Using C21 3B 2 I 4A
Cultural differences Reported speech
There is no doubt that millennials all over the world share a lot of common ground – they wear the same multinational brands, eat at the same chains of fast-food outlets and stream the same games and apps. They follow sports that aren’t played in their own countries and can discuss books or TV shows with counterparts in different continents thousands of kilometres away.
1 In pairs. Discuss the questions about culture.
a What experience do you have of meeting people from different cultures? b What have you noticed is different or interesting about the way people in different cultures do things?
3.3 Federico Rossi is an Italian student in the UK and works for a university radio station. Listen to him interview some international students. Tick the topics they mention for each country.
a The way women dress b The way couples behave in public c The times that restaurants are open d The habit of apologizing
This homogenization of the visible aspects of culture is probably to be expected but, more interestingly, recent surveys have revealed that a shared set of values is emerging among millennials all around the globe. Although their immediate political concerns vary from region to region, millennials in all areas surveyed are interested in social justice, improving everyone’s access to education, and religious tolerance. Far fewer of them actively practise a religion than their parents’ generation did, and 80% say they would consider marrying a person whose religious faith was different from their own.
Britain Dubai Greece
Perhaps the most astonishing convergence of beliefs among millennials worldwide is their scepticism about the ability of governments to solve the world’s problems. Instead, this generation is putting its trust in businesses to initiate improvements in society – 86% of respondents to one survey in Japan, China and India said that they felt corporations should lead the way when it came to societal change, while the majority of British millennials in one survey said they wanted multinational tech, media and fashion mega-brands to initiate campaigns for international change.
It is still early days for this new generation of tech- savvy, idealistic youngsters and it remains to be seen if their views will affect culture at its deeper level. Whatever happens, however, it looks as though the pace of change will be rapid, and may take us all in unexpected directions.
Section title Learning point for the section Icons show the main skills you work on
3 In pairs. Read the extracts from the conversation. Complete the sentences. a Federico asked if he could
them all for the radio show. b He asked them what they found
e Omar explained that in his country, families must eat f
Julia said the British were
Personalizing your learning experience Each section includes activities that encourage you to personalize the skills you are learning, talk about yourself or your experiences and opinions, and think critically about the themes in the unit. They are indicated by
c Omar said he noticed that people in the UK don't eat much d Maria agreed that that was really
. .
Julia said she didn’t agree with that and that a lot of women in the UK also g Mei-Ling said there could be
h She described how she had tried to get a meal in a little i
k Omar said Maria couldn’t be l Takis thought the guy had wanted an 4 3.3 Listen again and check your answers. b There are
c Millennials spend about d e
. to talk to Maria.
I 4 Read the article again quickly and complete the sentences below with statistics from it. a
% of millennials own a smartphone. in the world, many of whom live in English for the 21st Century • Unit 3 45 using their smartphones. % of millennials would marry someone of a different religious faith. of millennials in Asian countries believe businesses should create improvements in society. 5 In pairs. Do any of the statistics in 4 surprise you? If so, which, and why? 6 Read the article one more time, more slowly and in detail. Make notes on the points below.
a areas of similarity between millennials globally b areas of difference between millennials in different places c the author’s final conclusions
English for the 21st Century • Unit 4 59 Asks you to personalize your skills. . Asks you to give your opinions.
j Maria disagreed and said it was quite sweet when a man had then had said sorry to it!
about when food can be served. in England at two, but she couldn’t. and they were always saying sorry. kicked her suitcase and .
or different about living in Britain. .
Support for your learning
Focus boxes in each lesson highlight information that is central to the main learning points of the lesson. The Focus boxes will help you with activities in class, and can be used to review your work later. The Focus boxes are colour-coded according to their purpose.
FOCUS Grammar
Understanding reference words Writers use reference words like it, one, they, he, she, this, that, these and those. They help create coherence and avoid repetition in a text.
FOCUS
Headings for your essay • Background • The dilemma • Issues and implications
• Possible solutions • Outlook
Grammar Focus Provides notes on the form, function and meaning of a grammar point.
Expression Focus Contains useful expressions and tips to improve your written and spoken English.
Expression FOCUS Pronunciation 3.6 Listen. Underline the word
in each group which has a different o sound.
a job b town know provide c money everyone cost
pollution police
Pronunciation Focus Provides models of pronunciation to help with speaking tasks, and to help you understand spoken English better.
LANGUAGE REFERENCE
Every unit will provide a link within a ‘Language reference’ box, which will enable the students to learn more about the relevant grammar topics from each unit.
English for the 21st Century • Using C21 7 FOCUS Contractions
When we write informal texts (or speak), we make some words shorter. We write an apostrophe where we took a letter out.
Examples did not – didn’t were not – weren’t was not – wasn’t that is – that’s
Writing Focus Provides information about English writing conventions and structures to help students improve their mechanics in written texts and assignments.
Writing
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