CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Coursebook answers
Unit 1
c
Think about it: 21st-century
families
1
2
3
4
5
6
7
1
a extended family
b privacy
c interdependent
d wouldn’t change it for the world
e nuclear family
f independent
g multigenerational
1 noun/collocation; 2 adjective; 3 noun/
collocation; 4 noun/collocation; 5 adjective;
6 adjective; 7 semi-fixed expression
1 nuclear family; 2 multigenerational;
3 extended family; 4 privacy;
5 interdependent; 6 independent;
7 wouldn’t change it for the world
a three
b There are thee different accents and three
names: Paul, Samantha and Anita.
serious threat; technological innovations;
shapes and sizes; house prices; family ties
a false; b true; c false; d not given; e false;
f true
aStudent’s own answers. They should pick
up on clues about the speakers, such
as that they share information about
themselves, which they wouldn’t if they
knew each other very well. For example,
Samantha says she has two daughters;
Anita tells them about who she lives with.
b Samantha. She invites the others to speak,
using phrases such as ‘So if I can start
with you Paul’, ‘Any thoughts, Anita?’,
‘Do you want to come in here, Paul?’
d
The speakers mainly share similar views
on family. They use phrases to show
agreement (‘Yeah, I agree’, ‘Got to agree
with you there, Anita’, ‘Sure, Anita’s
right’). However, at the end, Anita shows
that she does not share Paul’s view when
she says, ‘No, I can’t go along with that’.
Student’s own answers.
Sociology: Someone to look up to
1
2
3
4
5
Student’s own answers.
c
aRole models are more effective if their
beliefs and actions match their admirer’s
ideas and goals.
b to believe someone is perfect; the words
‘put’ and ‘on’ suggest placing them
somewhere like a valuable item; the word
‘pedestal’ also suggests placing these
people above yourself
c local communities
d Student’s own words, e.g. The writer
seems to be implying that we should be
wary of online influencers. While there
are some good ones there are also some
bad ones.
e Student’s own answers, e.g. inspirational,
set a good example, model good values
and morals, show us how to be
responsible active citizens
a hopefully
b fortunately
c clearly
d surprisingly
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Talk about it: The impact of social media on relationships
1 Student’s own answers.
2 and 3
Functional language
Tick
Carry on…
4
5
6
7
Category (a–e)
a
The way I see it…
3
d
How about you…?
3
b
Go on…
3
a
From my point of view…
3
d
What do you reckon…?
3
b
I know just how you feel.
c
What makes you say that?
b
I feel we should…
d
What about you…?
b
I’m with you…
3
e
Don’t stop there…
3
a
Student’s own answers.
Student’s own answers.
Student’s own answers.
Students should have used all three skills in the game.
Academic writing: A discussion essay
1
Example ideas map:
unequal
Woodrow Wilson
one-sided
put upon
1 Introduction
demanding
stress
Why
are friends
important?
2 Benefits of a
good friend
4 Bad
friendships
5 Attributes of a
good friend
2
3 Two-way
relationship
keep us engaged
generosity
fun
kindness
support and encourage
support
self-esteem
patience
health and wellbeing
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
2
3
4
5
1 define; 2 compare; 3 evaluate
Explain: In other words, to have good friends we
need to be a good friend in return.
Expand: Moreover, engaging with friends keeps
us socially active and open to new experiences.
Exemplify: This idea has been borne out time
and again by global events, such as natural
disasters and social disruptions like the
Covid-19 pandemic.
aIn other words/To put it another way/
That is to say
b such as/like/for instance
c like/such as/for instance
d Moreover/What’s more/Furthermore
e Moreover/What’s more/Furthermore
f To put it another way/That is to say/
In other words
Student’s own answers.
Use of English
Student’s own answers.
Practise and prepare
1
2
3
A and C
B and E
Student’s own answers.
Unit 2
Think about it: The benefits of a
growth mindset
1
2
3
a
b
c
d
e
f
g
h
a
b
self-esteem
predetermined trait
imperfection
vulnerability
mess up
setback
reframe
perceived failure
There are 11 key points.
Words/phrases in the recording:
I’m going to begin by
To explain more about that,
In contrast,
However,
3
4
Firstly,
Secondly,
Next,
Additionally,
Another (strategy) is to
Equally,
And finally,
1 setbacks; 2 perceived failures;
3 predetermined traits; 4 self-esteem;
5 imperfection; 6 vulnerabilities; 7 challenges;
8 reframe; 9 learning; 10 mess up
Student’s own answers.
Psychology: Theory of mind
1
2
3
4
Student’s own answers.
Student’s own answers.
Student’s own answers.
a to think about the mental states of others
b between the ages of three and five,
but it continues to develop all through
childhood and adolescence and
into adulthood
c By thinking about and understanding
how other people think and feel, we can
interact better with them.
d gender; number of siblings in the home;
relationships with parents and siblings;
activities in the home
e social competence – children who are
more skilled at thinking about what
other people are thinking are socially
more adept
f to see whether a child can understand that
someone’s belief about a situation can be
different to their own
g They pass if they say that Sally will
look in the basket for the marble – this
demonstrates that they understand that
Sally’s belief about the location of the
marble is false; that they understand that
Sally has a different belief to their own.
h They fail if they say Sally will look for
the marble in the box – this shows they
do not understand that Sally’s knowledge
is different to their own.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
5
Students’ own discussions. They may note
the following:
a Young children are often very egocentric/
focused on what they want. This could
be evolutionary – they need to be focused
on themselves, demanding attention,
for survival.
b Without siblings, a child won’t get as
much opportunity at home to learn about
other people having thoughts and feelings
that are different to their own.
c A young child being in the clinical setting
of a ‘laboratory’, when they’re possibly
only used to being in the familiar situation
of their home, could mean that they don’t
perform well. Also, the child needs to have
an adequate level of language, at least
receptively, to be able to understand and
respond. Additionally, the question asked
is about the beliefs of a third person, i.e.
Sally, not directly about the other (second)
person that the child is interacting with,
which adds an extra level of abstraction
to the task.
d They may be not very socially competent
or able to empathise with people. A lack
of theory of mind is linked with autism.
Academic writing: Describing
data in charts and graphs
1
2
Talk about it: Creative
problem-solving
1
2
3
4
5
6
7
4
Student’s own answers.
Student’s own answers.
aSara: She leads the discussion, shows
interest in what the other speakers say
and asks follow-up questions.
b Dan: He doesn’t give extended responses
or ask the others questions about their
opinions.
c Ali: He questions the content of the
statements and says how feasible or not he
thinks the approach would be.
d Sara: She compares the ‘power of process’
with the ‘journey not the destination’.
All the comments are in the recording except
c and j.
Student’s own answers.
Student’s own answers.
Student’s own answers.
3
a ii and iv; b i, ii and iv; c i, ii and iv; d iii
Graph i:
a Percentage change in GDP in various
countries from one quarter to another
b vertical axis = percentage change/
horizontal axis = countries
c percentages
d N/A
Chart ii:
a Percentage of EU housing stock
according to years when built
b N/A
c percentages
d N/A
Graph iii:
a Revenue from climate-related taxes as a
percentage of total tax revenues between
2000 and 2020 in OECD countries
b vertical axis = percentage of revenue/
horizontal axis = different years
c percentages
d N/A
Graph iv:
a Percentage of curriculum content
targeting eight values/attitudes and
distribution by learning area
b vertical axis = percentages/horizontal
axis = values/attitudes
c percentages
d colour-coded key to show the proportion
of each value/attitude according to
learning area
athe percentage of content items in
curriculums targeting empathy and
distribution by subject area
b vertical axis = countries/regions; horizontal
axis = percentage of subject areas
c percentages
d colour-coded key to show the proportion
of empathy content per subject area;
notes show how the bar chart is organised
e There is a lot of variation. Trends are:
most empathy content is in national
language and humanities; least amount
found in science.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
4
5
6
7
f Estonia has highest empathy content. Canada (Saskatchewan region) has the lowest.
g Estonia, Korea, China, Kazakhstan, Lithuania, Northern Ireland
h most likely: national language and humanities; least likely: science and maths
a 4; b 2; c 3; d 1
a considerable variation
c closely followed by
b For the majority
d lowest scoring
Verb
Passive form/past
participle/adjective
Gerund
Noun
incorporate
incorporated
incorporating
incorporation
distribute
distributed
distributing
distribution
distributor (person)
include
included
including
inclusion
participate
participated
participating
participation
place the emphasis
on/emphasise
placed the emphasis
on/emphasised
placing …
emphasising
placement of…
emphasis (plural emphases)
vary
varied
varying
variation
provide
provided
providing
provision
Example answers:
incorporating: The chart shows the percentage of content that incorporates the
skill of…’
included: Although curriculum content includes/is inclusive of empathy…’
participating: … in all the participatory countries/regions; … in all the
countries/regions that participated
variation: the quantity varies considerably
placed the emphasis on: The countries placing the heaviest emphasis on
empathy; The countries where the heaviest emphasis is placed on empathy
8
provide: there is significant content that includes empathy provided in
national language
Student’s own answers.
Practise and prepare
1
2
1 obsession; 2 less satisfied; 3 missing out; 4 wellbeing; 5 everyday pleasures;
6 counterproductive; 7 mental contrasting; 8 success
Student’s own answers.
Unit 3
Think about it: The impact of noise and artificial light
on humans
1
5
a
b
c
d
adverse effect/detrimental effect
collate
knock-on effect
bring about/set off/trigger
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
2
3
4
5
e causal
f correlational
g overwhelming
Student’s own answers.
Student’s own answers.
avarious studies of environmental noise
from planes, trains and vehicles, as well
as other city sources collected over
a ten-year period
b that exposure to environmental noise
has adverse effects on the health of
the population
c traffic noise, passing aircraft, voices/music
from neighbours
d It sets off the body’s stress response,
which raises blood pressure and heart rate,
which can trigger a state of hyperarousal,
and this can lead to cardiovascular disease
and other health problems.
e because the WHO has a reputation as
a reliable source of information
f that it was first introduced in Europe and
North America in the 19th century, first
with gaslight and then with electric light
g light bulbs, computer screens, phones,
street lights, vehicles, signs
h It disturbs our circadian rhythms, which
has an effect on biological activities like
hormone production and cell regulation.
Student’s own answers.
c
d
e
Talk about it: A logical argument
1
2
3
4
Medicine and biology: The effects
of stress on the body
1
2
3
4
6
Student’s own answers.
a hypothalamus
b bone marrow
c immune cells
d adrenal glands
e adrenaline
f glucose
a 4; b 2; c 6; d 5; e 3
a Student’s own answers.
b Paragraph 1 sounds quite informal.
It gives examples of typical stressful
situations that people may encounter.
This helps draw the reader in to reading
the rest of the article, which includes
a lot of technical detail.
These direct speech comments help
to bring the technical details about
the causes and effects of stress to life,
making them easier to understand.
Student’s own answers.
Student’s own answers.
5
6
7
Student’s own answers.
a He is arguing for the motion.
b His key points are that the internet has had
a negative effect on our social relationships
and working lives, causing problems with
our mental and physical health.
c Strengths: he makes a logical argument
for the social relationship point, backing
it up with evidence from surveys and
studies and explaining how all this causes
negative effects.
Weaknesses: while he makes some
interesting points for the argument on the
negative effect on working life, he doesn’t
back them up with real evidence – he just
makes assertions.
d Speed, intonation and volume are all
OK when he’s putting forward the first
argument, but he starts speaking too
quickly and in too much of a monotone
in the second part about working life.
Student’s own answers.
aNot only did people do more exercise
50 years ago, but they also had
more hobbies.
b Not only did my grandparents not have
a washing machine when they got married,
but they also didn’t have a fridge.
c My town is affected not only by noise
pollution but also by light pollution.
d I’ve not only been sleeping better since
I took up running but have also felt more
energetic. (‘since I took up running’ could
also go at the end of the sentence.)
e Not only do people not visit each other as
much as they did in the past, but they also
don’t speak on the phone as much – they
send texts instead. (Students could also
use not/neither here.)
Student’s own answers.
Student’s own answers.
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Academic writing: A proposal
1
2
3
4
5
6
7
Example answers:
a economics, sociology, psychology,
business, sciences
b Proposals, like reports, communicate
factual information about a particular
topic to a specific audience. However, in
a proposal, there is less information about
the current situation than in a report and
more space is given to suggestions for
what should happen in the future.
c A proposal uses more formal, impersonal
language.
d Depending on the subject, sources
might come from a textbook, an article,
interviews or surveys, statistics, lab
experiments, general knowledge of the
topic. (Note that in assessment, the ‘facts’
for a proposal have to be invented.)
ato persuade the local council to take steps
to reduce noise pollution
b the town council
c Student’s own answers.
d Student’s own answers.
Student’s own answers.
Student’s own answers.
Example answers:
a This proposal will begin by explaining
the current situation in relation to the
problem. It will then go on to recommend
action that should be taken to alleviate
the problem.
b The proposal is based on the results of
a survey of people who live in the area
that was carried out by my school.
c With the introduction of these changes,
there will be an improvement in the
situation. / If these changes are
implemented, the situation will be
improved.
d It is recommended that a campaign is
organised to encourage people to change
to electric cars.
a conducting
b informed by
c gathered
d disorders
e a major concern
f the major source of
7
8
g incorporated
h assist
i
implementing
j
erecting
k significantly
l
excess
m locality
n subsequently
o charged with
p fulfilling its duty
Example answers:
a Were the council to hold / Should the
council hold the town hall meeting on
a Saturday, more people would be able
to attend.
b Were the use of private cars in the town
centre to be banned / Should the use of
private cars in the town centre be banned,
the town would attract more tourists.
c Were people to choose to turn off /
Should people choose to turn off their
electric devices at night, they would
economise on household expenses.
d Were a survey of approval levels among
local residents to be conducted / Should
a survey of approval levels be conducted,
it is likely that the local Council would
not score very highly.
e Were the government to fulfil the promises
it made at the last election / Should the
government fulfil the promises it made
at the last election, its popularity would
increase significantly.
f Were plans to reduce all types of pollution
in our town to be implemented / Should
plans to reduce all types of pollution in
our town be implemented, our quality
of life would improve.
Student’s own answers.
Practise and prepare
1
2
a 5; b 3; c 4; d 3; e 6; f 2
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Unit 4
Think about it: Looking at arts
and crafts
1
2
3
4
5
6
7
universally accepted; concrete examples;
intrinsic elements
a concrete examples
b universally accepted
c intrinsic elements
1 visual arts; 2 cave paintings; 3 textile art;
4 ceramic artists; 5 masterpieces; 6 sculptures
The speaker stresses each element, then pauses
before saying the next one. This is a form of
oral punctuation, which gives the listener time
to comprehend each piece of information.
Her voice tends to go up in the first five to
show agreement and consensus, and then
down in the second four, suggesting less
agreement or certainty.
Nine (line, shape, colour, texture, form, tone,
space, value, pattern)
a false; b true; c true; d false; e not given;
f true
Student’s own answers.
Art: Visual literacy as a life skill
1
2
Student’s own answers.
Student’s own answers.
3
4
incredibly visual and extremely effective
a extremely hot
b absolutely/totally perfect
c increasingly high
a Student’s own answers.
b multimodal
c Yes. Learners should draw justification
for their answer from lines 28–44.
d by asking questions to encourage a viewer
to explore a painting more deeply and
to think about why it generates certain
responses
5
Talk about it: How environmental
sculpture alters our perception
of an environment
1
2
3
Student’s own answers.
Student’s own answers.
a Sure. I’m with you on that.
b Yeah. So clever.
c True. But I’d go beyond that.
4
Agreement Agreement + Agreement
(to show
reinforcement + extension
consensus) of the idea
of the idea
Sure. I’m
with you
on that.
5
6
7
8
True. But I’d
go beyond
that.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Academic writing:
An argument essay
1
2
3
4
8
Yeah.
So clever.
Student’s own answers.
The model essay follows structure B.
There are three compelling arguments for …
The counter-argument is that Elgin did have
a legal right
The second argument for the Parthenon
sculptures …
Those who rebut their return to Greece …
Third claim for restitution is linked to …
Detractors suggest that the Parthenon
sculptures …
The counter-arguments for keeping the
Parthenon sculptures …
The claim that the British Museum is best
placed …
there is a strong argument to support …
International protocols refute the right …
1 claim; 2 Opponents; 3 counter-argument;
4 rebuttal
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
5
6
7
It has been found that restoration activities
carried out by the museum in the 1930s inflicted
irreparable damage.
Students should note that the writer wants to
foreground the results of restoration activities,
not the person who investigated them. The
writer uses a reference to give validity to the
statement.
bIt has been concluded that the restoration
activities damaged the surface of
the marbles.
c It is suggested that Lord Elgin had a legal
right to remove the sculptures.
d It is said that countries that ratified the
international conventions must adhere
to them.
e Over the years, it has been claimed that
the sculptures are the cultural property
of Greece.
Student’s own answers.
Unit 5
Think about it: The role of AI
in customer service
1 and 2
Word(s)
Definition
(CS)/
(DC)
agent
a person who
performs a
particular role
DC
predetermined decided in advance
DC
computer
science
the study of
computers
CS
imitate
behave like/copy
DC
databank
a collection of
information
CS
automated
tasks
tasks that are
carried out by
computers or
machines
CS
functions
processes
DC
triggered
prompted by
DC
preprogram
to program a
computer or device
in advance
CS
Practise and prepare
1
2
3
a Martin Blackitt
b SC1927382
c 183 cm
d 82 cm
e Sweet Water Towers
f BE15 9ST
g credit
h 2397 2300 1880 1626
i
a safe place
Student’s own answers.
Student’s own answers.
3
4
5
6
Student’s own answers.
Students should note that the speaker has
a very positive attitude to AI in customer
services. This is supported by his statement
‘It’s my firm belief that while not every piece
of technology is right for every organisation,
AI will be central to the future of customer
service’.
a customer service
b order status
c information
d issues
e possible scenarios
Student’s own answers.
Computer science: How is AI
reshaping the film industry?
1
9
a
b
c
d
outcome
strategic
sector
platform
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
2
3
4
Student’s own answers.
aThe writer develops the third and fourth
bullet point:
Promote the movie by identifying and
reaching the target audience: lines 19–27
Predict the results at the box office:
lines 27–29.
b Netflix led the way in using algorithms
in the film industry.
c Information that is collected by
organisations helps them make decisions
about the future development of their
service or product.
d Ideas may include: It starts with a capital
letter so it is a proper name and could
therefore be a person. The sentence ‘There
is still space for the human in many
industries and in the artistic domain
in particular’ also suggests it could be
a person who does something artistic
in film-making.
Rhetorical questions:
5
Can an industry in which creativity and the
artistic component play such an important role
use artificial intelligence?
So, is AI going to be the next Scorsese?
Students’ own explanations of how effective
the rhetorical questions are.
Student’s own answers.
Talk about it: Cybersecurity
and AI
1
2
Student’s own answers.
Student’s own answers.
3
Agree: I totally agree
4
5
10
Disagree: I see where you’re coming from,
however…; you may be right, but I still think
that…; I take your point, but…
Student’s own answers.
Students may identify that Kate is more in
favour of using AI, as she says things like
‘pretty amazing’ and ‘thank goodness for
AI’. Ben is more negative, using disagreement
strategies such as ‘I can see where you’re
coming from, however, is it really a good idea
to have a machine controlling everything.
What happens if it malfunctions? Sure.
You may be right, but I still think that
we need to be aware of AI vulnerabilities.’
6
7
8
Student’s own answers.
Student’s own answers.
Student’s own answers.
Academic writing: An agree/
disagree essay
1
2
3
4
Student’s own answers.
Student’s own answers.
Student’s own answers.
a i; b iii; c v; d ii; e vi; f iv
Use of English
a However; b Whatever; c Wherever
5
6
7
8
9
Wherever people go these days there are
cameras watching them.
This could be rephrased as: There are cameras
everywhere, watching what people do. This
changes the emphasis by placing the cameras
in the fronting position instead of the people.
a Moreover
b However/Nevertheless
c Therefore
d Nevertheless/However
1 rules/instructions; 2 mathematics;
3 machine learning; 4 social media
Student’s own answers.
Student’s own answers.
Practise and prepare
1
2
3
4
1 G; 2 F; 3 I; 4 A; 5 E
Student’s own answers.
Student’s own answers.
Student’s own answers.
Unit 6
Think about it: The secrets
of a long and healthy life
1
2
nonagenarian; centenarian; physiological
benefits; body mass index; corroborate;
put to the test; sedentary lifestyle; detrimental;
life expectancy; longitudinal study
a nonagenarian
b centenarian
c physiological benefits
d body mass index
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
3
4
5
6
7
8
e corroborate
f put to the test
g sedentary lifestyle
h long term
i
circulation
j
longitudinal study
Example answers:
cholesterol: a type of fat found in the human
body, e.g. He has a high level of cholesterol.
whole grains: grains from a plant like rice
or wheat where no part of the grain has been
removed, e.g. We eat whole-grain bread for
breakfast.
daily intake: the amount of something that
is eaten or drunk on a daily basis, e.g. The
recommended daily intake of sugar for women
is approximately six teaspoons.
protein: a substance found in food such as
meat, fish, eggs and beans, e.g. Protein is good
for the brain.
consumption: the act of eating or drinking
something, e.g. High-protein consumption may
improve long-term health.
enhance: to improve something, e.g. Taking
regular exercise can enhance your health and
wellbeing.
life expectancy: how long a person is epxected
to live, e.g. Eating a balanced diet can improve
life expectancy.
detrimental: causing harm or damage,
e.g. Eating too much sugar and fatty foods
can be detrimental to your health.
11
Student’s own answers.
Student’s own answers.
a not given; b true; c true; d false; e not given
Example answers:
a Students may note the following about
the context:
Time: This is not a traditional way of
viewing history, which could infer it is
a contemporary, modern-day text.
Place and culture: There is a sense that
it is from the point of view of western
culture, e.g. in terminology such as
‘spice routes’, ‘Old World’, ‘New World’.
(Note that author is from the UK –
editor of the Economist).
b Student’s own answers.
c Student’s own answers, but it could
be argued that this is still true in the
modern world.
d The author means that what the travelling
people did for trade meant that they could
more accurately plot the locations of
places – also they would have discovered
that Earth wasn’t flat!
e Student’s own answers.
Talk about it: Strange things
1
2
nap: a short sleep, e.g. I always take a
30-minute nap in the afternoon.
Student’s own answers.
The speakers discuss food consumption,
exercise, sleep and family relationships.
a false; b true; c true; d not given; e false;
f true; g not given; h not given; i true
He is expressing an opinion (he does not
provide supporting evidence and Karen points
out that there is no long-term research that
establishes the fact).
Student’s own answers.
History and economics:
An edible history
1
2
3
4
5
3
Student’s own answers.
a Photo D
b The speakers suggest the following ideas:
• The man has lost his job. He has just
been fired and has gone somewhere
to get away from everyone and get rid
of his frustration.
• He has finished work for the day and
wants to practise the drums where he
won’t disturb anyone.
• He is a member of a band and
always has his drum with him. He
is playing in a concert later. Or he
went home after work and picked the
drum up, but did not change out of
his work clothes.
• He played in a concert the previous
night, stayed up all night and is on
his way home.
a He must be lying on something.
b He’s holding a book up and reading,
so he can’t be asleep.
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
c
4
5
6
7
8
Do you think it might/may/could be
a lake?
d It may/might not even be water – it just
looks like that in the photo.
e The photo may/might/could have
been edited to give the impression that
he’s floating.
f There may/might/could be someone under
the water holding him up.
a 1; b 2; c 2; d 2; e 1; f 1; g 2; h 1
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Use of English
The object is not used in these two passive
phrases because the focus is not on what caused
the damage, but on the effect of the damage.
8
9
Practise and prepare
1
Think about it: The magic of
microscopic marine organisms
1
Academic writing: Summarising
7
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Yes, all the main ideas are covered.
aThe way we make decisions is affected
by our emotions.
b A significant change in brain activity
was observed by the scientist.
c An article was published by the research
group on the frontal cortex.
d A relationship between emotions and the
outcome of many of our daily decisions
was noted by Dr Simon.
e Several experiments were carried out over
two years by a team of scientists at the
University of Bristol.
Examples of the passive are:
Scientists used to think that decision-making
is driven by rational thoughts alone, however
cognitive research now shows that emotions
often play a significant role too.
The sentence wouldn’t make sense if the object
was removed.
Studies have shown that when one of the areas
is damaged , people can find it challenging
to make simple choices and when the other
is compromised , their ability to make moral
judgements is noticeably altered.
12
Student’s own answers.
Unit 7
1 might; 2 not; 3 must; 4 can’t;
5 be or not have; 6 be; 7 have; 8 been
1
2
3
4
5
6
Student’s own answers.
Student’s own answers.
2
a
b
c
d
e
f
g
h
i
j
k
l
m
n
1
2
3
4
5
6
7
8
phytoplankton
carbon dioxide (CO2)
microbiologist
organism
food web
atmosphere
pollutant
microplastic
marine microbiologist
ecosystem
photosynthesis
bloom
biological carbon pump
microorganism
marine microbiologist
microorganisms
ecosystems
phytoplankton
photosynthesis
carbon dioxide
biological carbon pump
atmosphere
Use of English
Student’s own answers.
3
4
The prefix is micro (microorganism,
microbiologist and microplastic), which
means small.
a blue planet
b when they bloom
c sea temperature, salinity and nutrients
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
d
f
a
They form the foundation of the ocean
food web.
They help stop carbon dioxide being
released into the atmosphere.
microplastics
satellite photos show blooms
b
c
Exactly
himself and other scientists
d
No, they don’t know for certain (could be
shows a degree of certainty that still needs
to be proved).
e
Hmmm. That is worrying expresses his
emotional response.
e
5
6
these tiny ocean plants are having a hugely
positive impact on life as we know it
suggests his opinion.
They really are tiny wonders! also suggests
opinion.
f He was the host. He introduced the
session, coordinated it (asked the guests
questions) and concluded it.
Student’s own answers.
Talk about it: The future of
microchip implants
1
2
3
Biology: Tiny creatures
1
2
3
4
5
13
Student’s own answers.
Student’s own answers.
Student’s own answers.
aThey drink nectar and pollinate other
flowers.
b They have unique tails and carry their
young in pouches.
c changes to their habitats
d The smallest is the seahorse and the
biggest is the pygmy possum.
e The long tail pygmy possum is in more
danger of dying out. The word critically
carries a higher degree of danger than near.
f It is not possible to say because there
is a shortage of reliable data.
g The text is written in a semi-formal style.
It includes scientific features like Latin
words, but you don’t need to be a scientist
to read it because most information
relates to common factors like size, what
the animals eat, where they live and what
they do. Images also support accessibility.
Student’s own answers.
4
5
a
b
Student’s own answers.
believe me; you won’t regret it either;
no more…
a need to consider
b have to acknowledge
c some truth
d It is critical
e little evidence
f doesn’t hold water
g most of us
h No matter
Persuade:
a we need to consider
b Surely, we have to acknowledge
d It is critical
g I think most of us would agree
Give a counter-argument:
c …there may be some truth
e There’s little evidence to show
f …that just doesn’t hold water
h No matter how you look at it / there are
no conclusive findings…
Student’s own answers.
Student’s own answers.
Academic writing: A report
1
2
3
Student’s own answers.
a Background
b Introduction
c Abstract
d Method
e Discussion
f Results
g Conclusion
Adverbs of certainty: positively
Adverbs of manner: regularly, easily
Adverbs of degree: highly, greatly,
considerably, seriously, relatively, significantly
4
aconsiderably/seriously/significantly
(adverb of degree)
b undoubtedly (adverb of certainty)
c significantly (adverb of degree)
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
5
d deliberately (adverb of manner)
e regularly (adverb of manner)
Example notes:
6
Introduction:
Average rainfall different – cities/countries
continents/altitude climate
Aim – compare average rainfall/four cities/
same continent/1500 m altitude
Factors – similarities/differences
7
Background:
Scientists – worried about rainfall patterns
Studies – cities with similar geography
Last 15 years – big increases in rainfall in
some cities
Negative effects – flooding/farming/crops/
landslides/damage to houses
Method:
Four cities – A B C D
Approx. 1500 m elevation
Climates – different
Rainfall recorded/results published
2024 – geography departments shared data
Results:
Horizontal axis – city letter and climate
Vertical axis – annual rainfall average
City A – tropical wet and dry = 138 mm
City B – temperate highland =735 mm
City C – tropical wet and dry = 950 mm
City D – cold desert = 294 mm
Discussion:
Cities A and C – similar climate/very different
rainfall
City C much more pollution than 15 years
before – significant increase in rainfall/
significant?
City A – good air/rainfall stayed same over
15 years
City D – coldest/rainfall stable/low pollution
City B – middle range climate /second highest
rainfall/dramatic rise in pollution/link between
climate change and pollution
Conclusion:
Short summary – main points
Link between climate change/rainfall and
increase pollution
Further studies needed – cause and effect
14
Student’s own answers, covering all the
information from Exercise 4, plus an abstract
summary. They have not been asked to include
a title page or a contents page.
Students should notice that the steps match
the order of the sections except for the
abstract, which they write last. The rationale
here is that they need to have completed
the other sections in order to analyse them
and decide what they need to include in
the abstract.
Practise and prepare
1
2
a false; b not given; c true; d false; e true;
f true
Student’s own answers.
Unit 8
Think about it: Sustainability
in the workplace
1
2
3
4
a sustain
b sustainable
c sustainability
d unsustainable
Verbs (blue): minimise; swapping; alert;
embark; safeguard
Nouns (purple): cafeteria; incentives;
skylights; correlation; outcomes
Adjectives (orange): fundamental; viable;
fluorescent; wishful
a cafeteria
b correlation
c fluorescent
d swap (swapping)
e incentives
f wishful
g viable
h safeguard
i
minimise
j
outcomes
k embark
l
fundamental
m alert
n skylights
Learners should tick all the words they met
in Exercises 2 and 3.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
5
6
The business now offsets 110 per cent
of its footprint.’
a true; b true; c not given; d false; e true;
f not given
aStudents should mention the use of ‘As we
all know’, which suggests a collective or
widely held view.
b Students should notice that the speaker
does not quote any experts and he does
not say who the individuals are. It is a
vague statement based on his own ideas.
c Students should notice that the speaker
uses the words ‘Research has shown’ to
indicate the information is evidence based.
c
Offsetting means taking actions that
reduce the impact of the business on
nature and the planet. Students should
refer to the following sections to justify
their answers:
•
Business and environmental
management: Embracing
sustainability
1
2
3
4
15
Student’s own answers.
Student’s own answers.
Business: foundation, funds, partnered,
milestone, worth, entrepreneur, mainstream,
market, brand, hospitality, public
transparency, legal accountability, plant
Environmental management: sustainability,
offsetting, green issues, plant-based,
sustainable, carbon negative, footprint, carbon
output, decarbonisation, carbon footprint,
renewable energy
a Jude’s – it started in 2002.
b Both believe in their businesses being
sustainable.
For Mr & Mrs Smith, students could refer
to: As the business has grown, so too has
the need to support sustainability. Mr &
Mrs Smith has been partnered with the
Blue Marine Foundation for more than five
years and has recently also started working
with World Land Trust, offsetting as much
of its impact as possible by donating funds
to these organisations. What’s more,
it is committed to scrapping plastic in
its membership cards.
For Jude’s, students could refer to:
Jude’s is on a mission to become the most
sustainable ice-cream brand in the market.
‘Over the past 18 months the penny
dropped that the climate disaster is bigger
than we realised,’ says Wright. ‘We decided
we didn’t want to be carbon negative
by 2025, we wanted to do it today.”
Mr & Mrs Smith: Mr & Mrs Smith has
been partnered with the Blue Marine
Foundation for more than five years and
has recently also started working with
World Land Trust, offsetting as much
of its impact as possible by donating
funds to these organisations. What’s
more, it is committed to scrapping
plastic in its membership cards.
•
d
Jude’s: The business now offsets
110 per cent of its footprint and the
brand’s plant-based offering has half
the carbon footprint of its regular ice
cream. The plant uses recycled water
through a closed loop system and it
also runs on renewable energy.
Students should refer to these sections
for their answer:
Mr & Mrs Smith: ‘When a disaster like
that strikes, you go through a kind of
grief,’ Lohan says. ‘You know for certain
the business is never going to be the same
again. You’ve lost something and you’re
not quite sure what you’ve gained yet.’
What Lohan did find was resilience.
‘We went into “war room mode”, which was
kind of empowering. We gathered the team
around us and created a plan.’
5
6
Jude’s: With the hospitality side of the
business suffering during the pandemic,
Wright admits it took courage to commit
to these new climate objectives but he’s not
stopping there. ‘Offsetting isn’t a solution,
we need to reduce our carbon output so
we have a decarbonisation plan. It’s about
having that mindset in everything we do –
reduce, reduce, reduce.’
Online newspaper article. Students have met
or produced the other genres and should be
able to discount them all, leaving them with
online newspaper article.
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Talk about it: Sustainable
education
Academic writing:
Expository essay
1
1
2
Student’s own answers.
We know it is an expository essay because
there is no clear evidence of argument or
agreeing or disagreeing with a statement.
3
a
In Sub-Saharan Africa, Southeast Asia
and parts of South America, however,
solar power is already changing the lives
of people who have until now lived without
a steady electricity supply.
2
3
4
5
6
7
8
16
a
b
c
a
b
when it comes down to it
all things considered
come to think of it
emphasise a statement or conclusion
suggest something is true if you think
about it from all angles
c draw attention to something important
you have just thought
Example notes:
Student A
Main focus: environmentalism.
Supporting points: environmental
responsibility, humans versus the environment,
preservation and conservation.
Examples: environmental responsibility –
giving people knowledge, skills and attitudes/
humans versus the environment – what
humans need + effects of human needs,
e.g. cutting down trees for houses and to plant
crops/preservation – protecting ecosystems
and conservation – managing natural
resources.
Your response to what you’ve heard: Student’s
own answers.
Your conclusion: Student’s own answers.
Student B
Main focus: living more sustainably
Supporting points: being self-sufficent,
environmentally friendly homes, changing
travel habits
Examples: self-sufficient – growing
vegetables, solar panels, using bicycle to
power appliances/environmentally friendly
houses – grass on roofs, sustainable building
materials/changing travel habits – walking and
cycling more
Your response to what you’ve heard: Student’s
own answers.
Your conclusion: Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
b
4
5
‘I’d put my money on the sun and solar
energy. What a source of power! I hope we
don’t have to wait until oil and coal run out
before we tackle that.’
c paragraph 3
d paragraph 5
e paragraph 2
f paragraph 4
Student’s own answers. (The original title was:
‘How an alternate form of energy is being
used successfully in the world today’.)
Adjective +
noun +
head noun
Adjective +
adjective +
head noun
Adverb +
adjective +
head noun
national
electricity
grid
global
information
sources
most powerful virtually
countries
limitless
source
continuous
stable light
considerable
financial
savings
greater
financial
security
low-cost solar
panels
low-cost
solar-powered
lamps
unreliable
low-intensity
lamps
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
6
7
a adverb + adjective
b adjective + noun
c adjective + adjective
d adjective + noun
e adjective + adjective
Student’s own answers.
4
5
Practise and prepare
1
2
3
6
Student’s own answers.
Student’s own answers.
Student’s own answers.
Unit 9
Think about it: Ancient textiles
and clothing
Opening question: The pictures show:
A Figures on a wall relief from ancient
Mesopotamia.
B Statue of an ancient Roman woman in typical
clothing.
C Terracotta Army warrior commissioned by
Qin Shi Huang, the first emperor of China,
dating from 210 BCE.
D Statue of Viking warrior dressed in traditional
clothing.
1 1 textile; 3 leather; 4 stitched; 5 fibre; 7 linen;
8 garment; 10 woven; 12 flax; 13 loom;
14 wool; 15 weaving; 17 dye; 18 fabric;
19 dyed; 21 remnant; 23 dyes; 26 indigo
2 Student’s own answers.
3
Textile
Manufacture Clothing
textile
silk
leather
fibre
linen
flax
wool
fabric
remnant
cotton
17
stitched
woven
knitted
loom
weaving
dye
dyed
sew
dyes
spin
spun
indigo
coat
garment
article of
clothing
skirt
7
D
aThey were stitched together with grass
and parts of animals.
b linen
c a type of loom
d They used a technique to give it stretch.
e parts of plants, insects and minerals
Example answers:
a The speaker has been wanting to meet
Dr Heathcote for a long time.
b Although a lot of people think the
different leathers were chosen deliberately,
Dr Heathcote implies that the repairs
could mean the choices were random.
c It is hard to be precise about how many
pieces the dress was made from because
part of it is missing.
Student’s own answers.
Cultural studies: The link between
culture and fashion
1
2
3
4
Student’s own answers.
aThe woman has a red folded scarf on her
head, with a pattern around the edge. She
is wearing a black jacket with coloured
decoration around the arms and some
white decoration too. She is carrying a bag
that has a pattern on it in green, purple,
pink and orange. There are two pink
tassels on the bottom. She has a naturalcoloured woven basket on her back.
b Student’s own answers.
a 3; b 8; c 7; d 4 e 1; f 5; g 2; h 6
Student’s own answers.
Talk about it: Fast fashion
1
2
3
4
5
6
7
8
Phrases in the audio are a, b, d, f, g.
Concede a point: b, c, d, g and h.
Defend a point: a, e and f.
Student’s own answers.
a Not everyone
b not everything
c Not all
d not every
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
Academic writing: Advantages and disadvantages essay
1
2
3
4
5
Task C. Students should notice that the writer presents a balanced discussion
with a body paragraph for each point of view and a balanced conclusion.
Student’s own answers.
however = emphasise contrast; while = balance contrasting ideas;
whereas = balance contrasting ideas
a However/Nevertheless/Nonetheless
b whereas/while
c While/Whereas
d Whereas/While
e On the one hand… On the other hand…
Student’s own answers.
Practise and prepare
1
2
a 3; b 1; c 2; d not used; e 4; f not used
a D; b C; c D; d A
Unit 10
Think about it: Stories from the future
1
(a) Something that
you imagine from
the future
(a) interested or
enthusiastic, e.g.
an avid reader
(v) to make a guess
about something
(a) based on guesses
futuristic
(n) a style of
literature
speculate /
speculative
avid
genre
(a) difficult to
explain
uncanny
Vocabulary
preoccupation
(n) thinking about
something a lot
fictional
randomly
teleportation
(a) not real /
imaginary
consumerism
(a) to do something
without any reason
or planning it
2
3
4
5
18
(n) buying and
selling things
(n) an imagined way of being
able to travel from one
place to another instantly
Student’s own answers.
genre; speculative; teleportation; fictional
a B; b C; c D
a
She is very impressed by the book, using positive language to describe it.
b She means that the way she thinks is to question everything.
c Fergus believes Anderson was very accurate in predicting things that we have now.
He provides specific examples, such as digital assistants.
d Jay strongly agrees with Fergus’s opinion, using the phrase ‘I’m totally with you’.
e It made him start to think about the future of the planet.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
6
7
Student’s own answers.
Student’s own answers.
Academic writing: Critical analysis
1
Literature: Science fiction
1
2
3
4
5
6
Student’s own answers.
Student’s own answers.
Student’s own answers.
can’t see the forest for the trees – a
in your face – c
springboard – b
Students should include their own ideas
about why the writer chose these expressions,
including comments on figurative language
such as idioms to give deeper meaning
through visual imagery.
aentertaining escapism, connecting
emotionally with the characters
and engaging in social discussions like
book clubs
b Science fiction presents those differences
between our world and imagined worlds
in such a way that you can’t ignore it.
c For example: It makes the reader ask
questions around the idea that humans
may become extinct.
d He gives examples of books that questioned
technology and unlimited power and novels
that reflect on social issues.
Student’s own answers.
Talk about it: A speculative book
written in 1909
1
2
3
4
5
19
What are you trying to say?
Absolutely. Couldn’t agree more.
That’s an amazing idea.
You can say that again!
Couldn’t have said it better myself.
B
You can say that again!
Sure, I think it’s a great…
I really think that…
Couldn’t have said it better myself.
Well, I’m pretty sure that… I mean look at…
Student’s own answers.
Student’s own answers.
Students should consider the following:
• The book group liked the title because
they thought it made you think that you
are going to be taken on an adventure.
•
2
3
4
5
They thought the word rearranged
captured the reader’s attention.
• They liked how the author switches
Oona backwards in forwards in time and
uses it to show how Oona develops her
emotional responses as her knowledge
of herself grows.
• They thought that the book takes the
reader on Oona’s roller coaster journey
of emotions.
Student’s own answers.
Student’s own answers.
Student’s own answers.
Student’s own answers.
6
It is generally agreed – no subject available
It could be argued – instead of using a more
personal statement
It seems equally possible – instead of using
a more personal statement
7
8
9
It would be hard, if not impossible – instead
of using a more personal statement
a it seems equally possible
b It could be argued
c It is generally agreed
d It would be hard, if not impossible
Student’s own answers.
Student’s own answers.
Practise and prepare
1
2
Student’s own answers.
1 law office; 2 publishing house; 3 discipline;
4 mystery stories; 5 editor; 6 type of fiction;
7 mystery; 8 your imagination
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
e
Literature
A teen novel
1
Student’s own answers. For example:
a
2
3
4
5
20
This could be an aim, and teenagers might
be looking for this kind of help from
fiction that they read, but it also needs
to be appealing and entertaining, not
preaching or very obviously out to teach
them a life lesson.
b This will obviously depend on specific
novels, but many popular teen novels deal
with serious issues, or have these issues
as the backdrop to the story, for example
Harry Potter being an orphan and treated
badly by his adoptive family.
c It can be argued that the story is just as
important as in adult fiction, if not more
so, to maintain the interest of a teen
reader and to keep them reading.
Students should be able to work out from the
extracts that Ally has trouble with reading.
Some of them may know the term ‘dyslexia’.
Student’s own answers.
There are many further examples of firstperson narration in the extracts (all the
instances where it uses ‘I’, ‘my’ or ‘me’)
Sense of Ally as a person: she’s proud, not
wanting anyone to realise that she struggles
to read; she’s brave and will stand up for
herself; she has low self-esteem due to her
learning difference.
a‘it’ refers to Ally’s dyslexia. ‘Like the
ground underneath my feet’ is quite an
effective image to describe the problem –
always there, never going away, difficult
to move or change.
b We get the impression that Ally’s
classmates are not supportive of her;
they are unkind and call her names.
c It tells us that she’s a kind and sensitive
person; that she regrets that she might
have done something that will hurt
another person’s feelings.
d She is afraid people will think that she’s
dumb. Also, we don’t know this from the
extracts, but perhaps she’s worried about
disappointing her family if they find out
that she can’t read.
6
Mr Daniels seems to be a kind person
who is keen to help Ally. He is a good
teacher who makes an extra effort in order
to help his students.
f It applies to Ally in that she might
struggle with reading, but she’s good at
other things (in other parts of the book,
we see that she’s good at maths and
drawing) and should be judged on these,
not just on her ability to read.
Student’s own answers.
A historical novel
1
2
3
a
b
c
Student’s own answers.
Student’s own answers.
An author may be very interested in a
particular period of history and enjoy
doing research on that period; they
may feel that it allows them to be more
creative, imagining the mindset of
characters who lived in different times;
perhaps they’re trying to explore the
truth of a particular period of history,
or, alternatively, have fun imagining what
might have happened.
Student’s own answers.
Details showing that the story is set in
former times:
• neighbours scrubbing their steps in the
early morning
• they knew what happened to families
when a man lost his trade
• the description of the activity in the
streets of Delft in the early morning
in the fourth paragraph in Extract 1
• the fact that the father had never left
the city of Delft
• Griet getting paid with a few coins and
handing them over to her mother
• mallow in oil treatment for Griet’s
chapped hands
• the food at her parent’s house
• the overall style of the writing adds to the
historical sense, with Griet’s first-person
narrative, and the dialogues, sounding
quite formal, e.g. with few contractions,
not as a young girl would speak today
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
4
21
Effectiveness in painting a picture of social
context and atmosphere of the time:
• From the writing in the extracts, we get
a good sense of the social context and
atmosphere of the time: the activity
of the people; that life involved hard,
physical work; that people lived in
difficult conditions; that there was a social
hierarchy.
How well it conveys Griet’s historical thought
processes:
• Possible answer: That Griet takes the
job as a maid, even though she feels it’s
beneath her, and that she works hard
and gives all the money she earns to her
family, fits with what would have been the
mindset and beliefs about what was the
right thing to do in that time.
• These two extracts don’t provide a full
picture of Griet’s historical world – we
see it more in other parts of the book.
aGriet seems reluctant to leave her family
(‘had never been so aware that my back
was to my home’), which implies that
she has a good relationship with them.
We see this in Extract 2 as well, when she
is ‘excited about going home’. She has
a close relationship with her father, who
gives the impression of being a kind man.
From Griet’s descriptions of the meal and
her family’s house, we can see that they
are poor – also from the fact that they
need the money that she earns as a maid.
b Extract 1: ‘It would be something to
discuss later – young Griet become a
maid, her father brought the family low’
(line 6)
Extract 2: ‘it was hard saying goodbye to
my parents […] because this time I knew
what I was going back to.’
c Students may suggest that from the
language Griet uses to describe the city,
we can infer that she has a painterly eye
for colour; through the imagery that
she uses, we may infer that her world is
focused around the house and domestic
matters (‘the sky a flat grey-white pulled
close over Delft like a sheet. The canal
I walked along was a mirror of white light
tinged with green.’). Her one experience
of seeing Delft from high up, from the
church tower, seems to have made a
big impression on her (‘I would never
5
6
forget the sight’) – we can infer that the
experience of this was a major event in
her otherwise quite uneventful life.
Student’s own answers.
Student’s own answers.
A short story
1
2
3
4
5
6
aStudents may suggest that the story the
writer wants to tell does not need the
space of a novel, or cannot be sustained
for the length of a novel – perhaps it
revolves around a single event, without
subplots to include, and with only a few
characters, or even only one.
b Student’s own answers.
a Student’s own answers.
b Students may note that it is compact as
a story, but it is more short story than
haiku, considering that a traditional
haiku is made up of only three lines with
17 syllables. The reader could experience
a flash of insight when reading it, when
they realise that there’s more to the story
than meets the eye. Its purpose could be
a revelation to some people.
Student’s own answers.
Student’s own answers.
aWords and phrases evoking images
include: ‘magnificent grounds’ (line 1); ‘A
feast had been laid out in the open air’
(lines 1–2); ‘feast laid out on the lovely
tables’ (lines 6–7); ‘towards the gardens,
in the sumptuous grounds of that
magnificent estate. It had been a dreamy
day of rich sunlight.’ (lines 37–39)
b Students may suggest that he does feel
some guilt about eating while those
behind him did not or could not, but that
he is excusing his behaviour by saying
that there wasn’t anything that he, and the
other people at the table, could do about
it, so they just go on with eating.
c money; services; favours; allegiance
d The narrator is echoing the idea that some
people in wealthy countries have of people
in poor countries not doing enough to
help themselves out of their poverty and
provide themselves with enough food.
e Student’s own answers.
f Student’s own answers
Students’ own answers.
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
A memoir
1
2
3
4
Students may suggest that a memoir is a
chance to put your own point of view about
world/national/local events across; to educate
people by sharing knowledge gained from
one’s own experiences; to call people to act
against something.
Students may predict that the text is designed
to educate readers about the importance
of the oceans in our ecosystem and as as
a call for people to take action against the
destruction of the oceans.
Student’s own answers.
Examples of accumulation:
•
beer cans and bottles, no windrows of
cigarette butts, no plastic cups, bags,
and bits, or PCB’s, DDT’s, polystyrenes,
or other exotic concoctions
•
subtle snaps and sizzles of small
crustaceans to warbles, grunts, pops,
and hundreds of other variations
•
no throb of engines, no ping of depth
sounders, no low rumble of mechanical
or electronic subsea thunder
•
had twenty kinds of apples, Seckel pears,
garden corn, beans, and tomatoes
•
fresh bread baked at home every day,
hand-pumped well water, milk from their
own cows, chestnut trees, and snow and
rain that fell wondrously pure
•
•
5
22
b
domestic electrical service, indoor
plumbing, automobiles, paved highways,
aircraft, radio, movies, television,
supermarkets, world wars, pesticides,
herbicides, antibiotics, nuclear power, space
travel, satellites, electronics, computers,
and thousands of elements of everyday life
a massive black head, 15-foot-long flippers,
and a grapefruit-sized eye
aStudent’s own answers. For example:
in the sense that, through examining
rocks, soil, fossils, etc., they can give
us information about what happened
millions of years ago on Earth; they
can be seen as the ‘ultimate’ – the best,
the most important – as historians who
rely on other types of primary sources,
e.g. written documents, are not able to go
so far back in history.
6
We get the impression that she’s not young
(‘decades-old frame’), but that she is selfaware, energetic, active and has a youthful
spirit (‘the ten-year-old that dances’)
c Student’s own answers, but examples
could be: from religion, science,
activism, politics.
d Student’s own answers.
e Students may suggest that it was idyllic
to have all the fresh food there to hand
on your own farm, but producing it must
have involved a lot of hard work; life
without indoor plumbing would also not
have been so idyllic; without antibiotics,
there would have been more illnesses
and deaths.
f Student’s own answers.
g Possible answers: that she has a lot of
courage; that she loves nature; that she
is fatalistic.
h Student’s own answers, but could be
along the lines of: She gets her message
across in a gentle way, through beautiful
descriptions of oceans and the life
that lives in them. She’s not lecturing
the reader about what they should
and shouldn’t be doing, but she raises
awareness and possibly encourages them
to act to try to stop the pollution of the
oceans and the harm it’s causing sea life.
Student’s own answers.
A poem
1
2
Main themes: the division, identity and
disconnection from one’s cultural heritage
mentioned in the About the author box.
Most effective lines: Student’s own answers.
Enjambement:
…gold and black
points curling.
Candy-striped glass bangles
snapped, drew blood.
…fashions changed
in Pakistan
My aunts chose an apple-green sari, silverbordered
for my teens.
I could never be as lovely
as those clothes
© Cambridge University Press & Assessment 2024
CAMBRIDGE GLOBAL ENGLISH 12: COURSEBOOK ANSWERS
3
23
I longed
for denim…
My costume clung to me
and I was aflame,
to consider the cruelty
and the transformation
from camel to shade,
marvel at the colours
like stained glass.
My aunts requested cardigans
from Marks and Spencers.
My salwar kameez
didn’t impress the schoolfriend
…asked to see
my weekend clothes.
tried to glimpse myself
in the miniature
glass circles,
how the three of us
sailed to England.
I ended up in a cot
In my English grandmother’s dining-room
I pictured my birthplace
from fifties’ photographs.
…a fractured land
throbbing through newsprint.
staring through fretwork
at the Shalimar Gardens.
aIt could be seen as linking with the themes
of division and identity – a metaphor to
show that she felt her Pakistani heritage
was harming her.
b
4
This could mean that she wishes she
weren’t split between cultures, that she
didn’t have the pull from her Pakistani
side and could just be English and
inconspicuous.
c The fire imagery gives the sense that the
clothes make her feel uncomfortable and
embarrassed, and also not bold enough
to carry off such exotic clothes.
d It could signify that she is interested in,
and feels drawn to, Pakistani culture,
which could be seen as a contrast with
the feelings conveyed in the longing ‘for
denim and corduroy’ and feeling ‘alien in
the sitting-room’ in the ‘satin-silken top’.
e It could symbolise the difficulty of trying
to hold on to one’s culture heritage
when living in a different culture; and
that people in the new culture aren’t
necessarily sympathetic towards one’s
cultural heritage.
f Student’s own answers.
g The irony is that the aunts send the girl
beautiful, exotic, brightly coloured,
traditional clothes, yet they themselves
want a plain and unglamorous,
stereotypically British item of clothing.
h Perhaps to convey to the reader how she
felt as a young girl growing up between
two different cultures. Students’ own
answers regarding how effective the poem
is in doing this.
Student’s own answers.
© Cambridge University Press & Assessment 2024