Global English Learner's Book 9 PDF

We are working with Cambridge Assessment International Education towards endorsement of this title. Cambridge Global English FT...

We are working with Cambridge Assessment International Education towards endorsement of this title. Cambridge Global English FT LEARNER’S BOOK 9 Chris Barker & Libby Mitchell A R D Second edition Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. FT A R D Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. Cambridge Global English FT LEARNER’S BOOK 9 Chris Barker & Libby Mitchell A R D Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. Contents Contents Page Unit Reading and Listening Speaking Writing and Projects 11–32 1 Views and voices Talking in class Give your views on talking in class An email to a friend What it’s like to be a teenager Discuss what should be in a book about An interpretation of a photo Teenage role models teenage psychology A presentation on teenage life Stereotyping teenagers Discuss role models Writing strategy: Making notes Compare newspaper reports Talk about teenage stereotypes Rules for giving presentations Discuss the differences between two articles Autobiography: My Name is Tani by Tanitoluwa Adewumi Discuss giving presentations Speaking strategies: Correct your mistakes; make suggestions FT 33–54 2 Well-being Why is a balanced diet important? Discuss opinions about food and health Interpret a photo and speculate Healthy eating Talk about how technology can affect sleep on what it shows When can technology be bad for your Discuss why languages have more words for A poster giving advice about health? negative emotions than positive emotions sleep for teenagers Calm adults, calm children Talk about an article describing how Inuit A presentation about happiness children are brought up and well-being Interviews about happiness Talk about happiness Writing strategy: Summarising Fiction: A Rainbow in Silk, a traditional story from Uzbekistan Speaking strategies: Use the verb get; use really, quite and a bit 55–76 3 Tourism Going on holiday Talk about holidays Write a travel blog A blog diary about a holiday Discuss holiday plans A presentation about a volunteer A How was your holiday? Describe a holiday that went wrong holiday An interview about responsible tourism A role play about responsible tourism A presentation and a report about a school trip Types of holidays Discuss types of holidays Writing strategy: Write full Notes for a debate on tourism Debate the motion ‘Tourism is a sentences from notes Listening strategies: Distinguish between good thing’ present and future events; understand and identify inconsistency R Fiction: The Summer Book by Tove Jansson 77–98 4 Science How humans and animals see colour Discuss colours in pictures An essay giving your views A conversation about colour words in Discuss the history of disease and about zoos different languages vaccination A fact file about an animal A history of diseases and inoculation Discuss an invention species in danger of extinction A conversation about DNA and genetics Give your views on zoos A speech about an important scientist An article about an important invention Speaking strategies: Ways to describe D colours; ways of giving opinions Writing strategy: Connectives Compare two articles A discussion about zoos Reading strategies: Work out the meaning of words from context; identify bias Poetry: ‘Tortoise and Hare Race’ by Jill Townsend; ‘The Farmer’s Cat’ by David Greygoose 99–120 5 Technology A radio interview about attitudes towards Role-play an interview about social Write a report on technology in social media media use your school The Internet of Things Talk about developments in technology Design a timeline for technology Compare two views on social and Role-play an interview: ‘Social media, Make a technology timeline for digital media digital media, good or bad?’ the future A conversation about presents Discussing future technology How archaeologists used technology to Speaking strategies: Keep the conversation find treasure going with comments and questions; Predicting future technologies summarise what people say; agree and disagree Non-fiction: A Little History of Science by William Bynum 2 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. Contents Use of English Cross-curricular links Vocabulary 21st-century skills -ing forms Psychology Classroom interaction Social responsibilities: Be aware of positive behaviour at school Present simple and present Media studies Character and behaviour and at home; encourage others to participate in and contribute continuous to projects; understand how personal habits and behaviour have the capacity to affect others Present simple passive Critical thinking: Compare points and arguments from different Present continuous passive sources; identify assumptions and inferences in an argument Creative thinking: Plan and give a presentation on teenage life; interpret a photo Learning to learn: Use notes to write a newspaper article Collaborative working: Pair work, group work, projects FT Abstract nouns Science and medicine Food and health Social responsibilities: Make informed choices in relation to Comparative adjectives and Psychology Feelings and emotions diet and health; understand the contribution of other cultures adverbs to our lives Must have, might have, can’t Critical thinking: Give reasons for the plausibility of conclusions have + past participle about health and happiness Strong adjectives and Learning to learn: Work out the meaning of words from intensifiers their context Collaborative working: Pair work, group work, projects Compound nouns European art and architecture Holidays Social responsibilities: Understand the impact tourism can have Multi-word verbs (phrasal and Environmental studies Responsible tourism on the environment prepositional verbs) A Critical thinking: Take part in a debate about the effects of Past continuous passive tourism Compound adjectives Creative thinking: Imagine and write a scene to continue a story Participle adjectives Learning to learn: Take notes on what someone says Collaborative working: Pair work, group work, projects R Conjunctions Medical science Sight and colour Social responsibilities: Understand how disease can spread, Present and past simple Environmental science DNA and genetics including pandemic diseases; be aware of the importance of passive medical science; understand the importance of conservation Farming and animals Present perfect continuous Critical thinking: Distinguish between fact and opinion, and Zoos identify bias Present perfect active and passive Creative thinking: Add arguments to a debate on endangered species; add ideas to a debate D Dependent prepositions following verbs Learning to learn: Work out the meaning of words from their context Collaborative working: Pair work, group work, projects Relative clauses Technology Social media Social responsibilities: Understand the contribution of Expressing the future Ancient history Ideas for presents technology to society; understand the contribution of other cultures in history, and the role of international co-operation to have something done Creative thinking: Decide which developments in technology future continuous will be important and create a timeline for them Critical thinking: Assess the advantages and disadvantages of developments in technology; distinguish between fact and opinion Collaborative working: Pair work, group work, projects 3 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. Contents Page Unit Reading and Listening Speaking Writing and Projects 121–142 6 Rules and laws An interview about school rules Role-play an interview about rules in your Reply to an email about rules at Run your home like a business school your school Comparing family rules Discuss school rules Record a conversation about a Discuss a particular management practice moral dilemma Asking for permission from parents Compare family rules Write a police statement Moral dilemmas Rights and responsibilities for teenagers Role-play asking for permission from parents Witness reports Discuss the right thing to do in situations Reading strategy: Identify inconsistencies Talk about what you can do at certain ages Non-fiction: Humankind by Rutger Bregman Discuss witnessing an event and who was responsible Speaking strategy: Words and phrases to introduce an idea into a conversation and to respond 143–164 7 Competition Sports and activities – are they team Discuss the benefits of sports and team or A ‘for and against’ essay on FT sports or individual activities? individual sports competitive sport Descriptions of unusual sports Talk about sport A presentation of the rules of A radio interview about competitive and Describe unusual sports a game non-competitive sports Discuss competitive and non-competitive An entry for a photography News reports of competitions sports competition A description of a competition Describe a competition Listening strategy: Complete notes Describe wildlife photographs Non-fiction: The Playbook by Kwame Discuss two competitions Alexander Speaking strategy: Use ‘they say’ to talk about what people generally say or think 165–186 8 The environment A conversation about the weather Give a weather forecast Write a report about extreme Global warming and extreme weather Role play an interview about the weather weather conditions A Interviews about climate change Make a video clip about the environment Compile and present a list of and sustainability ideas for sustainable living A news story about sustainable fashion Discuss how to reduce waste Make a plan for a sustainable Zero wasters future for your area Tips about how to reduce waste Discuss how to make cities better places to live in Growing food in cities Speaking strategy: Give opinions, ask Making cities sustainable for the future for clarification, agree and disagree in Poetry: ‘For Papatuanuku’ by Nadine discussions R Anne Hura; ‘Moonlight, Summer Moonlight’ by Emily Brontë 187–208 9 Achievements A conversation about jobs Discuss the kinds of jobs teenagers want to Write an informal letter and ambitions How a celebrity helped a young person do, and conduct a survey A short talk about the job you achieve her dream Describe how well-known people have would like to do Witness statements helped others Organise a discussion about People discussing candidates for a job Discuss candidates for a job achievement D An interview with a sports journalist Role-play interviews for a podcast The Refugee Olympic Team Talk about yourself A text about the science behind positive Talk about what you think you will be doing thinking in 10 years’ time Read about young people who have achieved success People preparing for a presentation Reading strategies: Understand bias; how to tell the difference between fact and opinion Fiction: Rickshaw Girl by Mitali Perkins 4 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. Contents Use of English Cross-curricular links Vocabulary 21st-century skills Verbs in the passive followed Business studies School rules Social responsibilities: Be aware of positive behaviour at school by the infinitive Citizenship Family rules and out of school; understand rights and responsibilities Reported questions and Life events Critical thinking: Evaluate ways of organising family life; statements compare attitudes to the law; analyse and respond to difficult Third conditional situations Past continuous Creative thinking: Consider how the same event or situation can be interpreted in different ways Collaborative working: Pair work, group work, projects Past perfect simple Physical education The advantages of sports Social responsibility: Be aware of the value of competitive and FT and past perfect continuous Photography Competition non-competitive sports and activities, and of international co- operation in sport and games Comparatives and superlatives Creative thinking: Write a description of a competition Past perfect simple, active and passive Critical thinking: Identify bias in an argument Connectives Learning to learn: Make notes in order to give a description of an event Collaborative working: Pair work, group work, projects Adverbs of frequency Environmental science Weather Social responsibilities: Understand the choices people make in Multi-word verbs Climate change and the relation to environmental products and sustainable living; be Verbs followed by -ing A environment aware of global warming and climate change; understand how personal habits and behaviour affect the environment Complex noun phrases Eco products Critical thinking: Summarise the key points of what someone talks about; evaluate ideas for sustainable living Creative thinking: Make a short video clip about the environment and ideas for sustainability Learning to learn: Learn techniques for participating in an extended discussion R Collaborative working: Pair work, group work, projects Relative clauses Economics Jobs Social responsibilities: Appreciate the positive aspects of Connectives Medical science and Inspirational people celebrity; understand and value cultural and educational psychology difference Participle clauses Adjectives to describe people Critical thinking: Identify inconsistency and bias in what people Reported speech – statements say; recognise the difference between fact and opinion; (revision) D evaluate ideas about achievement Dependent prepositions Creative thinking: Write a letter to your 21-year-old self; write following adjectives dialogues to continue a story Collaborative working: Pair work, group work, projects 5 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. How to use this book: Learner How to use this book In this book you will find lots of different features to help your learning. In this lesson you will... What you will learn in the listen to views on talking in class and give your own views unit or lesson. read views on what it is like to be a teenager Getting started Discuss this statement: FT Big questions to find out what you We are supposed to learn from adults, but I think they know already. could learn a lot from us. Yusef, 14 years old Important words and their meanings. These words are included on wordlists in the Teacher’s Resource. depend      look up to      encourage       help Key words: A Media studies The key words feature includes vocabulary attitude from other subjects. headline impression R 16 empathy: the ability to imagine how other people feel 21 interdependence: helping each other Read real texts with helpful glossaries. 22 collaboration: working together 26 competitiveness: wanting to be better than other people 31 neurology: the study of the body’s nervous system and how the brain works D Use of English Present simple passive Use of English boxes and accompanying Remember that we use the passive when we don’t know who said or did questions present the main grammar something, or it isn’t important who said or did it. We are told that we behave worse than younger children. points in a unit. Defiant? It’s when you’re asked to do something, and you refuse. Remember Compound nouns A compound noun is usually a noun followed by another noun: a beach A brief revision of other language points. umbrella, a car park. Other types of compound noun include:   adjective + noun hot springs   verb ending in -ing + noun a swimming pool 6 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. How to use this book Language tip You can use do / does Strategies you can use to help you in positive sentences for emphasis: with your learning. I do understand parents who want to limit screen time. What do you have to think about when creating a timeline? Questions to help you think about Would you change anything on your timeline, now that you how you learn. have compared it with the timelines of other groups? Summary checklist FT I can describe the technology we will have in our homes in the future. This is what you have learned take part in a discussion about social media and digital media. in the unit. understand how archaeologists can use technology. make predictions of what life will be like in ten years’ time. write a report on technology at school. read and understand extracts from a book about the history of science. A Questions that cover what you have learned in each unit. If you can answer General knowledge quiz these, you are ready to move on to the How much can you remember about next unit. what you have learned? 1 ‘Vlogging’ is a combination of two words. R What are the words, and what is ‘vlogging’? 2 # This symbol is used in music and it is sometimes used before numbers. What else is it used for? 3 In technology, what do these letters and numbers mean: AI, IoT, 3D? D 4 It’s a hard, shiny, white substance that has Audio is available with the Digital Learner’s Book, Teacher’s Resource or Digital Classroom. Video is available with Digital Classroom. 7 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. How to use this book: Teacher Lessons 1 and 4: The Think about it lessons introduce topic vocabulary. 3 Tourism 3 Tourism 3.1 Think about it 4 Answer these questions. 3.1 On holiday a What can you tell about the people interviewed from what they say In this unit you will… In this lesson you will... about their holidays? b Who are you most like: Bruno, Mariam, Ren or Anya? talk about past and future holidays talk about past and future holidays read a teenager’s blog about a holiday in Italy use compound nouns and multi-word Remember Multi-word verbs (phrasal and prepositional verbs) verbs to describe a holiday. think of and discuss a holiday for friends visiting your country Multi-word verbs are used a lot in English. They help to make your low res conversation sound more natural. The students interviewed in Exercise 1 describe a holiday where not everything went well What is your ideal holiday? used quite a few multi-word verbs. learn about ‘responsible tourism’ compare two volunteer holidays and choose a volunteer Listening 5 Can you remember who said each of the following? holiday that would suit you 1 Listen to Bruno, Mariam, Ren and Anya talking about holidays. 14 a ‘You can look round the shops.’ Language tip prepare for and have a debate on tourism Where are they going for their holidays this year? b ‘I could have stayed on!’ When you’re listening, write a travel blog Mount Fuji National Park Dubrovnik it’s important to be c ‘I don’t mind going back to the same place.’ give a presentation about a volunteer holiday and a school trip Jeddah Vietnam able to distinguish d ‘My cousins live there, so I can catch up with them.’ past events from write a report of a school trip 2 Two of the students interviewed talk about past holidays which present and future e ‘We’ll eat out every night.’ they went on last year. Which two? events. f ‘They find it very hard to take time off work.’ read an extract from a novel. And what do they say about those holidays? g ‘I’m looking forward to hearing all their news.’ h ‘I ended up going to the doctor!’ Remember Compound nouns Getting started 6 Work with a partner. Can you replace the words in bold in Exercise 5 A compound noun is usually a noun followed by another noun: a beach umbrella, a car park. to show their meaning? You can make other changes if necessary. Travel broadens the mind. Other types of compound noun include: Do you agree? adjective + noun hot springs You can go from shop to shop, looking at what they’ve got. verb ending in -ing + noun a swimming pool Watch this! noun + verb ending in -ing ice skating Speaking Compound nouns can also be formed from multi-word verbs: a passer-by, a runner-up. 7 Work in groups. Talk about holidays. Listen, and take notes on what each other says. Vocabulary Say where you are going on holiday, or where you would like to go. 14 3 Listen again. For each person, choose the one thing that they do not mention. If you can, refer to a past holiday too. Use some of the compound nouns in Exercise 3. Bruno Mariam Ren Anya Try to include some multi-word verbs, like the ones in Exercise 5. eco hotel day trip(s) national park swimming pool Try to include some expressions with go: water sports picnic basket campsite beach umbrella go camping, sightseeing, swimming, climbing windsurfing roller skating hot springs sightseeing tour go on a boat trip, a day trip, a tour waterskiing ice skating insect repellent boat trip(s) At the end of your conversation, summarise what each other said, first-aid kit theme park tennis courts and check that it is correct. 55 56 57 FT Engage with the These lessons include topic of the unit and listening activities. generate discussion using the image, the 3 Tourism 3.2 European art and architecture video and the big 3.2 A holiday to remember 2 Find these words in the text and try to work out their meaning from the context. question. In this lesson you will... read a teenager’s blog about a holiday in Italy Key words: European art and 3 a palace b fresco c Read the text again and answer these questions. arch d ceiling e amphitheatre There are opportunities to architecture a What is the Italian word for ‘palace’? e What impression do you get of think of and discuss a holiday for friends visiting your country. the landscape through which amphitheatre b What impressed Elena most about arch (plural: arches) Mantua? Elena cycled? Apart from relaxing and enjoying yourself, what else can you do think critically about fresco c What impressed Elena about the travel f What impression do you get of on holiday? (plural: frescoes) arrangements? Elena’s character? the medieval period d Elena doesn’t say where she started g How did the holiday change Reading (about 500–1400 ce) the information in from on Day 4, but you can work it Elena’s mind? the Renaissance Lessons 2 1 Read Elena’s blog. Where was she when she took the photo at the out. Where was it? bottom of the opposite page? What does it show? (about 1400–1600 ce) Speaking and 5: The cross- When my parents told me that we were going on a cycling holiday in Italy, I thought, ‘Oh no! Cycling!’ Even worse, it was a trip called ‘The art and Day 3 25 km Today we did a circular route from the village. There was a cycle track through a park that had a lake and 4 Work in groups. Some friends of your family are visiting your 5 Compare the trip you the text. Day 1 A architecture of northern Italy’. How boring! even a maze. We had fun trying to find our way out of the maze! We saw deer. And we had a picnic! country. They want to do a trip like Elena’s, walking or cycling, over four, five or six days. In your group, discuss these questions: have chosen with the trip other groups have curricular lessons Where will you recommend them to go? chosen. Give reasons to We arrived in Mantua. It’s surrounded by three lakes. In Day 4 40 km the centre, there are four main squares and two huge We cycled north towards Lake Garda, along a path by How will you recommend them to travel? support your choice. palaces. Some of the buildings date from medieval the river, through orchards and vineyards. We stayed times. We went to the Palazzo Ducale, where the ruling in a town with medieval walls on the southern edge What can they see? Think of art and architecture, and We chose … because … prepare learners Gonzaga family lived for just under 400 years. It was of Lake Garda, where we stopped for lunch before give an idea of the historical background (for example, once the largest palace in Europe, with over a thousand heading east to a village just 20 km from Verona. the Islamic Golden Age, the Ming Dynasty). people living there! There was one room with frescoes that were just amazing. They were painted in 1474 by a Day 5 20 km Is there anything special they can do? We cycled into Verona and got ready to explore. to learn in Renaissance artist called Andrea Mantegna. One fresco Where can they stay? shows the Gonzaga family. There are two arches. In Day 6 the one on the left, you can see Ludovico and Barbara Wow! You need more than a day to do a sightseeing Gonzaga with their children. Ludovico is holding a tour of Verona! For a start, there’s the amazing letter and talking to a man who may be his brother. The arena, a Roman amphitheatre, built in the first English across the people look so real. And when you look up, you see that Mantegna painted the ceiling to make it look as though it's open to the sky! century, where 20,000 people watched gladiator contests in Roman times. They now have huge open-air opera performances there. Everybody who has read or seen Shakespeare’s Romeo and Day 2 35 km low res curriculum. I could have stayed on in Mantua for another week, Juliet goes to see ‘Juliet’s house’ (even though Juliet but we had a long bike ride ahead of us! The first didn’t exist). People say that if you stand under the thing we did was to pick up our bikes. You could balcony and make a wish about love, it will come have an e-bike (so of course, I did). And your bags true. I didn’t. I don’t believe in all that romantic are taken from one place to the next by car. Great! stuff. Mum said, ‘Do you want to look round the So, first we headed north towards Lake Garda, shops this afternoon, as it’s our last day?’ ‘No thanks,’ I replied, ‘this is much more interesting. I want to R round the lakes, through a nature reserve and A key text exposes along the river. We saw some beautiful birds and explore Verona.’ the weather was perfect. We stayed at a small, family-run hotel in a village called Borghetto. In this lesson, you’ll learners to cross- 58 59 find Key words curricular language. boxes. D 3 Tourism 3.3 Talk about it Lessons 3 3.3 How was your holiday? 3 Answer these questions, using the past continuous passive. a Why did Francisco and his family have to wait three hours for the second plane? and 6: The Talk In this lesson you will... b Why couldn’t Li use the swimming pool at the apartment in describe a holiday where not everything went well San Francisco? learn to use the past continuous passive. c What did the radio announcement tell Li and her family as about it lessons For some people, it’s exciting to go to new places and to meet people who speak different languages and have different ways of life. 4 they were driving to Yosemite? Look at this list of multi-word verbs used by Francisco, Li and Sasha. Listen to models Use each one in a sentence about their holidays. Listen again if you develop learners’ For others, it’s quite scary. What’s your view? need to. Listening Francisco Li Sasha speaking skills. 15 1 2 Listen to Francisco, Li and Sasha talking about their holidays. Did they enjoy their holidays, or did they have mixed feelings? Listen again and answer these questions. get off (to a bad start) pick someone up turn up take off turn back get in hang out break down turn out and practise pronunciation and Remember a Why did Francisco’s holiday get off to a bad start? When someone says b The plane that Francisco and his family were on didn’t get in one thing and then says something that till 11.30 at night. Why? Speaking intonation. doesn’t match, so c There is an inconsistency in what Francisco says. What is it? that both things can’t 5 Describe a holiday in which at least one thing went wrong. You can (Clue: activities) be true, that is an inconsistency. make up the details, and you can make it as humorous as you like! d Where did Li go on holiday? e Li mentions two problems. What were they? You can use some of the expressions that Francisco, Li and Sasha used. f Which place did Li like best? Try to include some of the multi-word Listening models g Sasha went to Agadir. Where is Agadir? verbs that they used. h What did Sasha like about Agadir? Try to include at least one verb i What happened on the way to Paradise Valley, and why wasn’t in the past continuous passive. and speaking tips it such a bad experience? j Who would be the best person to go on holiday with: Francisco, Li or Sasha? provide scaffolding Use of English Past continuous passive You already know the past simple active, the past simple passive and the past continuous active. past simple active to a place called Paradise Valley. past continuous active The car broke down in a village while we were going for speaking. past simple passive There is also a past continuous passive. We were invited into the house of one of the people (Remember that in Unit 1, you learned the in the village while the car was being fixed. present continuous passive.) past continuous passive Paradise Valley, near Agadir, Morocco 60 61 8 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.  We are working with Cambridge Assessment International Education towards endorsement of this title. How to use this book Lesson 7: 3 Tourism 3.7 Write about it 2 You decide to go on the trip with the friends of your family. Plan the trip. 3.7 Improve your writing The Write In this lesson you will...