Includes a glossary and the answer key for the review tests, as well as a video script. Also includes model answers and additional writing tasks.

"Unlock is a five-level academic skills course that combines carefully scaffolded exercises, a comprehensive approach to critical thinking and motivating video.

Unlock Reading and Writing Skills Level 4 provides 60-90 hours of classroom material. Access to the Online Workbook is provided via a code packaged with the Student's Book.

Critical Thinking sections give students frameworks to formulate their own opinions and express themselves effectively in the end-of-unit academic tasks.

Unique research into common learner errors (using the Cambridge English Corpus) focuses the language used in Unlock on those areas learners find most challenging.

Videos from Discovery Education™ (accessible via the Cambridge Learning Management System and supplied on the Teacher's Book DVD) provide new angles on a range of academic subjects." (Publisher's Website)

CONTENTS

Map of the book / Introduction

Introduction / Teaching tips

UNIT 1 - GLOBALIZATION
Reading 1: Turkish treats (Media)
Reading 2: What impact has globalization had on food and eating habits in Italy? (Economics)

VIDEO: A world of food in one city

READING - Key reading skill:
Making predictions from a text type
Using your knowledge to predict content
Understanding key vocabulary
Making inferences from the text
Reading for main ideas
Identifying purpose and audience

VOCABULARY
Academic alternatives to phrasal verbs (e.g. increase, continue, study)
Globalization vocabulary (e.g. consumption, obesity, multinational)

GRAMMAR - Grammar for writing:
Noun phrases
Time phrases

CRITICAL THINKING:
Understand providing supporting examples
Apply supporting examples to statements

WRITING - Academic writing skills:
Essay types
Essay structure
Writing task type: Write the first draft of an essay
Writing task: How have food and eating habits changed in your country? Suggest some reasons for these changes.

UNIT 2 - Education
Reading 1: Preparing for success, whatever you want to do (Higher education)
Reading 2: Distance or face-to-face learning - what's the difference? (Electronic learning)

VIDEO: Becoming a gondolier

READING - Key reading skill:
Making inferences from the text
Understanding key vocabulary
Vocabulary in context
Reading for detail
Reading for main ideas

VOCABULARY:
Education vocabulary (e.g. assignment, examination, dissertation)
Academic words (e.g. establishment, motivation, interaction)

GRAMMAR - Grammar for writing:
Comparison and contrast language
Comparison and contrast language in topic sentences

CRITICAL THINKING: Analyze academic and vocational subjects

WRITING
Academic writing skills: Analyzing an essay question
Writing task type: Write an introduction to an essay (1).
Writing task: Outline the various differences between studying a language and studying mathematics. In what ways may they in fact be similar?

UNIT 3 - Medicine
Reading 1: The homeopathy debate (Medical ethics)
Reading 2: Should healthcare be free? (Economics)

VIDEO: Alternative medicine

READING - Key reading skill:
Skimming for key words
Reading for detail
Identifying opinions
Understanding key vocabulary
Scanning to find key words
Making inferences from the text

VOCABULARY
Medical vocabulary (e.g. cosmetic surgery, preventable illness, disease epidemic)
Academic vocabulary (e.g. complex, illegal, adequate)

GRAMMAR - Grammar for writing:
Articles
Language for concession

CRITICAL THINKING:
Evaluate actions for avoiding illness
Understand whether statements are in favour or against an argument

WRITING:
Academic writing skills: Write an introduction to an essay (2)
Writing task type: Structure body paragraphs in an essay.
Writing task: 'Avoiding preventable illnesses is the responsibility of the individuals and their families, not governments.' Do you agree?

UNIT 4 - Risk
Reading 1: Are you a risk-taker, or are you risk-adverse? (Psychology)
Reading 2: A government has a duty to protect its citizens from personal, professional and financial risk (Public administration)

VIDEO: Roller coasters

READING - Key reading skill:
Previewing a topic before reading
Understanding key vocabulary
Reading for main ideas
Reading for detail
Using your knowledge to predict content
Scanning to find information
Making inferences from the text

VOCABULARY:
Language of freedom (e.g. allow, ban, limit)
Academic nouns (e.g. regulations, legislation, prevention)

GRAMMAR - Grammar for writing:
Cause and effect
Conditional language

CRITICAL THINKING:
Evaluate risks
Apply risk evaluation

WRITING:
Academic writing skills: Topic sentences in body paragraphs
Writing task type: Structure 'for and against' arguments in essays
Writing task: 'If children are never exposed to risk, they will never be able to cope with risk.' Give reasons for and against this statement and give your opinion.

UNIT 5 - Manufacturing
Reading 1: A brief history of silk (History)
Reading 2: How is paper manufactured? (Manufacturing systems)

VIDEO: Making chocolate

READING - Key reading skill:
Activating prior knowledge
Reading for detail
Making inferences from the text
Using your knowledge to predict content
Reading for main ideas

VOCABULARY:
Academic verb synonyms (e.g. alter, distribute, extract)
Nominalization

GRAMMAR - Grammar for writing:
The passive
Sequencing

CRITICAL THINKING:
Understand the stages in a process
Apply understanding of the stages in a process

WRITING:
Academic writing skills: Adding detail to your writing
Writing task type: Write a description of a process
Writing task: Write a description of a process with which you are familiar

UNIT 6 - Environment
Reading 1: Disaster mitigation (Meteorology)
Reading 2: Combating drought in rural Africa: a report (Environment)

VIDEO: The Three Gorges Dam

READING - Key reading skill:
Identify cohesive devices (pronouns and synonyms)
Understanding key vocabulary
Reading for main ideas
Reading for detail
Making inferences from the text
Using your knowledge to predict content

VOCABULARY:
Natural disaster vocabulary (e.g. natural, major, severe)
Academic noun phrases

GRAMMAR
Grammar for writing: Expressing solutions using it

CRITICAL THINKING:
Analyze strategies
Create a diagram analyzing strategies in terms of cost and time

WRITING:
Academic writing skills: Paragraph structure in essays
Writing task type: Write a report referring to a case study.
Writing task: Write a report which provides both short-term and long-term solutions to an environmental problem. Refer to a specific case study in your report.

UNIT 7 - Architecture
Reading 1: Are green buildings too costly? (Environmental planning)
Reading 2: Which is more important when designing a building: beauty or function? (Building design)

VIDEO: Islamic architecture

READING - Key reading skill:
Skimming
Using your knowledge to predict content
Understanding key vocabulary
Reading for detail
Making inferences from the text
Reading for main ideas

VOCABULARY:
Academic word families (e.g. function, environment, responsibility)
Architecture and planning (e.g. conservation, skyscrapers, outskirts)

GRAMMAR:
Grammar for writing: Register in academic writing

CRITICAL THINKING:
Evaluate arguments

WRITING:
Academic writing skills: Ordering information
Writing task type: Write a persuasive essay
Writing task: Which is more important when building or buying a new home: its location or its size?

UNIT 8 - Energy
Reading 1: Slides from a presentation on energy (Energy development)
Reading 2: The world is running out of many vital natural resources. Discuss the most effective ways to address this problem (Environment)

VIDEO: Alternative energy

READING - Key reading skill:
Working out meaning from context
Understanding key vocabulary
Reading for detail
Using your knowledge to predict content
Making inferences from the text

VOCABULARY:
Energy collocations (e.g. fossil fuel, renewable energy, air pollution)
Formal and informal academic verbs (e.g. consult, deliver, instigate)

GRAMMAR - Grammar for writing:
Relative clauses
Defining and non-defining relative clauses
Phrases to introduce advantages and disadvantages

CRITICAL THINKING:
Evaluate your answers to a questionnaire
Understand alternative energy sources

WRITING:
Academic writing skills: Editing language; Spelling; Countable/uncountable nouns

Writing task type: Write a problem-solution essay
Writing task: The world is unable to meet its energy needs. What three sources of renewable energy would be most effective in solving this problem in your country? Which is your preferred option?

UNIT 9 - Art
Reading 1: Are for art's sake? (Fine art)
Reading 2: Should photography be considered a fine art, like painting or sculpture? (Photography)

VIDEO: Art and design (A Leonardo da Vinci design)

READING - Key reading skill:
Scanning to find information
Understanding key vocabulary
Using your knowledge to predict content
Reading for detail
Making inferences from the text
Paraphrasing

VOCABULARY:
Quotations and reporting information (e.g. state, say, argue)
Describing art (e.g. abstract, figurative, lifelike)

GRAMMAR - Grammar for writing:
Substitution
Ellipsis

CRITICAL THINKING:
Understand supporting and challenging statements
Evaluate statements

WRITING:
Academic writing skills: Coherence
Writing task type: Write an essay using quotations.
Writing task: Fashion, cooking, video games and sport have all been likened to fine art. Choose one of these and discuss whether it should be considered fine art, comparable to painting or sculpture.

UNIT 10 - Ageing
Reading 1: The social and economic impact of ageing (Economics)
Reading 2: What are the effects of a young population on a society? (Social anthropology)

VIDEO: The Khanty of Siberia

READING - Key reading skill:
Using your knowledge to predict content
Reading for detail
Making inferences from the text
Understanding key vocabulary
Reading for main ideas
Working out meaning from context

VOCABULARY:
Retirement and the elderly (e.g. pension, retirement, memory)
Academic collocations with prepositions (e.g. rely on, in contrast, range of)

GRAMMAR - Grammar for writing:
Numerical words and phrases
Language of prediction

CRITICAL THINKING:
Analyze data
Apply data analysis
Understand advantages

WRITING:
Academic writing skills: Interpreting graphs and charts
Writing task type: Describe population data and its implications.
Writing task: The population pyramids show the global population by age in 1950 and 2010 and the projected figures for 2100. Write an essay describing the information and suggesting what the potential global impact could be if the 2100 projections are correct?

Glossary / Review tests answer key

Video script / Review tests

Acknowledgements / Model answers and additional writing tasks

Acknowledgements

Level: High-Intermediate (B2 - CEFR)