Year 8 Cambridge English Learner’s Book

1.5 Destroying the planet

Pages 27-32

By Mr Abdul Wahhab Jamal Al Aany

Learning objectives:

• summarise information from two argument texts

• compare how two texts are structured and developed
• explore how writers use connectives
• identify and use formal and informal language.
 Features of formal language:

• Formal language rules are designed to eliminate ambiguity and ensure clear
communication.
• Formal language follows strict rules of grammar and syntax that are generally
established by academic or linguistic authorities. Formal language often
includes a more extensive and refined vocabulary compared to informal or
colloquial language.
• Formal language does not use slang or colloquial expressions that may be
common in informal settings.
• Formal language tends to be impersonal and uses an objective tone.
• Formal language is commonly used in academic or professional settings and
environments.
• Formal language can be used both in written and spoken forms.
• Features of formal language can vary based on cultural and sociolinguistic
factors.
 Features of informal language:

• Informal language often uses a more relaxed and conversational tone.

• Informal language frequently employs abbreviations and contractions to
make the conversation more concise and familiar.
• Informal language often includes slang words and colloquial expressions.
• Informal language tends to use simpler and more everyday vocabulary.
• Informal language frequently uses personal pronouns such as "I" and "you”
• Informal language often allows for sentence fragments and run-on
sentences.
• In informal language, people may use casual and familiar greetings and
closings.
• Informal language may involve the use of emoticons or emojis.
• It is important to note that the use of informal language may vary
depending on the context, audience and medium of communication.
 Factors influencing language choice:

• Target audience, purpose of writing, familiarity between writer and reader

and cultural/social context.
• Formal language used for professional/academic audiences, communicates
professionalism and credibility.
• Informal language used for casual/informal audiences, establishes
connection and uses conversational tone.
• Purpose of writing affects formality, formal for precision/clarity, informal for
creative/persuasive writing.
• Level of familiarity between writer and reader affects language choice,
informal for established relationships, formal for professional/formal
relationships.
• Cultural/social context affects language choice, adapt to norms and
expectations.
 Key words
argument: an opinion that is made up of a series of points

skim: read a text quickly to get the overall idea

gist: the main point of a text

tilts: moves into a slightly sloping position

ice caps: the covering of ice over large areas of the North and South Poles

greenhouse gases: gases in the air that trap heat and energy from the Sun

connective: a word or phrase that links two clauses or sentences together

formal language: the form of English used in more ‘serious’ texts and situations, such as news reports or
official speeches

Informal language: a more relaxed form of English, used when speaking or in more casual written texts,
such as emails to friends
 Key words

contraction: two or three words that are combined to make one shorter word with letters left out; the
missing letters are indicated by an apostrophe

simple sentence: a sentence with one main clause

compound sentence: a sentence with two main clauses joined by ‘and’, ‘but’, ‘or’

complex sentence: a sentence with one main clause and one or more dependent clauses

subordinate clause: in grammar, a clause that cannot form a sentence alone but adds information to the
main clause

ellipsis: a set of three dots (…) used to indicate that words have been left out

minor sentence: a sentence that does not contain a main verb

compound-complex sentence: a sentence containing a compound sentence that also has one or more
subordinate clauses
In Text A “CLIMATE CHANGE: A NATURAL PROCESS”, the
main idea that climate change is a natural process is
introduced in the first paragraph and is further developed
in the following paragraphs.

It is emphasized that humans are not fully responsible for

climate change and that natural forces like the Earth's
position and orbit have a significant influence.
In Text B “WE’RE DESTROYING OUR HOME”, the main
idea that humans are destroying the Earth and causing
climate change is introduced in the title and is supported
by evidence throughout the text.

Each piece of evidence, such as rising temperatures,

melting ice, rising sea levels, and extreme weather, is
presented in separate bullet points, making it more clear
and concise.
Text A uses subheadings to separate different aspects of
climate change, such as the Earth's position, orbit, and
changes in weather patterns. These subheadings help
organize the information and guide the reader through
the different arguments.

Text B does not use any headings or subheadings. Instead,

it relies on bullet points to present the evidence
supporting the main idea. The use of bullet points makes
the information easier to read and understand.
 Notes on connectives:
Connectives are words or phrases that link different parts of a sentence
or different sentences together. They serve a variety of purposes in
English, such as:
• Adding information: Connectives like "and," "also," "too," and "as
well as" are used to provide additional information or to connect
similar ideas. For example: "I bought a shirt, pants, and shoes" or
"She is smart, and she is also talented."
• Contrasting information: Connectives like "but," "yet," "although,"
"however," and "on the other hand" are used to introduce contrasting
or opposing information. For example: "I wanted to go to the party,
but I was too tired" or "She studied hard; however, she didn't pass
the exam."
 Notes on connectives:

• Showing cause and effect: Connectives like "because," "since," "as,"

and "so" are used to indicate the reason or cause for something, or to
show the result or effect of something. For example: "He didn't come
to the meeting because he was sick" or "I missed the train, so I had to
take a taxi."
• Giving examples: Connectives like "for example," "for instance,"
"such as," and "like" are used to provide examples or to clarify a
point. For example: "There are many countries in Europe, such as
France, Germany, and Italy" or "She has many hobbies, like playing
sports and painting.“ in New York."
 Notes on connectives:

• Sequencing ideas: Connectives like "first," "next," "then," "finally,"

and "afterward" are used to indicate the sequence or order of events
or ideas. For example: "First, we went to the store, and then we went
to the park" or "I finished my homework, and afterward, I watched
TV."
• Comparing and contrasting: Connectives like "similarly," "likewise,"
"in comparison," "on the other hand," and "in contrast" are used to
compare or contrast two or more things or ideas. For example:
"Similarly to her brother, she enjoys playing soccer" or "The weather
was sunny in California; in contrast, it was raining
Connectives can help to structure and sequence an argument. They help
to shape the text by clarifying links and emphasising connections
between points.

For example, the first article uses these features to:

• introduce a new part of the argument
• show contrast
• conclude a point

Examples:
Although it’s likely that … - show contrast
However, it also works … - introduce a new part of the argument
… therefore, it’s a natural process - conclude a point
Hence, the ice caps melt - show cause and effect
Text A, from the newspaper for adult readers, is written in a
more formal and objective tone:

• The writer presents the information on climate change as a

natural process that is influenced by the Earth's movement
and orbit.
• The choice of words is more neutral and scientific, focusing
on cause and effect relationships.
• Punctuation is used to separate ideas and give the reader
time to process the information.
• The sentence types include simple and compound sentences,
which create a clear and straightforward flow of information.
In contrast, Text B, from the teenage magazine, takes a more
passionate and emotional tone:

• The writer emphasizes the urgency of the issue and accuses

the human race of destroying the planet.
• The choice of words is more sensational and persuasive,
using phrases like "terrifying" and "fact" to grab the reader's
attention.
• Punctuation is used to create a sense of urgency, with
exclamation points and short, impactful sentences.
• The sentence types include simple and compound sentences,
with some minor sentences for emphasis.
The two writers chose these levels of formality to suit their target audiences.
The newspaper article aims to provide factual information and analysis for
adult readers who expect a more formal writing style. The use of scientific
language and objective tone helps to establish credibility.

The teenage magazine article, on the other hand, is written for a younger
audience who may be less engaged with formal scientific arguments. The
writer uses a more informal and passionate tone to appeal to the reader's
emotions and generate awareness about the urgency of the issue.

Overall, the formality of the two texts reflects the different expectations and
interests of their respective audiences. The newspaper article aims for a
balanced and informative approach, while the teenage magazine article seeks
to create a sense of urgency and provoke a reaction.
 To rewrite the first article using informal language, follow these steps:

• Use conversational language: Instead of formal phrasing, use more casual and
relaxed language that mimics everyday conversation.
Example: "Climate change is a natural thing" can be rewritten as "Climate change is
just a natural process, you know?"

• Replace complex words with simpler alternatives: Use everyday vocabulary

that is easier to understand.
Example: Instead of "Although it’s likely that humans have contributed to these
changes," you can say "Even though we probably had a hand in these changes."

• Use contractions: Use contractions to create a more informal tone and make
the writing feel less formal.
Example: "to claim that we are fully responsible isn’t true" can be rewritten as
"saying we're totally to blame ain't true."
 To rewrite the first article using informal language, follow these steps:

• Add personal pronouns and informal expressions: Incorporate first-person pronouns

(I, we) and casual expressions to create a more informal and engaging tone.
Example: "Humans’ desire to blame themselves is normal" can be rewritten as "It's
normal for us to blame ourselves, you know?"

• Shorten and simplify sentences: Break long and complex sentences into shorter ones
to make the writing easier to follow.
Example: "The seasons change too: major storms in Canada and North America used to
occur between June and August. Now they take place between August and October." can
be rewritten as "And you know what? The season changes now, eh – the big storms in
Canada and North America happen not in June but between August and October."

Remember, when rewriting a text using informal language, make sure to maintain the
essence and meaning of the original article while adapting it to a more conversational
and relaxed tone.
 To rewrite the above article using formal language, follow these steps:

• Replace casual phrases and language with more formal alternatives.

Example: Change "OK, so" to "Indeed," and "Wow!" to "Surprisingly."

• Use precise and specific wording.

Example: Change "We – the human race" to "Humans as a collective."

• Avoid contractions by using the full form of words.

Example: Change "it’s terrible news" to "it is distressing news."

• Eliminate first and second person pronouns.

Example: Change "How do we know?" to "How can this be ascertained?"
 To rewrite the above article using formal language, follow these steps:

• Use more formal and technical vocabulary.

Example: Change "got hotter" to "experienced an increase in temperature," and
"they’ll get worse" to "they are expected to exacerbate."

• Use formal sentence structures and avoid slang.

Example: Change "AND they’ll get worse" to "Moreover, these storms are
predicted to intensify."

• Include citations or references to scientific research or authoritative sources to

support statements.
Example: Add "according to a study conducted by..." or "as demonstrated by
research conducted at..."
 Feature Formal language Informal language
choice of words easy and simple technical and complicated
use of punctuation colon and semi-colon dash and exclamation
mark
types of sentences compound and compound- simple and compound
complex
voice style impersonal and objective personal and subjective
tone polite and direct friendly, chatty and
indirect
connectives ISAWAWABUB FANBOYS
form full and detailed contraction and
abbreviation
spelling capitalising proper nouns and capitalising all letters of an
initial words in a sentence important word or phrase
Homework:

Year 8 Cambridge English Workbook activities

1.5 Destroying the planet

Pages 14-16
Learning outcomes:

• I can identify and summarise the main points in more

than one text.
• I can compare how two texts are structured and
developed.
• I can explain the purpose of connectives at the start of
sentences.
• I can understand and use the features of formal and
informal language.