Unit 5
page 111
Answers will vary.
Exercises 1-2 page 112
Answers will vary.
Exercise 3 page 113
1, 3,4
Exercise 4 page 113
Answers will vary. Possible answers:
1 easy to get started: build from imagination; no physical skill needed; can change ideas, undo and rebuild
2 Lego artist; models shown in galleries around the world;3-D paint-box only limited by vision and imagination3 billboard in Hollywood (500.000 bricks); Tyrannosaurus Rex skeleton (20 feet long)
4 corporate law; New York City; 80 hours per week; negotiating contracts (in board room): needed creative release
5 straightforward process; gravity (forces him to work up): adds glue then the brick
6 several commissions; from all over the world; keeps it interesting
7 generally $10,000-$20,000; largest- one piece for six figures
Exercise 5 page 113
Answers will vary.
Exercise 1 page 114
1attributed to 2norm 3cognition 4suppress 5labelled 6trauma 7stimulation 8genius
Exercise 2 page 115
Answers will vary.
Exercise 3 page 115
a, c, e,f, g
Exercise 4 page 115
Answers will vary. Possible answers:
highlighting and margin note for words they need to look up the meaning of; underlining and margin note for supporting details and examples; square brackets and margin note for quotes and definitions
Exercise 5 page 115
Answers will vary
Exercise 6 page 118
Answers will vary, Possible answers:
a Eureka moment: the point at which you suddenly understand the answer or solution to a problem
to open (up) the flood gates: if an action or a decision opens the flood gates, it allows something to happen a lot or allows many people to do something that was not previously allowed
Exercises 7-8 page 118
Answers will vary.
Exercises 1-2 page 119
Answers will vary.
Exercise 3 page 120
1c 2a 3c 4a 5b 6a 7a 8c
Exercise 4 page 122 Answers will vary.
Exercise 5 page 122
1D 2M 3X 4M 5M 6X 7D 8M
Exercise 6 page 122
Answers will vary.
Exercise 7 page 122
Answers will vary. Possible answers.
1 a limit which would prevent somebody developing
expertise in something; he doesn't believe there is a limit
2 most experts agree that even if most people cannot
hope to become creative geniuses, they can learn to become more creative through practice; yes
3 new ideas move us into unfamiliar territory- a place we haven't been before is less comfortable than one we are familiar with
Exercises 8-9 page 123
Answers will vary
Exercise 1 page 124
1conduct a study 2intervention 3implications 4control group 5experimental group 6research subjects 7establish a causal link 8contend
Exercise 1 page 125
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Exercise 2 page 126
Answers will vary. Possible answers:
Exercises 3-4 page 126
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Exercise 1 page 127
1 The articles describe what the research subjects did in
order to demonstrate their creativity.
2 We are largely unaware of what goes on in our own brains to create our perception of reality.
3 We still do not know for certain what leads to creativity.
4 The researchers were looking for what singles out the most creative people in the population.
5 One of the goals of the study was to find out what creative people are doing when they come up with their best ideas.
Exercise 2 page 128
Answers will vary.
Exercise 1 page 128
Answers will vary. Possible answers:
1 Year: 2014 Source: Atlantic Magazine
Nancy Andreasen. in an article published in Atlantic
Magazine in 2014. explains that creative people are "better at recognizing relationships, making associations and
connections, and seeing things in an original way- seeing things that others cannot see.
2 Year: 2016 Source: his 2016 book, Peak Secrets from the New Science of Expertise Anders Ericsson
In his 2016 book, Peak: Secrets from the New Science of Expertise, Anders Ericsson contends that he has "yet to find limits that would actually constrain some individuals from being successful.
Exercise 2 page 129
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Exercises 3-4 page 130
Answers will vary.
Exercises 1-9 pages 130-132
Answers will vary.
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Exercises 1-2
Answers will vary
Exercise 3
1trait 2attributed 3cognition 4stimulation 5conformity 6norms 7labelled 8contends
Exercise 4
1causal link 2study 3research subjects 4experimental group; control group 5interventions 6implications
Exercise 5
1is 2What users want 3What behavioural psychologists do 4what people do online 5What companies are starting to understand is
Exercise 6
1Not correct 2Not correct 3Correct 4Not correct 5Not correct
Unit 6
page 135
Answers will vary.
Exercises 1-2 page 136
Answers will vary.
Exercise 3 page 137
1. 2,3,5
Exercise 4 page 137
Answers will vary. Possible answers:
14.000 are skilled.
2 He hires 550 workers a year,
3 60 of which are technical. Some positions remain open for one year.3t has been cut by $140 million and may be cut by another20%
4 electronics experts, instrument technicians, mechanics
Exercises 5-6 page 137
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Exercise 1 page 138
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Exercise 2 page 139
1 Time:2006-2015(fig.1);Time: 2011-2020(fig.2)
2 percentage of companies who had difficulty filling positions (hg. 1); raw number (number ofjobs and qualifec graduates) (fg.2)
3 Since 2006, between 30% and 40% of companies have had trouble flling positions(fg.1); Since 2011, the number of computing jobs has grown faster than the number of graduates in that field(fg2).
Exercise 3 page 139
Answers will vary, Possible answers:
1 There are not enough people able to do the kind of work that companies currently need done.
2 There are not enough students learning the skills necessary to fill the increasing number of jobs that companies will have open.
3 Figure 2 shows that there are significantly fewer students of computer science than there are jobs available, so this may partly explain why companies cannot fill the positions.
Exercise 4 page 139
1expertise 2poses 3mismatch 4comprises 5assertive 6labour 7prospective 8persistent
Exercise 5 page 141
a5 b2 c6 d1 e4 f3
Exercise 6 page 141
d
Exercise 7 page 142
1DNS 2F The most critical shortages are in the skilled trades. 3 F;The positions that companies are trying to hill often do not require a university education.4T 5F; School curriculums have not adapted enough to meet the new demand for technical skills. 6T 7DNS 8T
Exercise 8 page 142
1b 2a
Exercise 9 page 142
Answers will vary.
Exercise 1 page 143
Answers will vary. Possible answers:
1The percentage of people with a university education has increased globally from 2000 to 2012.
2 Median income is the amount of money that divides the top
half of a country's earners from the lower half. University graduates are more likely to earn above the median income.
3 The topic of the article will be about the relationship between a university education and income. The argument will likely be that a university education will improve your income.
Exercise 2 page 143
a dispute b ambiguity c founder d multiple e chronic f asserts g illustration
Exercise 3 page 144
Answers will vary.
Exercise 4 page 144
1T 2F;College graduates in the US make about S17,000 more per year than those with just secondary school qualifications. 3T 4DNS 5F:Arts graduates have lower incomes than graduates with an engineering degree. 6T
Exercise 5 page 144
1
Exercise 6 page 144
Figure 1: 1 Canada 2 South Korea and the United
Kingdom are similar, but South Korea is correct,3 18% Figure2:1Chile 2Greece 3Around 65%
Exercises 7-8 page 146
Answers will vary.
Exercise 1 page 147
1training scheme 2earning power 3placement rate 4job market 5labour force 6entrylevel 7work-life balance
Exercise 2 page 147
a information technology professional
b graduate training scheme
c labour force participation rate
d university enrolment trends
e median household income
1median household income 2graduate training scheme 3information technology professional 4labour force participation rate 5university enrolment trends
Exercise 1 page 148
Possible answer:
1 because the diagram needs to show how different aspects of the measure are weighted in relation to one another.
2 Answers will vary.
Exercises 2-5 pages 149-150
Answers will vary.
Exercise 1 page 151
1B 2A 3D 4C
Exercise 2page 152
1C 2B 3D 4A
Exercise 3 page 152
1(active Possible answer: shows)
2 (passive Possible answer: are shown)
3 (active Possible answer: displays, active Possible answer' shows)
4lactive Possible answer depicts)
5(passive Possible answer: are listed)
Exercise 4 page 152
Answers will vary. Possible answers.
Figure 1, Reading 1: Figure 1 shows the results of an annual survey of about 42,000 companies worldwide. The
percentage of companies with difficulty filling positions ell from 41% to 30% in 2009. but rose back to 38% in 2015
Figure 2, Reading 1: Figure 2 displays the predicted job growth in computing jobs. There will be 1,000,000 more jobs than qualified applicants by 2020, presenting a $500 billion opportunity for job seekers and the economy
Figure 1, Reading 2: The number of people getting a university education rose in OECD countries around the world between the years 2000 and 2012. This information is illustrated in Figure 1, which shows the percentage of the population with a university education in a selection of OECD countries.
Figure 2, Reading 2: Figure 2 illustrates the impact of a degree on income in a selection of OECD countries It shows that having a degree dramatically increases an individual's ability to earn above the median income in all countries.
Exercise 1 page 153
b
Exercise 2 page 153
Answers will vary. Possible answers:
a1Possibly, but not a clear one, e.g. the claim could be about the timeframe or the fact that it is an economic problem.2 No;the claim is likely to be seen as a fact rather than an opinion that can be argued with.3No4 No
b1Yes: the whole statement is a claim.2Yes 3Yes 4No
c 1 Yes: the whole statement is a claim.2Yes3No4lt doesn't give readers a clear enough idea about the
changes in the economy that might have led to the skills gap d1No
e1Yes 2Yes 3Yes 4Yes the claim is too detailed
Exercises 1-10 pages 154--156
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Exercises 1-2
Answers will vary.
Exercise 3
1persistent 2expertise 3prospective 4mismatch 5chronic 6dispute 7ambiguity 8multiple
Exercise 4
1balance 2power 3scheme 4level 5market 6curve 7professional
Exercise 5
1illustrates 2are demonstrated 3is depicted 4shows 5is illustrated
Exercise 6
1B Claim does not include opinion
2 C Claim has too much detail
3 D Claim is not specific enough
4 A Claim is correct
Unit 7
page 159
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Exercises 1-2 page 160
Answers will vary.
Exercise 3 page 161
1The scientists are trying to deal with the problem of increasing antibiotic resistance in bacteria.
2 The problem has been caused by overuse of antibiotics.
3 The scientists are investigating how plants protect themselves from predators.
Exercise 4 page 161
Answers will vary. Possible answers.
1 MRSA infection; injuries from diving accident
2 medicine; agriculture
3 warnings have been ignored; lack of funding
4 stop overuse (in humans and animals); create (a sustainable supply of) new drugs; change public attitudes
5 large animals; small animals; insects; bacteria
Exercise 5 page 161
Answers will vary. Possible answers:
1 given a lot of; fight/beat
2 giving false warnings; university researchers and
teachers; scientists who study very small living things such as bacteria
3 a medicine which can cure any kind of health problem
4 clear, very many
Exercise 6 page 161
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Exercise 1 page 162
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Exercise 2 pages 162-163
1b 2a 3a 4c 5c 6c 7a 8b
Exercise 3 page 163
c
Exercise 4 page 163
describe the causes or consequences of things
Exercise 5 page 165
2 patients do not finish their course of medication
3 non-therapeutic use of antibiotics on livestock
5 only drug-resistant bacteria reproduce/drug-resistant strains of bacteria thrive
Exercise 6 page 165
1b 2e 3a 4c 5d
Exercises 7--8 page 165
Answers will vary.
Exercise 1 page 166
1 a mosquito found in Africa and Asia
2 carries
Chikungunya
3 shows which parts of the US Aedes aegypti lives in
4 The US habitats of the Aedes aegypti and Aedes albopictusare similar in that both can be found in the southern part of the country. The habitat of the Aedes albopictus, however, extends farther north.
5 Answers will vary
Exercise 2 page 166
a detection b proximity c surge d facilitate e transmission f confined to g domesticated h eradicate
Exercise 3 page 168
a
Exercise 4 page 168
Students should circle items a, b and e.
1long-distance travel
2 urbanization- overcrowding no waste collection, lack of clean water supply
3 deforestation and urbanization = close proximity to
both wild and domesticated animals
4 overcrowding of domesticated animals
Exercise 5 pages 168-169
Chain 1: urbanization → (a) overcrowded cities(6) people live in areas without running water→
(c) people collect water → (d) mosquitoes breed freely 一 e diseases spread more easily
Chain 2: urbanization → (a) habitat destruction
(b) animals and humans live close together →(c) disease is transmitted across species
Exercise 6 page 169
1 Answers will vary.2 (b) viruses travel with humans or insects (c) vectors transfer infected blood to new victim
Exercise 7 page 169
Answers will vary.
Exercise 1 pages 170-171
Answers will vary. Possible answers:
1 promoted/ facilitated/ been a factor in
2contributes to/ influences/ causes/results in/ brings about/has a role in/facilitates/promotes/encourages/enables/ allows (present perfect simple is also possible for all verb forms here)
3allows/permits
4causes/leads to/ results in/triggers/produces:
5/allowing/ causing/ helping/enabling
Exercise 2 page 171
Answers will vary.
Exercise 3 page 171
1access 2accessible 3bacterial 4infection 5infect 6mutation 7prevent 8preventable 9preventative 10resistance 11resist 12therapeutic 13transmit 14transmittable 15viral
Exercise 4 page 171
1bacterial 2viral 3transmitted 4mutate 5resistant 6 therapeutic 7prevent 8infecting
Exercises 1-7 pages 172--175
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Exercises 1-2 page 177
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Exercise 1 pages 177--178
1. Glaciers are melting: getting weaker and smaller.2
·There is an increase in shipping and other commercial activities.5
·Floating ice, an important habitat for polar animals, is disappearing. x
· Arctic areas are more accessible to humans.4
·Sea ice is melting. X
·Strong Arctic storms are more frequent. X
·Arctic animals, such as polar bears, have become endangered.x
. The ocean is getting warmer.1
·Storms are breaking up weak areas of glaciers. 3
Exercise 2 page 178
cause: have had a dramatic impact... fuelled by
effect:… has weakened the glaciers, making them..: As a consequence,...
This is an effect analysis.
Exercise 3 page 178
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Exercises 1-8 pages 179-180
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Exercises 1-2
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Exercise 3
1revolutionized 2surge 3transmission 4detection 5facilitate 6 resistance 7problematic 8counter
Exercise 4
1leading 2contributes 3is a result of 4are the result of 5bring 6have an effect 7result in
Exercise 5
1Virus 2therapeutic 3transmission 4resistance 5transmit 6infect
Exercise 6
1 cause analysis 2effect analysis 3mixed analysis 4mixed analysis 5efect analysis
Unit 8
page 183
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Exercises 1-2 page 184
Answers will vary.
Exercise 3 page 185
6, 8, 2,1,7, 4, 5,3
Exercise 4 page 185
Answers will vary. Possible answers:
1 pilots; engineers; support staff
2 highly trained
highly skilled; motivated
3 first permanent change to the design since the Red Arrows were formed in 1964
4 windy weather conditions
5 travel to displays in the seat behind the pilot
6 make legs tense against them; stop blood from pooling in legs; keep blood pumping to head
7 two pilots died (in separate incidents)
8 that it is too high
Exercise 5 page 185
Answers will vary. Possible answers:
1 to celebrate/commemorate the 50-year anniversary of the Red Arrows team
2 The work they do is essential without their work, the Red Arrows jets could not fly.
3 Their blood might not reach the pilots' brains, so they might lose consciousness and have an accident.
4 They do something that rest of the world admires: they show Britain's strength in an exciting and non-aggressive display.
Exercise 6 page 185
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Exercise 1 page 186
Answers will vary.
Exercise 2 page 186
1 enhance 2 coordinate 3peaked 4 accomplished 5 amassed 6differentiate 7detracted from 8isolate
Exercise 3 page 187
Answers will vary. Possible answers:
1 Much of the work in today's world is accomplished in
teams: in business, in scientific research, in government on film sets, and of course, in sport.
2 Animal scientist William Muir wondered if he could
build such an A-team-with chickens.
3 Of course, chickens are not a team, but this kind of
group interaction and its effect on production piqued the interest of researchers who study teams and teamwork.
4 In looking for an explanation for the different results for
different sport, the researchers isolated one important factor - the extent to which a good performance by a team requires its members to coordinate their actions.
5 Assembling the ideal team - for sport, business, science, or entertainment - is more complicated than simply hiring the best talent.
Exercise 4 page 187
1detract 2performance 3basketball 4coordinate 5pursue
Exercise 5 page 187
Answers will vary. Possible answers.
a task interdependence: the extent to which a good performance by a team requires its members to coordinate their actions
b the Ringelmann effect:
when there is a lot of talent on a team, some players may begin to make less effort
Exercise 6 page 189
Answers will vary. Possible answers.
1 A-team refers to the best possible team or group of
people you could have working together. It is not limited to sport.
2pecking order could relate to the fact that some members of the
team are better than others and, therefore have more power in the group.
3 tug-of-war: There are two teams on either side of a rope. Both teams tug, or pull on the rope with the goal of pulling the other team over a line.The team that pulls the hardest wins. The term could be used in other contexts when trying to explain how two groups or teams are fighting over the same thing
Exercise 7 page 190
Answers will vary.
Exercise 2 page 191
a fundamental b exclusively c underlie d gesture e distraction f sensitivity g stems from h voice
Exercise 3 page 191
1F 2F 3T 4T 5F 6F
Exercise 4 page 191
Answers will vary. Possible answers.
1 Early investigations suggest that group intelligence is not the sum of the intelligence of the individuals in it.
2 In fact, who was in the group apparently did not seem
to make a difference: instead, the difference between more and less effective groups seemed to lie in the interaction among the members
3 Among the findings, the most consistent and significant is that, in effective groups, members spoke for a
roughly equal amount of time- not at every meeting or interaction, but across the course of a project
4 A second consistent finding was that members
displayed empathy, an understanding of how it might feel to walk in somebody else's shoes
5 All the findings underline the importance of having
face-to-face meetings instead of phone calls teleconferences or communicating by email
6 Understanding group intelligence can help business and other organizations make fundamental changes necessary to improve group performance.
Exercises 5-6 page 191
Answers will vary.
Exercise 7 page 193
2 Members displayed empathy
3 Face each other directly when they speak
5 Communicate directly with one another. not just through the leader / Side conversations in meetings increased the group's
productivity
6 Positive behaviours occur primarily or exclusively in face-to-face interaction
Exercise 8 page 193
Answers will vary, Possible answers.
a group intelligence: the ability of a group to make good decisions or perform well on tasks
b psychological safety: the feeling of being able to express your ideas within a group without a negative response
Exercise 9 page 193
Answers will vary. Possible answers:
1 have a handle on: have a basic understanding of
2 walk in somebody else's shoes: understand how
another person feels and why they feel that way before judging them3 needless to say: so obvious that you don't need to say it (and usually said before you do say it)
Exercise 10 page 194
Answers will vary.
Exercise 1 page 195
Answers will vary. Possible answers.
1Human error is often the cause of traffic fatalities
2 There is evidence that lack of sleep leads to both
emotional and physical problems.
3 If you know your personality type, you may be able to find the job that is best for you.
4 Typically, tall people make the best basketball players.
5 Generally, people who are obese are likely to develop diabetes.
6t is widely believed that we will run out of fossil fuels in about 100 years.
Exercise 2 page 195
Answers will vary.
Exercise 1 page 196
Answers will vary. Possible answers:
1 to decrease staff turnover and increase employee satisfaction
2 company management
3 Executive summary: a statement summarizing the
content of the report; introduction describing specific problem and giving facts and figures; outline of
methodology of report into workplace satisfaction; summary of results of each type of investigation undertaken; list of recommendations
Exercise 2 page 198
Answers will vary.
Exercise 3 page 198
Answers will vary. Possible answers:
1 to win the bid for the job for a major international food service company
2 to decrease staff turnover. lower employee stress and increase employee satisfaction3 Answers will vary.
Exercise 4 page 199
Answers will vary
Exercises 1-2 pages 201--202
Answers will vary.
Exercises 1-2 pages 202-203
Answers will vary.
Exercises 1-10 pages 202-204
Answers will vary.
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Exercises 1-2
Answers will vary.
Exercise 3
1coordinate 2differentiate 3stem from 4enhances 5distractions 6voice 7sensitivity 8accomplished
Exercise 4
1hedged claim 2bold claim 3bold claim 4hedged claim 5hedged claim 6bold claim
Exercise 5
1 generally 2tend to 3typically 4often 5perhaps 6assumed
Exercise 6
1While 2 Although 3on the other hand 4However 5Despite 6although
Unit 9
page 207
Answers will vary.
Exercises 1-2 page 208
Answers will vary
Exercise 3 page 208
2
Exercise 4 pages 208-209
1You could only talk for 30 minutes and it was easy to eavesdrop on people's conversations.
2They protect the phones of the celebrities.
3 3G is quite secure but Wi-Fi is easy to hack.
4 By setting up a bait network or by monitoring what networks mobile phones are looking for and duplicating them.
5 They harvest login details for social media and email accounts.
6 By not using free Wi-Fi networks and by having a different password for each website you use.
Exercise 5 page 209
a5 b4 c2 d6 el f3
Exercise 6 page 209
Answers will vary.
Exercise 1 page 210
Answers will vary.
Exercise 2 page 210
1hazards 2immersive 3simultaneous 4supplement 5domain 6projection 7superimpose 8interpretation
Exercise 3 page 212
C
Exercise 4 page 212
AR involves an immersive 3-D experience overlaying the world around us with digital content. A common use of AR is visually mapping and providing procedures for complex systems, such as machines and the human body AR technology allows technicians to view blueprints overlaid on the field and to identify faults with display step-by-step instructions on how to maintain broken machines. Medical professionals can see patients' bones internal organs and circulatory system projected onto their skin as a guide. AR also allows student doctors to practise on real bodies without live patients
Other applications of AR technology involve providing information about the real-time environment. Travellers Can use AR apps to see information about places and to translate spoken written words. Using a smartphone screen dashboard-mounted set, AR GPS apps can project directions and traffic information on the windscreen
Exercise 5 page 212
A common use of AR is visually mapping and providing procedures for complex systems, such as machines and the human body. Other applications of AR technology involve providing information about the real-time environment.
Exercises 6-9 pages 212-213
Answers will vary.
Exercise 1page 213
a embrace b advocate c aid d engaging e inspect f numerous g novelty h manipulate
Exercises 2-3 page 214
Answers will vary.
Exercise 4 page 214
a6 b5 c- d2 e- f4 g3
Exercise 5 page 214
Answers will vary. Possible answers.
current applications: supplementing course content with3-D projections; students can examine the anatomy of different species or models of human organs
future applications: students might be able to see natural phenomena; students could explore ancient monuments or engage with historic figures; students from remote schools may be able to visit famous places using AR reported benefits: an increase in student motivation understanding of the subject and enjoyment in studying better learning performance and long-term memory retention
possible drawbacks: attention tunnelling, distracted by the technology
Exercise 6 page 216
a3 b5 c2 d4 el
Exercise 7 page 216
Answers will vary.
Exercise 1page 217
a maintain b assert c suggest d claim e conclude f acknowledge g state h observe
Exercise 2 page 218
1acknowledge 2claimed 3suggests 4states 5maintain
Exercise 3 page 218
Answers will vary.
Exercise 4 page 219
Exercise 5 page 220
1It is parents who have the greatest influence over a child's development.
2It is the 3-D projections created by AR that/which allow
learners to visualize complex phenomena.
3It is rural schools that/which should be funded to
incorporate AR technology into their classrooms
4It is only when we acknowledge its limitations that we can improve new technology.
5 It is record keeping that/which is made easier for
teachers by cloud computing./ It is record keeping that cloud computing makes easier for teachers.
Exercise 1 page 221
Answers will vary. Possible answers:
Exercises 2-5 page 222
Answers will vary.
Exercise 1 page 223
Answers will vary. Possible answers.
1 Communication devices (smartphones.tablets,etc.)aid the learning of foreign languages.
2 Smartphones-which are an amazing piece of
technology - are now affordable to many students.
3 The app industry, which is ever growing, has expanded into the domain of education.
4 In the past - before the internet-students had to rely on their school libraries to get information
5 Mitra, an expert in the field of cloud computing and education, suggests that all future education will happen outside the classroom.
6 Opponents of the use of new technology-specifically smartphone apps - maintain that it distracts children from learning.
Exercise 2 page 224
Answers will vary. Possible answers.
1Enabling students to manipulate 3-D objects in class
which is beneficial to subject knowledge retention.is one of the aims of educational technology developers.
2 Many students, especially those who are motivated, use mobile devices to learn English outside the classroom
3 Technophobes - whose attitude I find difficult to understand - will never be convinced that using technology to learn is more engaging than traditional methods
4 Attention tunnelling, the condition in which a person is too focused on one stimulus, may be a potential drawback until the novelty diminishes
5 AR content (such as tourist information) can be viewed
through a number of different devices.
Exercise 3 page 225
Answers will vary. Possible answers.
1X Scientists speculate that all future learning will happen in the cloud; students and teachers will no longer be required to meet in one place
2 x 3-D printers can be expensive for some schools;
thus, the government should fund the purchase of 3-D printers in all schools.
Exercise 1 page 226
1things 2I'm gonna 3It's; wonderful; lots of; isn't
4 kids 5It's; kind of; helps you learn 6How come; we; don't 7I think; it's OK; everybody;! 8I can't imagine, !
Exercise 2 page 227
Answers will vary. Possible answers:
1One issue with technology is that it can be difficult to use.
2 This essay outlines some of the disadvantages of using cloud computing
3It is an inexpensive and versatile educational aid with numerous useful
applications.
4lt helps schoolchildren learn Science in a meaningful way.
5It is a type of app that assists in the acquisition of new vocabulary
6 What could be the
reason that it is not used in all schools?
7Its use appears to be beneficial and is recommended for schools
8It is difficult to imagine what life would be like without this technology.
Exercises 1-9 pages 227-229
Answers will vary.
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Exercise1
Answers will vary.
Exercise 2
1 immersive 2projections 3simultaneous 4embraced 5novelty 6numerous 7advocate 8supplement
Exercise 3
Answers will vary
Exercise 4
1maintain 2suggested 3acknowledge 4suggests 5conclude 6claim
Exercise 5
1that 2who 3when 4that 5they
Exercise 6
1Not Academic 2Not Academic 3Academic 4Not Academic 5Not Academic 6Academic 7Academic
Unit 10
page 231
Answers will vary.
Exercises 1-2 page 232
Answers will vary.
Exercise 3 page 232
1T 2F; They speak both English and Irish.
3F:The children at the local school think of themselves as Irish speakers first.
Exercise 4 page 233
1They banned the teaching of Irish in schools
2 the Potato Famine. which killed over a million Irish people
3 They teach Irish to help revive it.
4 its remoteness
5 text each other: use Facebook and social media
6 talk to friends and other people
Exercise 5 page 233
Answers will vary. Possible answers:
1The British government tried to destroy Irish identity by destroying its language, literature and other cultural and linguistic artefacts.
2 Because in the past the British tried to suppress Irish language and culture,but the golfers don't show resentment towards the British presenter, and speak English to him.
Exercise 6 page 233
Answers will vary. Possible answers:
1 attempts to suppress and eventually kill a language
2 He's referring to the other parts of Ireland that also suffered both English oppression and the Potato Famine
3 By teaching it in schools, which implies that it will survive better in remote areas.
4 He means that English is a global language and its knowledge is often essential to success in the modern world.
Exercise 7 page 233
Answers will vary.
Exercise 1 page 234
1it follows that 2 Commodities 3are derived from 4commonly 5dialects 6incorporated 7conquered 8terminology
Exercises 2-3 page 234
a espresso b beef c ketchup d saffron e tempura
Exercises 4-5 page 236
Exercise 6 page 237
Answers will vary.
Exercise 7 page 237
Answers will vary. Possible answers:
1There is some similarity: in Japanese it was used to refer to a powerful ruler and in modern English it is used to refer to a powerful businessperson; both uses refer to being powerful.
2lt is more important for the colonized people to learn the words of their rulers than for the rulers to learn the language of the people they have conquered.
3 A lot of people can afford to travel to exotic locations and learn about their culture.
4 The widespread popularity of anime (Japanese cartoons) around the world. The fact that Japanese cartoons are
stylistically different from those of the US or the UK means a new word is needed and the original Japanese has filled that gap.
5 It may be because of the international chain coffee shops, such as Starbucks or Costa,that use the same coffee names around the world. It may be because of the fact that there are fashions in coffee and the name is very particular to that style of coffee-so the coffee and the word spread together.
Exercise 8 page 237
Answers will vary.
Exercise 1 page 238
a enforce b equivalent c endorse d stance e futile f distort g misguided h dilution
Exercise 2 page 239 .
Answers will vary.
Exercise 3 page 239
a5 b4 c- d2 e1 f- g6 h3
Exercise 4 page 239
1F; opinion is split on this issue.2T 3DNS; The text mentions cognitive processes, but not long-term memory 4F there are no accepted equivalents for these terms. 5F:it is likely that they will I continue to use the English term 6T 7F;it distorts the cultural and linguistic heritage 8T
Exercise 5 page 241
1 the process of making culture less strong and pure
2 a quality that makes people feel good or right
3 trying to make something difficult or impossible
4 very desirable
5 a time period when people are taking and using ideas, words, and practices from other cultures more quickly and freely than before
Exercises 6-7 page 241
Answers will vary.
Exercise 1 page 242
1postpone 2coexist 3displace 4precede 5co-worker 6 disproportionate 7intervene 8preliminary
Exercise 2 page 242
1interaction 2interface 3cofounder 4predict 5discouraged 6Intercontinental
Exercise 3 page 243
1Spanish, for example, replaced many local languages in South America.
2 Languages such as Spanish and
Portuguese are used in countries that were once colonies
3 Romance languages, such as French, Italian and Spanish are rooted in Latin.
4 French,for instance is used as a lingua franca in different African countries.
5 Language purists often oppose the use of global languages, in particular English.
Exercise 4 page 243
Answers will vary.
Exercise 1 page 245
Zhang Liu, China: For: Going to an English-medium university really gave me the edge against the
competition./ My English proficiency gives me mobility in the job market that I would never have without it.
Anonymous student: Against: the problem is that most students at my university don't know English well enough to understand the material in their classes./The professors know we are struggling so they try to make the material easier, but that really lowers the standard of our education./ [And] some of our professors-they don't speak English that well either, so they just read their lectures. It's so boring
Anton, a postgraduate student from Moscow: For: It makes my life much easier and helps me communicate with other students./ [T]he vast majority of cutting-edge research is published in English.
Dr Uzun, President of a private Turkish university: For we can attract the best students and professors from all over the world/ up-to-date materials and cutting-edge technology / we can charge substantial tuition
Sonia, university student: Against. has created a two tiered (unfair)educational system
Dr Khan, a lecturer in Culture and Communication:
For I don't think it's a real issue for most of our students it's part of a global shift./ This trend has a very positive impact on intercultural exchange and cultural relations.
Exercises 2-5 page 246
Answers will vary
Exercise 1 page 247
Answers will vary. Possible answers:
1 Chinese may well be the next global language.
2 Greek is highly unlikely to become a new lingua franca
3 The global domination of one language could result in the disappearance of many local languages.
4 Students should learn English if it is the medium of instruction.
5 In the future, young people may not want to learn foreign languages other than English.
6 Schools might stop teaching local languages altogether and focus on English only.
Exercise 1 page 248
Answers will vary. Possible answers:
1 Some French people do not like to speak English in everyday situations.
2 A proportion of English people are not very good at foreign languages.
3 Not a lot of people can learn a new language in a month.
4 A number of teachers encourage their students to study English outside the classroom.
5 In the colonial era, the English adopted some of the words the locals used for animals that were new to the colonizers.
6 Globalization may be one of the causes of language extinction.
Exercise 2 page 248
Answers will vary.
Exercise 3 page 249
Answers will vary. Possible answers.
1It is not true that most loanwords in English come
from Spanish. In fact, the majority of loanwords are from French.
2 Some people may say that studying English takes
valuable time from other areas of study, but a
knowledge of English is valuable in the job market and very much worth the time it takes to develop it.
3 t cannot be argued that English-medium instruction provides an equal opportunity to all. Those who already know English are the ones who benefit the most.
4 It is simply untrue that these words come from Latin. Their origin is Arabic.
5 While it may be true that the use of English words will lead to the loss of some of our own words, our culture is not so weak that a few foreign words can destroy it. We have been borrowing words for centuries and our culture remains vibrant and strong.
Exercises 1-11 pages 250-252
Answers will vary.
CLASSROOM APP
Exercise1
Answers will vary
Exercise2
1derived 2dialects 3commonly 4follows 5commodity
6equivalent 7incorporates 8dilution
Exercise 3
Answers will vary.
Exercise 4
1cooperation 2interpretations 3postwan 4presumed 5collaborated
Exercise 5
1 many factors, such as
2 as demonstrated by
3 Languages such as Korean and Japanese
4 languages, namely
5 group, that is, 10--12 students
6 For example,
7 learning environment, for instance, living in a country
Exercise 6
1Overgeneralized 2Not overgeneralized 3Not overgeneralized 4 Overgeneralized 5Not overgeneralized 6Not overgeneralized
ACKNOWLEDGMENTS
INTRODUCTION TO CRITICAL THINKING
Be confident page 11
1d 2c 3a 4e 5b 6f
Be ready page 11
Lower-order thinking skills:
What facts can you find? Who?
Do you know ...? Where? Name ... List ...
How many? When? What?
higher-order thinking skills: Can you identify...? Why?
Why might ...?
How would you ...? What alternative ...? Why do you think ...? What criteria ...?
INTRODUCTION TO MIXED- ABILITY TEACHING
Be confident page 13
1Age 2Profciency 3Cultural background 4Motivation:5Aptitude 6Cultural background
Be ready page 13
Answers will vary.
