Contents
Plan of the book .......................................................................................................iv
Acknowledgments...................................................................................................viii
To the teacher...........................................................................................................ix
How a unit works .....................................................................................................x
To the student...........................................................................................................xii
Unit

1 .....................................................................................................................1

Unit 2 .....................................................................................................................9Unit 3 .....................................................................................................................17
Unit 4 .....................................................................................................................25
Unit 5 .....................................................................................................................33
Unit 6 .....................................................................................................................41
Unit 7.....................................................................................................................49

Unit 8 .....................................................................................................................57
Unit 9 .....................................................................................................................65
Unit 10 .....................................................................................................................73
Unit 11 .....................................................................................................................81
Unit 12 .....................................................................................................................89

Activities ....................................................................................................................97
Core vocabulary: keywords
Unit-by-unit list ...................................................................................................104
Alphabetical list..................................................................................................105
Credits ........................................................................................................................106

Plan of the book
Unit

1

Title

Reading texts

Reading skills

Vocabulary

Listening

1 The Iron Lady

Skimming

Definitions

2 What If Women
Ruled the World?

Scanning

Word parts: just/ju
Example: justification

Discussion
dictation

Gender Equality

Making inferences

Marriage Around
the World

2 Changing Views
of Marriage

5

6

iv

Register

Scanning

Idioms with break
Example: break withtradition

Understanding the text

Discussion
dictation
Listen toreadings online

Recognizing contrasts

2 Water Worries

4

Skimming

Making inferences

1 The Cochabamba
Water War

3

Listen toreadings online

Paraphrasing

1 Different Ways of
Tying the Knot

2

Understanding the text

A Thirsty World

Skimming

Definitions

Scanning

Word parts: conscious
Example: consciousness

Understanding the text

Discussion
dictation
Listen toreadings online

Reference words
Making inferences

1 The Grand Banks

Skimming

Register

2 Our Desert
OceansScanning

Idioms with turnExample: turn a blind eye

Fished Out: Our
Empty Oceans

Listen toreadings online

Reference words
Making inferences

1 Green Energy?

Skimming

Definitions

2 The ONE Energy
Solution

Scanning

Word parts: transExample: transmission

Nuclear Power:
Clean and Bright

Renewable
Energy: theGreen Choice

Understanding the text

Discussion
dictation

Understanding the text

Discussion
dictation
Listen toreadings online

Recognizing contrasts
Making inferences

1 Winds of Change

Skimming

Register

2 Beyond Fossil
Fuels

Scanning

Phrasal verbs with run
Example: run out (of)Understanding the text
Recognizing contrasts
Making inferences

Discussion
dictation
Listen toreadings online

Critical thinking
Research skills

Writing

SkillsSpeaking

Information gathering• Level of gender equality

Writing a paragraph outline
on the topic of women in
power

Identifying fact or assumption

Discussion• New laws for gender equality

Interpreting and reporting results• Explaining differences

Information gathering• Marriage and divorce by country
Interpreting and reporting results• Explaining high and low divorce
rates

Information gathering• Water resources and consumption
by country
Interpreting and reporting results• Explaining differences

Information gathering• Survey of fish stocks over time
Interpreting and reporting results• Summarizing and explainingchanges

Information gathering• Two nuclear accidents
Interpreting and reporting results• Comparing the accidents

Information gathering• Changes in global energy sources
Interpreting and reporting results• Discussing trends in energy
supplies

Topic sentence, main
points, example

Completing a diagram: womenin power

Tip: Listening
Quotable Quotes• Discussing the ways boys and girls areraisedWriting a paragraph

Identifying fact or assumption

Using types of reasoning
to give a personal opinion
about marriage

Understanding types ofreasoning

Writing a paragraphCategorizing statements

Giving an opinion on the
topic of water demandCompleting a diagram: water
demandDiscussion• Pros and cons of arranged marriage
Tip: Paraphrasing
Quotable Quotes• Discussing love and marriage

Presentation• Solutions to the world's water crisis
Tip: Structuring your presentation
Quotable Quotes• Globalization and access to safe water

Writing a paragraph

Identifying fact or opinion

Using types of reasoning
to give a personal opinion
about commercial fishing

Understanding types ofreasoning

Writing a paragraph

Identifying fact or opinion

Giving a personal opinion
about the pros and cons of
nuclear power

Completing a diagram: pros
and cons of nuclear power

Writing a paragraph

Identifying fact or assumption

Using facts andassumptions to give an
opinion about renewableenergyJudging reasons

Role play and debate• Future fishing policy
Tip: Voicing your opinion
Quotable Quotes• Discussing the damaging effects ofhumans on the oceans

Role play and debate• Opinions about nuclear power
Tip: Asking for opinions
Quotable Quotes• Discussing energy sources and thepolitics of energy dependency

Presentation• The best renewable energy source for the
futureTip: Openers
Quotable Quotes• Discussing cheap fossil fuels and ways topromote renewable energyvPlan of the book
Unit

7

Title

Free Trade:
Cheap Goods orGood Jobs?

Reading texts

Reading skills

Vocabulary

Listening

1 Free Trade in
North America

Skimming

Concordances

Scanning

Word parts: capital
Example: capitalist

Discussion
dictation

2 Free Trade = No
BargainInequality in a
Richer World

Making inferences

2 The Promotion of
Wealth9

The Office of the

10 Future

11

12

vi

OnlineAddiction: Too
Much Fun?

Social Media:
Changing Our
Lives

Skimming

Collocations

Scanning

Idioms with give
Example: give the green
light

Understanding the text

Discussion
dictation
Listen toreadings online

Cause and effect
Making inferences

1 The Disappearing
Bookstore

Online Retailing:
Disappearing
StoresListen toreadings online

Recognizing contrasts

1 The Lehman
Shock

8

Understanding the text

2 The End of theStore as We
Know It

Skimming

Concordances

Scanning

Idioms with horse
Example: back the wrong
horse

Understanding the text

Discussion
dictation
Listen toreadings online

Identifying reasons
Recognizing bias

1 COVID-19:
Reshaping theWork-from-Home
LandscapeSkimming

Collocations

Scanning

Phrasal verbs with put
Example: put up with

2 Working fromHome

Identifying reasons

1 Internet
Addiction

Skimming

Concordances

Scanning

Phrasal verbs with pass
Example: pass away

2 Fun, Popular, andDeadlyUnderstanding the text

Discussion
dictation
Listen toreadings online

Recognizing bias

Understanding the text

Discussion
dictation
Listen toreadings online

Identifying reasonsPrediction: concluding
statements

1 The Unexpected
Effects of Social
Media

Skimming

Collocations

Scanning

2 A Networked
World

Understanding the text

Phrasal verbs with bring
Example: bring about

Paraphrasing
Prediction: concluding
statements

Discussion
dictation
Listen toreadings online

Critical thinking
Research skills

Writing

SkillsSpeaking

Information gathering• Global population, production, andtrade over time

Writing a paragraphClarifying statements

Giving a personal opinion
about the pros and cons offree trade

Completing a diagram: pros
and cons of free trade

Discussion• Pros and cons of building a new factory

Writing a paragraphClarifying statements

Using facts and opinions
to give a personal opinion
about capitalism

Judging reasonsInterpreting and reporting results• Analyzing trends

Information gathering• Income inequality by country
Interpreting and reporting results• Comparing wealth and inequality

Tip: Summarizing key points
Quotable Quotes• Discussing equality and free trade

Discussion• Raising income tax to help the homelessand unemployed
Tip: Interrupting
Quotable Quotes• Comparing the goals of democratic
governments with those of corporations

Information gathering• Growth in online shopping
Interpreting and reporting results• Comparing trends by country

Writing a paragraphabout the effects ofshowrooming
Using types of reasoning

Identifying fact or assumption
Understanding types ofreasoning

Presentation• The effect of technology on thenewspaper and travel industries
Tip: Transition signals
Quotable Quotes• Discussing the effect of the internet on
publishing and other industries

Information gathering• Numbers of people working fromhome by education level andindustry
Interpreting and reporting results• Discussing remote working trends
among employers

Information gathering• Video game facts and partnerinterview
Interpreting and reporting results• Comparing and discussing results
about gaming

Information gathering• Numbers of users of popular social
media sites
Interpreting and reporting results• Explaining growth rates of different
social media sites

Writing a paragraph

Identifying cause and effectDescribing the pros
and cons of working
from home and giving apersonal opinion

Judging reasons

Writing a letter to anewspaper

Decision-making

Using types of reasoning
to describe the negative
effects of video games

Role play and debate• Whether a college should introduce
e-learning
Tip: Stressing keywords
Quotable Quotes• Discussing job satisfaction and thebalance between work and life activities

Understanding types ofreasoningRole play and debate• Government regulation and video games
Tip: Disagreeing
Quotable Quotes• Discussing the pros and cons of video
games and TV

Writing an email or a letter

Decision-making

Making a recommendation
about internet access atwork
orSaying what you plan to doabout cyberbullying

Judging reasons

Presentation• Cyberbullying and how to deal with it
Tip: Closers
Quotable Quotes• Discussing the impact of social media on
peoplevii

To the teacher
Welcome to In Focus, a multi-level, corpus-informed course aimed at high school and university
students. In Focus is designed to build all four skills while also systematically developing knowledgeof core vocabulary and developing students’ critical thinking skills. Each Student Book contains 12
topic-based units, which are divided into six general themes, providing two units in a row on eachtheme to help better develop students’ critical thinking skills on these issues.
In Focus is supplemented by a range of free online learning components, which provide great
flexibility and help to speed language acquisition.
We have created a unique lexical syllabus containing the most important words for second language
learners of English. The authors of this series are also the creators of the New General Service List
Project (www.newgeneralservicelist.com), a collection of corpus-based word lists, each providing thehighest coverage in the world for that specific genre. The syllabus for In Focus 1 andIn Focus 2 is based on the New General Service List (NGSL), a list of approximately 2,800 words
that allows learners to understand approximately 92 percent of the words in most texts of general
English. These are nearly all the words learners will ever need. The vocabulary syllabus for In Focus
Academic 1 is based on words from the New Academic Word List (NAWL), a list of approximately 960
words which, if learned in conjunction with the NGSL, provides approximately 92 percent coveragefor most academic textbooks and lectures. In In Focus Academic 1, 120 of these words are taught in
depth (10 per unit). Students can use the free online tools and resources developed especially for
In Focus to learn additional unknown words from our NGSL and NAWL word lists.
All readings and written materials are graded to contain a very high percentage (90–95%) of highfrequency words from the NGSL. This helps develop students’ reading fluency and confidence.
Though In Focus can be used as a standalone textbook, dedicated online elements enable students
to personalize and extend their learning beyond the classroom. Among the online components areinteractive flashcards, interactive dictionaries that show the keywords being used in authentic video
clips, crossword and word search puzzles, speed reading exercises, supplemental graded readings
for each unit, vocabulary worksheets, and audio recordings of all reading texts.
In Focus Academic 1 follows on from In Focus 1 and In Focus 2. It is designed for students at a highintermediate level. Each unit is designed to help your students build both their knowledge as wellas their ability to think critically about a wide range of important topics. The topics covered include
gender equality, marriage around the world, renewable energy, nuclear power, free trade, online
addiction, and the influence of social media. Language prompts are provided throughout to help
students express themselves.
The In Focus Teacher’s Manual contains full step-by-step teaching notes, unit-by-unit summaries,
language notes, tips, extension activities, options for assessment, and a complete answer key.
We hope you and your students enjoy using In Focus.

Charles Browne

Brent Culligan

Joseph PhillipsixHow a unit works
All units in In Focus are eight pages long and follow a similar format. An audio icon reminds students
they have the option of listening to the reading texts (available free from the website).

Unit organization
Page 1

Pages 2–3

Objective

SectionWarm up

1 Critical cartoons

Schema building

Building knowledge

Real world connections

Media link

Vocabulary development

2 Core vocabulary

Reading

Skimming and scanning

Speaking

Words in context: definitions; register;concordances; collocations
Vocabulary building: idioms; word parts;
phrasal verbs
Discussion dictation

Pages 4–5

Reading

3 Reading skills

Reading skills

Pre-reading

Speaking

Reading
Understanding the text; Paraphrasing; Making
inferences; Recognizing contrasts; Referencewords; Cause and effect; Identifying reasons;
Recognizing bias; Prediction
Discuss it

Page 6Gathering, comparing,
and analyzing information
Speaking

Pages 7–8

Critical thinking skills
Writing
Discussion

4 Researching a topic
Information gathering
Interpreting and reporting results
5 Critical thinking
Fact or assumption?; Categorizing; Fact or
opinion?; Clarifying statements; Cause andeffect; Decision-making
Diagramming; Understanding reasoning;
Judging reasons
Writing
Discussion; Presentation; Role play and debate
Quotable QuotesxUnit sections
1 Critical cartoons
This is a short speaking activity centered on a cartoon related to the topic of the unit. All cartoons areauthentic cartoons, and each was carefully chosen to represent the unit topic. Questions help activate
schema and develop critical thinking skills.

2 Core vocabulary
Each unit teaches 10 important words from the New Academic Word List (NAWL). The section
begins with a short reading passage (approximately 350 words) on an aspect of the unit topic that
contextualizes the 10 keywords. A series of learning activities focuses on developing vocabularyknowledge, collocations, word parts, idioms, and phrasal verbs. This gives students practice using thewords introduced in the unit. It also develops vocabulary learning skills and strategies that will be usefulwhen encountering new words not introduced in the unit. A speaking activity rounds off this section.

3 Reading skills
Students work with a longer text (approximately 600 words) that gives a different or expanded pointof view on the topic of the unit. This exposure to multiple points of view is a key aspect of developing
skills in critical thinking. All 10 keywords appear in the second reading as well, providing additional incontext information about how the words are used. This is followed by a series of carefully structured
activities, including pre-reading, comprehension, making inferences, and identifying opinions, facts, andassumptions. The section culminates in a short discussion.

4 Researching a topic
Since information from various points of view is crucial to thinking critically about an issue, the pairor group activities in this section encourage gathering further information related to the topic. This isfollowed by interpretation and presentation of the information collected.

5 Critical thinking
Through pair, group, and open class work, students are encouraged to develop critical thinking skills,
such as identifying the difference between statements of fact and opinion, understanding different
types of reasoning, analyzing charts and graphs, and categorizing data. Students then complete awriting task to express their opinion on the topic. The final page brings the content of the unit together
in a discussion, presentation, or role play and debate about the topic. Presentation and discussion tips
in each unit and useful language where necessary help students.

6 Quotable quotes
This final section introduces a quote on the topic of the unit by a famous person. Several thoughtprovoking questions on the quote conclude the unit. This section can be done in class as a short
discussion activity or as a writing assignment outside the class.

xi

To the student
Welcome to In Focus, a multi-level course for high school and university students. We have designed
this series to help you build your vocabulary, work on all four basic skills (reading, writing, speaking,and listening), and help improve your discussion and presentation skills. In Focus will also help you
think critically, which is a very important general academic skill. In each Student Book you will find 12
topic-based units. In addition to the Student Book, there is a range of free online components, which
will help you focus on what you really need, learn more quickly, and become a more independent
learner.
For In Focus Academic 1, we have created a unique vocabulary syllabus containing the mostimportant academic vocabulary words for learners of English. This list has a total of about 960 words,
which are nearly all the academic words you will ever need. If you know these words as well as ourcore list of 2,800 words, you will understand 92 percent of the words in most English academic texts
and lectures. You will learn 120 of these words in each book, 10 per unit. You can use the website andonline tools developed especially for In Focus to learn the rest of the words efficiently and enjoyably.
Online, you will find a range of activities such as vocabulary puzzles, games, flashcards, audio
recordings of the reading texts.
In Focus Academic 1 follows on from In Focus 1 and In Focus 2. It is designed for students at a highintermediate level. It. Each unit will help you build your knowledge about a wide range of interesting
topics as well as help you think critically about these topics. You will learn about and discuss topics
such as gender equality, marriage around the world, renewable energy, nuclear power, free trade,
online addiction, and the influence of social media. Four of the 12 units focus on discussion, fouron presentation, and four on role play and debate. Each unit gives you a useful presentation or
discussion tip to help you express yourself. In every unit, we also provide you with useful language
and expressions where needed to help express yourself better.
We wish you good luck using In Focus. We are sure that the book and the online materials will help
you to learn English quickly and in a fun way!

Charles Browne

xii

Brent Culligan

Joseph Phillips

1

UNIT

Gender Equality

In thisIn
i uniit, you w
willl:• read an article abouta female British prime
minister.
• read an article about
women and power• discuss genderequality laws in youur
country.
y

1 Critical cartoons
A Building knowledge
Work with a partner or in a small group. Look at the informationon this page and the cartoon. Discuss the questions below.
1 A “glass ceiling” is an invisible barrier for people trying toadvance in their careers. It often affects women and minorities.
Are there any glass ceilings in your country?
2 Has a woman been the leader of your country or of a major
company in your country?
3 Do you think opportunities for women are equal to men in yourrcountry? Why or why not?
4 What is the message of the cartoon? What is the connection to
the unit topic?

MEDIA link

I think there is a
glass ceiling in …
We have (never) had awoman as leader of …
I think opportunities
for women are …
I think the cartoon ismaking the point that …

The Eagle Huntress (2016) is a beautifully filmed documentary about a 13-year-old
Mongolian girl who, with the help of her father, tries to become the first female
eagle hunter in her country.
For additional media links, go to infocus-eltseries.com
12 Core vocabulary
A Skimming and scanning
1 Find and underline the keywords in the text. Try to guess their meanings.

Keywords
authority discrimination
justification
motivedistribution
scenario

dominant
ethicaltraditionally unstable

The Iron Lady
What would happen if more women were in positions of power? Would governments be any different if women had theauthority to start wars, set economic policy, and run countries? In 1979, Margaret Thatcher took power in the United
Kingdom. She belonged to a political party that was traditionally run by white males. Many of its party members believedthat women belonged in the kitchen and not in the government. Thatcher overcame discrimination in her own political party
to become its first female leader. She then went on to become Britain’s first female prime minister and was a dominant
political force in the 1980s.

5

Her first major test came in 1982, when the Argentinian military attacked some small islands claimed by both countries. These
were the Falkland Islands, known as the Malvinas in Argentina. Though Argentina had many motives for the attack, it is possiblethat it thought a woman would be less likely to go to war. Its generals felt that the most likely scenario was for Thatcher to go
10
to the United Nations. They were wrong. The prime minister sent the British military to retake the islands and it defeated theArgentinian forces.
Two years later, Thatcher began some of the most controversial policies in British
history. When she took power, Britain’s economy was unstable and there were many
problems. Some industries needed support from the government because they were
losing money. But she thought that taxing rich people and giving the money to otherpeople was like stealing and not ethical. She didn’t support the government’s rolein income distribution. This led to her fighting many battles with the labor unions.
She closed or sold many weaker state-owned companies. Her justification wasthat support for dying industries hurt the country’s economic growth. Naturally, thisresulted in the loss of many jobs. Although the economy finally began to improve,
many British working people grew to hate the “Iron Lady,” as she became known.

15

20

So, was Margaret Thatcher’s government different because she was a woman? If she isa good example of a female politician, it seems true to say that a politician’s actions are
influenced more by his or her beliefs than being male or female.
2 Read the titles below. Which would also be a good title for the text? Circle A, B, or C. Then explain
your answer to a partner.
A Britain’s First Female Prime Minister
B Margaret Thatcher and the Unions
C Margaret Thatcher’s Economic Policies
2

Unit 1

B Words in context: definitions
1 Look at the definitions of the three keywords below. Find the definition that matches how eachword is used in the text on page 2.
distribution 1
unstableauthority

the process of giving things out to people, or spreading or supplying something2

the way in which people or things are spread out in a place1

describes someone who suffers from sudden and extreme changes of mental state2

not firm and therefore not strong, safe, or likely to last1

an expert on a subject

2

a group of people with official responsibility for a particular area of activity

3

moral or legal right or ability to control

2 Make your own sentences using the keywords and compare them with a partner. Which meanings
does your partner use?
1________________________________________________________________________

2________________________________________________________________________

3________________________________________________________________________C Vocabulary building: word parts: just/ju

Example: justification

Words with just/ju
judge

jury

justifyjustification

unjust1 Use the words in the box to complete the sentences below. Try to guess the meaning of any words
you don’t know.
1

Maria tried to ___________________ her poor performance in the tennis tournament byblaming her new coach.

2 There was no ___________________ for his rude behavior.
3 Many people consider that Nelson Mandela’s imprisonment was ___________________.
4 Thurgood Marshall was the first African-American Supreme Court ___________________.
5 A ___________________ can have as few as six or as many as 12 members.
2 Work with a partner. What do you think just/ju means? Write your guess below. Then checkyour answer with another partner.
I think just/ju means

D Discussion dictation
1 Listen and write down the questions. Then discuss them in small groups.
1_______________________________________________________________________ ?

2_______________________________________________________________________ ?

3_______________________________________________________________________ ?

2 Form new groups and compare your answers.

Unit 13

3 Reading skills
A Pre-reading
1 Quickly scan the text and circle the 10 keywords.
2 Why are there so few women in positions of power in the world? Give two reasons.
3 Which of these countries do you think has the largest proportion of female company directors: theUnited States, Germany, or Norway?

B ReadingRead the text and check your answers to the pre-reading questions above. Then highlight aninteresting idea in each paragraph.

What If Women Ruled the World?
5

10

15

20

25

30

35

40

4

In most countries, women are poorly represented inpositions of leadership and authority. In government,
for example, there are relatively few women and only
one country, Rwanda, has had a majority of females
in the national parliament. Developed countries areoften far down on the scale of female representationin government. Of 188 countries, Britain ranks 47th,
with 35 percent, and the United States 71st, with 29
percent. In Asia, South Korea comes 131st, with 18
percent, and Japan 164th, with only 10 percent female
representation.
Women’s representation in corporate boardrooms
is no better: men are again dominant. In the UnitedStates, only 31 percent of board members are women.
In Europe, things are a little better with 44 percent inGermany, 40 percent in Italy and the UK, 36 percent
in Sweden and 35 percent in Spain. In Asia things are
generally worse, with only 24 percent in Singapore
and 12 percent in Japan, for example.
The relatively high figures for female leaders in
Rwanda and Germany can be explained by the factthat in these countries, there are laws that require aminimum percentage of women in government andbusiness. The justification for laws such as these isfairness, but are there any other reasons to encourage
greater participation of women in positions of power?
There are five reasons for the answer to this question
being a clear yes.
First, when selecting the best people for government,
management, or any other field, it makes sense tohave the widest possible choice. The United States
and China win most Olympic medals largely because
they can recruit from the largest populations. Since
women make up half the population, it makes sense
to draw on their talents to the same degree as thoseof men.
Second, the background and experience of womenmean that they have insights that are often lacking
in men. As the primary caregivers to children andthe elderly, they are traditionally more likely topush for improvement in the areas of social welfare
and education. Similarly, as more frequent victims
Unit 1of discrimination than men, women tend to be more
sympathetic to minorities and the oppressed. Oftenmothers and grandmothers, women usually take a longterm view and consider the welfare of future generations.
With climate change and the threat of an unstable
future, this long-term view is exactly what is needed inleadership.
Third, women are often more likely than men to havepeace as a motive for their actions. Mothers, who make ahuge investment in their children, are generally less willingto send those children to war. Figures show that as manyas 175 million people died in wars and revolutions in thetwentieth century. Would this number be as shockingly
high if women had held more positions of political power?
Fourth, women have a stronger tendency than men to
avoid risk and pursue compromise. The financial crisisof 2008 was largely due to risk-taking by male financial
managers. Had the world’s fourth-largest investment bankbeen Lehman Sisters instead of Lehman Brothers, would
we have experienced the same scenario?
Finally, women are often superior managers to men.
As the main caregivers and managers of family affairs,
women have to be highly organized. They are natural
multitaskers. These skills are exactly what is required tosuccessfully manage a company or public policy.
For all these reasons, it is time that the distribution of
power in the world shifted in favor of women to betterreflect their numbers in the population. This is the rightthing to do, not just for ethical reasons, but also because it
will result in a better world for all.

45

50

55

60

65

70

C Understanding the text
Read the questions below and circle the correct answers according to the text.
1 GIST What is this text mainly about?
A Women and discrimination
B Women and power
C Women and politics
2 MAIN IDEA Which of the following statements best describes the main idea of the text?
A Women face discrimination in all areas of life.
B It is a fact that women are more capable than men in all areas.
C There are several good reasons for giving women more power.
3 DETAILS There are more female company board members in Germany because …
A German law requires a certain proportion of women.
B Germany has more educated women than other European countries.
C German women are naturally powerful.
4 DETAILS If more women were in power, there would probably be fewer wars because …
A women are better managers than men.
B women are more interested in education and welfare than men.
C women as mothers do not want their children to be killed.

D Paraphrasing
The statements below paraphrase the author’s points of view. In eachcase, identify the paragraph that best matches the statement.

paraphrasing
stating something spoken or written
in a shorter and simpler form

1 As mothers and daughters, women often have a greater understanding of welfare issues.
2 Women’s experience in household management makes them better candidates forleadership in government and business.
3 Wealthy countries have surprisingly few women in executive positions in business.
4 To find the best people possible, candidates should be selected on their skills.
5 Men take more unnecessary risks than women, so women make better leaders.
6 Wealthy countries have surprisingly few women in government. Fairness is only one
reason women should be more represented in society.
7 Women as leaders are less likely to engage in conflicts.

_____
_____
_____
_____
_____
_____
_____

E Making inferences
Which one of the following statements by Margaret Thatcher would the author of the text moststrongly agree with? Circle the correct answer. Then compare your answers with a partner.
1 “The battle for women’s rights has been largely won.”2 “Any woman who understands the problems of running a home will be nearer to understanding
the problems of running a country.”
3 “In politics, if you want anything said, ask a man. If you want anything done, ask a woman.”
4 “I’ve got a woman’s ability to stick to a job and get on with it when everyone else walks off and leaves it.”

Discuss it
Work with a partner or in a small group. Ask and answer the questions below.
1 Look back at the ideas you highlighted. Are they the same? What are the differences?
2 The author describes improvements in some areas of life if more
women occupied positions of power. What other things would be
different if women had more power?
3 Are there any roles or types of jobs that should be performed only by
women or only by men?

Unit 1

5

4 Researching a topic
A Information gathering
The Global Gender Gap Index is an indicator of the level of gender equality in a country. The index
goes from 0 to 1. A score of 1 means women and men are equal.
Work with a partner. One is Student A; one is Student B. Student A: use the table below. Student B:
use the table on page 97. Ask your partner for the missing information and complete the table.

Global Gender Gap Index (total of 146 countries)
Rank

Country

Score

Rank

Country

Afghanistan

0.41

33

Mexico

0.76

116

Nepal

36

Score
0.66

57

Brazil

0.73

2

30

Canada0.77

142

Pakistan

0.58

China

0.68

12

Rwanda0.79

Finland0.86

131

Saudi Arabia

0.64

Iceland0.91

49

Singapore

0.74South Korea

0.68

3
127

India

87

Indonesia

0.70

18

0.80

5

Sweden

0.82

Italy

0.71

48

Tanzania

0.74

Japan

0.65

129

Turkey0.64

71

United Arab Emirates

43

United States

11
79

0.88

82

Lesotho102

Malaysia

0.68

0.79

0.75

Source: World Economic Forum, Global Gender Gap Index, 2023

B Interpreting and reporting results
1 Work in small groups. Discuss the questions below.
1 What trends in the data can you identify?
2 What unexpected data did you find? Give reasons for your answers.
3 Do you think it is possible for a country to achieve a score of 1 ? Give reasons.
4 The Global Gender Gap Index considers four areas: economic participation, education, health,and politics. Which do you think is most important? Why?
2 Share your group’s ideas with the class.

There is a clear correlation
between … and …

In our view, it would only
be possible to ... if …

We were really surprisedthat … because …

6

Unit 1

One possible reason
for this is …

5 Critical thinking
A Fact or assumption?
Below is part of a speech by a senior female politician. Work with a partner and decide if her
promises are based on facts (F) or assumptions (A).
1 First, I promise to make two years of university education free for everyone.
Our investment in education for our young people today is an investment in arich future tomorrow.

_____

2 Second, I promise to reduce the size of the armed forces. The Cold War is over,
and we have no obligation to become the world’s police force.

_____

3 Finally, I promise to manage the national budget efficiently. As a mother andhousehold manager, I am an expert on budgets.

_____

B Diagramming
Work in small groups. Below is a diagram showing the possible consequences of women having
more power. Add your own ideas to the diagram. Add boxes as necessary. You may want to refer tothe text on page 4.
Women in power

Different insights from men

Experience as
caregivers

Experience of
discrimination

Improvementin education
and welfare

Sympathetic tominorities

More funding
for schools
and welfare
facilities

Passing laws
to makediscriminationillegalPeace as a motive

C Writing
The diagram has notes for three topic sentences:
1 Women often have different insights from men.
2 Women are more likely than men to have peace as amotive for their actions.
3 Women have a stronger tendency than men to avoid risk.

Avoidance of risk

topic sentence
a sentence that explains
the main idea or ideas of aparagraph. It is often the first
sentence of the paragraph.

Each of these parts might correspond to a paragraph in a short essay on women in power. Choose
one topic sentence from your completed diagram and write an outline for a paragraph. An example isshown below.

Topic sentence
Main point 1

Women often have different or better insights than men.

DetailThis can lead to improvement in education and welfare.

ExampleAn example of this improvement is more funding forschools and welfare facilities.

One reason for women’s different insights is that theyoften have experience as caregivers.

Unit 1

7

D Discussion
Norway is a progressive country when it comes to gender equality. Norway also has these two laws:
1 Forty percent of the directors of public companies in Norway must be women.
2 Women can be drafted into the Norwegian military in the same way as men.
1 A new government wants to pass similar laws in your country. Work in small groups. Group A:
think of reasons to support the proposed laws. Group B: think of reasons to oppose the proposed
laws. Choose A or B. Use the table to help you organize your ideas.

Things to consider
Proposed new law

In favor

Against1 Forty percent of the directors of publiccompanies must be women.

EconomyEffect on company staff
Fairness
Gender equality
Talent pool

Government control
ExpenseFairness
Implementation issues
Selection made on
gender versus talent

2 Women can be drafted into the militaryand fight in the same way as men.

Fairness
Equality
Talent pool

Gender differences
Effect on military
Effect on men and cost

2 Form new groups. Students from Group A should join students from Group B. Share your ideas.
Ask follow-up questions and explain your reasoning.

We think the mostimportant thing toconsider is …
One factor that wemust think carefully
about is …

One positive/negative
effect of this new law
would be …

Listening

We believe there are twomain reasons for supporting
this law. One is …

3 Who has the strongest arguments? Vote on each proposal as aclass. Would the proposals succeed or fail in becoming law?

Remember to listen carefully to what
the other person says. If you only
think about what you are going to say,
you may miss the important parts ofa discussion. We learn by listening tothe other side of the argument. It isalso important to show the speaker
you are listening. Make eye contact
and provide regular feedback toshow you understand, for example bynodding or using short expressions,such as I see or uh-huh.

Quotable quotes
Final thoughts . . .

We’ve begun to raise daughters more like sons ... but few
have the courage to raise our sons more like our daughters.
Gloria Steinem

American journalist and social activist

1 Explain the quote in your own words. Does it needcourage to do what Gloria Steinem suggests?
2 What are some ways girls and boys are raised
differently in your country?
3 Should parents raise girls and boys differently?
Why or why not?

8

Unit 1

Activities
Unit 1, page 6, Researching a topic
A Information gathering
Student B: use the table below. Ask your partner for the missing information and complete the table.

Global Gender Gap Index (total of 146 countries)
Rank

Country

Score

Rank

Country

Score

146

Afghanistan

0.41

33

Mexico

0.77

116

Nepal

0.66

2

Norway0.88

Pakistan

0.58

Rwanda0.79

Argentina
57

Brazil0.73

30Canada

0.77

107

0.68

12

3

Finland

Saudi Arabia

1

Iceland

0.91

49

127

India

0.64

105

0.70

18

87
IrelandSingapore

0.74
0.68

Spain

0.79

Sweden

79

Italy

0.71

48

Tanzania

0.74

125

Japan

0.65

129

Turkey0.64

82

Lesotho

0.70

71

United Arab Emirates

0.71

0.68

43

102

0.75

Source: World Economic Forum, Global Gender Gap Index, 2023

Unit 2, page 14, Researching a topic
A Information gathering
Student B: use the table below. Ask your partner for the missing information and complete the table.

Marriage and divorce rates around the world
Country
BrazilMarriage rate
(per 1,000)

Divorce rate
(per 1,000)

6.6

1.4

Marriages ending
in divorce

China

3.2

44%

Egypt

1.9

17%

Iran

11.2

Italy

3.2

Japan
RussiaUnited States

1.5
1.7

5.3

South Korea
Turkey

14%

3.9
2.2

6.8

35%
47%

1.7
2.3

45%

Source: Wikipedia

97

Core vocabulary: keywords
Unit-by-unit list

104

Unit 1

Unit 4

Unit 7

Unit 10authority

ancestor

aspectbonus

discrimination

biodiversity

capitalist

converge

distribution

biologist

implicit

fractiondominant

continent

likelihood

incidence

ethicaldegradelocallyleisurejustification

rational

migration

skip

motiveshallow

minimizeslash

scenario

stabilize

overheadsocialize

traditionallytreatysustainableswap

unstablewidespread

undermine

tremendous

Unit 2

Unit 5

Unit 8

Unit 11breakdown

accumulation

bundleallocate

compensate

consensus

censorepidemic

elimination

contrary

illusion

exponential

formally

controversy

liablefatigue

genetic(s)empirical

multinational

inferior

goods

impactportrayal

intensive

historicallyneutralrecipeinteract

legitimate

rejection

sensibleinterfere

punishment

statisticallytraumamanipulate

viabletransmission

unemployedrealistic

Unit 3

Unit 6

Unit 9Unit 12

consciousness

bulk

behavioral

communicative

consumption

exploitcandidatedemonstrator

emergence

finitedisadvantage

facilitate

evident

infinitemallglobalization

minimallikewiserevolutionary

interrupt

namelyobtainsimultaneously

media

norm

reliability

specialty

onset

prevalencesolarstrategic

prejudicepublishtransformationsusceptible

productivity

ridiculous

utilizeutilityregimeAlphabetical list
Aempirical

liablerevolutionary

accumulation

epidemic

likelihood

ridiculous

allocate
ancestor
aspectauthority

ethicalevident
exploitlikewiselocally

exponential
M

S
scenariosensibleshallow

B

F

mall

simultaneously

behavioral

facilitate

manipulate

skip

fatigue

media

slash

finitemigrationsocialize

formallyminimalsolar

fraction

minimize

specialty

motivestabilize

multinational

statisticallybiodiversity
biologist
bonus
breakdownbulk
bundleG
genetic(s)strategic

C

globalizationN

candidategoods

namelyneutralcapitalist
censorHcommunicative

historicallycompensate
consciousness
consensus
consumption
continent
contrary
controversy
converge
Ddegradedemonstrator
disadvantage
discrimination
distribution
dominantEelimination
emergenceI
illusion
impactimplicitnormOobtainonset
overheadincidencePinferior

portrayal

infiniteprejudiceintensive

prevalenceinteract

productivity

interfere

publishinterrupt

punishment

JR

justification

rational

L

recipelegitimate
leisurerealistic

susceptible
sustainableswap
T
traditionallytransformationtransmission
traumatreatytremendousUundermineunemployed
unstableutilityutilizeV
viableregimeW

rejection

widespreadreliability
105