- •4.1 Anticipating the Issue
- •4.1 A. The Job that Fits
- •1. You will need the following words to speak about skills and abilities necessary for certain jobs. Think which of them apply to you.
- •3. What would be the ideal job for you, and why?
- •4. Study the following verbs describing very important ways of reacting to other people’s emotions which are essential for working in a team.
- •5. Use the words in the following sentences in the correct form.
- •4.1 B. Seeking Employment
- •1. Explain the meaning of the words in bold which are quite often to be found in job advertisements.
- •3. Don’t forget that you should also actively participate in the interview. You should also ask questions which are interesting to you, such as:
- •4.1 C. Watching and Listening
- •1. Before you listen to the tape, discuss the following:
- •2. Listen to the recording and tick only the advice and information that the speakers actually give.
- •3. Discuss the following questions.
- •4.1 D. Group Discussion. Brainstorm Ideas
- •1. Imagine you are a career adviser. What advice would you give to someone who is
- •2. Chinese astrology organizes years into cycles of twelve with each year named after an animal. The Chinese believe that the year you are born in affects your character.
- •4.1 E. Creative Consolidation
- •4.2 Raise the Issue
- •4.2 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.2 B. Headhunters
- •1. Read the article.
- •2. Match the words with their definitions.
- •3. Find words or phrases in the text which match the definitions below.
- •4. Answer the following questions.
- •5. Choose the best answer a, b, c or d. Only one answer is correct.
- •4.2 C. Group Discussion. Brainstorm Ideas.
- •4.2 D. Watching and Listening
- •2. Sally Muggeridge is Management Development Director at Pearson plc.
- •4.2 E. Vocabulary in Focus
- •1. Use the following idioms in the correct form in these situations.
- •3. Aspects of employment
- •4. Common work-related expressions
- •4.2 F. Creative Consolidation
- •2. Project-Making
- •3. Study different job advertisements.
- •4.3 Raise the Issue
- •1. Fill in the following expressions in the dialogue below. You might need them to speak about your plans.
- •4. 3 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.3 B. Inflated Qualifications
- •1. Read the article.
- •2. Match the following words from the article with their definitions.
- •4.3 D. Vocabulary in Focus
- •1. Complete the expressions below using these verbs:
- •2. Use the expressions in these sentences.
- •3. Use the words from the box to complete each sentence.
- •4.3 E. Creative Consolidation
- •4.4 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.4 B. Working Environment
- •2. Explain the meaning of the following words from the article.
- •3. What is your idea of the best organization of business?
- •4.4 D. Vocabulary in Focus
- •1. Complete the dialogues using the following idiomatic expressions.
- •2. Use the following expressions in the sentences below.
- •3. Use expressions from the box in the correct form in the following situations, connected with climbing the career ladder.
- •5. Over to you.
- •4.4 E. Creative Consolidation
- •4.5 Raise the Issue
- •4.5 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.5. B Global Companies
- •1. Read the article.
- •2.Match the following words with their explanations.
- •3. Explain the meaning of the following words and word combinations from the text.
- •9. Word search.
- •10. For discussion.
- •4.5 C. Group Discussion. Brainstorm Ideas
- •4.5 D. Watching and Listening
- •1. Before you listen, decide which points below you think Miguel will make about Latin America and which ones Tong will make about China. Tick the appropriate column on the right.
- •2. What are the similarities and differences between the two cultures?
- •3. Listen to the rest of the interview. Summarize how business decisions are made in China, according to Tong.
- •4.5 E. Vocabulary in Focus
- •1. Match the words that collocate.
- •2. Choose the adjectives that collocate.
- •4.5 F. Creative Consolidation
- •1. Case Study
- •2. Write an essay on the following topics.
- •4. Project – Making
- •4.6 Raise the Issue
- •1. Change the underlined words, using more formal and more appropriate words from the list given. Make all necessary changes.
- •4.6 A. Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4.6 B. A Short Cut to Success
- •1. Read the article.
- •2. Match the words from the article with their equivalents.
- •3. Read the article in detail and decide which paragraph mentions the following.
- •3. Distinguish between true and false statements.
- •4. Over to you.
- •4.6 E. Vocabulary in Focus
- •3. Study the following description of the written work for courses.
- •4. The writing process and evaluation.
- •4.6 F. Creative Consolidation
- •1. Write an article for a magazine about the importance of education in contemporary competitive world, developing one of the following theses.
- •2. Write an essay expressing your own opinions on the following statements.
- •3. Project Making
- •4.7 Reading Selection
- •Vocabulary
- •4. Understanding main points.
- •5. Understanding details.
- •6. How the text is organized.
- •7. Discuss the following questions.
- •Vocabulary
- •1. Match the words from the article with their meaning.
- •2. Explain the meaning of the following phrases.
- •3. Decide whether these statements are true or false.
- •4. Answer the following questions.
- •5. Comment on the title and sum up the information of the article.
- •Vocabulary
- •5. For discussion
- •Vocabulary
- •4. Answer the following questions.
- •5. Sum up the information of the article.
- •6. For discussion
- •Vocabulary
- •3. Decide whether the following statements are true or false.
- •4. Using phrases or sentences, outline the "three distinct stages of development" of the high achiever.
- •5. Comment on the title and summarize the article.
- •6. For discussion
- •Vocabulary
- •1. Find equivalents in the article.
- •2. Match the following words and expressions from the article with their definitions.
- •3. Explain the meaning of each adjective used by the author to characterize the ‘blessed barons’.
- •Vocabulary
- •2. What do the following phrases mean?
- •3. Explain the meaning of the following sentences.
- •4. The author paraphrases the common phrase ‘ vicious circle’ into ‘virtuous circle’. What is the difference between the two?
- •6. For discussion
- •Vocabulary
- •1. Match the phrases below with their meaning in the context.
- •2. Find the following expressions and phrases in the article. What are the meanings out of context (literal meanings)? Now decide what they mean in the context (figurative meanings).
- •3. Answer questions 1-5 by choosing a, b, c or d.
- •4. Does the author approve or disapprove of meetings? What pros and cons does he bring? Sum up his arguments.
- •Culture
- •Vocabulary
- •1. Find ten words and phrases in the text associated with each of the following:
- •2. Read the text again in detail to complete the following statements.
- •3. For discussion
- •4.8 Group Discussion
- •4.9 Panel Discussion
- •4.9 A. Vocabulary in Focus
- •1. Fill in the blanks with the words from the box.
- •4.9 B Watching and Listening
- •1. Listen to the first part of the interview and answer the following questions.
- •2. Listen to the second part of the interview and choose the best answer.
- •3. After you listen to the third part of the interview answer the following questions.
- •4.9. C. Brainstorm Ideas
- •4.10 Creative Consolidation
- •2. Write an article developing one of the following theses.
- •4.11 Group Project-Making
3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
Reiterate, grievous, mesmerize, precarious, estrange, facilitate, distraught, admonish, embellish, ambiguity, travesty, deride |
While many colleges and universities have moved to ………… their programs and offer a more specialized curricula to accommodate students’ needs for new job markets, other institutes of higher education have held to their generalist approach to education, though they are ………….. ed for it. In an effort to provide a broad education that prepares students to deal with a variety of problems they offer a core curriculum for liberal arts degree seekers.
The core curriculum offered at Harvard University has long been a model for successful program of general education. Yet, today many professors and students are ………. with Harvard’s core.
Harvard first instituted a general-education program in 1949-1950 aimed at ……………ing a broad interdisciplinary overview of fundamental topics so that, when the students studies their major, they had a context in which to fit it.
Trying to extricate themselves from extremely …………… situation of creating ………… of education by introducing very specific courses such as “The Scandinavian Cinema” the Harvard administration created a core curriculum that would emphasize “critical faculties”, or thinking skills, rather than specific knowledge.
Harvard’s core curriculum still exists today. The philosophy behind the core is clear and devoid of any …………. “Every Harvard graduate should be broadly educated, as well as trained in a particular academic specialty”.
This core, though many are still ………….ed by it, has not been without criticism.
Some professors are ………….ed by the lack of introductory foreign-language and mathematics courses, the subjects generally agreed upon as ideal for teaching thinking skills.
They also ………… the fact that ironically students can meet their core requirements without taking a single course that focuses on Western culture; this intentional omission has been explained by some as the university’s fear of appearing ethnocentric or even racist by focusing on Western values.
Yet, most students are required to study a foreign culture. It is …………..ed to them that when they are exposed to a new culture they might reexamine the values of their own culture.
Though Harvard graduates’ arguments refute the validity of the latter statement. “A …………. fact is insufficient knowledge of our own culture and whilst our inability to reexamine its values.”
4.6 B. A Short Cut to Success
➢ What do you think is the short cut to success?
➢ Do you agree with the concept of a core curriculum in higher education? If so, what should be included?
1. Read the article.
The Safest Cut to Success: Education22
We live in a society increasingly obsessed with material success. We are exhorted to "Get on!" "Get ahead!" "Get a step on the ladder!" "Make it to the top!" If you don't prosper, it's easy to feel like a flop, that you've wasted your life and failed your family.
But is such success open to all? Can success be taught?
The most certain route to riches is to start out wealthy. Twenty-five per cent of those who head large corporations were born into affluent families.
If you're not wealthy, you may be able to capitalize on another advantage: good looks. Being tall is also an advantage. Other qualities being equal, employers are more likely to select taller and more attractive people. Knowing from the very early age that ugliness estranges we do our utmost to embellish ourselves with make-up and smart clothes disguising imperfection of our bodies.
However, if you can’t pride yourself either on well-off backgrounds or looks that mesmerize all those present you can try affirmative training courses which can unleash the power within, transform your thinking, and help you forge your way to the top.
Banish negative thoughts and put yourself in a more productive frame of mind. Remember that motivation is the key. Look in the mirror every morning and say to yourself: "You are rare, unique and different. You were designed for accomplishment, engineered for success. Sounds embarrassing? Don't forget that self-belief is crucial for success.
All those banalities reiterated leave us with the idea that becoming a millionaire is a surprisingly haphazard affair. There is however a recourse. It’s hardly the easiest or the shortest but undoubtedly the safest. You’ve got it right. It’s a university degree. Your first degree will save you from many precarious situations, enabling you to compete favorably in the job market, whereas the second one will pave your march to success.
Though there is no division on this question and good education is unanimously considered a must, the question of the essence of proper education has always instigated more ambiguous comments. Woeful ignorance and grievous illiteracy of modern teenagers have been repeatedly derided. Parents in firm belief that conventional school has become a travesty of education find refuge in alternative schooling. Charter schools that are approved by the state but are outside the public school system are expanding at breakneck pace. Religious schools are overflowing with new students. Home schooling is attracting unprecedented numbers of parents who only a couple decades ago would never have dreamed of teaching their own children.
Those migrating from public school system say the roots of disenchantment vary. Some parents are frustrated with bureaucracy, others fear student violence. Some want their children to spend more time learning values. Others call the one-fits-all model of most large public schools an ineffective and impersonal way to learn.
The problems however do not finish at this level of education. University graduates say that they are not prepared to deal with open-ended problems, the ones with any number of possible answers as they have been only trained to deal with closed problems, with just one correct answer. Moreover individual success is fostered in the essence of education system. Striving for personal accomplishment is hardly of any help in the modern world where team spirit is crucial.
Furthermore university education is often admonished for the irrelevance of traditional theoretical studies and inability to offer more specialized curricula to accommodate students’ needs for new job markets, which would allow them to excel without undue effort.
Though all these arguments sound reasonable, it rates a mention that universities are not supposed to tailor their courses to immediate professional needs, as liberal arts degree provides universal thinking skills, prepares one to focus on a variety of specific problems and creates well-informed citizens. Those interested in vocational skills can gain them at special professional and technological colleges.
In conclusion we can’t but admit that juxtaposing successful entrepreneurs and so-called intrapreneurs, those who rise through the ranks to the top of large corporations, Professor Gary Cooper of the University of Manchester Institute of Science and Technology, found that intrapreneurs tended to be the kids everyone thought would do well but genuine entrepreneurs often had early reputations as troublemakers. "They probably left school early, had several business disasters and are awkward personalities. They are also intuitive and very determined. Coping with disaster early in life appears to give people vital resilience later on," suggests Cooper. It facilitates their ability not to lament about their failures and stay distraught but to start something anew. Successful people, in fact, are the ones who, when something doesn't work, try something else. Unsuccessful people keep on doing the same thing, only harder.