Introduction ‘Section 1: Core Chapter1 Communication and media ‘Unit 1.1 ‘The Internet ‘Unit 12 Gaming Unit 13 Blog Unit 14 Assessment: The written assignment (standard level) Chapter2 Global issues Unit 2.1 Ending poverty ‘Unit22 Global warming ‘Unit23 Speeches ‘Unit 24 Assessment: The interactive oral activity Chapter 3 Social relationships Unit 3.1 “Minorities and education ‘Unit 32 Partners for life Unit 33 Letter writing ‘Unit 34 Assessment: Paper 1 Section 2: Options Chapter 4 Cultural diversity Unit 4.1 ‘Migration ‘Unit4.2 Third culture kids Unit4.3 Essay writing ‘Chapter Customs and traditions ‘Unit 5.1 Pilgrimage ‘Unit 52 School uniform Unit 53 Guidelines ‘Unit 54 Assessment: The individual oral Chapteré Health “Unit 6.1 Alternative medicine ‘Unit 6.2/7lppeauty and health ‘Unieé3 Whiting ainews report Uni 64 Assessment: The individual oral Chapter 7 Leisure ‘Unit 77 Gear hobbies Unit 72 yFuareme sports ‘Unit7.3 Brochures ‘Unit 74 Assessment: Paper 2 ~ Written productive skills (Section A) ‘Chapter 8 Science and technology “Unit 8.1 Future humans ‘Unit$2 Animal testing ‘Unit $3 Official report ‘Unit$4 Assessment: Paper 2 - Written productive skills (Sections A and B} (higher level) (© Carbicge Universty Press 2013 18 28 a 56 69 7 81 82 96 107 13, 15 B6 151 163, 170 170 183, 192, 195, 203 203 216 233 237 240 241 252 285 268 zr 278 289 298 302,Section 3: Literature (higher level) Chapter 9 Building blocks of fiction 310 ‘Unit 9.1 Plot and conflict 310 Unit 92 Characters and setting 39 ‘Unit 93 Book review a7 Unit $4 Assessment: Written assignment (higher level) 30 Chapter 10 Storytelling ns ‘Unit 10.1 Point of view and narration ns ‘Unit 102 Speech and tense ‘Unit 103 Transcribed interview 9 ‘Unit 10.4 Assessment: Written assignment (higher level) 52, Glossary 357, Acknowledgments 363, oS we carn Uns res 019Global issues In the four units of this chapter you will: learn more about efforts to end poverty in the world understand the problem of global warming and explore solutions to this, ml explore speech writing. looking ata sample and its use of rhetorical devices understand what is expected in the interactive oral activity and how you can bes! prepare for it Look at the world map below, and ‘you will see very precise borders. ‘Countries are shaded in different, solours. The world seems neat and tidy. Each nation state can see where its boundaries and problems begin and end. Now look at the satellite photo and you will sce the Farth from a different perspective, as a planet that consists masily of water, with swirls of doud and massive continents of ice, There are no visible borders. typhoon could roll around the lobe regardless of national borders. The ive at the polar caps does not seem to belong to anyone. The clouds abave one landmass may drift over another landmass. It appears to be ane marvellous ball of natural elements. ANTARCTICA © Cambrioge University Press 2013, 43cwaPrER2 ss ‘Some people say that the environmental movement was bom on. the day that astronauts took the first picture of planet Earth from space. Word bank Je was the first rime in history that people could stand back and see spovery + aleviaion that we were unified by one planet and its environments. The study ie rece + susainable ‘of global issues invites us to think in that way. Wars, natural disasters smieroeredt © «marginalised © and disease arc problems that knew no borders, They requize international nuttion capital solutions, exploit wages ‘In this chapter, we will focus on two global issues: paverty and global *toan | *comuption warming. Neither of these can be tackled by one nation aloneIm ander a “plague to understand these issues, we have to stand back and look at the larger cota) picture, at the world as a whole, as in the satellite image. Concepts such as fair trade and microcredit are changing the way people do business crass the globe, as you will sec in Texts 2.1 and 2.2. Global warming, as ‘you will study in Unit 2.2, has literally changed the face of the Earth, as Extra polar caps melt and deserts grow. The effects of global warming arc felt in many countries, even those that have not combibuted ta it. ‘The introduction to his chapter ‘in Unit 2.3, you will read a speech about global warraing and analyse reteset es Sera speech writing in genetal. Understanding this text type better may you may want ta discuss futher. help you on Paper 2, the written assignment and the interactive oral. Hore are'some questions foryout® = tn tit 2.4, you will have the chance to Isten toan example of an Se imteracive oral an globe wating and Show i was asses acconding wo ee ‘Remember that thishigpier explores only a small sample of many global + le everyons on Earth oqually issues, Global warming and payerty are very complicated issues tha, lke so reeponstie for glabaliesuas? many problems, are the result of agreater process: globalisation. + How can pros goto one county, Globalisation describes the way in which people are becoming connected when the products mad in across national borders, so that our fuel may come from one country but enor? the pollution fromiltaifecs another. Our telephones may be made in one ‘eountry, but the profits go to a company in another. Part of growing up in this interconnected world is showing awareness for these international igsues and seeing the world, and the responsibility for it, as belonging to everyone equally. Unit 2.1 Ending poverty “How do we end poverty?” The question seems so fundamental. It assumes that poverty can be ended. If it were possible, we would surely have done this long ago. After all. mam has walked on the Moon, dived to the deepest depths of the accan and eradicated so many dangerous diseases. So why is poverty so difficult to end? ‘You may be surprised to learn that the percentage of the world’s population living on under SUS1.25 a day has, in fact, dropped in the ppast ten years, However, 80 per cent af those who live on less than $US1.25 2 day live in countries where the gap between rich and poor is growing, ‘These statistics question the definition and nature of ‘poverty’. In this chapter, you are asked to consider ‘absolute poverty’, which refers to a lack of basic human needs, such as clean water, proper mutrition, health ‘are, and education. The term ‘absolute poverty’ can be applied to approximately 1.7 billion people in the world today. How can they be helped? “8 (© Carbicge Universty Press 2013Unit 2.1. Ending poverty How co we tine poverty? De he people shown in hese mags ive avy? ‘There are many ways to help end\poverty, and you will foeus on two of these in this unit. Text 2.1 introduiees pind to the fair trade label that you may find on various products such as ¢oliée or tea. This label or ‘mark’ means that the product does not exploit thepeople who make it. Text 2.2 is the story of a woman who recéived microcredit =a small loan to help start her juice-making businessin Kenyan These two ways of ending paverty are both different from the traditional understanding that aid is the solution to poverty. In fact/as Text 2.3 argues, aid may even worsen the economic situation in developing nations. ‘While peaple may disagree on which ways we should fight poverty, most agree thavinisa battle worth fighting. What's more, itis a battle that cam be woneif the world’s seven wealthiest individual people have more money than the world’s 4D poorestinations, then there are means to stop poverty. If the world produces enough food to feed everyone, then no-one should have to go ungry. The only question left to ask is: ‘How do we end poverty Entra “Te fest activity ofthis unit asks you i to [st allot the aoutons ‘or ending Getting started poverty that you cantink of You 4.41. Take just to minutes to think of as many waysas you can af ending eer werty. The person with the longest Ist of ideas wins. Ready, steady, gal the-causes ol aoverty?" You can poverty The ps steady sol rainstorm this question by erecting 4.2. Take the list you generated from Activity 1.1 and compare it with a spice eagram oft (see Reacng classmate’s, AS a class, make one list that includes everyane’ Sratagyon page 47) You may have to reword any that ate similar, © Cambrioge University Press 2013, 45“a =~C~C=CS*“‘=~:*: Locking at your class list cf ideas to fend poverty find one that you oan contribute through a CAS project. (Ona othe main coas of CAS is service ‘psted learning, mesring that you ean learn tough helping others. Learner profile Goring Yu may be shocked to earn the answers tothe questions in ‘Actiy 1.5, Howmuch do you care ‘bout and sere fr those who are ls forunets tran you? Event you cannot itecty save he aaring oven ct the word every dey. you can sil as ‘yourseti, ‘Who do | care for, help and ‘pend tra wih regulary? TOK ? ‘In TOK you may study optical a pe ees See Ses peel ase eens eee by different people. Language aa ae tee ie ® way approach strategy (paragraph 1) idea lessening improvement alleviation (paragraph 1) aocpaore 13 14 14 Once you havea list that has been compiled by an entire class or group, try ranking the ideas from most ta least effective. Which would help most ta end poverty in the world and which would help least? In pairs, take turns to describe a word from the word bank and ‘guess the word heing described. For example: This word is used to describe countries that are poor but have a growing economey. It also means ‘progressing’ or ‘changing’ ie a good sense. The other person may guess ‘developing’. You may find it helpful to look up the definitions of these words before describing them, Here are some questions to make you think abou paveny Compare ‘your answers with those of your elassmates. Your teacher €an. provide ‘you with the answers. Who came closest the zight answer for each question? a What percentage of the world’s poptilation lives ann less than $10a day? b How many children under the age @bfive digltach day due to poverty? © How many people in the world live without electricity? There are 2.2 billion children in th world. Haw many live in poverty? © What percesitage of the world’s resources does the world’s richest 20 per cent consaime? f Attheturn of the century (2000), how many people could not read or write their names? ‘9 How maity people in the world have limited access to water? Exploring texts 16 What do you see whem you look at the Fairtrade logo on the left? ‘Write down the first thing that comes to mind. Then share your answer with classmates. Does everyone have the same answer? Why might you see something different? ‘Text 2.1 contains some challenging vocabulary, which it may help you to study before you read the text. Which one of the four words im each of the sets 1-12 below does not have the same meaning as the other words in the set? Which is the ‘odd one out? You may have to look up the definition of some of the wards. Check your understanding of these words as you read the text. a manageable 5a remarkable 'b sustainable (paragraph 1) b normal adjustable © conventional (paragraph 1) workable usual a marginalized (paragraph 1) @ oppressed bb side-lined bb disadvantaged (paragraph 2) © included © unfortunate d excluded d exploited (© Carbicge Universty Press 2013Unit 2.1 Ending poverty NL 7a 8 a standards (paragraph 5) 47 a interest b b habits b interpretation (paragraph 6) © guarantee (paragraph 3) ce values © understanding d code d principles d analysis 8 a founded 40 a consultation (paragraph 5) 2a campaign b started ‘b agreement b promotional (paragraph 7) © produced ¢ discussion © marketing d established (paragraph 3) d rules. d reporting Text 2.1 eo a hay 7 ene . == Reading strategy [The FAIRTRADE Mark a Background “Fairtrade is 8 strategy for poverty alleviation and auatanable devclopment. ts purpose is 1o craate opportunities for producars and warkers whe have bean ‘econorrically cisacvantaged or marginallaed by the conventional tracing system, If fair access ta markets under better vade conditions mould help them to overcoma ‘sarirsto development, they can jen Farad” thet coms from this tis, using he Fairrade is & tol for development that ensures disadvantaged farmérs and waters {four main headings. How would you in developing counties geta better deal through the use ol the intemational branch out further? Spider diagrams FAIRTRADE Mark. ‘ean give you a views! representation ‘of haw information is organises. FFaicrade Labaling was crested in the Netneriands in the lala 1980s. The ax Havelaar Foundation launched the frst Fairtrade consume: querer label fn 198B on cotice ‘courses fram Mexico, Herein the UK, the Fairtrade Founssten wes eetaionee in ‘1982, with the fst produess 9 carry the FAIRTRADE Mark launched in 1894. The FAIRTRADE Mark ‘The FAIRTRADE Mark ise registered/certfication label for products sourced trom [producers in davalaping courses. For a product to display the FAIRTRADE Maric it must meet international Fairtrade: standards which are sei ky the intemational cetiization body Fairtrade Labeling (Organisations International (FLO), Thase standards ere agreed through a process: cof research and consultation with key participants in he Fairtrade scheme, Including producers themselves, traders, NGOs, academic insitutions and labelling ‘organisations such as tha Fairtrade Foundation What does'the symbol represent? The eye-catching blue, greenjwhite and black FAIRTRADE Mark was adopted by FFLO Intorationslin.2002, Tho symbol open te ntarpretstion ~ sors eae a pare chats graen test, gore see the black swi ate carte as a reac leading 10 @ brighterfuture. The most popular interpretation is to imagine the blue as sky, the roan 28 grass, and tne back dot and suit at he esrtr a8 parson helsing one arm alot. Tatfigure represents the people al ihe heat ofthe Fairvade system =i could. a farmer holding up thee product shopper reacring t purchase, or a campaigner fgrting for greater justice inintematonal vade. How can the Mark be used? ‘Asa registered cenfication mark and trademark, there are stict ras forhow the FAIRTRADE Mark can be used —bath for product packaging, and for wider romtional and earrpaigning Use. rw a erg (© Carbncge Universty Press 2013 arText and context * The term i trade’ implies that ‘hare is untae inthe wor, The faim othe Fartrade organisstion is to make sure thet farmers and manuiactrers are paid afar pres for the pracucts they produce. * Inmany developing nations, ei erarenrcoel conditions ara bad. paid fair wages and their 18 18 4D imagine someone loaned you $30. Writ a Here are some comprehensin questions based on Text 2.1. Answer them in complete sentences with reference to the text 2 How does Fairtrade helparmers in developing countries? b What was the dtst Fairtrade product? © How does a produictreceive the FAIRTRADE Mark? d What mostipeople see in the FAIRTRADE Mark? Imagine you aré shopping with a friend or relative. They see the FAIRTRADE Mark on a chocalate bar, but do not know what it means, The chocolate bar is 10-per cent more expensive than a ‘comparable chocolate bat. How would you explain the Fairtrade ‘concept to them, and the reason for the price difference? You can take on these two roles with a friend and act out a discussion. a paragraph to explain how you would invest this money in a business idea. Write a second paragraph to explain how yau would pay it hack. You might consider ideas involving selling, working or collecting. Some adjectives go well with certain nouns, Before you read Text 2.2, mateh the adjectives 1-8 in the box below with the nouns a-h im the list that follows, Then write briefly what you think Text 2.2 will be about. 1 ema S bese 2 nutritious 6 food 3. increasing 7 ice-making 4 ving 8 poweeres a loans, e food b vendors f standards © profits g needs d drinks fh equipment © Cambrioge University Press 2013,Unit 2.1 Ending poverty NL Text 2.2 Soumu Eneza lives in Dar-es-Salaam, Tanzania, with hher husband and four children, Before joining a FINCA, ‘Village Banking group, she operated a tiny business selling juice on the sereet eo help suppore her family. ‘But she had no eapital to improve her business, so she contemplated closing it and finding anothes, better source of income, so the family could afford beeter food and the schoo! fees forall che children. ‘Then one dey, Saurmu meta FINCA loan officer and earned about FINCA’s financial services and how its small loans could help her transform her Business and imnprove her family’s living standards, She soon joined FINCA’s Mchafukoge Village Banking group and received afi oun af $30, which she sed to purchase feuit, sugar and ocher supplies for the juice business. ‘Wichin three FINCA loan cycles, Saumu’s earnings had grown substantially, becanse she could afford to buy fruic in bulk at better prices and expand che variety of jtices she offered for sale, including powdered drinks. Saumu was able to move toa permanear stall in ‘the marker, upgrade her juice-making equipment, and hire three neighbors ro help her make her juices and to the custamers éStinipin cheladjacént food stalls. Hee success is cantriburing,co the growch of other businesses ift her community—not only her tenants, bur also the wholesalers who supply her with fruit and other goods—and three families benefit from the ‘wages she pays to her workers. ‘Scum is verp happy chat her business has allowed her to buy better and more nutritious food for her family and to pay her children's school foes so they can continue their education. "I love FINCA,” says Scum, "because I've been able to fulfil and exceed ‘my basic needs. I am proud to own a stable business and to be an employer” sell chem to her growing clientele. ‘With increasing profits and FINCA loans of $1,000, Saumu purchased ber own place of” business. Today she rents part of her premises to) other food vendors, which allows her to sell juice api es Text and context 1.12 The following questionsiask you to go back through Text 2.2 and look a aa for specific words. You may give one-word answers, ts on oa ‘Assistanco} ia an organisation that lends small aroures of money 12 8 What do you call a sum of money that you can use to start a business? b What word is used to desczibe the money that you pay for schooling? : poor people in developing nations, coWhen you haye enough money to buy something, you can eee elena it, (fil the blank) + The main idea illustrated in this d What do you call the group of customers who frequent a place? story is that of microcredit. © This word is used to describe the area that Saumu owns and rents ‘out to others at the market, F She sells her juices to customers at stands near to her awn stand. Learner profile What is another word for ‘near to"? isk taker . “To what degree is FINCA taking 2 rise ‘What do we call people who rent space from someone else? s me . eh tect bby investing in poor envepreneurs? fh What do we call the people who supply Saumu with frait and ‘What ig a practar ak lng money other goods, so that she can make her juices? to those in poverty, or giving it to them? Why should an IB learner bes viakttaker? Discuss your answers with ‘asemaies: | What is another word for the money paid ta employees? i. This word is used to describe how the loans kelp Saumu go beyond basic needs and fe. What word is used for “go beyond"? (© Carbicge Universty Press 2013CHAPTER 2 esearch ane of the micracredt ‘organisations listod below, and [present your findings to your Classmates. Explain where the invasions money gose, what kinds Coteus the organisation nas achieved, and why you think its Wort investing in. If you preter, you could research an organisation of your own choice, oF in your own region, which yeu find particulary lngeresting or wortharile, * Microcredit Enterprises * Grameen Bank = Pro Mujar: * SHG-Bank Linkage 41.13 Activity 1.10 asked you how you would invest $30 wisely. Haw did Saumu spend the $30 that FINCA loaned her to help her make more money? How was the way she spent her loan different from the ‘way you would have spent yours? How is her context different from yours? 4114 Where do you think Text 2.2 came from? What might be the purpose of telling Saumu’s story? What might the author want to achieve? 41.15 If you were promised your money back, would you make a loanito someone in a developing country for little or sig interest? Give reasbas for your answer. Form and meaning 4.18 When should you use a comma in English? Below are twelve sentences taken from Texts 2.1 and/2.2. Find pairs of sentences that use commas for similar purposes. Then make a list of six rules for how ‘commas are used. Example: Commas are used to list items, This rule ie wsed in sentences a and f. f@ Itcould be a farmer holding up thelt product, a shopper reaching to purchase, dra campaigner fighting for greater justice in international trade, b Before joining aPINCA Village Banking group, she operated a tiny business selling juice an the stzeet to help support her family. © These standards are agreed through a pracess of research and consultation with key participants in the Fairtrade scheme, including producers themselves. @ Saumu’s earning had grown substantially, beeause she could affor to buy fruit in bulk at better prices. '&, She soon joined FINCA’s Mchafukoge Village Banking group and eteived a first loan of $30, which she used to purchase fruit. # Saumu was able to move to a permanent stall in the market, ‘upgrade her juice-making equipment, and hire three neighbors to help her make her juices. {8 She could afford to buy fruit in bulk at better prices and expand the variety of juices she offered for sale, including powdered drinks. h She contemplated closing it and finding another, better source of 1 Today she rents part of her premises to other food vendors, which allows her to sell juice to the customers eating in the adjacent food scalls. j. Within three FINCA loan cycles Saumu’s caring had grown substantially, because she could afford to buy fruit in bulk at better prices. k The eye-catching blue, green, white and black Fairtrade Mark was adopted by FLO International in 2002. 1 Then one day. Saura met a FINCA loan officer and learned about FINCAS financial serviees. © Cambrioge University Press 2013,4147 Gould you find all six pairs of sentences in Activity 1.16? In the table below are six rules for how commas are used. Copy and complete the table to match each pair of sentences from Activity 1.16 to the relevant rule. a Poverty may be worse in countries with a colonial pas exploitation in the past by colonial powers. b Fundraising can be hard frustrating yet rewarding © My grandmother left everything to charity which surp Ic to buy a piece of land, ‘so much money from charity the people heavily. ny that understands the power of microcredit is United rnetton. This clothing brand ran an ad campaign i called ‘Africa Works’, which showed pictures of entrepreneurs who hhad received small loans. Study the image on page 52 carefully and discuss your answers to the fallowing questions. carn Uns res 019 ona How does the ad makeijou feel? b How does the ad useleolour, fonts, body language. icons, lighting and general layout to make you feel this way? © What do youthinBof the eampaign title, “Africa Works’? What is the greater meaning of these two simple words? The people in this ad arenivt wearing dothing from United Colors of Benenon. Nevertheless, how docs the ad a its aim of selling mare Benetion clothing? 1.20 If you Hiad enough moncy to spare, would you give it to the following people? Which of these causes would you most like to be able to donate to? Explain why and discuss your answers with classmates. & Ablind man, who is begging on the streets b A young woman standing in a busy shopping street, signing up donors for Doctors Without Borders, asking for $5 every month through automatic bank transfer. © Your neighbour's daughter, asking you te sponsor her for a charity mun, dA microcredit organisation that wants you to invest in a small business in a village in India, advertising an one of your favourite websites 8 A vocabulary-building website (http:thwww.freerice.com/ricebaw!) that donates ten grains af rice to the World Food Programme every time you answer a question correctly. Your school, which wants to build a health cenire in South ‘Africa, asks you and your parents to donate something of value {a weekend trip, a piece of art, a set of dinnerware) for an auction. 9. The Ronald McDonald’s House, which supports families of ill children all over the world, has placed a box next tothe rash register at every McDonald's worldwide. for people ta donate. (© Carbicge Universty Press 20134.211 There are many different kinds of humour. Which of the following terms do you think apply to the cartoan below? Explain how and why they are relevant. 2BENES), ‘Black’ humour - where we are invited to laugh arjtbings that'may be sad or difficult, and not usually funny b trony — where there is a mismatch between what is done or said and what is expected © Pun a play on words Satire ~critical humour, where we are invited to laugh at cultural © Understatement — where lafge idea is reduced to a few words fF Repartee - a clever reply or response)/usually an insult 9 Parody — when one style imitates another Writing 41.22 Text 2.2 is atestimonial, meaning itis a short, personal story that showsithe benefits of a particular praduct or idea. Saumu’s story shows the value 6f microcredit. Write a similar testimonial for fair rade. ‘Write about Or from the perspective of, a farmer, fruit picker or factory worker. Rescarth a product that has the Fairtrade logo and find out ‘ore about how it was made, in order to write your testimonial. 4.23 Fairtrade products are known to be slightly more expensive than “regular! products. Write an essay on whether we should be expected to pay moze for Fairtrade products, and the reasons why (see Unit 4.3, page 163 on essay writing) 1.24 imagine the year is 2008 and United Colors af Benetton has just launched its ‘Africa Works" campaign. Write a short blog with your response to the campaign (remember that Activity 1.19 presents only. ‘one of many ads from this campaign). Be sure to research the topic and show evidence of critical thinking. (© Cartoge University Press 2013 33CHAPTER 2 ‘Much controversy has surrounded (United Colors of Benetton and [as advertising campaigns. The companys ads could even be considered as interesting ‘cultural artetaots). The ads say a lot ‘about taboo, target audience and advertising techniques. A good Category 26 essay might havea research question that reads, ‘How ‘and why have Benetton ads been ccontraversial for the past swenay years?’ Dabise Moyo Text and context Moyo gs writen several ‘of aid and «= She is a highly educated weiter \who comes from Zambia but works fe a.columnist for tha New York Times. * A clarion call (final paregrenh) le a requeet for the pubie to a0, action, Higher level extension 4.25 Text 2.3 starts with the following question: ‘In the past fifty years, more than $1 trillion in development-related aid has been transferred from rich countries to Africa. Has this assistance improved the lives of ‘Africans?’ Discuss your answer to this question with classmates, 4.26 Text 2.3 contains some challenging vocabulary. Several words have been removed from the text. Decide which word fram the lisebelow belongs in each gap. You may have to look up their definitions first. a debunking # rejéeted b dependent 9 reduce © desperate fh vicious d myths i. (escalate 2 optimistic j) reliance Text 2.3 Why Aid Is Not Working and How There Is a Better Way for Africa assistance improved the lives of Africans? No. In fact, across che continent, the recipients of chis aid are nor becter off as a result of ic, bur worse—much worse. In Dad Aid, Dambisa Moyo describes the state of postwar development policy in Africa today and unflinchingly confronts one bof the greatest (1) of our time: that billions of dollars in aid sent from wealthy countries to developing African nations has helped ro (2 poverty and increase growth, In fact, poverty levels continue co (3) and growth rates have steadily declined—and millions continue to suffer. Provocatively drawing a sharp contrast between African countries that have (4) the aid route and prospered and others that have become aid-(5) and seen poverty increase, Moyo illuminates the way in which overreliance on aid has trapped developing nations ine (6) circle of aid dependency, corruption, market distortion, and further poverty, leaving them with nathing but the “need” for more a m7. ‘the current model of international aid, Moyo offers a bold new road map for financing development of the world’s Poorest countries that guarantees economic growth and a significant decline in poverty —wiehout (8) ‘on foreign aid or aid-related assistance. © Cambrioge University Press 2013,Dead Aid is an unsertling yee (8) work, a powerful challenge to the assumptions and arguments that support & profoundly misguided development policy in Africa. And ic is « clarion call co a new, more hopeful vision afhow co address the (10)___ poverty thar pllagues millions. tan sto sama bo 4.27 What kind of text is Text 2.3? Where might you find this text (apart fram on Dambisa Moyo’s awn website)? What clues made you think this? Support your answers with evidence from the text. 4.28 Together with classmates, do more research an Dambisa Moyo and find out her opinions on the following topies. Why do you agree or disagree with her apinions on these matters? ‘The solutions to the economic crisis in the West China's investments in Africa Celebrities who raise money for Africa ‘The future of Zambia, her home country ‘The book Ending Poverty by Jeffrey Sachs oS k carn Uns res 019 8CHAPTER? Unit 2.2 Global warming In Unit 2.1, you were given a global perspective on poverty, showing how {individuals from around the world can help by buying Fairtrade products ‘or contributing to microcredit funds. In this unit we will look at another problem that affects everyone in the world — global warming. ‘Unlike what the cartoon below may suggest, the air we breathe is not ‘contained within any national boundary. The pollutants of one.gountry ‘often harm another, meaning that imtemational coaperation(s needed to solve environmental problems. “They have very strict anti-pollution laws in this wate. ‘The Webaic continues whether or nat global warming is caused by humamactivity, You will address this debate and its place in the media in Text 2.4. In Text 2.5, you will explore ways to lessen human impact on the environment, Text 2.6 reports on a village in Bangladesh, where water levels have risen and created more problems im an area already threatened bby flooding, disease and poverty. Finally, in the higher level extension, you awill discuss the effects of global warming. ‘Working through this unit will help to give you a bettcr understanding of the causes and effects of global warming and to appreciate the kinds of solutions in which individuals around the world, including you, can play apart. Getting started 2.41 What human activities contribute to global warming? Sit in a circle with several dassmates. Go around the cirde. giving everyone a turn to briefly sive one cause of global warming, No cause can be used more than once. ‘Record all af the causes mentioned. How many could the group think of? 2.2 Once you have listed the causes of global warming, rank them in the order in which you think they contzibute to the problem, from ‘greatest’ to “least”. What were the challenges of ranking the items in this way? 56 (© Carbicge Universty Press 2013Ut 2.2 Global warming 2.3 Write a brief explanation of how the greenhouse effect works. Imagine that you have to explain this concept to sameone who knows nothing about global warming. Use the diagram below to support your explanation. You may use some of the wards from the word bank opposite as well as the words listed below. You may need to look up the definitions of same af these words. the sun's rays 6 trap b gases © escape © heat f atmosphere 24° The amount of carbon dioxide (CO,) we emit by doing various activities is measured in tonnes. One tonne {1,000)kilograms or Word bank approximately 2,205 pounds) would be released into the atmosphere |S greenhouse ellect- polution if you set fire to 545 litres (120 gallons) of benzengyivis helpful 10 scaren ‘fuel efficent compare the amount of CO,ceated by different human activities. diowide (CO, » renewable This puts your carbon footprint into perspective. Below is a list of “carbon footprint energy human activities. Decide how much catbon dioxide (in tonnes) you ‘toe caps * flooding think is ereated by cach activity. and complete a copy af the table * seapical ow. Discuss your anisiwers with dlassmatcs. Driving the average car nonstop for 2.5 days A.25-minuté fight ofa Boeing 747 AA2-incHIECD TV used. cominuowsly for 374 days ‘THE lenergy used by an average house in 1 year A 13ewathlow-energy bulb lit continuously for 61 years . Energy used to produce 500 ky of bec! Exploring texts 2.5 The ttle of Text 2.4 is Is Global Warming Real?’ If it is real, how do ‘we know? Discuss this tile with classmates, giving well-informed arguments, using reference to the TOK box on page 58. b a f (© Cartoge University Press 2013 7CHAPTER? In TOK we have several Ways ‘of knowing’ that nelp us understand what ‘realty'is. These can be used to aid your discussion on the realty of global warming. Here are some ‘questions thal you might ask: © Language — Ta what extent have the media influenced your understanding of global warming? Reading strategy (One useul reading sirtegy is called "SOaR— Survey, Question, Read, Fecal, Review. Try anpiving the following steps to Text 2.4: * Survey: Take avery quiet glance ‘trough tt text winaut racing every word. This is also known ‘skimming (#08 page 18) + Question: Before you read any questions thai coma ents tone ‘Text 2.4 Is Global Warming Real? Whar do you think of when you hear the words “global warming?” ‘You might envision melting ioe caps, drowning polar bears and ‘shrinking coastlines. Or perhaps your mind turns to magazi ‘cavers, politicians and celebrity activists. Global warming has ‘become a very divisive term, bur is it real? ‘The shore answer, according co environmental scieatist Da Keieh, is yes. “There is no disagreement among really anybody who is scientific in any way that the world is.a lor warmer than ic was 100 ‘years ago,” Keith says. "If there are intéresting disagreements, the disagreements are about whether this is the warmest it's been since the ice ages 10,000 years ago.” ‘A recipient of honors that istelude MIT's prize for excellence in experimental physics, Keith has spoken te governments, ‘corporations and mediautlets ebour climate change. As he points ‘out, scientists use various methods to'measure global warming; they produce varyingeanswers, “Ifall the scientists in the whcld believed there was only one answer, it would be right forall the rest of us to be scepeleal,” Keith said, "There's nothing in the warld that one ever measures with perfect accuracy,” ‘Those measurements include thermostatic records and satellite images thar decument temperature increases over the past century. “Additionally, paleoclimate databases suggest the current rate of increase is substantially higher than normal. Undercutting the Issue ‘While global warming is certainly an important aspect of climate change, the term's use in mass media may actually serve to distract ‘people from the real issues. Keich uses che example of a human ‘patient hooked up to a mezcury drip to illustrate this point. ‘The hypothetical human will eventually dic from mercury poisoning — it's the scientific reality of the situation. The media focus on year-by-year warming or cooling, he argues, is akin to focusing on the patient's symptoms instead of the proven ‘underlying condition and the cause behind it, In the ease of climate ‘change, elevated carbon dioxide (CO") levels are the deadly mercury drip. re care chery says if you double or eriple CO? in the atmosphere, it's going to get warmer,” Keith said. “This is something we've known from pretty basic physics and proved with aloe of good science for more chan 100 years. That's che reason t0 ‘worry, nor the warming over the last few decades.” Scientists firse raised concerns aver the warming effects of CO? in the atmosphere in the 1960s, when the climate was actually cooling. While chere’s noching overtly problematic about nacural ‘climate change, it’s the rate of change that worries experts (© Carcge Universty Press 2013it 2.2 Global warming Approximately 55 million years ago, che climace was warm enough to support alligators in the high Arctic. It rook 10 million years for those CO? levels co decrease to the current level. At humanity's current rate af CO* production, Keith said, levels will rise back up co that point in only 100 years: 100,000 times faster. “There is no contraversy among anybody, even the sceptics, that the amount of CO? in the atmosphere is going up ~ unless you pick ones chat are just nutballs,” Keith said. "We know chat without any doubr.” prow. cccenry.com 2.B After reading Text 2.4, go back and find ane word that matches each it and eantex Sih lowing dcSnitons (the nardsappeasin he cat wihesome _aMLand Context order as the definitions given below.) Hoan sbirevatn rete | to imagine or pretend to see Te when something gets smaller and smaller something that divides people into two groups someone who receives something a range of differences exactness to keep a record af take someone's attention away from i k raised, increased, heighteéhed 1 directly, openly m pace, tempo, speed. fn debate, argument 2.1 Consider the followifg, comprchensio# questions on Text 24. Write a short, complete afiswer to cach question, with reference to the text, 2 What do Scientists disagiiée on? by Why do scientists report different results on global warming? © Analogy ithe Comiparison of two ideas, things or events. How does David Keith use analogy to describe the media's zeporting an slobal warming? d) Why are(scientists alarmed and concerned? @ What an climate change sceptics and scientists agree an? 2.B Imagine you have to convince a sceptical friend that global warming, is real. After having read Text 2.4, how might you do this in less than two minutes? Write a listaf key arguments that you cauld use as notes for your two-minute presentation. (© Carbicge Universty Press 2013 39cwaPrER2 ss ‘Text 2.5 may give you some ideas for 18 CAS project. How could you help reduce CO,emissions? You could | procuee & plants have ear panels installed on a local bulling + Start an awareness campaign ‘about the importance of recycling in your are + help with the improvement of a local reeyeling faety. Discuss possinlites witn your CAS coordinator or advisor. Text and context = Carbon footprint (paragraph 1) Felers to the impact @ person or person's actions can have on the environment * Some products are required by lew tw have an Energy Saving Trust Recommended label. Thay tel the consumer how energy affcient ine product is. They look ike this: recommended er rend Certification Mark 2.9 Text 2.5 is characteristic of an information website. It has many bullet-pointed lists with hyperlinks to other webpages. Several links from this text have been removed and placed below it. a random order. Where would you insert them in Text 2.5? Reeyeling at home Find a bus for your journey Calculate your carbon footprint How to offset CO; emissions Food labels ‘Water: using less at home Pressures on the environment Re-using and recycling electrical waste ‘Choose fnel-saving cars ‘Cut your energy bi ke Food and drink: greener choiges 1 Energy labels m Find a cycle route zesoeonoce ‘This article can help you start being greener. with links to more detsiled information fkyou wantit. You can cut your carbon footprint, help look after nature and save ‘monay wth simple changes. Try making your hams mare energy eficiert, using ‘greener diving tips and wasting less food. Environmental problems: where can you start? “The biggostettocts most people have on climate change come trom: Most other enviranmecial problems, lke pollutlom or loss cf rare animals, are also a result of everyday demands for food, products and energy, Find out what your earton footprint i, and how to redue it, using the link below. 1). @ (Climate change: a quick guida Greener home ‘Saving energy at home is ene of the most important things you ean co to fight climate change and can save you money. (© Carbicge Universty Press 2013Energy saving help ‘You could be eligible for money off insulation or ther energy saving home improvements, Call tha Energy Saving Trusts free helpline a find oul more or completa {heir ndne Roms erargy check Thi advos could save you around £200 a yar Tum down your heating “Tum your thermostat down one dagree te cut your heating bis by up to 10 per cent ‘and reduca carbon emissions. 8) Buy energy saving products Fra the most energy efi elactical procucts by ooking forthe Enargy Saving Trust Recommended label and European energy label (rating of A or higher). The European ‘nergy label also gives information to help you choose Rerns that use lass Water. (9) 6)-___ ‘Home and Shopoing Greener travel choices ‘Amore fuel effcient car could save you tee months worth of fuel year Personal travel causes around a quartar fal the damage inaviduals do to the eironment and most of ti stom cars. (6) | youre buying a car, use the fuel economy label to choose one that wills las ‘uo. The mors fuel efit your ca, she lcs tax you pay ‘Buy a fuel aficient new or used car [ink] Drive less Use your ea ass fr short tips Waking, eyeing, or tating te cas lho recuce ‘ocal air pollution and carbon emissions. Wakkingand cycling can also help keep you fit. 7) (6)-__ ‘Keeping ft for young people Fly less and offset CO, emissions “Think about how you sul get what younesd witrout yng, For example, ty ‘holidaying closer tp/homna and travelling by rail or sea. It you hawe to fly, think about cffseting your C0; emissions. This means paying money to projects thal reduce COs emissions other ways, ke cating up renewable energy p12j=c=. seGiteenar travel ened Joist 19): Greener food choices Food counts forneerly a thc a mast peoples etfect on climate change, Waste less food “The average UK hausshals spans £420 a yaer on food that eould have been eaten ‘ut is thronn away. Wasting food wasies all he energy needed to make i Viet the “Love Food, Hate Waste website for recipes and tins to help you wasie less food and eave monay. * ‘Love Food Hate Waste (© Carbicge Universty Press 2013 Unit 2.2 Global warming rner profile Principled ‘What isthe main principle being ‘explored in Text 2.5? Ietlls us how to neduce emissions ang our impact ‘on the envionment, but for what vesson? As an IB learner, tis good to think about the i that dive your Wat kt ae yyounave a ‘eewironment?CHAPTER? Buy climate friendly foods ‘The following pa can help you choose food wih alower catbonfootpint: "+ meat and dairy foods have a much bigger effect on climate change and the femireement Pan mast grains, pulses fruit and vegetables + buying ech and unprocessed foods can mean fen carbon emissions, because proceseing ood and lrezing o enigerating fuses alt of srersy + buying food grown outdoors in season can Pelp reduce CO, emissions, because # oesnit need hested greeahouses. Buy wildlife friendly foods ‘Some food ic mage ways tat are mere wie fend. far e@xamete wl using pesticides Other load supports the countrysice arc local communes for Example by ‘creating local jobs. Find these by looking for labels like LEAF, organic and tha Marine ‘Stavareship Councl, oF enacsing retails na! ae trying to Sock graener food (10), (tape ‘Organic labelo Recycle and waste less Reusing and recyling instead hrveing tems sway will mean lass wate ent less ‘energy needed to make new tems, Reuse and repair Avo waste in the ffs ples, By raUing, urgrasing and repairing. Try saving money bby upgracing computers and hanging on 1o mobila phones, rather than replacing them. Avoid disposable items and pass things an when you've finished with them. (12)-_( Reducing waste, reusing and repairing Recycle more: [Naar two Wits ofall ouscholdrubbien can be ragyied and mast counei run ‘doorstep recycling collections for paper, class and plastics. Waste and recycling ‘centres often accept many other things, from wood to textiles and TVs. 123) SS tom dock gore 2.10 Here are several questions on Text 2.5. Answer them in short, ‘complete sentences, with reference to the text. @ What are the three main ways in which individuals affect the environment? b What are two ways of reducing your environmental impact in and around the home? © Ofall the damage individuals cause to the environment, how much of this is caused by travel? ‘Whar does it mean to ‘offset’ CO, emissions? ‘What kinds of food require a lot of energy to produce and keep? ‘Whar should you do with an old mobile phone? How do many local authorities in the UK support recyeling? 62 (© Carbicge Universty Press 2013How cn wereaine ou ingact one seca? How are you trying to reduce your carbon footprint? What kinds of measures do you take around théhouse. inlysur travels and at school. to help the environment? Use Text 2.5 and other sources to create a list of habits that yau would like to change, Compare your list with a classmate’s, Whieh list might Relp most to reduce damage to the envionment? Isthere ofe habit that you could change for 31 days? Try it and see what happens! Start your discussion with phrases such as: ag Weare going to b “We conlditry to) © ‘Inthe next'31 days we will.” Form and meaning Text 2.4 is based on an interview with David Keith. Much of what he says is directly quoted, Other staternents are indirectly reported by the writer. Depending on the cantext, you may also need to report what someone else has said. How should you do this? Compare the following two sentences: Direct speech: David Keith said, ‘There is no disagreement among scientists.” Reported speech: David Keith said that there was no disagreement among seientists, © Carbaoge Unwersty Press 2013, 63cwaPrER2 ss ‘Notice that reported speech does not use quotation marks and the verbs are all in the past tense. The word ‘that’ naw appears after ‘said’ (even though this is not necessary). Reported speech is useful for writing about past discussions. Note what happens to questions when reported speech is used: Direet speech: She asked, “What can Ida to help?’ Reported speech: She asked what she could do-to help. 2.12 Change the following sentences about environmental awareness from direct speech into reported speech. 18 Five years ago he predicted, ‘The planet willbe warmeriin 100) ‘years than it was 10 million years ago.’ b Why do Thave ta take the glass and paper.out every week, she asked. © David Keith said, ‘There is no eontréversy amongianybody.” d_ “The Barth does not belong tous. We belong to the Earth,’ Chief Seattle once said. © When will we run out ofoil?”, my fauryearbld daughter asked. Ff ‘How-do we know whére “green energy" comes from”, I asked at the meeting last night, Try using a carbon footprint calculator online,” he suggested. 2.13 Here até thitce discussiom questions that are often debated by politidans, Whavis your opinion on these issues? Discuss with classmates. ‘2 As strarigeds ft may sound, emissions can be traded. Governments often limit the amount a company may pollute. This is known as a ‘cap’. a company wants to break this limit or cap, they must buy ‘a permit from another company that has not reached its limit or ‘ap. Companies can buy and sell the zight to pollute, What do you think of this ‘cap and trade’ idea? 'b Many politicians believe there would be less war if each country awere less dependent on other countries for their energy. Da you think more solar. wind and thermal energy would lead to a more peaceful planet? How are current wars really all about non- renewable resources? © Should your local council collect paper, plastic and recyclables from ‘your house, making it easier for everyone to recycle? Or should people be responsible for taking recyclables to a centre? Keep in. mind that there are energy costs for both solutions. Also keep in mind that many counizies have no recycling solutions at all and scavengers (often children) sort through dump sites to find any items of value, oa (© Carbicge Universty Press 2013Explain how each of the four images ad below illustrates the effects of glabal warmin, o The purpose of the two ads below is to spread awareness about global warming. How do these acs manipiilate phidtographs to make us more aware of reality? Which do you find more effective in warning against the dangers of global warming: the ads in this activity, or the pictures in Activity 2.14? Explatfi your answer. If you were an advertiser, how world you manipulate the images from Activity.2.14 and add text.to turn them into effective awareness €ampaigns? © Carbaoge Unwersty Press 2013, 65CHAPTER 2 Your Category | extended essay: chould be a study of language related tots cuturel context or ‘pectic tert, Language is used 2s 2 too! for persuading peopie tare more or fess about global wating. Find a langthy text that cisgsees, Global warming and analysers dee cflanguage. Remeriper. a tex may be anything that canvays meaning including fimpgrap nia novels, sdverising campaigns, ofmegezine ticles, A good example mighi be thasilm An Inconvenient Truth by Al Gare good extended essay would explore haw Al Goto uses language ‘a convinee| pede to care more ‘bout the eisenment. Writing 2.16 247 218 Write letter to your future grandchild about the problems of climate change and CO; emissions. What do you want to say? How will you describe the current concerns of politicians and activists? How wi you explain your own lifestyle and habits? Think carefully about what you want to write in this letter, and then write a draft, Research one issue in the world today that is directly caused by global ‘warming. It could be abaut flooding in Bangladesh (Text 2.6), hungry polar bears, or the frequency of hurricanes ané.typhoons. Wite a news article in which you neport on this issue. Support your article with evidence and facis. ‘There are several films and documentariegaboul global Warming and its effects. Am inconvenient Truth is oftenvcited as a landmark film in the genre. Try to watch this film, ar one of the following films: A Sea Change The 10 Hour The Age of Stupia After viewing one of these films, write a journalistic review for a popular magazine, For more support on review writing, see Unit 9.3 {page 327) Higher level extension 219 Carry dill Some research to find oat what would happen if the oceans rose by 58cm (23 inches). How might that directly affect your life and the place where you live? If possible, discuss this question with someone who comes from a different part of the world. Compare your answers to this question. Inthe following sentences, the underlined words are synonyms for words used in Text 2.6. Substitute the underlined wards with the ‘appropriate words from the text. The words appear in the same order as the synonyms in the text. After swimming he had a salty taste in his mouth. Beads of sweat famed om his forehead, ‘Due to heavier rains, the sandbanks have disappeared, The waves came rushing up our driveway. After the spill. oil was soaking into the ground. ‘After the ship ran aground, it began to sink unavoidably. He had a diary outlook on the future. The chemicals have spread, polluting the water supply. The hedges form a wall between the two farms. ‘Opening the gates will set off an alarm, kc They had lost all thetr possessions, and were now in a wretched situation, resteonoge © Cambrioge University Press 2013,Text 2.6 Unit 2.2 Global warming BHAMIA, Bangladesh - Global warming has a taste in this village. It is the taste of salt. Only 2 few years ago, water from the local pond vwas fresh and sweet on Samit Biswas’s tongue. Ic Bur drinking a cupful now leaves 2 briny flavor in his mouth. Tiny whice crystals sprout on Biswas's skin after he bathes and in his cloches after his wife washes them. ‘The change, international scientists say, is che result of intensified fooding caused by shifting climate patterns, Warmer weather and rising oceans are sending seawater suzging up Bangladesh's rivers in greater volume and frequency than ever before, specialists say, overflowing and seeping into the soil and the water supplies of thousands of people. ‘Their lives arc being squeezed by distant lands they have seen only on television — the United, Scates, China, and Russia at the top of the heap — whose carbon emissions are pushing temperatures and sea levels inexorably upward. Barlicr this month a long-awaited report by the(United Nations said global warming fueled by humasi activity could raise ‘temperatures by @ degrees and fhejoccan's Surface by 23 inches by 2100. In southwest Bangladesh, the bleak future forecast by the report is already Becoming a reality, bringing misery along with ie. ‘Heavier-than-usual floods have wiped out homes and paddies. They have increased the salinity of thegrater, which i eoncaminating wells, killing fees, and slowly poisoning the mighty mangrove jungle that forms a natural barrier against the Bay of Bengall Af sea levels continue to rise at their present rage, by the time Biswas, 35, retires from his jab 5 a teacher, the only home he has known will be swamped, overrun by the ocean with the force of ‘an unstoppable army. That, in turn, will erigger another kind of flocd: millions of displaced residents desperate for a place to live. “Ie will be a disaster,” Biswas said. Bangladesh, a densely crowded and painfully poor nation, contributes only a minuscule amount to the greenhouse gases slowly smothering the planer. Bur acombination of geography and demography pats ic among the countries that specialists predict ‘will be handest hit as the Earth heats up. ATinas 2.21 In antics toi¢heck your understanding of the text, explain what is, meant by the following phrases: “their lives are being squeezed by distant lands’ ‘an unstoppable army! ‘that, in turn, will trigger another kind of flood’ © Cambrioge University Press 2013, “the United States, China, and Russia at the top of the heap” “the bleak future forecast by the report is already becoming a reality’2.22 How does Text 2.6 use language to make you care more about the Text and context threat of global warming? Find five adjectives, five verbs and five nouns from the text that encourage you to think about the threat of global warming, Complete a copy of the table below. Compare your table with a classmate’s. 2.28 Activity 2.19 asked you how levels. How was your answer ‘Text 2.6? Who is affected oS ae eros inverse 209Unit 2.3. Speeches Unit 2.3 Speeches Have you ever listened to a speech and felt shivers run dawn your spine? ‘The power of language can be at its strongest in speeches. What is it about good speeches that make people excited, scared or motivated? In this unit you will explore speech writing by analysing a speech (ext 2.7) given by Senator Dianne Feinstein in 2006 in the Town Hall in Las Angeles, USA. Her speech on global warming builds on ideas that were introduced in the previous unit, Studying her speech is not only helpful for extending your knowledge on the topic of global warming, italso allows you to analyse some of the defining characteristics of good speech swriting in action. You may decide to write part of a speech for your written assignment or in your Paper 2 exam. You also might refer to a speech as a stimulus for your interactive oral (see Unit 2.4 page 73). Not only is useful to study speech writing for your IB assessment, it will also help you to develop your own ability to communicate clearly and effectively. ‘The following activities will help you to engage with speech writing, Aker reading Text 2.7, say whether the following statements are true or false. Justify your answers with evidence from the text. a4 Good speeches answer their ewn questions. Speeches are like essays read out loud. Persuasive speeches refer ta facts ar real events. audience haw smar: the speaker is. Text 2.7 Taday, I am heze to discus global warming — the single greatest environmental challenge facing this planet. So let me explain the gravity of the problem. Bottom line: che fuel we use to power our homes, our cars, and our businesses is causing the earth to warm faster than adjonc expected. ‘The first seven months of this year, and the last ‘three decades, were the warmest in the United Seares since national record-keeping began in 1895. And the Earth's cempersture has climbed to the highest point ic has been in che past 12,000 years. ‘A scientific consensus has been forged. There is broad agreement that the Earth will only get hocter. ‘The question is how hor and why? First, how hot? ‘if we act nowr and further temperature increases are kepe to 1 10 2 degrees Fahrenheit by the end of Bifective speeches avoid starting a sentence with ‘and’ or “BOY. Itis common to start a speech by explaining why yoo are speaking. ‘A good speech refers to both the present and the futur, Effective speeches paint images in the minds ofthelt audience. Good speeches must have very difficult vacabulary 19 show the this century, the damages — though significant — be manageable. But if we don't act, and warming increases by 5 to'9-degrees by the end of this century, the damage will be catastrophic and irreversible. ‘So we must act now, Each of us is confronted with a choice: a choice that will impact not only our future, bue the furures of our children and grandchildren. Do we continue ‘with a business-as-usual attitude? Or do we make the changes necessary to prevent catastrophe? Now for the question, why? Quice simply, because we are addicted to fossil fuels. And ir is the burning of these fuels — coal, oil, {gasoline and natural gas and che greenhouse gases chey produce ~ that is the primary cause of global warming. cars, manufacturing, and co power residential and © Cambrioge University Press 2013,cwaPrER2 ss commercial buildings. And here is the key: Carbon dioxide doesn't dissipate. It stays in the atmosphere for five decades or more — causing the Earch’s temperature to rise. ‘That means that the carbon dioxide produced in the 1950s, 1960s, 1970s, and 1980s is sell in che atmosphere today. And the carbon dioxide produced today will still be in the atmosphere in 2050 and beyond. “And chere will be serious consequences for our planet unless we make major changes. Leading scicntists say that to stabilize the planet's climate by the end of the century, we need a 70 percent reduction in carbon dioxide emissions below 1990 levels by 2050. Sa the goal should be to stabilize carbon dioxide at 450 parts per million by 2050. This could contain further warming to 1 to 2 degrees Fahrenheit. ‘The Earth has warmed 1 degree in the past century, and we are now secing the dramatic effects: ‘Oceans are rising; coral reefs are dying; species are disappearing; glaciers are melting. ‘We learned just last week that Greenland is naw losing 20% more mass than it receives from new snowfall each year And it will shrink further as the: planet warms. Extreme weather patterns have emerged — heat ‘waves, droughts, hurricanes, floods — and they are occurring with greater frequency and greater tensity. In 2003, heat waves caused 20,000 deaths in. ‘Europe and 1,500 deaths in India ‘And the number of Category 4 and 5 hurricanes has doubled since the 1970's. Katrina slonéi testament to that. ‘And things will only get woiie as Earth's remperacure rises. The question ist how much willl the increase be? Tf nothing isdone ... if eh®/Barth watins 5 co 9 degeees Fahrenbeit, the face of our planet will change forever, ‘And heze'sswhat I'd like te askeyou to do. Please support these Bills, ‘Lee the members ofthe House and the Senate [know] you suppore them. Rightnow, the mentality of the congress is do- Sothing, and ie won't work, ‘The choice)is clear. It is time to stop talking and ro begin acting. “Thank you. ‘anne Fines 2.2. The study of speeches goes back to the time of the Ancient Greeks, ‘who belicved that strong speeches had three basic ingredients: ethos, ‘pathos and logos. Ethos refers to the credibility of the speaker: ‘What gives him or her the right to speak before the audience?’ This is the kind of question ‘a good speaker will try to answer, when appealing to an audience's sense of ethos. Pathos zefers to an appeal to the emotions: “How docs the speaker stir ‘an emotional response from the audience?’ This is another question on. the speaker's mind when irying to convince the audience of a cause. Logos is an appeal to the audience's logic. A good speaker will want to include valid arguments and reasoning. Here are several statements taken from Text 2.7. Which are examples ‘of ethos, pathos and logos? Complete a copy of the table below, by ‘writing the letter for each statement in the appropriate column. 2 Tam here to discuss global warming. b Sa we must act now. 70 (© Carbicge Universty Press 2013re) Unit 2.3 Speeches ©. Each of usis confronted with a choice: a choice that will impact not only our future, but the futures of our children and grandchildren. Leading scientists say that to stabilize the planet's climate by the end of the century, we need a 70 percent reduction in carbon dioxide emissions below 1990 levels by 2050. ©. So the goal shauld be to stabilize carbon dioxide at 450 parts per million by 2050. This could contain further warming to 1 to2 degrees Fahrenheit. f Oceans are rising: coral reefs are dying: species are disappearing: glaciers are melting. 9 lfnothing is done ... if the Earth warms 5 10 9 degrees Fahrenheit, the face of aur planet will change forever. fh And here’s what I'd like to ask you ta do. i Itistime to stop talking and to begin acting i Thank you. 3.3 Great speeches tend to describe the present and shaw you the futures ‘You can continue to analyse Dianne Feinstcin’s speech in the following way. On a copy of the text, highlight language about the present in one colour, and language about the future in another colour. Do ya notice a pattern? What effect does this have on the targevaudience? 3.4 The study of shetoric is the study of how speakers use language tol inform, persuade or entertain. There are many rhetorical ‘devices’, ana Dianne Feinstein uses several of these effectivelyiher speech. You may decide to use some of these devices in a Speech that you write. Look at the table below. Match each rhewrical device on the left with the correct example from the 1éxt given on the rights ihatoriea! devies ww. 4 Imagery ~ when language paints a pictiafé in the mind of the audience 2 Parallelism — when selene structures are repeated inlists of ideas 3 Hypophéita — when a speaker asks a question and thenanswersit 4 Contrast = when a speaker points to two opposite points of view 5 Authority — when a speaker refers to.an expert or someone with authority G Aphorism —a short statement that captures a feeling 7 Logical reasoning ~ showing cause and effec, evidence and principles Example trom Text 2.7 2 Oceans are rising: coral reefs are dying: species are disappearing: glaciers are melting. b Botlom line: now is the time to act. © If nothing is done ... if the Barth warms 5 t0 9 degrees Fahrenheit, the face of our planet will change forever, Do we continue with a business-as-usual attitude? Or do we make the changes necessary wo prevent catastrophe? @ A scientific consensus has been forged. £ There is broad agreement that the Earth will only get hotter. The question is how hot and why? g It is time to stop talking and to begin acting, © Cambrioge University Press 2013, n3" oS ‘Are you ready to write your own speech? Here are two ideas for speeches on global warming that you might develop. Remember to include ethos, pathos and logos in your speech. Include several ‘rhetorical devices and discuss both the present and the future 8 Pretend you are David Keith and have to give a persuasive speech ‘on global warming to a group of sceptics. Re-read Text 2.4 and indude the arguments in your speech. bb Imagine you are a global warming expert, and have speech on individual actions that can be taken to dioxide emissions, Refer to Text 2.5 and other t seseatched. In your speech, try to convince to their daily habits. (© Carbicge Universty Press 2013Unit 2.4 Assessment: The interactive oral activity wo Unit 2.4 Assessment: The interactive oral activity During your English B course you will be required to take partin at least three interactive oral activities that are based on the ‘core’ topics in your S communication and media IN global issues IN social relationships. ‘There is no specific time limit and recordings are not made, One of these activities has to be based on a listening activity. Although you will swork in groups, your teacher will give you an individual mark for your performance. The best mark will be sent to the IB and account for 10 per cent of your final mark for the course. ‘The interactive oral activity can take many forms. Your teacher may provide you with one or more texts and ask that you participate in a formal debate, interview or discussion. Alternatively, you may ask your teacher for guidance in planning your own interactive oral activity. Either way) as the title of the activity suggests, there will need to be a level of interaction, meaning you cannot work alone, One of the intcractive oral activities hasto be based on an audio stimulus (you may do more than onc}, amd ‘your teacher may help you in finding material for this, suck as song lytiés, speeches, announcements or film. ¥ou should spend time preparing this activity with one or more classmates, ‘The following activities offer a step-by-step approach teypreparing an imeractive oral activity. Preparation 4A. What have you learned from your coursewvark? Try writing a lst of points that show your knovlclghand unte@tanding of a particular Learner profile text or unt. You will uséthis as a starting point to plan your eee interactive oral activity. Groups 1 and? of he 8 Diploma Programme aimito develop the Here is an example of a list of ideas that a student generated while [powers of communication. The taking notes.om the film 4” Ingorventent Trai by Al Gore. Two reread ty lentes students decided to use thisas the basis for their interactive oral. ‘of how you are asked to demonstrate that you can communicate effectively An incomventert Tratie in diferent stuations. You should Earths warming up because sunrays are trapped in the atmosphere. (SE made the.atmosphere too thick for sun energy to escape. ae Pauper the (of Earth go up and down when CO, levels ga.up ard down, ed 0, | never been so high Temperatures have never been so high, SE AlGore almost lost his sen in an accident. He says, You never know wht ‘you take for granted until ts almost lost Mi He lost the election to George Bush It made him go back to spreading the meseage ot global warming awareness, (© Carbicge Universty Press 2013 73“our opponents are cating youa me carte Us res 019 Ice caps are melting and that's worrying because it warms up the water ard causes more stormslike hurricanes ana typhoons. IS Feople are confused about the issues because popular media lead us to believe that global warming isa theory and not a fact, Sciertiste all agree that its real IB Making paople choose betuten the economy and the ettvinonment iS a false dilemena, IM Individual action ea reduce CO, exrissions to I Gore says that people have solved big problems eee bbe able-to solve this one too, 4.2 Now that you have alist of what to inc! yeractive oral activity, you can ask yourself tit. There are many formats that your activi all os may be suitable for what For example, you may have read a story da microloan (lext 2.2). This would ind itself to a debate. A role- playing activity: A role-playing activity based on a text or other stimulus Ik show I debate between two political ca A ‘pitch’, where one or two students present an advertising ‘campaign, followed by discussion ‘When was the last time you watched or listened to a talk show? What do you know about debates? Be sure to look at real-life examples of these before you plan your own, As you watch or listen to an example, make a note of the kinds of language used in the type of activity you want to-do, whether it is a debate, a talk show-or a sales pitch. Try to imitate this language in your activity. Here is some of the language used by interviewers and interviewees, as noted by a student who was preparing her interactive oral aciivity. Good interviewers tend te co the Following IB They give background information for the listening audience even though the interviewee may already krow this information, such ae Recently you wona prize for... IB They ask questions onbehalf of many people. They may say things like, what. do you say to them?(They re-state and question what: they have just heard from the Interviewee, For example, Chey might say, That's interesting, so | understand you correctly, youare Saying that...’ or you say this, ‘then doeeeit that aloo mean that? This ay alee reat interrupting the Interviewor when something interesting is said. Good interviewees tend tado the following: I They re-state the question in the answer. For example. they might start: by saying, That's a good question, mary of my opponents are calling me: that because ...'. Ei They stay on topic ard do not steer the discussion in.a completely new direction. ee aR ‘them say, ‘Here is a ttle story to prove that point; or The other day l met someone who .... SS They close each answer toa question with an explanation, using phrat such as, And that is why ~ or Solbelleve that... 44 You may decide to write a proposal for your teacher. This formal requirement, but it ensures that your activity and be relevant to, your coursework. What should Classmates incinde in your propasal? Here are a few q you will need to answer: 8 Whatis the coursework that you will refér toi tivity? (Activity 4.1) © What do you want 10 d Writea few sentences happen during the activity Here is a sample proposal ba: Inconvenient Truth. We wat to base our' Truthand discuss global warming, as One of us (speaker B) is gaing to (epeaer A) will be an interviewer: ‘that he hls just won the Nobel Feaze Prize. By doing AlGores a great man for making so many people ers going to be from MIV.So she is br a younger aucletca, Shela ging to ask some cfc: disasters to prove himself right. She's going to.ask him should do to help stop globalwarming, He willbe very positive and optimistic, even though heis aserious and concemed man, 4.5. Once you have studied the coursework, diseussed the farmat of your activity and written a proposal, you will be ready to write an autline. in the interactive oral activity you should not read from a sheet of paper or ‘memoxise a great deal of text. By writing am outline you will have a rough structure in your mind and a few key phrases that you can return to, © caren urny res 019 8cwaPrER2 ss IE you decide to conduct an interview, you may find it helpful to model your outline on the following example. Listen to the recording of the interactive oral that developed from this outline, available on. the coursebook website, and discuss the following questions: Were the students too dependent on the autline? Did it sound as if they were reading from a script? b Did the outline help the students to structure their ideas and improve their results? © What kinds of phrases did the students use but notincludein their outline? Sample out Interviewer (MTV) + Welcome! + Congratulations on your Peace Prize. (Critice say the mvie is too much about Gore. When did you become interested in the environment? Why do you think you've been met with such resistance? (Can we go green and support the economy? Areyouanté-Arierican? Doss the movie scare too mary able? Whoshould change First: indies or @Macritmertts aed corporations? ist tao late? + (ng ot OBhitirud CBiepread awareness and make a erence. " Gorgratulstionsap the Peace Prize. Interviewee(AlGore) QS Environmentis importamt tc Mie + Movie is are reife, and theitfronment + Myollege PrBfiessor and OD. yNe-ore cared abjut his research in Congress. "Politicians an@n denial. + Edenomyve enwironment = alee dilersma, S@B, compare Japanese and US car makers “Nb. just tell Americana they eit the moat O0.. Wi vas Vice President for eight years. + The message is serious, + But the movie s optimistic toa + Ine not either one arthe other: + Ite both Big probleris wee tackled before: searagation, the hale intheazone layer: We put a man on the Moan! + Iwas my pleasure. + Let's take action together to beat global warming, 4.8 Before you read the teacher's marks and comments for this interactive oral activity, study carefully the assessment criteria from the Language B guide. What marks would you award the candidates? After you have discussed your marks in groups or in class, compare your marks with the teacher’s marks and comments on page 79. Were you stricter or more let the marks you awarded? Justify your comments with reference ta the transcript. 76 © Cambrioge University Press 2013,Sample interactive oral transcript Speaker A takes the role of the MTV interviewer, and speaker B takes the role of Al Gore. Speaiier A: Wel, belo, in Grace. Welcome to MIV and hereon the show tadoy wae going fo ineview Al Gore. Ard hare he is. Helo, Al Gave. We're going re tak cebout your new move, An Inconvenient Truth Ad | heced you won the Nobel Peace Prze. Congendtons Spear B: Thork you Speaiter A: You're popu: You must be so proud. Speaier B: Yes, it means 0 ott me. Butt means mare io he ewroenert, Speaker A: Oh OX, well many cries say you're aut for eli gromation, The movie, An Inconvenient Th, pes us! bout he environment. fs ebout yay, vigh® Spear B: Well acnay rot. | think ifs about he environment. use excmaies fom ry ‘pesond life. Far enamee, my son almost died in a car accident, And my sister ded from .. flung cancer. So | resed that you herve t eve things you take for granted. Spealer A: Ch, OK. And you fy 12 many ploces total people about he environment, bat fying 's very bad for he environment Speaier B: Well | dart know ary ather wy to tall poople. I can comines roremit less CO>, hen | thine its weit, Speaker A: Oh OX. Thats a.goad reason. And when did you sort ering a ernitonment? Speoler B: Well, hats 0 very good quesion Speoier A: Thark you. Spealte B: Ihad 9 profesor in unversy who was the fist person ta [thought everyone would care about it. So |100k the research from Congress. Bul shangely enough noone enced about Spealer A: Oh, that mus be s0 disappointing for you. ‘when you look this mater to Congyess. And wity do you ah such resistance? Speer B: Will, hats w hard question Alm ‘re afraid you hove to choose They thing sis false diemma, sae bod Sa the environment and they ‘what many people say: Your Fim is carn Uns res 019 omSpeaker A: OK, sary! Speaker B: hope it's o wokeup call ta Americans. We emit ibe most CO. Doss that ee ee couse rat. SSS octonmnpe | served ths country 0s @ stotesman for years. Speaker A: Yeah, thas right. Thats @ good pein. ‘Speaker B: | hough so too. Speaker A: Do yau irk your maw scares 0 lot of peaple? And whor do you soy Speaker B: But he movie is vey ontimisic to. eve changes, we coud reduce CO;, Then twer't be: ‘A: Can i ealy@ itdoes't seer that Especioly compared tothe habits of big Shoxde’ they change fis B: Wel, every indivicval a6 re foeomow, tat would have 0 big impoct. Is no eer nd Srmenis: We reed bath to ay 0 those wiho say that i's 00 ay thot we've possed the point of no big problems below. For example: “we puto man on the Mon very postive way to end this interview. | hope you sii spread awareness, convince people and make a difeence. And the Peace Prize, KS Be Thank you was my pleasure. | hope we con werk iogeher to overcome ‘warring ae scotersUnit 2.4 Assessment: The interactive oral activity NL Teachers comments Generally speaking the interview was very appropriate as an interactive oral. The candidates had prepared their roles well and they worked from a good ouiline. At times, however, they were too dependent on their notes, which is reflected in the low marks that they have been given. ‘Criterion A: Productive skills Speaker A (in the role of the MTV interviewer): 3 out of 5 ‘The candidate has a fairly good command of the spoken language. Same phrases are inaccurate, such as ‘Congratulations to the Peace Prize’. witich shauld read ‘Congratulations on (winning) the Peace Prize’. Her questions are generally comprehensible. At times, however, it is not dear what she means. Far example, she says: ‘And you fly to many places to tell people about the environment, but flying fs very bad for the environment. There is no real question here. Rather she implies that speaker B (as Al Gore) is being hypocritical. Nevertheless, she is fluent in her use of English and her intonation does not interfere with communication. ‘Speaker B (in the role of Al Gore): 2 out of 5 ‘The candidate's command of the spoken language is rather limited. He! is hesitant to speak frcely and sounds dependent on his notes. His usc of English is at times incorrect. For example, he says that politicians ‘are afraid ‘yau have to choose between saving the economy and saving the world’. ‘Then he adds, ‘they think this is false dilemma,’ which docs not make sense, They create a false dilemma, ‘Criterion B: Interactive and receptive skills Speaker A (in the role of the MTV interviewer): 1G008F5 Extra ‘Overall the candidate shows an adequate ability o interaébin this ECE interview. She uses many shart phrases, such as‘oh, Bow disappointing’ to yoycan see that there room indicate that she has understood what speaker B (in thexole@f Al Gorey arene tel has said. The conversation flows quite euherently, though there are times ‘you improve on the eanddates’ when her questions present a sudden shifty such as when she asks about performance? Together with 2 why he flies so often. ‘lasemale, watch the fim An Speaker B (in the role of Al Gore)i3 out oP) Ineamvenient Tran anc! take notes ‘The candidaic’s ability to canyerse is generally adequate. His ideas are in preparation for aninervien. understood fairly well. Fotexample, he explains quite nicely that bath ‘What questions would you ask that individuals and corporations have a tesponsibility to change their habits. the cancldatas ck nt ask? What However, the point chat he raakes about the importance of his personal life ‘Nou yousd toh inservew io ‘he fla clear save itrmare depth? Perform an to the film is not very clearly presented. interview in front of your classmates and practise using the criteria for the interactive ora (© Carbicge Universty Press 2013 3You started this chapter by looking at twa images: a political map of the world and a picture of Earth from space. In order totackle some of the world's larger problems, such as poverty and global warming, it helps to take a global perspective and see the world fram space. Microcredit and Fairads were presented in Unit 2.1 as two solutions to overly that extend across political borders and take a global perspective. In Unit 2.2, you learned about global warming and measures thatipeople can take to reduce energy consumption You alse learned that in/places iké Bangladesh the likely consequences of global warming)jare dira it nokting is done about it ‘This message was stated clearly and persuasively in Diane Fekasteing speech betore the US Congress, which you studiedieatefully I Unit 2.3. identifying defining characteristics of speeches add typicalrhetorical devices. In the last unit, you were intreduced to the interatuive oral tivity, with ori now fo prepare your own activity" Unit2 4 yoUlareiaiven a sample activity with teacher's comments, This sample aSsessmantbrings together many of the skills and contert (rorathes ehaptor. GlaBal issues, as acore topic, snould extend iio your studies of Other ‘options’ in this course and affer you a broader perspective on your IB studies in general © Carbaoge Unwersty Press 2013,