> 5.1 Poles apart NOR atc (eas c i) 1 In small groups, discuss these questions: Do you live in a hot or a cold place? Which do you prefer? 2 Explain the difference between a fact and an opinion. 1 Describe the similarities and differences. 2 Work in pairs. Compare pictures of the North and South Poles. In your notebook describe what you see. North Pole South Pole5.1 Poles apart b Read the statements below. Decide if they are facts or opinions. How can you tell? « The North Pole is known as the Arctic and the South Pole is known as the Antarctic. + The Antarctic is a continent while the Arctic is an ocean. + One has penguins whereas the other has polar bears. + The Arctic has a permanent human population but Antarctica does not. + Both are cold; however, the Antarctic is colder. + Both are desert regions although Antarctica is the largest desert on Earth. « Antarctica is the name of a continent. Is the expression poles apart literal or figurative? What does it mean? d What other figurative expressions can you think of that describe cold or hot places? e |Isit better to use facts or figurative language to give information? The word Arctic comes from the Greek word arktos meaning ‘bear’ ~ referring to the Great Bear constellation in the northern sky. Antarctic has the prefix ant (or anti) meaning ‘opposite’. So Antarctic means ‘opposite to the north’. cerry] constellation: group of stars in the sky that seem You can form opposites from Earth to form by adding a prefix to root a pattern and have words like anticlockwise, been given a name unclear, destress. Aaa RL 129 >5 The facts of the matter ee 2 BO > eT ele ara We use connectives to link sentences and paragraphs. We also use them in the following ways. * To introduce similar points. Examples: similarly, in addition, as well as ... To introduce opposing points. Examples: but, although, yet, since, alternatively, however, while, whereas, on the other hand .. ‘Some connectives work in pairs to link ideas of equal importance. Examples: both—and neither-nor whether—or either—or not only-but also rather-or Use connectives to compare and contrast. a Read the statements in Activity 1. © Identify the connective in each statement. * Can you change the connectives without changing the meaning? Give an example. b Complete each of the following sentences with a connective pair: Example: Would you rather visit the Artic or the Antarctic? © They can't decide ____to travel north ___ south. * lenjoy_____ cold places ___ hot places. * lam____ keen ___ excited about visiting Antarctica. ‘+ Idllike to visit __ the Arctic ___the Antaretic. . is it cold deserted. © Describe the polar regions to someone trying to decide which region to visit. Write five of your own sentences. «Include facts, opinions and some figurative expressions. ‘* Use connectives to link and compare your ideas.5.1 Poles apart 7 f Example answer: The Antarctic is colder than the Arctic, but I think it is more interesting Ce Ed Can you compare two things using facts and Can you use connectives to link and compar5 The facts of the matter > > 5.2 A news report Ro a coe Ce cc) Discuss these questions. 1 Does a news report have only facts or does it include opinions? 2 Is anews report balanced or persuasive, or can it be both? 3. Isa headline always persuasive? 1 Explore the contents of an online news report. @ Skim the title, headings and first sentence of each paragraph and then read for detail, | climate change: a long-term change in climate patterns caused by higher temperatures. While climate change is a * List five effects of climate change natural process, human activity mentioned in the text. is contributing to its effects in the form of global warming. * Inyour own words, discuss the main cause of climate change. * Name two things governments could do about climate change. * Name two tl ings ordinary citizens can do about climate change. b Onyour own, make notes. Summarise your notes into headings and key words to show how the information is organised and linked. Use your notes to explain the content of the report to a partner. Coan) Omri) A balanced report (or argument) is objective, objective: not influenced It presents all aspects of an issue for readers by personal opinions or to decide which side they support. To assess feelings, sticking to the facts how objective a report is, check the facts and identify any persuasive techniques.5.2 Anews report Report Gives Strong Climate Change Warning NFK EDITORS - OCTOBER 10, 2018 A group of scientists from the United Nations (UN) have warmed that the world must take strong action right away in order to avoid many serious effects of climate change. Since people first began burning coal fo run factories, the world's temperature has gone up by 1 degree Celsius (C). One degree may not sound like much, but its enough to cause serious long-term changes in weather patterns that affect all lfe on Earth. This is climate change. Global Temperatures <= Annval Average Celsius: measurement. of temperature in which water freezes at 0° and boils at 100° g i é 18801660 166016801880 1080 2000 The higher temperatures change weather patiems and brig more extreme weather "Now scientists re tying fo igure out how fo imi future femperature increases As humans burn “fossil fuels” like coal, oil, and natural gas to make energy. the world gets hotter. Burning fossil fuels adds carbon dioxide (CO,) and ‘other pollution to the air.The more CO, the more the Earth heats up. In 2015, the world’s countries signed the "Paris Agreement” to work together to slow global warming. The Paris Agreement set goals for countries to pollute less by replacing fossil fuel energy with energy that doesn't pollute, such as solar, wind, and water power. 133 >5 The facts of the matter > 134 > carbon dioxide: gas that is produced when people and animals breathe out, or when carbon is burnt (formula CO.) For most governments, the goal of the Paris Agreement was to limit the tise in the Earth's temperature to 2°C. When people talk about these 2°, its important to remember that 1° is already used up by the temperature change humans hove already caused. So the Paris Agreement was really trying to keep the Earth from getting 1° warmer than it is now. Most countries are not doing what they need to do to meet that agreement. Now a group of over 90 scientists from 40 different countries have created a report showing that the world will be much better off if we can limit global warming to 1.5°C (0.5° warmer than now).They warn that the world will reach this temperature in about 12 years unless all countries work together to solve the problem The effects of climate change can already be seen around the world, Ice is meting in the Arctic and Antarctic. Higher temperatures have led to heat waves, record dry periods, wildfires, record rains, and more strong hurricanes.5.2 A news report er rough - long periods without rain - are one etfect of cimate change. Other effects incluce wilctres, ‘eco rains. and sttong humicanes. his picture shows crought concifons in southern Afica in 2016. The differences between the world’s temperature rising 0.5°C and 1°C are big Both cases are bad - seas will rise, coasts will be flooded, heatwaves will get worse, many kinds of cnimals will die out, and millions of people will be left without food or water. But if the temperature is allowed to go up 1°C instead of just 0.5°C, things will be much, much worse. The report says that it is possible for the world to meet the lower goal. But to do $0, all governments around the world will have to work together in ways they have not done before. To reach the goal, the world will need to quickly move to energy that does not give off CO, This is the hardest part, since today’s world depends greatly on energy from fossil fuels. CO, will also need to be removed from the air. This can be done now, but it osis a lot of money and doesn't work very well.The world will need fo plant huge areas of trees, which will also help remove CO, The Siebeet challenge wil bs forcha Governarie fo salar actor ESA5 The facts of the matter m2 To reach the goat. the word needs fo use energy that does not give off CO, Thi hora since the word today depends greatly on energy fom oss uel What Can You Do? Climate change is such a big problem that many people wonder if anything they do can really make a difference. While the big decisions may be made by governments, people can get together and try to make sure their government takes strong action, But the decisions that people make in their everyday lives also add up. Here are some steps you can take if you want to help limit climate change: Eat less meat ~ raising animals for food is very hard on the planet Walk or bike instead of driving Take a bus or train instead of flying - airplanes create huge amounts of pollution Use less electricity - if possible try to make sure your electricity is from renewable energy Reuse more; buy and use less - fewer new products = less waste and less pollution5.3 Support a view 2 Discuss the purpose, audience, language and layout of the news report. a Whats the purpose of the news report and who is it aimed at? b How would you describe the news report? friendly figurative formal personal persuasive factual direct rational’ informative’ © convincing Identify some layout features. How does the layout suit the purpose? d_ Does the news report have mainly facts or opinions? Is there any figurative language? Why? Take turns to read the text aloud like a reporter. What expression should you use? f Add the report to your learning journal. Look out for other articles on the topic. If you find interesting information, summarise it and add it to your notes. PERCE Did you summarise the content of the report clearly and simply? Can you describe the purpose, audience, language and layout of the article? Can you read aloud with confidence? > 5.3. Support a view ee ak Cece icc) 1 Insmall groups, describe how and why you think the Earth is heating up. 2 List facts to support your thoughts. 3. Explain why it is important to have facts to support what you think. 137 >5 facts of the matter >: atmosphere: the layer of gases around the Earth generation: the production of energy excess: more of something than is usual or needed distribute: give something out to people or places regulate: control the speed, temperature, etc of something BB > Read a scientific explanation and discuss the facts. Silently read the text below. ‘© Is the sequence clear? What order should it be in? © Are there any words you do not understand? Check their meaning. ern Tree) Sy ety Penta en oo! Teen) b Without looking at the text again, explain this scientific process to partner in your own words. © Based on the facts, what do you think about the following? ‘© Are humans responsible for the way the Earth is heating up? '* Is climate change a natural process that would happen anyway?5.3 Support a view: d_ Add some facts to your notes from Activity 1b in Session 5.2 using key words. 2 Extend a discussion by considering both sides. * On your own, read these statements and decide if you agree or disagree with them. Make notes to record your views. = Write two responses to each statement to show two different points of view. Support your views with at least one fact. We should all ed Jess meat and more plants. In small groups, have a discussion on one of the topics in the boxes. Share your views. Take turns to speak and to listen. Consider other points of view then build on your own and others’ ideas ‘Add your opinion by using the words ‘I think...’ or I believe... CoC Cum 1339 >5 The facts of the matter > > 5.4 Express possibility We are going to... erat Explain to a partner the difference between: 1 aphrase and a clause 2 asimple, compound and complex sentence. 1 Identify the main clause. a Read the sentences below. Are they simple, compound or complex sentences? b Write out these complex sentences and underline the main clause in each. Example answer: Since people first began burning coal to run factories, the world's temperature has gone up by 1 degree Celsius (C), If the temperature goes up 1°C instead of just 0.5 will get worse. The world will reach this temperature in about 12 years unless all countries work together. In order to reach the goal, the world must move to energy that does not give off CO,. things While the big decisions are made by governments, ordinary citizens can make a difference. Ice in the polar Regions melts when water temperatures rise.5.4 Express possi Cro A conditional clause is a subordinate clause. It expresses the possibility of something that may happen (or might have happened) as a result of something, often using the word if Example: This area will flood éf it continues to rain. A conditional clause can go after or before the main clause. If the conditional clause comes first, use a comma to separate it from the main clause. Example: If it continues to rain, this area will flood. 2. Use conditional clauses to express possibility, a Complete these sentences by adding a main clause after the conditional clause. Example answer: If the temperature goes up, things will get much worse in the future. © If everyone uses less fuel, ... evar] * When ice in the polar regions melts, .. near al ly + Inorder to reduce car fumes, .. easier to understand by * Aslong as factories pollute the air ... explaining it * fall the plankton in the sea dies, .. b Rewrite these sentences, putting the conditional clause after the main clause. CeCe ‘Can you identify the main clause and subordinate clause in a complex sentence? Did you use a comma when necessary to clarify meaning in complex sentences?5 The facts of the matter > > 5.5 Keep it formal We are going to. © practise using a formal style ond stundord English in written texts, ecg Work with a partner to discuss these questions: 1 Whatis standard English? Do you speak or write it? When should we use it? 2. Whats the difference between formal and informal language? Give examples. 1 Explore standard English used in formal texts. a Rewrite these sentences, replacing the pronouns with an article (a, anor the) to make them sound less personal and more formal. * If climate change continues, our planet will be in trouble. * Our report on pollution reveals important evidence. Her idea will be discussed at the meeting. * Our investigation shows evidence of climate change. ‘* To reduce air pollution, use your local transport system. b Choose a local topic. Write five of your own sentences in a formal, impersonal report style. Avoid personal pronouns like and we. Read your sentences aloud to your group. Then discuss ways to make your writing sound more formal.55 Keep it formal Language focus ‘and passive voices are different ways of expressing meaning in a sentence, In the active voice, the subject does the action. Example: Scientists issued a report. In the passive voice, the agent (or doer) is not the subject. Example: A report was issued by scientists. The active voice is the most usual in standard English, but the passive voice is useful if the agent needs to be hidden or is not important. Example: A report was issued. The focus of the sentence is the report not the agent (or doer). Ran Passive verbs are formed using the verb to be: The report was finalised yesterday. To be verbs include: be, being, been, am, is, are, was and were. 2 Use active and passive forms for effect. a Read the sentences below and say if they are in the active or passive voice. Example answer: Everyone will solve the problem. The problem will be solved by everyone '* The reporter reads the news. Acacia © Scientists wrote the report. entire: whole or complete ‘+ He printed the entire booklet. ‘* The teacher answered the learners’ questions. * The report will be read by many. b Copy the sentences into your notebook. Underline the action (verb) and highlight the agent (the doer). If the agent is hidden, write hidden. 143 >5 The facts of the matter > © Rewrite the sentences in the other voice. Remember to keep the same tense. + Less electricity should be used by industry. © Forests are being destroyed daily. Write three of your own sentences in the active and then in the passive voice. TSR) Listen for the change in tone and impact when sentences go into a different Teen ed Did you identify and replace personal pronouns in a sentence to sound less personal? Can you write sentences in the active and passive forms? > 5.6 A balanced report ruc Getting started 1 Work with a partner to find synonyms for the words balanced and objective. 2 What do you think a balanced report or argument sounds like? 1 Read and analyse the information of a balanced report. 2 Ingroups, read the report opposite and discuss the questions. = Whats the problem identified in the report and who is affected? ‘+ How will banning cars from city centres help solve the problem? = What problems will this cause? Can you think of any other solutions? + What is your view? Do you think it is a good or bad idea? Why?Introduction ~ state the issue Points for Points against 56 A balanced report \s it time to ban cars from city centres? | Air pollution is a serious issue and it affects us all directly. Action may be needed to reduce i pollution created by the trafic on our roads. rr i nt increase inthe number of cars on the road hos resulted sentence in more carbon dioxide emissions. Scientists are warning that high levels of CO, in the atmosphere cause the Earth to heat up. As a result, we are experiencing more extreme weather patterns. In addition, air pollution in cities causes health problems like asthma. A ban on cars in cy centres would therefore reduce air pollution and also _ improve trafic jams and health issues / Onithe other hand, such a ban could create. other problems. In some cities, public transport sentence is expensive, unreliable or non-existent. in ‘addition, public transport systems would need to be upgraded to cope with greater demand; this requires time and money. Furthermore, personal Use of choice is an issue. For example some people connectives enjoy using public ranspon but others feel safer in their cors than on a bus or a train. Hence, they may object to being forced to use another mode of transport. While there is clearly an urgent need to reduce air pollution, we could achieve this in a number of ‘ways. Rather than banning cars in cities, people could be made aware of he issues and encouraged to use less fuel and make use of public transport where possible5 The facts of the matter > b_ Inyour note book, summarise the text in a way that shows there are ‘two sides to this issue. Use key words only. 2 Explore the features of a balanced report. a Ingroups, practise reading aloud using the correct style and expression appropriate to this type of text. b Discuss and describe the purpose, audience, language and layout of the report. © Compare this report to the one in Activity 1, Session 5.2. How is a balanced report different from a news report? Record this balanced report in your learning journal and describe its features. RR Cid Did we answer the questions correctly to show a good understanding of the text? Can we describe the features of a balanced report or argument? > 5.7 Language techniques err uk ee ieee ct) ‘Skim the report in Activity 1, Session 5.6 to find examples of connectives. Share your examples with a partner. 2 What jobs do the connectives do in this text? Give examples.57 Language techniques 1 _Use connectives to combine or connect ideas for effect and clarity. Scan the report in Activity 1, Session 5.6. Find examples of connectives that: link two opposing views + link two similar views * support a view by giving an example + emphasise the point «introduce a new paragraph. b Rewrite these sentences using any of the following connectives to link similar or opposing ideas. + Some believe cars are essential .. others say they are a luxury. + Electricity is essential... everyone should have it. * Children can be part of the solution ... they are young. © Write three balanced statements using connectives you haven't tried before. Duk Modal verbs are helping verbs that show levels of possibility and tense. They are: can, could, will, would, may, might, should. 2. Practise using modal verbs to express possibility. a In what tense is the report in Activity 1, Session 5.6 mainly written? b List the modal verbs in the report and the verbs they go with.5 The facts of the matter 7 Rewrite these sentences. Underline the modal verbs and the verbs they go with. What tense do they show? * I might take the bus to school if it rains. «If there was less traffic, there would be less air pollution. I could have gone but | did not know ‘about the meeting. «Ifyou have an extra bicycle, | will use it. + Ifyou need help, I can explain it to you. might have enjoyed the trip if | was with someone else. 4 Write six of your own sentences using modal verbs to show possibility. Se cece: more formal style in your own writing? > 5.8 and 5.9 Present a balanced view NA Rcd tting started 1 Discuss with your class why it is important to have a balanced view of something. 2 When is it helpful or necessary?5.8 and 5.9 Present a balanced view The difference between a balanced report and a persuasive argument is in the conclusion. After presenting all sides of an issue, will you let the readers make up their own minds or use the evidence to support one side? Plan a balanced report or argument for your school magazine or local paper. a Choose a topic from the boxes below or decide on your own topic. Correa Gray PO soenet NEY antes s ee cay PES naeye b Note your ideas for and against your chosen topic. Think about your audience, then plan the report using the language techniques you have learnt about so far in this unit. - Edit and present. a Proofread and edit your own work. Use your own checklist or the one below. _1_Introduction states the issue “2 Formal, standard English 3 Active or passive voice for effect _ 4 “B_Conc Connectives to link paragraphs and similar or opposing views _ Conditionals to express levels of possibilty Conclusion summarises both sides 149 >b Aska partner to read your report to see if it seems like you are taking a side {being biased). if so, change the parts that sound biased. Present your final version using neat, joined-up handwriting or ICT. _ Share your report with others. You could send it to someone in charge, put it in your school newsletter or magazine or send it to your local newspaper. * read for meaning, identify persuasive language and find synonyms that sound more or less persuasive. ee eta] Discuss the following. 1 What writing techniques do writers use to express themselves? 2 How can you tell if a writer feels strongly about a particular issue? 3. Give reasons why readers may react differently to the same text. Pera een s i a1 5.10 A strong viewpoint Explore a news article with a strong view. a With a partner, skim the article. What is it about and where is it set? The Shrinking World of Penguins ‘The tuxedoed seabirds’ homeland is melting beneath their feet as global warming strikes hard in Antarctica and elsewhere. As (leading conservation biologist) DEE BOERSMA sees it, penguins could be environmentalists' best allies in the fight against global warming. “Mounting evidence points to climate change as the greatest threat to penguins, especially those species breeding in the Antarctic region," she says. “These elegant creatures are global sentinels, and they're telling us that something is very wrong. Maybe policy-makers will pay attention. After all, I've never met a person who didn't love penguins." Penguins cope with a host of problems, from habitat loss, alien animals, guano mining, deadly trawl nets and capricious weather systems to food shortages from overfishing. Of the world's 17 penguin species, 10 are flagged as endangered or vulnerable on the World Conservation Union Red List. The numbers of two listed species are stable, but the other eight are in freefall. Rockhopper penguin numbers on New Zealand's Campbell Island, for example, plummeted from 1.6 million breeding pairs in the 1940s to around 100,000 pairs by 1985, and the population has never bounced back. Scientists blame the decline on rising sea temperatures, which reduce the oxygen levels necessary for the penguin’s marine invertebrate prey to reproduce. creeiag conservation: the protection of nature capricious: unstable, given to sudden, unexpected changes vulnerable: exposed, open to being hurt5 The facts of the matter 7 152 > ark) The language of persuasive texts is ‘emotive and figurative because the writer aims to sway the reader's opinion. sean ze Key words emotive: full of emotion ‘sway: to control or influence Did you know: a group of penguins on land is called a colony, a rookery or a waddle; @ group of penguins floating in the ocean is called a raft; and a group of penguin chicks is called a créche. Scan the photograph below the article. What does it show? Is the image literal or figurative? List three facts found in the article, Are the problems facing penguins mainly natural or created by humans? Explain what is meant by global sentinels, alien animals and guano mining. In what way are penguins helping environmentalists to fight climate change? How does the writer feel about this issue? How do you feel about the issue? Compare this text to those in Sessions 5.2 and 5.6. What is the main difference?5.11 Pick aside 2 Explore the language of persuasion. a In pairs, identify three figurative images in the text. b_ Find strong synonyms in the text for these words. ¢ Identify and highlight the emotive language in these sentences from the text. * Penguins are falling prey to climate change. + Their homeland is melting beneath their feet. + These elegant creatures are global sentinels. * Penguins cope with a host of problems. * I've never met a person who didn't love penguins. 4 Change the vocabulary in each sentence to make it sound less emotive and intense. € Record this text in your learning journal and explain why and how readers might react to it. Pear Can you identify persuasive techniques used by writers to express a particular view? Can you use more or less emotive vocabulary in sentences for effect? > 5.11 Pick a side Weak Cece gcc] In pairs, discuss what things you should consider or remember when you express your views about something in class or on social mediMany people use social media to express themselves without any thought, planning or editing. Do you check and edit your texts before you send them? 1 Write a persuasive paragraph on a topic you feel strongly about. 2 Complete this statement with one of the three options below. > animals forests5.11 Pick a side b Choose a persuasive heading to express your personal feelings about the topic to share with friends and family. Include a strong opening statement and conclusion. Use strong vocabulary to express how you feel and include facts to support your view. d_ Read it over and check that: * your paragraph is clear and persuasive * you have linked sentences and ideas with connectives so it flows * your language, spelling and punctuation is correct. 2 Share your views and consider others’ views. a In groups, take turns to read out your paragraphs. Listen as others read their paragraphs. Take turns to ask questions and clarify your views. b Afterwards, give feedback to each other. * Say what you agreed or disagreed with, ‘+ Whose viewpoint sounded the most com * Did it change your views? Pee eee Can you express your point of view clearly and persuasively? Did you listen to others and take turns to express your view?5 The facts of the matter a > 5.12 Have a class debate Ea kc 1 Listen to a speech and identify: the speaker's viewpoint, three key points, facts and opinions, the introduction and conclusion, any persuasive language. Do you think the speech is @ good example of a balanced or persuasive speech? Why? 1 Choose a topic to debate and prepare an argument to conduct with your class. 2 Consider the topic ideas below. Do you agree or disagree with the statements? b Choose at least one topic from those provided (or choose another topic) to debate as a class. © Form small groups. Pick a point of view and make a list of at least three convincing points to support this view. You can include facts and opinions. d_ Now write a short speech expressing your views as a group. Begin with an introduction and end with a conclusion. ER SHAD 2 Arctic animals, ike polar bears, should be kept in z008 to protect the species. tmagainst.._4 In my opinion.5.12 Have a class debate ene E Listen to each team’s point of view and note good points and poor points, Write down questions you might want to ask. 2 Have a class debate. 2 Arrange the classroom ready for the debate. There is a suggestion here, but you can do whatever works best for your circumstances with the space you have. b Choose a spokesperson to speak on behalf of your group. Each speaker should take their position in the team facing the audience. c After every speaker has had a chance to express their point of view, include the audience in a question and answer session. d_ Finally, take a vote to decide which team was more convincing. a fa a a mm fee ee Did you give each Lt speaker a turn to speak? Did you im mn we ih im support your view im mm with facts?158 > —]_Ican use connectives to link and compare ideas. _]_ | can identify the purpose, audience, language and layout of a text. | can make notes by summarising the information into headings and key words. | can write complex sentences with conditional clauses. can write a balanced report giving both sides of an argument. _]_ I can express my views in a discussion and a debate. prepare a performance to raise awareness about the environment. You could write stories for younger readers and read to them or have a read-aloud poetry session with your classmates. Alternatively, perform a song or choral verse. Be entertaining but informative. research an area that is affected by climate change. it can be the polar regions, or a place where flooding or wild fire has occurred. Make notes, summarise and present the information as a speech, @ project page, a 3D model or digital slide show. design a poster to make people aware of climate change, where the effects are being felt and how ordinary people can be part of the solution. Use persuasive language to get your point across. 1 Join these sentences with connectives (other than ‘and or ‘but') that ‘compare or link two ideas. @ | don't love snow. I'd love to visit Antarctica. b The Arctic is very cold. The equator is very hot. ¢ Id like to visit the Arctic. I'd like to visit the Antarctic. d Itisnot here. itis not there. 2 Express an opinion to support two different sides of this argument: Animals in danger of extinction should be kept in zoos.5.12 Have a class debate List three features of a balanced argument. Change the order of the subordinate clause in these sentences. Underline the main clause. I'd like to be part of a climate change campaign when I'm an adult. b Ifyou are interested in climate change, you can join our campaign today. Identity the modal verbs in these sentences. @ You could be a part of the solution if you join us. b If she goes for a walk, she might take her brother. Arrange these words in order of intensity from least to most intense, dangerous hazardous risky _ threatening °