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Unit 12 With the Future in Mind

Unit 12 With the Future in Mind. Vocabulary focus verbs used to introduce ideas from other sources ( X contends/ suggests/ asserts that … ) linking words/phrases conveying contrast ( whereas ), result ( consequently ), reasons ( due to ), etc. words for quantities ( a significant minority ).

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Unit 12 With the Future in Mind

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  1. Unit 12 With the Future in Mind

  2. Vocabulary focus • verbs used to introduce ideas from other sources (X contends/ suggests/ asserts that …) • linking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc. • words for quantities (a significant minority) Skills focus Reading • understanding how ideas in a text are linked Writing • deciding whether to use direct quotation or paraphrase • incorporating quotations • writing research reports • writing effective introductions/conclusions

  3. 12.1 Vocabulary A Study the words and phrases in box a. 1 Does each item belong to the field of communication and multimedia technology or psychology? Make two groups. 2 Check the stress and pronunciation. 3 Make smaller subgroups. Explain your decisions.

  4. A Study the words and phrases in box a. 12.1 Vocabulary 'avatar 'chatter (n) 'gamer people 'mobile tech'nology 'instant 'messaging(IM) 'texting technology 'chat room off'line on'line 'virtual face-to-'face real-'life un'moderated environments

  5. A Study the words and phrases in box a. 12.1 Vocabulary 'bully (n) 'peers 'predator people 'blackmail (n and v) 'bully (v) 'cyberbullying 'harassment 'teasing (n) victimi'zation behaviour

  6. B Read text A on the opposite page. 12.1 Vocabulary 1What problem is discussed in this article? the psychological problems leading to and resulting from online relationships.

  7. B Read text A on the opposite page. 12.1 Vocabulary 2 Look at the highlighted words. Connect each word to the noun or phrase it refers to.Example:they refers to previously mentioned noun (people) A Virtual relationships Recent advances in information technology have raised new issues in the field of psychology. Communications and multimedia software have expanded the boundaries of communities by making it possible for people to form relationships with individuals they have never met face-to-face. But, for some, these online friendshipsare as real as personal contact. We see this when virtual relationships spill over into the real world, where they sometimes result in long-term partnerships , sometimes in friendships, and

  8. B Read text A on the opposite page. 12.1 Vocabulary 2 Look at the highlighted words. Connect each word to the noun or phrase it refers to.Example:theyrefers to previously mentioned noun (people) sometimes, unfortunately, in violence. Research into the influence of online relationships on the emotional development of youths has shown that adolescents who are isolated in theirreal lives are more likely to be dependent on theironline connections. This makes themextremely vulnerable to victimization and deception. As mobile technology makes virtual interaction more accessible, this may become an increasingly acute problem.

  9. C Study the verbs in box b. They can be used to introduce quotations or paraphrases/summaries. 12.1 Vocabulary 1 Check the meanings of any words you don’t know. 2 Which verbs have similar meanings? 3 Which verbs are not followed by that? 4 When can you use each verb? Example: accept = the writer (reluctantly) thinks this idea from someone else is true

  10. Vocabulary bank Introductory verbs Choosing the right introductory verb is important. Your choice of introductory verb shows what kind of statement the writer is making. Example: Coastman (2009) observed that Nathalie had difficulty adapting to her new school. Your choice of introductory verb also shows what youthink of another writer’s ideas. This is an important part of academic work. Example: McDonald (2009) claims that online relationships are more important for teenagers who have emotional problems in their real lives.

  11. *suggest can have two meanings

  12. C Study the verbs in box b. They can be used to introduce quotations or paraphrases/summaries. 12.1 Vocabulary 1 Check the meanings of any words you don’t know. 2 Which verbs have similar meanings? accept, agree, concede argue, assert, claim, contend, insist consider, note, observe, point out, state disagree, dispute illustrate, indicate, show 3 Which verbs are not followed by that? cite, describe, dispute, illustrate

  13. C Study the verbs in box b. They can be used to introduce quotations or paraphrases/summaries. 12.1 Vocabulary Answers to Q4 (reluctantly) thinks this idea from someone else is true that thinks this idea from someone else is true that that is giving an opinion that others may not agree with that is giving an opinion that others may not agree with + noun is referring to someone else’s ideas that is giving an opinion that others may not agree with that (reluctantly) thinks this idea from someone else is true that is giving his/her opinion

  14. C Study the verbs in box b. They can be used to introduce quotations or paraphrase/summaries. 12.1 Vocabulary Answers to Q4 that is giving an opinion that others may not agree with how; +noun is giving a description that ; with+noun thinks an idea is wrong thinks an idea is wrong + noun is giving his/her opinion strongly that how; +noun is explaining, possibly with an example is explaining, possibly with an example that is giving an opinion that others may not agree with that

  15. C Study the verbs in box b. They can be used to introduce quotations or paraphrases/summaries. 12.1 Vocabulary Answers to Q4 is giving his/her opinion that is giving his/her opinion that is giving his/her opinion that that is giving research findings is explaining, possibly with an example that is giving his/her opinion that that ; +gerund is giving his/her opinion tentatively; or is giving his/her recommendation

  16. D Read text B on the opposite page. Look at the highlighted sentences. 12.1 Vocabulary 1What is the purpose of each sentence? Example: There is still considerable debate as to whether playing violent video games increases aggressive behaviour. = fact 2In an assignment, should you refer to the highlighted sentences by quoting directly or paraphrasing? 3Choose an appropriate introductory verb and write out each sentence as a direct quotation or a paraphrase. Add the source references. See Skills bank

  17. Skills bank Deciding when to quote and when to paraphrase • When referring to sources, you will need to decide whether to quote directly or to paraphrase/summarize. • Quote when the writer’s words are special or show a particularly clever use of language. This is often the case with strongly stated definitions or opinions. • Paraphrase/summarize descriptions and factual information.

  18. D Read text B on the opposite page. Look at the highlighted sentences. 12.1 Vocabulary a There is still considerable debate as to whether playing violent video games increases aggressive behaviour. making a statement of fact McDonald (2009) states that there is disagreement about the connection between acting out violence in video games and aggression in real life. paraphrase b However, it is very likely that video games make players feel and behave aggressively at a later stage, even when the stimulus is no longer present. giving an opinion or recommendation McDonald (2009) considers that hostile ideas could be provoked by violent video games. paraphrase

  19. D Read text B on the opposite page. Look at the highlighted sentences. 12.1 Vocabulary paraphrase with a direct quotation of the last five words, which make a ‘special’ phrase McDonald (2009) stresses that ‘video songs with provocative lyrics’ prompt violent behaviour. (McDonald, 2009, p. 214) c There can be no doubt that this is also the case for video songs with provocative lyrics. giving a strong opinion quote the other writer directly quoting from another writer; the other writer ismaking astrong statement d Fiske (as cited in Gross, 2005) … insisted that, ‘Research unequivocally demonstrates that media violence facilitates aggression’. Fiske asserted that ‘Research unequivocally demonstrates that media violence facilitates aggression’ (Gross, 2005, p. 506).

  20. ELook at headlines 1-5 on the opposite page. 12.1 Vocabulary 1 Which words from Exercise A apply to the headlines about communication and multimedia technology? 2 What issues are raised in each headline?

  21. ELook at headlines 1-5 on the opposite page. 12.1 Vocabulary chat room chatter face-to-face online predator real-life online child protection parental control software online service providers’ responsibilities data protection privacy avatar face-to-face gamer online real-life virtual aggression and video games virtual identity social isolation parental control software online service providers’ responsibilities

  22. ELook at headlines 1-5 on the opposite page. 12.1 Vocabulary face-to-face gamer harassment offline online real-life virtual virtual identity social isolation aggression and video games cyberbullying harassment

  23. ELook at headlines 1-5 on the opposite page. 12.1 Vocabulary bully and victimization virtual identities social isolation online child protection parental control software parental responsibilities online service providers’ responsibilities data protection privacy blackmail bully chat room chatter cyberbullying face to face harassment instant messaging mobile technology offline online peers real-life teasing texting victimization

  24. ELook at headlines 1-5 on the opposite page. 12.1 Vocabulary chat room chatter face-to-face instant messaging mobile technology offline online predator real-life texting virtual identities social isolation online child protection parental control software parental responsibilities online service providers’ responsibilities data protection privacy

  25. FIn what ways are young people influenced by violent media? 12.1 Vocabulary 1 Discuss in pairs. 2 Write a paragraph giving your recommendations. Include one of your sentences from Exercise D, question 3. According to McDonald (2009), frequent use of violent interactive games encourages young people to be aggressive in real life. This is supported by Fiske, who asserted that ‘Research unequivocally demonstrates that media violence facilitates aggression’ (Gross, 2005, p. 506). This may be particularly the case for children who have difficulty socializing in real life and who spend a considerable amount of time playing video games online. Therefore, I suggest that service providers should promote parental control software more widely, demonstrating how parents can block or allow specific games, decide the content and level of games, and restrict the amount of time their children spend playing online.

  26. A Discuss the following questions. 12.2 Reading 1 Who do you think is most likely to be affected by cyberbullying? I think the children, who have low self-esteem, are unpopular with their peers, and have a problematic relationship with their parents, are most likely to be affected by cyberbullying. They are most likely to be bullied online as well as offline. （Thechildrenmostlikelyto be bullied online arethesamechildrenwhoarebulliedoffline.Theyareoftenchildrenwho have low self-esteem, are unpopular with their peers, and have a problematic relationship with their parents.） 2 What do you think are the differences between cyberbullying and traditional bullying? Cyberbullying is predominantly verbal, but may include sending threatening or frightening images to the victim, whereas traditional bullying can also involve physical abuse.

  27. B Survey the text on the opposite page. What will the text be about? Write three questions to which you would like answers. 12.2 Reading Teaching tips: Remind students that surveying the text means scanning and skim-reading to get an approximate idea of the text contents. They should: • look at the title • look at the beginning few lines and the final few lines of the text • look at the first sentence of each paragraph

  28. C Read the text. Does it answer your questions? 12.2 Reading Teaching tips: Set for individual work followed by pairwork discussion.

  29. D Number the sentences on the right 1-13 to show the order in which they happened. 12.2 Reading

  30. D Number the sentences on the right 1-13 to show the order in which they happened. 12.2 Reading 3 12 7 9 5 4

  31. D Number the sentences on the right 1-13 to show the order in which they happened. 12.2 Reading 13 8 11 10 6 2

  32. E For each paragraph: 1 Identify the topic sentence. 2 Think of a suitable title. 12.2 Reading Because she arrived at the school three years after the other students had settled in and made friends, she was faced with the challenge … Arrival at new school Although the other studentsseemed to accept Nathalie at first ... a small group of girls began to tease her and make cruel remarks about her appearance a few weeks after she arrived. Bullying starts at school

  33. E For each paragraph: 1 Identify the topic sentence. 2 Think of a suitable title. 12.2 Reading Bullying continues online To make matters worse, the bullying continued online. Victim becomes perpetrator of cyberbullying One of the consequences of this continuous online harassment was that Nathalie began to visit unmoderated chat rooms …

  34. E For each paragraph: 1 Identify the topic sentence. 2 Think of a suitable title. 12.2 Reading Nevertheless, being excluded from her immediate social circle was affecting Natalie’s self-esteem … Consequences of cyberbullying ... the school authorities decided to introduce a programme to increase student, staff and parent awareness of online bullying ... School’s response to the problem

  35. F Look at the underlined words in the text. What do they refer back to? 12.2 Reading naturally quiet and introverted teasing her and making cruel remarks about her appearance the group unmoderated chat rooms the girls in the group and people in chat rooms spreading lies and engaging in socially manipulative behaviour online bullying

  36. G Study the highlighted words and phrases. 12.2 Reading • 1 What do they have in common? • They are all linking words and phrases. • 2 What linking words or phrases can you use to show: • addition? • contrast? • concession? • result? • reason?

  37. Vocabulary bank Linking ideas in a text Linking words, which join ideas within a sentence or between sentences, convey different meanings:

  38. G Study the highlighted words and phrases. 12.2 Reading Answers to Q2 Addition (and) Furthermore, … In addition, … Additionally, … Added to this, … ... and ... ... too ... also ... ... along with ... … together with … Contrast (but) used when comparing However, … In/By contrast,… On the other hand, … … but … … whereas … … while …

  39. G Study the highlighted words and phrases. 12.2 Reading Answers to Q2 Concession (but) used to concede/accept a point which simultaneously contrasts with the main point of a sentence or paragraph … although … … despite/in spite of the fact that … even though However, At the same time, … Nevertheless, … Despite/In spite of (this/noun), … Yet, …

  40. G Study the highlighted words and phrases. 12.2 Reading Answers to Q2 So, … As a result,… Consequently, … Therefore, … Result(so) …, so … … so that … … with the result that … Reason (for) … because … … since … … as … … due to/owing to the fact that Because of (this/noun), … Owing to (this/noun), … Due to (this/noun), …

  41. G Study the highlighted words and phrases. 12.2 Reading 3 Write the sentences with the highlighted items again, using other linking words or phrases with similar meanings. Since/As/Due to/Owing to the factthat she arrived at the school three years after the other students had settled in and made friends, she was faced with the challenge of trying to integrate with an established social group. In addition/Additionally/Furthermore, her mother had become very protective since they moved house, encouraging Nathalie to stay at home in the evenings, while she went out to work.

  42. G Study the highlighted words and phrases. 12.2 Reading 3 Write the sentences with the highlighted items again, using other linking words or phrases with similar meanings. Consequently/As a result/So/Therefore, it was almost impossible for the teenager to build an independent social life and she compensated for this by spending her evenings chatting online. OR Because of this/Owing to this/Due to this,it was almost impossible for the teenager to build an independent social life and she compensated for this by spending her evenings chatting online.

  43. G Study the highlighted words and phrases. 12.2 Reading 3 Write the sentences with the highlighted items again, using other linking words or phrases with similar meanings. Despite/In spite of the fact thatthe other students seemed to accept Nathalie at first, and she joined the girls’ social networking website, a small group of girls began to tease her and make cruel remarks about her appearance a few weeks after she arrived. OR The other students seemed to accept Nathalie at first, and she joined the girls’ social networking website. However/Nevertheless/In spite of this, a small group of girls began to tease her and make cruel remarks about her appearance a few weeks after she arrived.

  44. G Study the highlighted words and phrases. 12.2 Reading 3 Write the sentences with the highlighted items again, using other linking words or phrases with similar meanings. She experimented with alternative online identities and intimidated other young people in chat rooms from the safety of her anonymity, too. OR Along/Together withthis, she experimented with alternative online identities and intimidated other young people in chat rooms from the safety of her anonymity. OR Furthermore/ In addition/Additionally/Added to this, she experimented with alternative online identities and intimidated other young people in chat rooms from the safety of her anonymity.

  45. G Study the highlighted words and phrases. 12.2 Reading 3 Write the sentences with the highlighted items again, using other linking words or phrases with similar meanings. However/On the other hand/But, being excluded from her immediate social circle was affecting Natalie’s self-esteem, and she became convinced that she was widely unpopular, both on and offline.

  46. H Read the text on the right. 12.2 Reading A student has written about some of the factors that contributed to Nathalie’s problems. The quotations and paraphrases aren’t correct. Can you spot the mistakes and correct them?

  47. Skills bank Incorporating Quotations • Copy the original words exactly. • Add emphasis with italics and write [emphasis added]. • Add words which are not in the original but are necessary to fully understand the quotation out of context. Put the extra word(s) in brackets. • Use an introductory verb. • Don’t forget the quotation marks. • Make the quote fit the grammar of the sentence. • Show any missing words with ‘…’ . Do not quote more than one sentence within the body of a paragraph. If you want to quote two or three sentences, put in a colon and write the quote as indented text, sothat it clearly stands out from the body of your essay. However, think very carefully before you include a long quote. It is usually better to paraphrase in this case.

  48. H Read the text on the right. 12.2 Reading Note the grammar here: either As Coastman explains or Coastman explains that, but not both. This is a common mistake. As Coastman (2009) explains, Nathalie ... Coastman (2009) explains that ... 1 The words which are the same as the original need quotation marks. 2 Some words have been left out. Where this happens, three dots are used to signify an omission. It is important that a quote is exactly the same as the original. Any changes (such as omitting words) need to be clearly shown. 3 The page number should be given in brackets at the end of the quote. ‘... her mother had become very protective ..., encouraging Nathalie to stay at home in the evenings ...’ . (p. 36 )

  49. H Read the text on the right. 12.2 Reading 1 Note that much of the information here has been paraphrased – which is the better option for information. 2 If you want to emphasize a part of a quote, use italics and then put [emphasis added] after the quote. Some girls started teasing Nathalie, but this ‘escalated into outright bullying [emphasis added]’. (p. 36) 1 You do not need a verb of saying with According to. 2 When referring to the same place in the same source, use ibid. instead of the full source reference. If it is the same publication (but not the same place in the text), use op. cit. 3 It is important to make a quotation fit the grammar of a sentence. Failing to do this properly is a common mistake. 4 The quotation marks must be added to the words which are the same as the source. 5 The page number should be given in brackets at the end of the quote. According to Coastman (ibid.), the girls excluded Nathalie from their online chats, ‘at times, blocking her from their conversations.’ (p. 36)

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