- •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
Vocabulary
wind (v) – to turn or twist sth repeatedly; wind down – to gradually reduce the work of a business so that it can be closed completely; wind up - to rest and relax after a lot of hard work; to bring an activity or meeting to an end
consternation – a feeling of shock or worry, when it is hard to think about what to do
nebulous – not clear or exact, vague; misty and having no edges: nebulous idea
dim – dark, too far away to see clearly: dim recollection/ awareness/ prospects/ future; in the din and distant past; take a dim view of sth (= disapprove of sth)
retrench – if a government or organization retrenches, it spends less money
confines – limits, borders: within/ beyond the confines
indenture – a former contract, especially in former times between an apprentice and a master
1. Match the words from the article with their meaning.
pursuit law mistake giving sb advantage
bear-market chasing or following sth
champion when the value of business share is falling
loophole very important firm
heavyweight increase in size
expansion support an idea
2. Explain the meaning of the following phrases.
“…they were being laid off “
“… to find a job in a tight labour market”
“… lay down the roots”
“… even those loopholes remain nebulous”
“… face dimming career prospects”
“…they are in limbo”
“ there would be a grace period for laid-off workers
“…the visa system is flawed”
“… we are shooting for freedom”
3. Decide whether these statements are true or false.
An H-1B visa-holder can stay with one firm for a limited period of time.
The reason for Nagaraj’s layoff was the expiration of his visa.
Nagaraj has no choice but to leave America.
All H-1B holders can work till the paperwork winds its way through INC bureaucracy.
H-1B holders cannot bring their families along.
Immigrants were not surprised and took the coming departure easy.
American authorities don’t hold any responsibility for the present situation as they have never made any promises.
Immigrant communities fight for the firms’ recognizing their responsibility for the present crisis.
4. Answer the following questions.
What are the specifications of an H-1B visa?
What are the possible ways of solving the present crisis for the immigrants holding this visa?
What initiated this crisis?
What is the reaction of the US government on this situation?
How do the immigrants try to solve the problem?
What is the position of immigrants support organizations?
5. Comment on the title and sum up the information of the article.
■ 4.7 C. They gave me a C - but I deserved an A, didn't I?
Schoolchildren who are praised by their teachers for hard work, regardless of how good they actually are, may be in for a shock when they get to university.
by Marianne Talbot
The young woman was distraught. For the first time ever she had been given a C rather than an A. She was also angry. She had attended all the lectures, done all the reading, written all her essays: she deserved an A. Her tutor, however, was adamant. She was a pleasure to teach, willing, cheerful, polite and hard-working, but she simply wasn't up to it. Her essays were badly argued and uninspiring, she failed to engage with her subject matter; her work could not be given more than C.
I was the arbitrator in this dispute in my part-time role as academic adviser to the Oxford programme of an American university. It highlighted for me a tightrope that every teacher must walk in rewarding effort: how can we do this effectively without causing young people to confuse effort with achievement? How can we do this without ourselves falling into the trap of rewarding effort over achievement?
My anecdote concerns a US student, but we can't take comfort in thinking this is an American problem. A friend who teaches at a university that has recently introduced a Students' Charter tells me that, having been given the right to insist that tutors justify their grades, students are lining up outside tutors' rooms every term to argue for a higher grade on the basis of their effort. Tutors, my friend says, are giving in from weariness, sympathy with worthy students and it must be said fear of litigation. The problem is likely to be exacerbated by the introduction of tuition fees. One can just imagine students arguing that they have not paid all that money, and put in all that work, simply to fail!
There are those who argue that we shouldn't reward effort at all, only achievement itself. In the older schools and universities, effort has traditionally been derided in academic subjects (though not on the playing field). Students used to boast about the lack of effort they put into work and revision. Tutors could be sarcastic about students who needed to work to achieve, believing they would never be high-fliers (one tutor I know still calls such pupils "honest donkeys"). One of the explanations put forward for the under-representation of girls in first-class degrees is that they put in so much effort they cannot be creative. Effort, seen in this way, is inconsistent with real achievement.
Such a view is no longer tenable. Employers now are rightly wary of those high-fliers who achieve without apparent effort. What will happen, they wonder, when effort is an essential part of getting something done? Do these people know how to make an effort? Will they make an effort? Can they? And schools are more concerned about pupils' self-respect than before, recognising that it underpins many of the qualities and skills needed for adult life. One of the most effective ways to raise self-respect is to praise pupils for their efforts as well as their achievements, recognising that in making an effort, they exhibit tenacity, determination and willingness, all highly desirable qualities of which young people can be proud.
But problems do arise when, in pursuit of our pupils' self-respect, we start to praise even those efforts that do not result in achievement. I recently watched a teacher ask a pupil to read a sentence; then, when the child remained mute, she read the sentence herself, praising the pupil for repeating the words as she read. What did the child learn from this? He certainly wasn't learning to read. (To be fair, the teacher knew she was being observed, often very unnerving).
This incident nicely illustrates the trap: when we reward efforts that have not resulted in achievement, we risk confusing effort with achievement. In doing so, we may be raising pupils' self-respect in the short term, but in the long term we are setting them up for serious disappointments of just the sort experienced by my young American. Outside school and the family, effort is valued only if it results in achievement. We forget this at our pupils' peril.
But it is easy to do so. Effort, we should remember, holds a particular attraction for teachers because it is by pupils', willingness to make an effort that teachers measure their own success. When pupils do make an effort, it is easy for teachers to convince themselves - sometimes correctly - that this is their doing. We all know the glow that is stimulated by a student's enthusiasm, whether or not that enthusiasm results in actual achievement. When a pupil doesn't even try to succeed, good teachers will always feel that they have failed. It is not surprising that it becomes attractive to reward effort for its own sake.
The obvious answer is consciously to reward both effort and achievement, perhaps giving separate grades for each. This has the twin advantages of drawing attention to the fact that both are important, and of enabling schools to write authoritatively on pupils' willingness and ability to make an effort (as well as on their actual achievements). But, if we do this, how do we maintain the self-respect of those pupils who consistently make a determined effort, but never achieve their goal? And how do we encourage effort in those young people who run off with all the prizes without making any effort at all?
There isn't an easy answer. Indeed, I think it is in walking this tightrope (and other similar ones) that good teachers win their professional spurs. The job of teaching involves a constant need to ensure that we live up to all our values, even in cases of conflict. We must keep expectations high and foster pupils' self-respect, expect pupils to keep rules and encourage their independence and creativity, and similarly, we must reward effort without letting go of the need to achieve. It is, in the final analysis, the teacher who succeeds in balancing all these values who will never be forgotten.
The writer teaches philosophy at Brasenose College, Oxford. She is adviser on spiritual, moral, social and cultural development to the Qualifications and Curriculum Authority, and is academic adviser to the Oxford programme for undergraduate studies