Unlock 4 : Reading & Writing Skills /
Chris Sowton.
- 1st ed.
- Cambridge : Cambridge University Press, 2014.
- 207 p. (Student's book) : col. ill. ; 27 cm. 134 p. (Teacher's book) : col. ill. ; 27 cm + 1 DVD.
- Unlock .
Includes a glossary and the answer key for the review tests, as well as a video script. Also includes model answers and additional writing tasks.
"Unlock is a five-level academic skills course that combines carefully scaffolded exercises, a comprehensive approach to critical thinking and motivating video. Unlock Reading and Writing Skills Level 4 provides 60-90 hours of classroom material. Access to the Online Workbook is provided via a code packaged with the Student's Book. Critical Thinking sections give students frameworks to formulate their own opinions and express themselves effectively in the end-of-unit academic tasks. Unique research into common learner errors (using the Cambridge English Corpus) focuses the language used in Unlock on those areas learners find most challenging. Videos from Discovery Education™ (accessible via the Cambridge Learning Management System and supplied on the Teacher's Book DVD) provide new angles on a range of academic subjects." (Publisher's Website) CONTENTS Map of the book / Introduction Introduction / Teaching tips UNIT 1 - GLOBALIZATION Reading 1: Turkish treats (Media) Reading 2: What impact has globalization had on food and eating habits in Italy? (Economics) VIDEO: A world of food in one city READING - Key reading skill: Making predictions from a text type Using your knowledge to predict content Understanding key vocabulary Making inferences from the text Reading for main ideas Identifying purpose and audience VOCABULARY Academic alternatives to phrasal verbs (e.g. increase, continue, study) Globalization vocabulary (e.g. consumption, obesity, multinational) GRAMMAR - Grammar for writing: Noun phrases Time phrases CRITICAL THINKING: Understand providing supporting examples Apply supporting examples to statements WRITING - Academic writing skills: Essay types Essay structure Writing task type: Write the first draft of an essay Writing task: How have food and eating habits changed in your country? Suggest some reasons for these changes. UNIT 2 - Education Reading 1: Preparing for success, whatever you want to do (Higher education) Reading 2: Distance or face-to-face learning - what's the difference? (Electronic learning) VIDEO: Becoming a gondolier READING - Key reading skill: Making inferences from the text Understanding key vocabulary Vocabulary in context Reading for detail Reading for main ideas VOCABULARY: Education vocabulary (e.g. assignment, examination, dissertation) Academic words (e.g. establishment, motivation, interaction) GRAMMAR - Grammar for writing: Comparison and contrast language Comparison and contrast language in topic sentences CRITICAL THINKING: Analyze academic and vocational subjects WRITING Academic writing skills: Analyzing an essay question Writing task type: Write an introduction to an essay (1). Writing task: Outline the various differences between studying a language and studying mathematics. In what ways may they in fact be similar? UNIT 3 - Medicine Reading 1: The homeopathy debate (Medical ethics) Reading 2: Should healthcare be free? (Economics) VIDEO: Alternative medicine READING - Key reading skill: Skimming for key words Reading for detail Identifying opinions Understanding key vocabulary Scanning to find key words Making inferences from the text VOCABULARY Medical vocabulary (e.g. cosmetic surgery, preventable illness, disease epidemic) Academic vocabulary (e.g. complex, illegal, adequate) GRAMMAR - Grammar for writing: Articles Language for concession CRITICAL THINKING: Evaluate actions for avoiding illness Understand whether statements are in favour or against an argument WRITING: Academic writing skills: Write an introduction to an essay (2) Writing task type: Structure body paragraphs in an essay. Writing task: 'Avoiding preventable illnesses is the responsibility of the individuals and their families, not governments.' Do you agree? UNIT 4 - Risk Reading 1: Are you a risk-taker, or are you risk-adverse? (Psychology) Reading 2: A government has a duty to protect its citizens from personal, professional and financial risk (Public administration) VIDEO: Roller coasters READING - Key reading skill: Previewing a topic before reading Understanding key vocabulary Reading for main ideas Reading for detail Using your knowledge to predict content Scanning to find information Making inferences from the text VOCABULARY: Language of freedom (e.g. allow, ban, limit) Academic nouns (e.g. regulations, legislation, prevention) GRAMMAR - Grammar for writing: Cause and effect Conditional language CRITICAL THINKING: Evaluate risks Apply risk evaluation WRITING: Academic writing skills: Topic sentences in body paragraphs Writing task type: Structure 'for and against' arguments in essays Writing task: 'If children are never exposed to risk, they will never be able to cope with risk.' Give reasons for and against this statement and give your opinion. UNIT 5 - Manufacturing Reading 1: A brief history of silk (History) Reading 2: How is paper manufactured? (Manufacturing systems) VIDEO: Making chocolate READING - Key reading skill: Activating prior knowledge Reading for detail Making inferences from the text Using your knowledge to predict content Reading for main ideas VOCABULARY: Academic verb synonyms (e.g. alter, distribute, extract) Nominalization GRAMMAR - Grammar for writing: The passive Sequencing CRITICAL THINKING: Understand the stages in a process Apply understanding of the stages in a process WRITING: Academic writing skills: Adding detail to your writing Writing task type: Write a description of a process Writing task: Write a description of a process with which you are familiar UNIT 6 - Environment Reading 1: Disaster mitigation (Meteorology) Reading 2: Combating drought in rural Africa: a report (Environment) VIDEO: The Three Gorges Dam READING - Key reading skill: Identify cohesive devices (pronouns and synonyms) Understanding key vocabulary Reading for main ideas Reading for detail Making inferences from the text Using your knowledge to predict content VOCABULARY: Natural disaster vocabulary (e.g. natural, major, severe) Academic noun phrases GRAMMAR Grammar for writing: Expressing solutions using it CRITICAL THINKING: Analyze strategies Create a diagram analyzing strategies in terms of cost and time WRITING: Academic writing skills: Paragraph structure in essays Writing task type: Write a report referring to a case study. Writing task: Write a report which provides both short-term and long-term solutions to an environmental problem. Refer to a specific case study in your report. UNIT 7 - Architecture Reading 1: Are green buildings too costly? (Environmental planning) Reading 2: Which is more important when designing a building: beauty or function? (Building design) VIDEO: Islamic architecture READING - Key reading skill: Skimming Using your knowledge to predict content Understanding key vocabulary Reading for detail Making inferences from the text Reading for main ideas VOCABULARY: Academic word families (e.g. function, environment, responsibility) Architecture and planning (e.g. conservation, skyscrapers, outskirts) GRAMMAR: Grammar for writing: Register in academic writing CRITICAL THINKING: Evaluate arguments WRITING: Academic writing skills: Ordering information Writing task type: Write a persuasive essay Writing task: Which is more important when building or buying a new home: its location or its size? UNIT 8 - Energy Reading 1: Slides from a presentation on energy (Energy development) Reading 2: The world is running out of many vital natural resources. Discuss the most effective ways to address this problem (Environment) VIDEO: Alternative energy READING - Key reading skill: Working out meaning from context Understanding key vocabulary Reading for detail Using your knowledge to predict content Making inferences from the text VOCABULARY: Energy collocations (e.g. fossil fuel, renewable energy, air pollution) Formal and informal academic verbs (e.g. consult, deliver, instigate) GRAMMAR - Grammar for writing: Relative clauses Defining and non-defining relative clauses Phrases to introduce advantages and disadvantages CRITICAL THINKING: Evaluate your answers to a questionnaire Understand alternative energy sources WRITING: Academic writing skills: Editing language; Spelling; Countable/uncountable nouns
Writing task type: Write a problem-solution essay Writing task: The world is unable to meet its energy needs. What three sources of renewable energy would be most effective in solving this problem in your country? Which is your preferred option? UNIT 9 - Art Reading 1: Are for art's sake? (Fine art) Reading 2: Should photography be considered a fine art, like painting or sculpture? (Photography) VIDEO: Art and design (A Leonardo da Vinci design) READING - Key reading skill: Scanning to find information Understanding key vocabulary Using your knowledge to predict content Reading for detail Making inferences from the text Paraphrasing VOCABULARY: Quotations and reporting information (e.g. state, say, argue) Describing art (e.g. abstract, figurative, lifelike) GRAMMAR - Grammar for writing: Substitution Ellipsis CRITICAL THINKING: Understand supporting and challenging statements Evaluate statements WRITING: Academic writing skills: Coherence Writing task type: Write an essay using quotations. Writing task: Fashion, cooking, video games and sport have all been likened to fine art. Choose one of these and discuss whether it should be considered fine art, comparable to painting or sculpture. UNIT 10 - Ageing Reading 1: The social and economic impact of ageing (Economics) Reading 2: What are the effects of a young population on a society? (Social anthropology) VIDEO: The Khanty of Siberia READING - Key reading skill: Using your knowledge to predict content Reading for detail Making inferences from the text Understanding key vocabulary Reading for main ideas Working out meaning from context VOCABULARY: Retirement and the elderly (e.g. pension, retirement, memory) Academic collocations with prepositions (e.g. rely on, in contrast, range of) GRAMMAR - Grammar for writing: Numerical words and phrases Language of prediction CRITICAL THINKING: Analyze data Apply data analysis Understand advantages WRITING: Academic writing skills: Interpreting graphs and charts Writing task type: Describe population data and its implications. Writing task: The population pyramids show the global population by age in 1950 and 2010 and the projected figures for 2100. Write an essay describing the information and suggesting what the potential global impact could be if the 2100 projections are correct? Glossary / Review tests answer key Video script / Review tests Acknowledgements / Model answers and additional writing tasks Acknowledgements
English language--Textbooks for foreign speakers. Reading. English language--Written English. International English Language Testing System--Study guides. B2 (CEFR). High-intermediate.