in most text types; even
whole class. encyclopaedia texts, which are mainly descriptive, tend
to contain evaluation, e.g. on the impact of a person’s life
Independent study and work on their field.
As revision you could brainstorm the language taught for each
of the different types of essay. Answers
2

TASK 7 Critical thinking – evaluating a text 3–5 These tasks aim to enable students to correctly
recognize an item in a text as a cause or an effect.
as a source Ask students to work individually. In 1.3 they need to
1 This task relates the reading into writing – a key feature read the text in more detail to establish these cause and
throughout this course. After the paired discussion, feed effect relations, then in 1.4 to map the whole paragraph
back as a whole-class session. Note that although there using arrows as symbols (as in 12A Listening Task 4).
is a suggested answer here, students may provide some Finally, in 1.5 students should identify the language
compelling reasons why the text works better with other which expresses these relations. Monitor students
essay titles. Where possible encourage discussion and while they do this series of tasks before checking all the
debate, ensuring students justify their choices. answers.

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 Answers Answers
3 Causes: technological progress; urbanization; 1 Cause and effect language is underlined.
construction of buildings, roads, and airports Human beings are naturally driven to make progress
Effects: damage to animal habitats; loss of agricultural in many areas, such as technology and medicine.
land; decline of animal species such as birds and bats; There are many possible effects of this progress. One
forest destruction effect is an increasing gap between rich and poor,
4 Urbanization → loss of agricultural land / forest because keeping up with progress and development is
Construction of buildings and roads → declining expensive. Another effect is a negative effect on the
numbers of animals such as birds, bats, deer, foxes environment such as destruction of the rainforests,
Air travel → dangers for birds because human progress tends to involve constructing
Building & expansion of airports → loss of habitats new cities and infrastructure. Also, because populations
Rapid development of urban areas & increase of air in most countries are rising, there is increasing pressure
travel → problems are increasingly serious on limited land resources to provide food to meet
this demand. One further important effect of human
5 can result in, as a result of, resulting in, due to, because of
progress is the increasing expectation to use the latest
medical treatments and drugs. There is also a serious
6 This task looks at evaluation, which may have been effect in terms of pressure on government budgets
raised in 1.2. Remind students that we normally discuss because of this. Therefore, there are many serious
causes and effects in order to evaluate them. Go through effects of human progress in many different contexts.
the answers as a whole class, and if necessary explain
that some language may appear as negative evaluation
in this text, e.g. loss of …, but are essentially descriptive Task 3 Evaluating the structure of a cause
(loss of barriers might be neutral or positive in another
and effect essay
context).
1 and 2 Explain that students are going to do a series
Answers of tasks leading to a cause and effect essay. Task 3 looks
Examples of evaluation are given bold. at the planning stage, based on a sample question on
Technological progress can have many negative education. Give students sufficient time to read and
consequences for wildlife … respond to the three parts: evaluation criteria, essay title,
Forest destruction is particularly serious in the Amazon and essay plan. Students should first work individually
region, sub-Saharan Africa, India, and the Himalayas so as to not be influenced by others, before comparing
(Beeby and Brennan, 2008, p.347). their responses. Invite brief whole-class feedback, which
Other examples of technological progress include an may bring up important points such as: This is just one
increase in air travel, resulting in dangers for birds … way of writing the essay (yes, you can present quite
Clearly these problems are becoming more serious different points as long as they are relevant to the title);
because of the rapid growth of urban areas in many It is not clear whether the evaluation is integrated or
developing countries, and the increase in air travel. presented only in the conclusion (each paragraph is likely
to express some positive evaluation, but evaluation in
the conclusion may work better here).
Academic language
Cause and effect language Answers
Students should now know quite a lot of cause and effect The plan is logical and clear, and each part should lead
language. Explain that varying the language they use logically into the next. All the material is relevant to the
can help students achieve better style. Go through the essay title. There does not appear to be any irrelevant
material. The conclusion does restate the main points in
examples, optionally eliciting further ones, e.g. impacts.
the essay, and refers back to the original essay question
and thesis statement.

Task 2 Varying cause and effect language

1–3 Ask students to read Paragraph 2 fairly quickly and Task 4 Writing a paragraph for a cause and
then invite them to comment on its style. There are no effect essay
language mistakes, but some words are repeated a lot,
i.e. effect, serious (and perhaps further). Having identified 1 Ask students to read the new essay title, which is on
the cause and effect language, which are actually all a similar topic but expresses different perspectives to
effects, ask students to improve the text. They can do so that in Task 3. Decide whether to ask students to work
in pairs, which may benefit the quality of their redraft individually (this can help them in later examinations),
and enable useful communication on different possible or collaboratively (this can help them come up with
language choices. Ask students to present their version more ideas, and communicatively evaluate these).
to other students / pairs. Optionally conduct a vote on The six steps should clearly guide students in their
the most effective redrafted version, asking students to planning stage.
give reasons for their choice.

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 2 At this point students draft their paragraph, working Task 6 Organizing your material and
individually. This gives you a chance to check that they structuring your essay
are on track, and you can use the five points as a basis of
your own brief feedback on the student drafts. 1 and 2 Explain that these tasks require students
to go over all their material and organize it into a
3 and 4 Following their own, and possibly your
coherent essay. Go through the guidelines and check
feedback, ask students to continue individually on a
understanding where necessary. Emphasize that their
redraft before collaborating in order to gain further
essays should be connected: the causes and effects
feedback, i.e. peer feedback. Do not spend too long on
should be carefully presented; evaluation needs to be
these activities as the main writing stage is still to come.
connected to these and clearly expressed; and the essay
Independent study as a whole should be coherent, i.e. moving logically from
This is a potentially large project as there are effectively the chosen essay title, through the thesis statement,
unlimited sources available, depending on local library into the main points in the body of the essay, and
resources. Ask students to set their own target number of finally into the conclusion. The reader should be able
new sources, and report back giving the full reference and to clearly see the connection between this material.
brief overview of the type of source plus a summary of an
Refer students back to the plan in Task 3 which they
extract. Students from similar disciplines can work together
on this project. have already evaluated; they should not simply copy the
same structure, but base their own material on their own
needs, informed by their essay title.

Task 5 Planning and researching a cause 3 This task allows students to benefit from critical
feedback from peers. Make sure they do offer something
and effect essay
both positive and negative, and that this is noted
1 Remind students of the unit theme of progress, if down. If necessary, use one student’s essay plan as a
necessary, and introduce the five possible essay choices. whole-class example, and, with their permission invite
You could ask students to choose their essay title by the feedback on the plan. Stress that it is worth spending
next class (even if this is just an hour away), so that they some time working on an essay plan before writing it, as
have more time to consider. It is worth going through this can save a lot of rewriting time later.
one or more essay titles to analyse them, following a
similar process to that in Unit 11D Task 1. Emphasize
Task 7 Writing a cause and effect essay
that students need to be comfortable with their choice,
and feel that they have something to say about it. 1 Ask students to recap the carefully staged process
2 and 3 These tasks aim to enable students to work out they have followed in this module: i.e. analysing other
and organize their material for their essay. Stress the paragraphs, evaluating other plans, and planning,
usefulness of visualizing your audience, using questions researching, and organizing their own essay. This
such as number 3 in 5.2 What does your audience need task requires students to actually write their essays.
to know …? With cause and effect essays, there is usually Go through the six points, and remind students to
more than one way of presenting the same material, so keep referring to these during the writing process.
students need to learn to evaluate different approaches. Ask students to work autonomously, and offer help
The work on essay structure and organization in when asked. You may wish to refer students to the
Units 9–11 should help them. Task 5.3 requires students sample answer on page 194.
to identify further material to meet their needs. Explain
that this reflects a typical academic writing process: Task 8 Critical thinking – self- and peer-
students need to work with given material, and find
further material to offer support for their emerging
evaluation
argument. 1–3 Depending on class time available, allow students
4 As this is the final unit in the book, this task plenty of time to work individually on their essays –
encourages students to look back at some of the texts. first evaluating them (8.1) and then redrafting them
This is useful in several ways: students can see their following peer feedback (8.3). Alternatively, set one or
progress; be reminded of specific learning points; and both of these activities for homework. If students are
use known texts for new work. Any material used needs likely to be reluctant to offer negative feedback on their
to be relevant, not just intrinsically interesting, so make peers’ work, you could take in the essays and remove
sure students follow the three guidelines. This activity the students’ names. Ask students to keep all the stages
would work well as a homework task to save class time. in their writing: the plan, the essay (including any first
and subsequent drafts), their evaluation, their peers’
5 Finally, students revisit any other material they evaluation, and their redrafted essay. Emphasize that
may have, using the same three questions in 4. The by reading all these, you are able to make a rounded
Independent Study task can tie in with this task; like 5.4 assessment of their essay, particularly focusing on any
above, this task can be done outside class time. improvements following the evaluation stages.

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 12E  Vocabulary Cause and
effect
Task 1 Identifying cause and effect language
1 and 2 Explain that these tasks will help students
correctly recognize a number of frequently used cause
and effect language items. Emphasize that although
these should now be familiar, students can often make
mistakes when using them and accuracy is vital for
the reader / listener. Point out that in some instances
the collocation will help identify the correct word, e.g.
greatest impact in number 5. To complete task 1.2,
students need to notice both the topic / context and the
grammar of the sentences / words.

Answers
1 1 consequence ​2 result in, for these reasons ​
3 due to ​4 cause ​5 impact ​6 since
2 1 b ​2 d ​3 c ​4 a

Task 2 Identifying causes in a text and

revising
1 and 2 Task 2 has two initial stages to support students.
Remind students that noticing the cause and effect
language is vital to correctly identify causes and effects.
Allow sufficient time for students to work through 2.1
and 2.2 before checking the answers.

Answers
Cause / effect language underlined; causes highlighted.
Air pollution in cities is the result of complex interactions
between natural and man-made environmental conditions.
Poor air quality in cities is a serious environmental problem
and a growing one in developing countries. Emissions from
motor vehicles are a very important source of air pollution
throughout the world. […] Urban population growth is
caused by migration into cities and a surplus of births in
the cities themselves, particularly the high birth rates
in the developing countries. A deep structural change is
mainly responsible for the migration into cities, especially
in the non-industrialized countries. [...] Urban population
growth has many consequences. One of them is higher
emission of air pollutants. […] A study of air pollution in 20
of the 24 mega-cities of the world shows that ambient air
pollution concentrations are at levels where serious health
effects are reported.

3
The final task gives students the opportunity to
manipulate the way causes and effects are presented.
Encourage them to use a good range of language,
focusing on accuracy. Remind students of the need for
both grammatical and factual accuracy. You could put
students into pairs to peer-check their sentences. A more
ambitious task extension is to ask students to write a
paragraph using the language within the same context.

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 AUDIO CD track listing

Track Unit Transcript and

number number extract number

1 2B Speaking 2.4 Extract 1

2 2B Speaking 2.5 Extract 2

3 2B Speaking 2.6 Extract 3

4 3B Speaking 3.4 Extract 1

5 6B Speaking 6.6 Extract 1

6 6B Speaking 6.7 Extract 2

7 7B Speaking 7.5 Extract 1

8 7B Speaking 7.6 Extract 2

9 7B Speaking 7.7 Clips 1–5

10 8B Speaking 8.5 Extract 1

11 8B Speaking 8.6 Extract 2

12 8B Speaking 8.7 Extract 3

13 8B Speaking 8.8 Extract 4

14 9B Speaking 9.5 Extract 1

15 9B Speaking 9.6 Extract 2

16 10B Speaking 10.5 Extract 1

17 10B Speaking 10.6 Extract 2

18 11A Listening 11.2

19 11B Speaking 11.4 Extract 1

20 11B Speaking 11.5 Extract 2

21 11B Speaking 11.6 Extract 3

22 11B Speaking 11.7 Extract 4

23 11B Speaking 11.8 Extract 5

24 12B Speaking 12.4

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