Insight 2nd Ed_Student Book

EDITION

The skills book includes: • Four modules that explore Media Messages and the Art of Persuasion; Global Matters; Making Your Future Work; Pronunciation and Language Elements • A new scope and sequence chart for easier lesson planning • Comprehension strategies for audio and video activities • Nine vocabulary review activities for each topic • Cross-references from texts to pronunciation activities in the fourth module • Links from reading texts to the Insight Grammar book units • Podcasts from the CBC, National Public Radio and other authentic sources • Full video clips from the CBC, Slate V Media, and independent filmmakers

Jane Petring has been teaching at Cégep ÉdouardMontpetit since 1995 and has also taught ESL in Europe, West Africa and the United States. She holds an MA in Applied Linguistics and TESOL from Michigan State University. She is the author of Prospect 2nd Edition: English Skills for Academic and Professional Purposes and Access: Advanced Grammar and Writing Skills.

INSIGHT 2nd EDITION GRAMMAR This new edition includes 11 units on grammar, 3 review units, and a section on writing.

Digital Versions, accessed with or without the internet SKILLS BOOK FOR STUDENTS The digital skills book allows students to: • flip through the book, take notes and write in their answers • save voice recordings in an audio player • access the audios and videos in the units

TEACHER’S EDITION For in-class use and correcting, the digital version allows you to: • project, take notes and flip through the entire skills book • show the answer key, question-by-question • share the teacher’s notes and documents with your students • correct your students’ answers directly on their digital workbook • access all audios and videos • save voice recordings in an audio player

Six-month access for students and teachers to the digital version of the skills book is FREE upon purchase of the paper version of the skills book.

One-year access to the digital version of the skills book is also available for purchase online. Go to www.editionscec.com.

Insight_cvrt_st-book_(06-16).indd All Pages

2

nd

JANE PETRING

INSIGHT ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES

JANE PETRING

CODE DE PRODUIT : 251794 ISBN 978-2-7617-4124-8

www.cecplus.com

EDITION

STUDENT BOOK

ABOUT THE AUTHOR

ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES

This new second edition has been re-worked and redesigned in order to better respond to the changing needs of intermediate and high-intermediate students of English as a second language, in both academic and vocational programs. The content in this series provides integrated material to develop reading, listening, speaking and writing skills, and also offers projects which allow students to consolidate their English learning with their chosen fields of study.

TEACHER’S EDITION

• Teacher’s notes and answer key for the Student Book • Transcripts of all audio and video excerpts • Extra readings and video listening materials for testing

2 nd EDITION

ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES

INSIGHT

INSIGHT 2

nd

2016-06-08 11:37 AM

INTRODUCTION TO THE 2 nd EDITION With the success of the first edition of Insight for post-secondary, intermediate-level students, great care was taken to make sure the 2nd Edition would be re-edited and re-designed to take into account the growing student need for comprehension strategies, vocabulary-building, grammar recognition, writing strategies and pronunciation practice.

Updated Themes and Organization Module 1, Media Messages and the Art of Persuasion, encourages students to become critical users of not only the traditional but also the increasingly ubiquitous digital media. Module 2, Global Matters, focuses on how technology, sustainable development and the Canadian North can help us see our shrinking world in a new light.

In Module 3, Making Our Future Work, students explore a wide range of fascinating professions and discover the tools necessary for marketing themselves in a workplace where old and new technology is key. In the new Module 4, students have the opportunity to practice English pronunciation patterns, review essential language for everyday communication, develop vocabulary-building strategies and become aware of other relevant learning material.

Cross-references to pronunciation exercises, comprehension strategies, and grammar points and writing guidelines found in the grammar book, appear in each Module.

Each Module is divided into three Parts, offering speaking, reading, listening, viewing, writing and online tasks. Each Part provides students with rich speaking and writing opportunities, as well as a new vocabulary-development section called Words to Know, which focuses on recognizing high-frequency words. Three major projects are suggested at the end of each Module to allow students to link the information, language and strategies covered in all three Parts.

Updated Vocabulary Acquisition

Low-frequency words appear in the margins of each text, or in vocabulary word lists for audios and videos.

High-frequency words and useful expressions are recycled in the Words to Know section at the end

of each Part of a Module. As well, students learn vocabulary strategies as they read a text, listen to an audio or watch a video.

Updated Reading, Audiovisual and Speaking Material We’ve updated more

than two-thirds of the readings, videos and audios, and many of the speaking and writing activities in order to offer a refreshing variety of skills activities.

Insight 2nd Edition Grammar The

grammar book has been expanded by 40 pages to provide review activities, effective writing guidelines and practical sample essays.

Acknowledgements for Insight, 2nd Edition: This second edition of Insight evolved from a simple revision into a dynamic and ever-changing project with valuable feedback from teachers, students, friends and colleagues. In particular, I would like to thank:

• Patrick Johnston for deftly orchestrating the many aspects of pulling the project together while respecting my “off time” as I travelled to the far reaches of the globe during my sabbatical leave.

• Roberto Blizzard for his careful editing and layout and Claude Bernard for, once again, magically transforming text into a work of art.

• My wonderful husband, Mike Wybo, for continuing

to cook those fabulous dinners and putting up with another sequence of late nights and long weekends as I toiled at my computer.

• My students for inspiring me with insights, outlooks and lots and lots of essays.

• My good old faithful Marinoni bicycle… the 8,000-

some kilometres we travelled together this year gave me plenty of time to think and rethink new approaches while getting me to some incredible places on two wheels.

–Jane Petring

TA BLE O F CONTENTS MODULE 1

MODULE 2

MEDIA MESSAGES AND THE ART OF PERSUASION . . . . . . . . . . . 2

GLOBAL MATTERS . . . . . . . . . . . . . . . . . . . . . . . . . 48

PART 1

PART 1

1.1 | Warm-up: Class Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 | Reading: The Digitally Embedded Ad . . . . . . . . . . . . . . 5 1.3 | Video: Product Placement Goes Digital. . . . . . . . . . . . . 8 1.4 | Listening: Advertising in Video Games. . . . . . . . . . . . . 10 1.5 | Grammar-Based Writing: Simple Present and Present Continuous. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1.6 | Speaking: Experience the Digital World. . . . . . . . . . . . 11 1.7 | Reading: Where Are the Books?. . . . . . . . . . . . . . . . . . . . 12 1.8 | Writing: Persuasive Essay: Time to Regulate? . . . . . . . 16 1.9 | Speaking: Ad Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1.10 | Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1.1 | Warm-up: How Long Do Your Tech Tools Last?. . . . . . . 49 1.2 | Reading: Biomimicry—Natural Design . . . . . . . . . . . . . . 52 1.3 | Speaking: Inspired and Inspiring Innovations. . . . . . . . 55 1.4 | G rammar-Based Writing: Comparative and Superlative Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 1.5 | Video: Sustainability—A Lesson from Tanzania. . . . . . 56 1.6 | Reading: Why Men Without Cars Are Sexy. . . . . . . . . . . 58 1.7 | Video: Car Sharing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 1.8 | Writing: Cars, Your Environment and You. . . . . . . . . . . . 64 1.9 | Words to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

PART 2

NORTHERN EXPOSURE

THE IMPACT OF DIGITAL INTEGRATION

MEDIA LITERACY, STATISTICS AND FILTER BUBBLES 2.1 | Warm-up: Numerical Messages . . . . . . . . . . . . . . . . . . . . . 20 2.2 | Reading: Comparing Newspaper Articles. . . . . . . . . . . . 21 2.3 | Speaking: There’s More Than One Kind of Literacy. . . 23 2.4 | Reading: Who’s Following Me?. . . . . . . . . . . . . . . . . . . . . . 25 2.5 | Speaking: Who Are the Real Digital Natives?. . . . . . . . . 29 2.6 | Video: The Corporation—The Nag Factor. . . . . . . . . . . . . 30 2.7 | Listening: Watch Your Step When Shopping. . . . . . . . . 32 2.8 | Writing: How You See It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 2.9 | Words to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

PART 3

A WEB OF INFORMATION 3.1 | Warm-up: Info on the Whole Wide Web. . . . . . . . . . . . . . 35 3.2 | Reading: Wikipedia Gaining Respect in Places of Higher Learning. . . . . . . . . . . . . . . . . . . . . . . . . 37 3.3 | Video: How to Edit a Wikipedia Article. . . . . . . . . . . . . . . 41 3.4 | Grammar-Based Writing: Verb Replacement Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.5 | Listening: Wikipedia and the Gender Gap. . . . . . . . . . . 42 3.6 | Speaking: Topics and Gender. . . . . . . . . . . . . . . . . . . . . . . 43 3.7 | Writing: How to Do Effective Online Research . . . . . . . 43 3.8 | Words to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

IV INSIGHT

TABLE OF CONTENTS

EARTHLY CONCERNS

PART 2

2.1 | Warm-up: The Northwest Passage . . . . . . . . . . . . . . . . . 67 2.2 | Video: Our Changing Arctic. . . . . . . . . . . . . . . . . . . . . . . . 69 2.3 | Speaking: The Pros and Cons of the Seal Hunt. . . . . . 71 2.4 | Writing: Taking Sides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 2.5 | Reading: A Photographer’s Obsession: The Arctic. . . 75 2.6 | Grammar-Based Writing: Future Forms. . . . . . . . . . . . 80 2.7 | Video: Rap in the Far North. . . . . . . . . . . . . . . . . . . . . . . . 80 2.8 | Listening: The Future of Inuktitut. . . . . . . . . . . . . . . . . . 82 2.9 | Writing: Take a Stand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 2.10 | Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

PART 3

DEVELOPING ISSUES 3.1 | Warm-up: Putting Scents in Order . . . . . . . . . . . . . . . . . 85 3.2 | Reading: From War to Good Scents . . . . . . . . . . . . . . . . 85 3.3 | V ideo: Dragon’s Den: Barbara Stegemann (The Seven Virtues) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 3.4 | Speaking: Pitch Your Idea to the Dragons . . . . . . . . . . 90 3.5 | Listening: Tour d’Afrique . . . . . . . . . . . . . . . . . . . . . . . . . . 91 3.6 | R eading: A Bitter Taste of Chocolate. . . . . . . . . . . . . . . 93 3.7 | Grammar-Based Writing: Past Perfect. . . . . . . . . . . . . 96 3.8 | L istening: Bitter Chocolate: An Interview with Carol Off. . . . . . . . . . . . . . . . . . . . . . . . . 96 3.9 | Writing: Process Analysis Essay. . . . . . . . . . . . . . . . . . . . 98 3.10 | Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

© 2012, Les Éditions CEC inc. • Reproduction prohibited

MODULE 3 MAKING YOUR FUTURE WORK . . .

MODULE 4 104

PART 1

WHAT’S YOUR THING? 1.1 | Warm-up: What Do You Call a Person Who … ? . . . . .

1.2 | Reading: What Do You Do?. . . . . . . . . . . . . . . . . . . . . . . . .

1.3 | Reading: No Bones About It: Kathy Reichs’ Advice on Starting a Career . . . . . . . . . . .

1.4 | Listening: Geof Isherwood, Marvel Comics Illustrator . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.5 | Video: Applying for the Best Job in the World. . . . . . .

1.6 | Reading: Can You Use Real-World Tools?. . . . . . . . . . . .

1.7 | Writing: Work Expectations . . . . . . . . . . . . . . . . . . . . . . . .

1.8 | Words to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

105 106 108 112 112 113 116 116

PART 2

WHAT’S OUT THERE? 2.1 | Warm-up: Ready to Roll. . . . . . . . . . . . . . . . . . . . . . . . . .

2.2 | Writing: Describing Your Experience . . . . . . . . . . . . . .

2.3 | Grammar-Based Writing: Present Perfect . . . . . . . .

2.4 | Speaking: Active Verbs and Descriptive Adjectives. . . . . . . . . . . . . . . . . . . . . . . .

2.5 | Writing: Your Resumé . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.6 | Writing: Your Cover Letter . . . . . . . . . . . . . . . . . . . . . . . .

2.7 | Reading: Employment Trends. . . . . . . . . . . . . . . . . . . . .

2.8 | Listening: Upcycling Waste into Wealth . . . . . . . . . . .

2.9 | Video: Censorship Controversy. . . . . . . . . . . . . . . . . . .

2.10 | Speaking: Managing Situations. . . . . . . . . . . . . . . . . . .

2.11 | Writing: Put Your Knowledge to Work. . . . . . . . . . . . .

2.12 | Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

119 120 121 122 123 124 125 127 128 129 131 131

PART 3

PROJECTING AND PROTECTING YOURSELF 3.1 | Warm-up: Interpreting Body Language. . . . . . . . . . . . .

3.2 | Reading: Start with Your Online Reputation . . . . . . . .

3.3 | Listening: Steve Jobs: Computer Science Is a Liberal Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.4 | Video: Wanting to Make It Big. . . . . . . . . . . . . . . . . . . . . .

3.5 | Reading: Putting the Next Foot Forward. . . . . . . . . . . .

3.6 | Writing: A Trip Report or Mentor Interview Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.7 | Words to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

133 135

PRONUNCIATION AND LANGUAGE ELEMENTS. . . . . . . . . . . . . . .

146

1 PRONUNCIATION . . . . . . . . . . . . . . . . . . . . . . . . . . . .

146

1.1 | The –ed Ending in Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 | Pronunciation –s or –es. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.3 | When to Pronounce ch as k, sh or ch . . . . . . . . . . . . . . . .

1.4 | Words that Begin with a Vowel vs h . . . . . . . . . . . . . . . . .

1.5 | Pronunciation of h and Unstressed Function Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.6 | Silent Consonants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.7 | Deliberate Pausing: Content Words, Function Words and Rhythm. . . . . . . . . . . . . . . . . . . . . . .

1.8 | Word Stress for Multi-Syllable Words. . . . . . . . . . . . . . . .

1.9 | Stress in Pronouncing Numbers, Measurements and Total Amounts. . . . . . . . . . . . . . . . . .

146 147 148 149

2 LANGUAGE ELEMENTS . . . . . . . . . . . . . . . . . . . .

152

2.1 | Telephone Numbers and Addresses. . . . . . . . . . . . . . . . .

2.2 | Telling Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.3 | Dates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.4 | The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.5 | Telephone Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

152 153 153 155 155

3 UNDERSTANDING NEW LANGUAGE . . .

157

3.1 | Searching for Context Clues . . . . . . . . . . . . . . . . . . . . . . . .

3.2 | Recognizing Cognates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.3 | False Cognates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.4 | Using Word and Sentence Analysis. . . . . . . . . . . . . . . . . .

157 158 159 160

149 150 150 151 152

4 E LEMENTS OF WRITING

IN THE WORKPLACE. . . . . . . . . . . . . . . . . . . . . . . . 163

4.1 | A Request for Information. . . . . . . . . . . . . . . . . . . . . . . . . . 163 4.2 | A Message to Complain About a Product or Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

5 P REPARING ORAL PRESENTATIONS

AND RESEARCH PAPERS . . . . . . . . . . . . . . . . . . 165

136 137 138

6 DOCUMENTING SOURCES . . . . . . . . . . . . . . . .

141 144

Photo Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Text Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

166

End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 © 2012, Les Éditions CEC inc. • Reproduction prohibited

Insight-2_liminaires_(2).indd 5

TABLE OF CONTENTS INSIGHT V

2015-01-12 10:25 AM

Scope and Sequence Themes

MODULE 1

Main Topics

Grammar-Based Writing: Simple Present vs. Present Continuous Persuasive Essay

PART 2

Numerical Messages There’s More than One Kind of Literacy Who Are the Real Digital Natives?

Comparing Newspaper Articles (326 words) – two articles Who’s Following Me? (673 words)

The Corporation—The Nag Factor (Video) Watch Your Step When Shopping (Audio)

Opinion Essay

Info on the Whole Wide Web Topics and Gender

Wikipedia Gaining Respect in Places of Higher Learning (1,006 words)

How to Edit a Wikipedia Article (Video) Wikipedia and the Gender Gap (Audio)

Grammar-Based Writing: Past Forms

PART 3 A WEB OF INFORMATION

PART 1

How Long Do Your Tech Biomimicry— Natural Design Tools Last?

(651 words) Inspired and Inspiring Why Men Without Cars Are Sexy Innovations (792 words)

Sustainability—A Lesson from Tanzania (Video) Car Sharing (Video)

Grammar-Based Writing: Comparative and Superlative Forms Descriptive Essay

PART 2

The Northwest Passage The Pros and Cons of the Seal Hunt

The Hunt Must Go On (564 words) Why the West Should Care about the Seal Hunt (550 words) A Photographer’s Obsession: The Arctic (1,304 words) Don’t Call Me Eskimo (393 words)

Our Changing Arctic (Video) Rap in the Far North (Video) The Future of Inuktitut (Video)

Grammar-Based Writing: Future Forms Argumentative Essay Persuasive Essay

Putting Scents in Order Pitch Your Idea to the Dragons

From War to Good Scents (644 words) A Bitter Taste of Chocolate (995 words)

Dragon’s Den: Barbara Stegemann (Video) Tour d’Afrique (Audio) Bitter Chocolate: Interview with Carol Off (Audio)

Grammar-Based Writing: Past Perfect Process Analysis Essay

What Do You Call a Person Who … ?

Reflections on Reich’s Speech Video Resumé Technology and Trade Skills

What Do You Do? (671 words) – four articles No Bones About It: Kathy Reichs’ Advice on Starting a Career (1,514 words) Can You Use Real-World Tools?

(772 words)

Geof Isherwood, Marvel Comics Illustrator (Audio) Applying for the Best Job in the World (Video)

Descriptive Essay Work Expectations

Your Best Job Retell: Office Ninja (357 words) Role-play: Job I Want My Facebook (395 words) Interview Vocabulary Managing Situations

Upcycling Pioneer (Audio) Censorship Controversy (Video)

Writing a Resumé (or CV) and a Cover Letter Grammar-Based Writing: Present Perfect

Interpreting Body Language Online Reputations

Steve Jobs: Computer Trip Report Science Is a Liberal Mentor Interview Art (Audio) Report Wanting to Make It Big - Canadian Singer (Video)

EARTHLY CONCERNS

NORTHERN EXPOSURE

PART 3 DEVELOPING ISSUES

MAKING YOUR FUTURE WORK

PART 1 WHAT’S YOUR THING?

PART 2 WHAT’S OUT THERE?

PART 3 PROJECTING AND PROTECTING YOURSELF

VI INSIGHT

Insight-2_liminaires_(2).indd 6

Writing

The Digitially Embedded Ad Product Placement (818 words) Goes Digital (Video) Where Are the Books? (856 words) Advertising in Video Games (Audio)

MEDIA LITERACY, STATISTICS AND FILTER BUBBLES

MODULE 3

Listening/Viewing

Media Habits Experience the Digital World Ad Analysis

THE ARTOF PERSUASION

GLOBAL MATTERS

Reading

PART 1

THE IMPACT MEDIA OF DIGITAL MESSAGES AND INTEGRATION

MODULE 2

Speaking

SCOPE AND SEQUENCE

Start with Your Online Reputation (649 words) Putting the Next Foot Forward (895 words)

© 2012, Les Éditions CEC inc. • Reproduction prohibited

2015-01-12 1:31 PM

©

Language Insights and Projects Themes

Vocabulary

Comprehension

Pronunciation

Grammar

MODULE 1

PART 1

MEDIA MESSAGES AND THE ARTOF PERSUASION

Recognizing Nonverbal Cues Identify Patterns in Rhythm

Pronouncing the –ed Ending Rhythm in English

Simple Present and Present Continuous

PART 2

Recognizing Visual Cues

Deliberate Pausing

When to Use Continuous Tenses Parallel Structure

Focused Listening for Specific Elements

Pronunciation When to Use Is or Has of -s and -es Sounds instead of Are or Have

PART 1

Using Visual Clues Recognizing Native and Non-native Speakers of English

The [t∫] “ch” Sound

PART 2

Listening for Specific Details

Words Beginning With Modal and Conditional Vowels or h Sounds Forms Making Connections Prepositions Between Words (Liaison)

Anticipating Answers to Questions Listening for Specific Details

Silent Letters

When to Use Past Perfect or Past Perfect Continuous

Understanding the British r

Word Stress: Multisyllabic Words with “sh” Endings

Pronouns and Possessive Adjectives

Making Predictions

Word Stress: Common Simple Present or Workplace Terms Simple Past vs (Active Verbs Present Perfect and Descriptive Adjectives)

Idiomatic Expressions Words to Know

The Meaning of Literacy Using Word Analysis Words to Know

PART 3 Phrasal Verbs Words to Know

MODULE 2 GLOBAL MATTERS

Recognizing Cognates Expressions Use of Context and a Dictionary Words to Know Expressions and Phrases Words to Know

PART 3 Useful Expressions Words with Different Meanings Words to Know

MODULE 3 MAKING YOUR FUTURE WORK

PART 1 Phrasal Verbs Words to Know

PART 2 Active Verbs and Descriptive Adjectives Words to Know

PART 3

Scanning a Text Identifying False Cognates Listening for Specific Details Words to Know

MODULE 4 PRONUNCIATION AND LANGUAGE ELEMENTS

Write or Edit a Wikipedia Entry of Your Choice Create an E-zine Build a Web Portal of Reliable Sites

Debate a Controversial Issue Issues Around the World Present a Process Analysis

Trip Report or Mentor Interview Report Job Fair Teach Something

Modal Auxiliaries

Pronunciation Language Elements Understanding New Language Elements of Writing in the Workplace Preparing Oral Presentations Documenting Sources

© 2012, Les Éditions CEC inc. • Reproduction prohibited

Insight-2_liminaires_(2).indd 7

Stress in Nouns and Verbs

Question Formation Participial Adjectives with –ing or –ed Endings

Projects

LANGUAGE INSIGHTS AND PROJECTS INSIGHT VII

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HOW TO USE INSIGHT 2 nd EDITION BOOK STRUCTURE: Modules and Parts You will be exploring three themebased Modules, with each theme divided into three related topics, or three Parts. The final Module, Module 4, offers new pronunciation activities, specific learning strategies and additional reference material.

MODULES 1 TO 3: Skills in Each Part Speaking Warm-ups consisting of quizzes, surveys and other oral activities prepare students for each new topic of a Part. More elaborate Speaking includes debates, statistical and visual analyses, and many other innovative activities.

Reading, Watching and Listening You will read, watch and listen to a variety of texts that come from professional sources and are always related to the theme. All are rich in content. Low-frequency terms are defined in the margins or word lists; high-frequency terms are found in various text-based activities, including in a review of Words to Know at the end.

Writing The challenge of having students write a text is facilitated with the use of short Grammar-Based Writing tasks, authentic student models and crossreferences to the Writing Guidelines Unit of the Insight Grammar book.

VIII INSIGHT

HOW TO USE INSIGHT 2nd EDITION

© 2012, Les Éditions CEC inc. • Reproduction prohibited

MODULES 1 TO 3: Language Insights and End-of-Module Projects With each text, you will find useful Pronunciation, Grammar, Comprehension and Vocabulary Insights inserted into the margins.

These margin inserts also provide practical cross-references and essential learning strategies.

Pronunciation Insight Highlighted or underlined words in the texts provide examples of pronunciation patterns. Cross-references online activities to and Module 4 are shown.

Vocabulary Insight Along with vocabulary strategies found with each reading, viewing and listening text, you will find additional activities for vocabulary-building in this margin insert.

Grammar Insight Highlighted or underlined words in the texts provide examples of the grammar point. You will also find cross-references to the grammar online activities. book and

Comprehension Insight Useful strategies help you listen to authentic texts and take notice of both verbal and non-verbal cues in oral communication.

End-of-Module Projects To complete each three-part Module, you will have the opportunity to consolidate your learning in a fun and interactive project.

MODULE 4: Pronunciation and Language Elements This 2nd Edition includes new pronunciation activities to help students improve not only their comprehension of English but also their ability to communicate clearly with native speakers. As well, this section provides a variety of vocabulary strategies, sample workplace correspondence and other essential language-learning tips.

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HOW TO USE INSIGHT 2nd EDITION

INSIGHT IX

MODULE

2

G LO B A L MAT T ERS

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3

Issues Around the World

What are the most important issues facing other countries around the world? Research a specific country and report your findings to the class. If possible, focus on issues that relate to your field of study, considering topics such as employment issues, natural and human resources, demographics, climatic changes, economic and educational activities, etc.

Write a formal report about your findings or present your information to the class in an oral presentation.

PROJECT

Hold a formal debate about a controversial topic that is currently in the news or one that affects your field of study. Consider issues dealing with technology, privacy, genetic modification, immigration, health care and so on. You will debate for or against a position, but you should research both sides of the issue to be well prepared.

Your teacher will establish the specific parameters of the debate.

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Debate a Controversial Issue

PROJECT

PROJECT

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End-of-Module Projects Present a Process Analysis

Follow the guidelines on pages 98-99 to write 10-12 steps of a process in your field of study. Take pictures and/or short videos of each step. Try different angles and lighting to see what works best and then select the best shots or videos to use for each step.

Upload your pictures onto slides in a projected slide presentation such as PowerPoint or use an online tool that allows you to make a multimedia production.

Practise explaining the process using the slideshow and then present your Process Analysis to the class.

END-OF-MODULE PROJECTS

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MODULE

3 Finding a job that is personally satisfying takes preparation, resourcefulness and an open mind. A professional-looking online presence and resumé will help you get an interview, and solid research and preparation are key to selling yourself in person. It is also important to keep your eyes and ears open to find out about opportunities in unexpected places.

Any person at any time could be the link to a brilliant career.

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M AKI NG YO UR FU T URE WOR K

What’s Your Thing?

What’s Out There?

Projecting Yourself

P PART ART

1

WHAT’S EARTHLY CONCERNS YOUR THING? My workwish is a game, a very If you to make anserious apple game. pie from scratch, you must— first Maurits Cornelis Escher,

invent the universe.

WARM-UP

Dutch graphic artist

1.1 What Do You Call a Person Who … ?

Some people make a living in very strange ways. If you think that “work” means sitting at an office desk forty hours a week, think again!

• For each of the job titles below, work with a partner to see if you can guess the activity that goes with it.

• After your teacher has confirmed the correct answers, discuss the type of training or educational background that is probably necessary to do each of these jobs.

1 haberdasher a] b] c]

elps elderly men restore youthful look with makeup and hairstyling h collects cotton and wool to make hats sells buttons, ribbons, zippers and other articles for sewing

2 ring-tone recorder a] b] c]

c reates chimes for mobile phones repairs organs and pianos in churches and entertainment halls records electronic sounds for musicians

3 jingle writer a] b] c]

ses bells, keys and metal to create sound effects for musicians u writes scripts for circus entertainers creates memorable tunes and lyrics for commercials

4 gaffer a] b] c]

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c omes onstage between sets to fumble and make people laugh sets up and controls the lighting for motion pictures dives in ponds and lakes to recover lost golf balls

WHAT’S YOUR THING?

PART 1 105

5 tanner a] b] c]

helps clients darken their skin colour cures animal skin (hides) to make leather mixes paint to make skin tones

6 powder monkey a] b] c]

stores and enforces safety regulations for explosive materials trains and prepares animals for films make-up artist for actors in the motion-picture industry

7 smutter a] b] c]

empties and cleans portable toilets takes care of grain machines to get rid of dirt from the grain paints hard-to-reach detail on houses and buildings

8 flatcar whacker a] b] c]

makes sure performers in traveling-circus buses are on time and ready for performances removes pests such as flies, ants, cockroaches and mosquitoes from trucks scrapes and shovels waste from floors of railroad freight cars to prepare them for loading

9 bug wrangler a] b] c]

studies insects to find natural predators in the food chain creates insect-friendly habitats and visits schools to educate children about insects designs artwork using insects

10 vegetation manager a] b] c]

READING GRAMMAR INSIGHT

Pronouns and Possessive Adjectives What pronouns and possessive adjectives do you use with the third person? What happens to third-person verbs in the present tense? For practice, go to Unit 8 in the Insight Grammar book to review pronouns and possessive adjectives and go online to the website.

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manages roadside activities and develops highway landscape plans keeps statistics on biodiversity in natural habitats orders fruit and vegetables for major outdoor markets

1.2 What Do You Do? 1 Work in groups of four and assign one of the people and jobs on the next page (A, B, C or D) to each member of your group.

2 Silently read the description for the person you are assigned to. The texts are in the first person and you will be retelling the job description using the third person. Underline the pronouns, possessive adjectives and verbs that will change. Write down a few notes on a small piece of paper to help you remember some details.

3 Using only your notes, introduce the person you read about to your group and describe his or her job. Remember to use the proper pronouns and verb forms!

4 Discuss the four jobs within your groups: Are you interested in any of these jobs? Do you know people who have these jobs? What are the advantages and disadvantages of each job? Š 2012, Les Éditions CEC inc. • Reproduction prohibited

A. RUSSELL: Police Officer I’ve been a police officer for twenty years now. I decided to join the force after spending two years as a monitor at a day camp for teenagers with mental illness. I studied for two years at the police academy.

My daily routine consists of managing the personnel under my supervision, which includes assigning duties such as street patrol, routine check-ups, speed-limit control, administrative paperwork, dispatching units in an emergency and making sure that the police vehicles receive routine maintenance. My work shift varies from 10 to 12 hours any time of day or night and changes every 10-12 days, which means that finding quality time with my family can be tough. Sometimes I have to use a weapon to kill animals involved in car accidents, and once, I had to use my gun in a drug-trafficking operation. I think that a good police officer should have patience and self-discipline.

C. MATTHEW: Social Worker I’ve been a social worker for about five years. I wanted to go into this field because I realized at a young age that helping people makes me feel good. Right now I’m working at a homeless shelter for people with alcohol, drug or gambling problems.

The residents who live there get therapy every day and are allowed to live there for two years if they don’t have a relapse.

I lead group classes that encourage the residents to talk about themselves and share their problems with the other members of the group. I also meet each one individually and write up reports. I prefer the group sessions because that’s where I feel that I’m most useful. The part of my job that I dislike the most is when I have to kick someone out because of a relapse with drugs, alcohol or gambling, but my most rewarding moments are when people leave after their therapy is completed and they thank me for helping them.

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B. CYNTHIA: InformationTechnology Specialist I have a university degree in computer science and have worked as an informationtechnology specialist for ten years. In addition to my technical skills, I need to be a good negotiator, have good communication skills and work well with a team. My work is to ensure that all information-technology infrastructures are working properly and efficiently. In other words, I have to make sure that all work stations, servers, networks and data centres are fully operational. The main goal of my company is to manage different outsourced contractors to be sure they are doing what they were contracted to do. The biggest challenge in my job is the fact that when I go to work every day, I never know what kinds of problems I’m going to deal with or when they’ll happen, but this is also what keeps me on my toes. If you are bright, have a good personality, the right level of education and good leadership skills, then it’s not hard to find a job in computer science.

D. STEPHANIE: Senior Project Manager in Marketing Research As a senior project manager in marketing research, I collect and analyze the results of questionnaires, which are then used to evaluate customer service in various retail outlets. The people who fill out the questionnaires are undercover shoppers who go out to various companies to evaluate the quality of service.

They fill out the forms, write up reports and send me the information. I put all this data together and let the companies know how their level of service rates and how well employees are doing their jobs. The advantages of being part of a mediumsized business are that I have a very strong sense of belonging, I’m involved in a wide variety of tasks and I have a flexible schedule. I find the environment very motivating because my responsibilities are constantly changing. On the other hand, the salary does not reflect the amount of work I do because a small business like this does not generate a lot of income. A degree in business, specifically an MBA, is a requirement for this position and I need to be organized and know how to think strategically.

WHAT’S YOUR THING?

PART 1 107

1.3 No Bones About It: Kathy Reichs’ Advice

READING

on Starting a Career

Kathy Reichs is a renowned author and forensic anthropologist. You are going to read a convocation address that she delivered to Concordia University graduates when she received an honorary doctorate from the university.

Vocabulary There are many common expressions based on the word “bone.” As you read the speech, notice which of these expressions are used. bare bones: the most essential elements of a proposal to feel something in your bones: to have an intuition to throw a dog a bone: to be generous; to give back to bone up on something: to study intensely, usually at the last minute to have a bone to pick: to have a dispute or a complaint to make about something to have good bones / strong bones: to have a solid structure, plan or design to make no bones about something: to speak openly and frankly to work yourself to the bone: to work until you are exhausted

PRONUNCIATION

BARE-BONES ADVICE FOR SUCCESS

by Kathy Reichs, Author and Forensic Anthropologist (1,514 words)

INSIGHT

Word Stress: Multi-syllabic Words with “sh” Endings How are the grey highlighted words pronounced? Is there a pattern? For more information and practice, see Module 4, Section 1.8, Exercise 11, and go online website. to the 5

blaze forth: move forward doing something new piping hot: very hot momentous: very important threshold: level, entryway steer: guide the direction of a ship or vehicle iron grip: unchanging control unwavering: never changing comfort zone: doing things that you are accustomed to doing hominid: human primate

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Carpe Diem. Seize the day. That’s what they tell you when you get your diploma—blaze forth and change the world.

Do it now, while you’re piping hot.

That’s not what I’m going to tell you.

My advice is stop. Slow down. Take time to figure things out. Graduation is a momentous occasion. But crossing this threshold doesn’t mean you instantly know who you are and what you want. Nor should you. Throughout the coming decades you’ll be faced with uncertainty, with crossroads.

You will likely end up nowhere near where you thought you were headed.

And chance will play a role. If you aren’t open to both change and unexpected detours, you might miss some amazing opportunities. Shakespeare said: “Fortune brings in some boats that are not steered.”

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I’m not suggesting that you lounge around watching hockey until fortune knocks on your door. I’m suggesting don’t be so focused on the future that you miss the present. A lot can happen between now and the future. In fact, it’s safe to say, you will never arrive at the future, you will always and only live in the now. You will experience earthquakes and Stanley Cup finals in the now. Arab Springs and the downgrading of planets. (Poor Pluto.) Don’t force an iron grip on an unwavering distant destination. It’s the journey that’s important. Be open to changes in the current, and ready yourself with a really good boat.

I’m a scientist. Precision is my comfort zone. Unfortunately, we grow most when we leave our comfort zones.

My first book was a masterful thesis on hominid origins that was savoured by perhaps five people—my dissertation committee and my mother. I was deep in the anthropology territory of longdead civilizations, when a cop called about bones discovered at the bottom of a well. Was it the five-year-old girl now missing three months? With that, my

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career changed forever. When a university colleague supplemented her income by writing a novel, I thought, I can do that. And my life changed again.

Tiptoeing outside my comfort zone has taken me from my undergraduate job as a tour guide, to many professions: Archaeologist. Mother. Forensic Anthropologist. Writer. Producer. To be fair, I was always creating fiction. When you’re holding the microphone on a tour bus stuck in Washington, D.C., traffic with 100 eyes focused on you, frankly, you make stuff up. To this day, many tourists believe that Abraham Lincoln had six toes on his left foot, with which he painted seascapes.

Here I am again, holding the microphone, with hundreds of eyes focused on me, and you’re too smart to believe Lincoln toe-painted seascapes when it’s common knowledge he preferred doing portraits. It’s that unavoidable time when I give you life advice. The world according to me. Possibly entirely made up. It may not be painless, but it will be brief. A quick internet survey suggested that a good address offer six pieces of advice. OK. I get that. A skeleton. Head, trunk, shoulders, arms, pelvis, legs.

Infrastructure. So I offer my bare bones for life.

One, start with strong bones. Find good people and keep them. Call it your skeleton crew. We each have two families in life—the one we are born with and the one we make for ourselves.

You need them both. Find people you trust, admire and respect, and hang on to them. As a writer, I used to go into my cave and scribble secretly, emerging with a complete manuscript. A fait accompli. I’ve learned that the editorial process makes me better. Other people have different knowledge, different perspectives.

So be open to collaboration. It makes you sharper, less myopic. And, frankly, we need each other. You have grown up in scary times. The planes hit the World Trade Centre and we learned we have limited control over life, that our most

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stable institutions are assailable. For me it was communists, for my children nuclear holocaust, for you al-Qaida. We all grow up afraid of something. Life is less scary when someone you trust has your back. You can’t do it alone.

Two, work yourself to the bone. In crime dramas, the actors solve every case in one hour, with every tool at their fingertips. For the rest of us, it isn’t that easy. Here comes the bad news, folks. If you want to be a success, you have to work hard. I wrote my first book while also a professor, a mother and a consulting forensic anthropologist. For two years, I rose at 6 a.m. to hit the keyboard before setting off for campus.

People often ask my advice on writing. I answer with what I know. The process doesn’t involve unfiltered Camels, the karma of the beat poets, or artful facial hair. It involves research and writing.

And rewriting. And re-rewriting. Don’t take short cuts. Don’t expect to get it right the first time. You’ll make mistakes. Don’t blame them on others. Use them to learn. While some may be blessed with innate genius, I wouldn’t count on it. Hard work and diligence form the cornerstone of achievement.

Three, feel it in your bones. Trust yourself. Some might be more clever than you, some more talented, but no one is better than you. The wisest words I’ve ever heard on the subject come from Nelson Mandela, quoting Marianne Williamson: “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure.

It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented and fabulous? Actually, who are you not to be?” So trust that inner voice deep in your bones. Trust yourself, and take risks.

Four, have a bone to pick. Do something. Action is critical, given the state of the world. No matter where you stand politically, take a stand. Speak out.

This may seem an enormous task. We hear there’s a lack of jobs for graduates.

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tiptoeing: walking on the tips of your toes make stuff up: invent things skeleton crew: most essential workers assailable: can be discounted or attacked forensic: applying science to investigate crimes cornerstone: foundation gorgeous: very beautiful

WHAT’S YOUR THING?

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rough times: difficult times grounded: in touch with reality pet peeve: someone’s constant topic to complain about Temperance or Tory Brennan: main characters in Kathy Reichs’ novels foremost: most importantly Cheshire Cat: character in Alice in Wonderland by Lewis Carroll succinctly: concisely

155 That the financial crisis is global. That

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rough times lie ahead. But it’s not a terrible thing that this challenge falls to you—no one is more capable. You know the world better than my generation ever did. Someone like you got on a computer one morning just like this, and a short while later two Middle Eastern countries were free of despotic leaders and closer to democracy. Use your voice. Infuse your life with action.

Pick a direction and move.

Five, throw a dog a bone. Give back.

The best way to live your life is to be happy, and the best way I know to be happy is to be unselfish. Well, the second best way. Chocolate is probably the very best way. But giving back is pretty good, too. Have a belief system.

Whether it be God, Allah, science, or verses you learned in kindergarten, have a code by which you live. It will help keep you grounded. And make selflessness a part of that code. Give back.

Leave the world a better place than you found it.

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Six, my last piece of advice. Don’t chew gum in public. Sorry. Pet peeve.

But really, don’t do it. You look like a cow.

When you do anything—read a Temperance or Tory Brennan book, watch an episode of Bones, or listen to me now—there are always two sides to the experience. First and foremost, the awesomeness of whatever I’m offering.

Second, there is you. You are reading it, seeing it, hearing it. That makes the event unique in the history of the cosmos. Even if what I’m saying, or any writer or speaker is saying, isn’t original, your experience of it is. It’s a magical moment when you make the knowledge yours. You bring it home to yourself.

Every day will be full of these magical moments, and they will change you. Let them. Go with the flow.

When Alice was lost in Wonderland, she encountered the Cheshire Cat, who had gone before and knew the way. She asked for instructions.

“That depends a good deal on where you want to get to,” answered the Cat. “I don’t much care where—” said Alice.

“Then it doesn’t matter which way you go,” said the Cat. “—so long as I get SOME-WHERE,” Alice adds.

“Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.”

Or, as the King says later, more succinctly: “Begin at the beginning and go on till you come to the end: then stop.”

You may not be sure where you’re going, but as Nelson Mandela’s quote concluded, “We are all meant to shine.”

Believe in yourself and start walking.

Wherever you are headed, you’ll get there, eventually. And, as is clearly stamped on every copy of every Hitchhikers’ Guide to the Galaxy: “Don’t Panic.”

Note from the author: Kathy Reichs wishes to acknowledge that this speech was written with significant input from her daughter, Kerry Reichs, author of Leaving Unknown.

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Comprehension Select the correct answer.

1 Shakespeare’s quote, “Fortune brings in some boats that are not steered,” means that a] good luck sometimes comes to people who don’t work hard b] the harder you work, the luckier you get c] anyone can steer the ship when the seas are calm

2 Dr. Reichs advises students to slow down so that they will be a]

well rested in order to perform well

b] c]

happy to overcome boredom when they start working aware of opportunities that might not be obvious

3 Dr. Reichs has played many roles that were outside of her comfort zone.

Which of the following roles did she NOT play? a] forensic anthropologist b] mother c] stand-up comic d]

producer

4 Why did she “make stuff up” when she was a tour guide? a]

She wasn’t prepared and didn’t want to admit it.

b] c]

She needed to keep people entertained while they were stuck in traffic.

She was practising for her role as a stand-up comic.

5 What point was she making when she said, “… the process doesn’t involve unfiltered Camels, the karma of the beat poets or artful facial hair”? a] Good writing evolves from hard work, not superficial appearances. b] c]

The beat poets of the 60s had beards and smoked cigarettes.

Some of the characteristics associated with writers are bad for your health.

6 Match Dr. Reichs’ first five pieces of advice with the correct meaning. a] Start with good bones.

i be politically active

b] Work yourself to the bone.

ii work hard

c] Feel it in your bones.

iii be generous and give back

d] Have a bone to pick.

iv collaborate with good people

e] Throw a dog a bone.

v follow your intuition

Discussion 1 What is your comfort zone? What kinds of experiences have you had outside 2 3 4 5

of your comfort zone? How did these experiences affect you?

Who is your “skeleton crew,” the people you trust, admire and respect? How can you develop a skeleton crew to make your own life more productive and creative?

Think of a project or assignment that caused you to work yourself to the bone. What sparked you to work so hard? How did you feel afterwards?

What bones do you have to pick? How can you take action?

What is your pet peeve? Why? Why did Dr. Reichs include her pet peeve in the speech?

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LISTENING

1.4 Geof Isherwood, Marvel Comics Illustrator Geof Isherwood has drawn illustrations of characters such as Spider-Man and Wonder Woman for Marvel Comics for over 30 years. In addition to working as a comic-book artist, he has been involved in nearly 50 film projects as a concept artist, storyboard artist, painter or prop designer. He was born in Quantico, Virginia, and has lived in Montréal since 1971. In this interview, he talks about his experience as an artist.

Comprehension As you listen to the interview, fill in the chart with the missing information.

1 Geof’s drawing subjects when he was very young 2 age when he decided to be a comic-book artist 3 age and year Marvel and DC Comics published his first work 4 name of the CEGEP and university where he had his formal training 5 program of study for most students in his anatomy class 6 the way many comic-book artists draw human characteristics 7 computer program that has influenced his field the most 8 three pieces of advice for people new to the field 9 how Geof characterizes the following decades

a] 1930s and 40s b] 1970s and early 80s c] 1950s and 1990s

VIDEO COMPREHENSION INSIGHT

Understanding the British r

1.5 Applying for the Best Job in the World In 2009, Tourism Queensland in Australia held a competition for a six-month, sixfigure job as Hamilton Island Caretaker in the Great Barrier Reef. Over 34,000 people applied for the job by sending in a 60-second video resumé. Ben Southall was the final winner. Watch how he sells himself.

Unlike Canadians, people from Britain and other Commonwealth nations drop the hard r in their pronunciation. In the video, how does Ben pronounce the r in words like rare, immerse and offer?

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Answer True (T) or False (F) to the following statements. Use the lines after the questions to explain any false answers.

1 2 3 4 5 6 7

Ben enjoys discovering new places, running marathons and scuba diving.

Ben used riding an ostrich to demonstrate how strong the bird is.

Two of the social skills Ben claims to have are being a great communicator and immersing himself in other cultures.

Ben demonstrates his communication skills by showing examples of the different types of media he has used to record his experiences.

Ben claims he will be good for the organization because he has past experience as a manager, fundraiser and bodyguard.

Ben is hoping that his keen interest in photography, his communication skills and his enthusiastic energy will replace the lack of a post-secondary degree.

Ben shows the address of his website so that the judges can know more about him.

Discussion 1 What are some of the characteristics of the video that make it so successful?

2 Can you think of any ways to improve the video?

3 What would you include in a 60-second video resumé about yourself? First imagine the specific job you would be preparing for and then think about scenes and information you would include.

1.6 Can You Use Real-World Tools?

READING

Employment predictions indicate that there will be many good jobs for tradespeople in the near future. With more students choosing an office job, however, the problem will be finding qualified workers who can take on jobs that require manual skills.

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WHAT’S YOUR THING?

PART 1 113

WHY YOUR TEENAGER CAN’T USE A HAMMER

by Cynthia Reynolds, Journalist Maclean’s (772 words)

VOCABULARY INSIGHT

Phrasal Verbs The grey highlighted words are phrasal verbs.

Write a one-word synonym for each of the phrasal verbs below. Here are suggestions of words you could use: tear, drop, improve, reduce, handle, deconstruct, consume, appear, determine, enroll, quit

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hapless: unlucky deal with: flea: small leaping insect

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shed: small building taper off: tape measure: strip of metal marked to make measurements

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rip up: throw down: shortfall: amount lacking beef up:

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stumbling block: obstacle liability: legal responsibility take apart:

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dismantle: break something down into parts tinker: try to repair something eat up: 30

sign up: drop out: oversee: supervise weld: fuse metal by heating it

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millwright: construction contractor tier: level stem: come from upbringing: early training

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figure out: show up: grasp: understand

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It’s hard not to laugh when Barry Smith starts telling stories about the hapless young workers he has to deal with.

Smith, who runs Toronto-area roofing company RoofSmith Canada, tells of one who didn’t come to work because his cat had fleas, and another who jumped off a shed roof, even though he’d just tossed bags of nails into the garbage bin below. But the laughing tapers off when Smith, 46, talks about skills.

“They don’t know how to handle a tool properly,” he says quietly. “They’re bright kids, but they hold a hammer at the top instead of the bottom, so it takes four swings instead of one to get a nail in. They don’t know how to read the short lines on a tape measure and they’ve never used power tools, which makes you really cautious.” He says they can’t seem to detect the patterns of the work—you rip up part of the roof, that gets thrown down, that goes into the garbage—so they just stand around. “It can get really frustrating.”

There’s much talk about a coming crisis in the trades—that we simply don’t have enough new recruits to replace an aging workforce. By some estimates, Canada could face a shortfall of up to one million skilled tradespeople by 2020. To address this shortage, the government is funding a variety of incentives to attract young talent and it’s beefing up our apprenticeship training programs— registrations are at an all-time high. But a stumbling block has emerged that’s getting harder to ignore: by all accounts, we have the least handy, most mechanically deficient generation of young people. Ever. It’s easy to see why.

Shop classes are all but a memory in most schools—a result of liability fears, budget cuts and an obsession with academics. Still, even in vocational high

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schools where shop classes endure, a skills decline is evident. One auto-shop teacher says he’s teaching his Grade 12 students what, 10 years ago, he taught Grade Nines. “We would take apart a transmission, now I teach what it is.”

Remarkably, most of his Grade 11 students arrive not knowing which way to turn a screwdriver to tighten a screw.

If he introduces a nut threaded counterclockwise, they have trouble conceptualizing the need to turn the screwdriver the opposite way. That’s because, he says, “They are texting non-stop; they don’t care about anything else. It’s like they’re possessed.”

At home, spare time is no longer spent doing things like dismantling gadgets, building model airplanes or taking apart old appliances with dad; there’s no tinkering with cars, which are so computerized now you couldn’t tinker if you wanted to. A 2009 poll showed one-third of teens spend zero time per week doing anything hands-on at all; the same as their parents. Instead, by one count, entertainment media eats up 53 hours a week for kids aged eight to 18. As for those new apprentices?

They’re signing up and then they quit.

Depending on the province and trade, some 40 to 75 per cent drop out before completing their program.

In Nisku, Alberta, John Wright, the technical supervisor at manufacturing company Argus Machines, oversees 12 apprentices in the welding, machinist and millwright trades. Three years ago, he started noticing two tiers of applicants, those with basic mechanical skills and a new crop who, as he says, had no clue what they were doing. He speculated the disparity stemmed from their upbringing.

“The ones from the farm community weren’t afraid to get in there and get dirty. They could figure out basic repairs. And when you have to feed the chickens and milk the cows every day, you learn how to show up to work on time.” Those who didn’t have hands-on experiences couldn’t grasp basic nuts-

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and-bolts mechanics, they couldn’t solve simple problems.

Predictably, this is affecting other industries that depend on a mechanically inclined workforce. After NASA’s Jet Propulsion Lab noticed its new engineers couldn’t do practical problem solving the way its retirees could, it stopped hiring those who didn’t have mechanical hobbies in their youth.

When MIT realized its engineering students could no longer estimate solutions to problems on their own, that they needed their computers, it began adding remedial building classes to better prepare these soon-to-be professionals for real-world jobs, like designing airplanes and bridges. Architecture schools are also adding back-to-basics courses. As for the trades? Veterans like Barry Smith have little choice but to attempt to nurse a hands-on ability among new recruits one hammer faux pas at a time, teaching the next generation of tradespeople just how to hit a nail on the head.

MIT: Massachusetts Institute of Technology remedial: education to improve skills or knowledge

Comprehension 1 What does Barry Smith notice about the young people he is training nowadays?

2 What kinds of jobs will not have enough workers in the near future?

3 How big could the shortfall be in Canada by 2020?

4 What has changed in the last few years?

5 What kinds of students did John Wright notice were better at making basic repairs?

6 What requirement does NASA now have for new engineers?

7 What changes did MIT make?

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Discussion 1 How has technology helped and hindered people to be better at problem2 3 4 5

WRITING

solving and making repairs?

As a child, did you tinker with gadgets? What types of things would you do?

What types of toys did you play with as a young child? What skills do you think they helped you develop?

What types of activities do you hope to do with your children?

Should courses such as shop, construction, sewing, cooking and so on be part of the school curriculum for all children?

1.7 Work Expectations 1 Think about the things that you love to do and then imagine how you could turn these activities into a source of income. Who will your customers or clients be? What kind of service or product will you provide? Will most of your time be spent inside or outside? Write a 350-word essay in which you describe this new career.

2 How has the perception of skilled trades changed over the years? Talk to people of different generations whom you know, or conduct some research online to answer the question. Determine two or three points that you wish to emphasize and use anecdotes or examples to support your description.

State in your introduction the points that you are going to discuss, develop these points in the body of your essay and conclude by pointing your reader to the future of skilled trades.

3 What does success mean to you? Think of two or three main points that define success in your eyes, and back them up with details, anecdotes or examples. After you have written the body paragraphs, go back and write an attention-getting introduction and end your essay with a conclusion that gives the paper unity and leaves the reader with something to think about.

Your essay should be about 350 words long.

1.8 Words to Know For each word or expression in the charts below, check if you know and can use it (when you speak or write), if you understand it (when you read or listen) or if you really don’t know it at all. To verify the meaning of words, check the glossary on the website or in a good dictionary. Write down these new words, and their definitions, on the lines provided.

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Bare Bones Advice for Success (pages 108-111) Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Word or Expression

1 make no bones about sthg in Vocabulary list

14 knock line 24

2 bone up on sthg in Vocabulary list

15 unwavering line 34

3 bare bones line 81

16 comfort zone line 40

4 have strong bones line 83

17 tiptoe line 55

5 work yourself to the bone line 109

18 make things up line 64

6 feel sthg in your bones line 133

19 skeleton crew line 85

7 have a bone to pick line 149

20 cornerstone line 132

8 throw a dog a bone line 167

21 gorgeous line 144

9 momentous line 8

22 rough times line 156

10 threshold line 9

23 grounded line 177

11 end up line 14

24 pet peeve line 182

12 steer line 21

25 go with the flow line 201

13 lounge around line 22

26 succinctly line 217

Know & can use it

Understand Don’t it somewhat know it

Words to know, and their definitions:

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Why Your Teenager Can’t Use a Hammer (page 114) Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Know & can use it

Word or Expression

1 deal with something line 3

11 tinker line 66

2 taper off line 10

12 eat up line 72

3 tape measure line 18

13 sign up line 75

4 rip up line 22

14 drop out line 77

5 shortfall line 30

15 oversee line 81

6 beef up line 34

16 weld line 82

7 stumbling block line 37

17 tier line 84

8 liability line 43

18 upbringing line 89

9 take apart line 50

19 grasp line 97

10 dismantle line 63

20 remedial line 112

Understand Don’t it somewhat know it

Words to know, and their definitions:

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PART

2

WHAT’S OUT THERE? Our work is the presentation of our capabilities.

WARM-UP

— Johann Wolfgang Von Goethe, German writer and politician

2.1 Ready to Roll It’s time to apply for YOUR best job in the world! Before you determine exactly what that job is, think about your own qualities and skills.

1 2 3 4

What are some of the things you are good at?

What do you like to do?

What skills do you need to do this?

What clubs, teams or organizations do you belong to?

5 What skills have you learned from this involvement?

6 What are your skills in the following areas: a] computers / social networking: b] art and music: c] athletics: d] languages: e] specific technical skills: f] licenses, certificates, awards: g] other:

7 Personal qualities (e.g.: organized, sociable, responsible): 8 What roles have you played to demonstrate the qualities in #7 (e.g.: organized fundraiser for student trip to Peru, volunteer once a week at a soup kitchen for the homeless in Montréal)?

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WRITING

2.2 Describing Your Experience When you write a resumé, you will need to describe your current and past jobs or activities. To do this, there are several rules you should keep in mind to use resumé language correctly.

Your verbs should be in the first person, but do not write “I.” Use the present tense to describe present activities and the past tense to describe past activities.

Use strong, active verbs (see list on p. 122).

Use telegraphic speech: omit articles (a / an / the / my) and any unnecessary words.

Use parallel structure (see description on p. 28).

• • • • •

Activity The jobs below have a description of tasks in the present tense or the past tense.

Circle the verbs in each description and write the missing present or past form of each verb in the column that is blank. In some cases, the job title has also been left blank—see if you can identify these jobs.

A: Job title

B: Description of tasks in the present tense

C: Description of tasks in the past tense

baker

Bake bread, cake and cookies every day, cut bread baked / cut / discarded for customers, discard expired products. bartender talk / prepare / serve / collect Talked with clients, prepared and served drinks, collected money. beautician demonstrate / arrange / sell / keep / use Demonstrated proper use of products, arranged displays, sold products, kept track of inventory, used Simply Accounting software. caterer Prepare food, supervise employees, make room prepared / supervised / made / received / provided / paid configurations for special events, receive customers, provide table service, pay employees. clerk in tanning Advise clients on tanning sessions, sell creams advised / sold / prepared / counted / washed / tidied salon and lotions, prepare inventory of tanning products, count cash, wash beds, tidy work area. grocery-store scan / receive / operate / bag / provide / Scanned groceries for clients, received payment, operated cash cashier register, bagged groceries, provided customer service.

Inspect, maintain and repair airplanes such as inspected / maintained / repaired / prepared / fuelled / tied internship in aircraft Cessna 152, C-172 and PA-34, prepare planes for flight, fuel and tie down planes. maintenance lawn-care Cut grass, trim bushes, prepare flower beds, help cut / trimmed / prepared / helped / transported provider customers select and transport plants. lifeguard supervise / assure / administer / organize Supervised swimmers, assured proper functioning of the pool, administered first aid when necessary, organized special events. marked / inspected / completed / prepared parts inspector Mark parts, inspect dimensions, complete (aircraft paperwork for parts, prepare supplier statement maintenance) of non-conformity. salesclerk in Advise clients on electronic products and advised / sold / kept / took electronics store cellphones, sell products, keep store clean, take inventory. service-station provide / fill / wash / change / repair / handle Provided customer service: filled cars with gas, washed windows, attendant changed oil, repaired brake systems, handled payments.

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Now, write a description of the tasks you do (for a current job) or you did (for past jobs). Check the list below for the names of some jobs. If your job is not in this list and you don’t know how to say it in English, ask your teacher for help or consult a dictionary. amusement-park attendant • babysitter • busperson (busboy/busgirl) • camp counsellor • cook • daycare monitor • dishwasher • dispatcher • guard • housekeeping staff • janitor • library assistant • mechanic • newspaper carrier • painter (house painter) • pizza deliverer • server (waiter/waitress) • ski instructor • ticket taker • tutor • warehouse worker Job title

Description of tasks

2.3 Grammar-Based Writing

GRAMMAR INSIGHT

Simple Present or Simple Past vs Present Perfect Why would it be incorrect to use the present continuous (am working) or past continuous (was working) to describe present and past jobs on your resumé? For more practice, review Units 1 and 2 in the Insight Grammar book and go online to the website.

WRITING

In your resumé, you need to describe your experience using the simple present tense or simple past, but when you write your cover letter or go to a job interview, you will want to talk about the skills and expertise you have developed over time. For this, you will need to use the present perfect. Write a 150-word paragraph in which you describe a skill, a job, a hobby or an interest that you have developed over a period of time. Underline all the verbs you use in the present perfect. For more practice, review Unit 4 in the Insight Grammar book and go online to the website.

Example: I have worked in a pet-food store for five years. Although I plan to become an engineer, I have found that this job has taught me many skills that will be useful no matter what field I pursue. My boss, who is the owner of the shop, has taught me the ins and outs of operating a small business and he has also shared his expertise about animal nutrition, which has played a role in improving my own nutrition over the years.

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SPEAKING

2.4 Active Verbs and Descriptive Adjectives To describe the work you did, use active verbs such as these in the past tense.

PRONUNCIATION INSIGHT

Word Stress: Common Workplace Terms Rather than learning a lot of rules concerning word stress, practise saying the words on this page by putting the stress on the capitalized syllable. For the pronunciation of verbs ending in –ed, see Module 4, Section 1.1.

Organizational Skills adMInistered deCREASED ANalyzed DELegated asSIGNED deVELoped CALculated deVISED coORdinated diRECTed

eVALuated HIred imPROVed inCREASED iNItiated

led MANaged ORganized planned prePARED

Communication Skills aDAPTed called adVISED coached ANswered colLABorated apPROVED comMUNicated asSISted COUNselled

correSPONDed enCOURaged exPLAINED faMILiarized GUIded

inFORMED MOtivated ORdered PUBlicized recomMENded

Practical and Technical Skills ADvertised deLIvered built DEmonstrated cared for deSIGNED cleaned drove cleared eSTABlished colLECted ILlustrated creAted INtegrated

introDUCED inVENted mainTAINED mixed Operated Overhauled perFORMED

PAINted preSENted proVIded rePAIRED SEAted served SERviced

To describe qualities that demonstrate the following traits, use descriptive adjectives*: Integrity Initiative Team Building Work Ethic consciENtious aDAPtable enerGEtic CONfident conSIStent creAtive enthusiAStic HARD-working dePENdable FLExible PERsonable MOtivated HOnest INnovative SOciable proFEssional reLIable reSOURCEful supPORtive reSILient

proDUCed proMOted SCHEduled sold SUpervised spoke taught TELephoned TRANSlated wrote showed solved stocked SURveyed trained UPgraded washed

Leadership asSERtive efFIcient GOAl-driven ORganized proDUCtive

*It is always better to “prove” your qualities than just state them. You can do this by giving concrete examples of your responsibilities and activities.

Practice Work with a partner. Each of you will select three qualities from the list above. Do not tell your partner which ones you have chosen. Think of positions you have held, paid or volunteer activities you have been involved in, goals you have accomplished, etc. that demonstrate these qualities. Write a sentence about yourself and then ask your partner to tell you the qualities and/or the traits that this experience seems to demonstrate. (The traits are the words in bold print above each list). When you have read your sentences, exchange roles and listen to your partner’s descriptions.

Examples: I was a soccer coach for three years. ➞ good leadership and team-building skills: assertive, organized, energetic, enthusiastic, sociable I received the Employee-of-the Month Award. ➞ good work ethic: hard-working, resilient

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2.5 Your Resumé

WRITING

Example and Practice 1 Find a job that you are interested in by looking in newspapers, on the college bulletin board, on the internet or by talking to friends or teachers.

If you have already researched a job to write a resumé, use the same job.

2 Look at the following example of a resumé, read the tips and then write your own resumé for the job that you chose.

1 Be sure your name stands out prominently.

Justin Case 432 Larue Avenue, Villeneuve, Québec H5J 6K7 Home phone: 450-789-9876 Cellphone: 514-567-4321 Email: justincase@email.com

Tips on Writing Your Resumé Resumé or CV? Some people distinguish between curriculum vitae, which is more detailed, and a resumé (or résumé or resume), which is shorter. For most people—and most dictionaries— they mean the same thing.

2 Punctuate the address correctly. Include phone numbers you would like the employer to use and an email address. If yours is too unprofessional, create a new one for job applications.

OBJECTIVE: To work in accounting and develop my skills in management PRACTICAL, TECHNICAL AND INTERPERSONAL SKILLS

3 The objective briefly describes the kind of employment you are looking for. Use either an infinitive verb (to work as a child-care provider) or a job title (child-care provider).

• Three years of experience in customer service • Four years of experience coaching junior soccer team • Good leadership and entrepreneurial skills • Skilled user of Microsoft Office Suite, Simply Accounting, Photoshop AWARDS AND CERTIFICATES

• First prize in Caisse Desjardins Scholarship of Excellence • First-aid certification, valid June 2011 to May 2014 • Employee-of-the-Month Award, July and August 2013 EDUCATION

2012–Present Expected date of graduation: May 2016

WORK EXPERIENCE

Collège de Sherbrooke, Longueuil, QC Diploma in Accounting and Management Technology Pertinent courses include: Business Dynamics, Accounting, Business Research and Reporting, Statistical Methods, Commercial Law, International Commerce, Finance, Business Application Design, Entrepreneurship, Project Management

2011–Present

Les Films Faut Voir, Longueuil, QC Salesclerk and Customer Service Rent and recommend movies to clients in video store Make employee schedules, supervise employees, order new films, clean store

Summers 2009–2010

C’est Bon, C’est Bon, Mont Tremblant, QC Server Took meal orders and served customers, cleared tables, used cash register to bill customers

Summers 2007–2011

Loisirs de Longueuil, Longueuil, QC Soccer coach Coached two teams of children ages 10 and 11 Scheduled matches, ordered uniforms, informed parents of changes in schedule

REFERENCES AVAILABLE UPON REQUEST

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4 Highlight your special skills and experience with an appropriate title, such as: Leadership Experience / Skills and Accomplishments / Key Qualifications / Special Interests.

Use bullets to list the points you want to highlight. Be brief, but quantify experience (number of years, dates, number of customers, etc.).

5 Do not use “Formation” or “Scholarship” as a heading for your educational background. State the name of the institution, where it is located and the name of the specific program you studied. A list of pertinent courses can be useful.

6 Always list your education and work experience in reverse chronological order with the most recent experience listed first.

State the name of the business or employer and where it is located.

Write your job title and then describe your responsibilities using verbs in the first person. Use telegraphic speech, that is, do not write “I” and do not write words like “the” or “a”.

7 Format your CV carefully. When you have finished your draft, check to see that it is well-spaced and centred on the page. If it is too cluttered, or if there is too much space then make revisions. Ideally, your CV should be one page. If you have too much information for one page, then make sure you have enough to fill a second page. Do not add half of a page.

8 When you have finished your second draft, proofread it carefully, and then ask someone else to proofread it to be certain there are no errors.

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WRITING

2.6 Your Cover Letter Whenever you send a resumé, you need to accompany it with a cover letter that briefly explains why you are writing and who you are. Your goal is to interest the reader so that he or she will want to invite you for an interview.

Example and Practice Look at the following cover letter, carefully read the tips, and then write a cover letter to accompany the resumé that you prepared.

Reminder: Address your letter to a specific person. If you do not know the name of the person, find out!

Use capital letters for: • Titles before a name: • All important words in a company name Dr. Wilson • The pronoun “I” Mr. Jackson • Days of the week and months of the year

432 Larue Avenue Villeneuve, Québec H5J 6K7

February 10, 2013

Paragraph 1: Tell the employer exactly what job you are applying for and how you found out about the job.

Ms. Rachel Border Sidle Travel Company 1234 Campbell Avenue Toronto, Ontario H4L 5M6 Dear Ms. Border:

Paragraphs 2 and 3: Briefly summarize the information in your resumé and sell the qualities that make you the right person for the job.

Paragraph 4: Conclude by thanking the reader.

You might also emphasize your interest in the position.

Close your letter with “Sincerely” and sign your name below it. * This is a polite way to end a business letter. Notice the use of the ing form after to: • I look forward to working with you.

• They are looking forward to spending time with us.

• He was looking forward to studying commerce.

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I am writing in response to the ad I saw in the Daily Observer of Saturday, February 3, 2008, for an accountant in your Hamilton branch office. I think you will find that I am the responsible and meticulous individual you are looking for.

As you will see from the enclosed resumé, I plan to graduate from Collège de Sherbrooke this spring with a diploma in Accounting and Management Technology.

I believe that the knowledge I acquired from my courses in Business Dynamics and Project Management will be a significant asset for the position you are offering.

Throughout my secondary and college studies, I have held part-time jobs that involved accounting, bookkeeping and setting up payment schedules. I also held volunteer positions as the treasurer in various student and sports organizations. You will find that I have considerable practical experience and that I enjoy both team and individual work very much.

Thank you for considering my application. I look forward to hearing from you.* Sincerely,

Justin Case Justin Case

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2.7 Employment Trends

READING

Divide the class into two groups (A and B) and have each group read about the corresponding trend. Fill in the information at the bottom of the page and discuss the reading with your group. Then form pairs (one person from Group A and one from Group B) to tell your partner about the trend you read about and summarize your group’s reaction. Refer only to your notes.

TREND A—MANAGER OR OFFICE NINJA: SOCIAL MEDIA SPURS OFFBEAT JOB TITLES

by Misty Harris, Journalist Postmedia News November 16, 2011 (357 words)

5

10

15

20

25

There’s a swarm of ninjas in the workforce—at least, that’s what some workers are choosing to call themselves, according to a new analysis of business-card trends. Business-card orders show that “ninja” is among the popular monikers out there, as are Rockstar, Guru, Wrangler, Head Cheese and Geek. All of the terms take a page from the social-media world in trading humdrum job descriptions for some personal panache.

“It’s a pretty universal trend,” says Paul Lewis, head of marketing for Moo. com. “Things like Digital Dynamo, Web Kahuna and Copy Cruncher show that even the most mundane titles can be changed to reflect how you feel about your job, or how you bring your personality to it.” Of course, the practice is hardly the exclusive province of the digital age. For years, Disney has referred to its ride operators as “cast members,” Starbucks has dubbed its coffee-slingers “baristas” and Apple styled its tech specialists “geniuses.”

30

35

40

45

50

55

What’s changed, according to Lewis, is the frequency with which such inventive titles are popping up.

“We’re definitely seeing it at all levels, across a wide range of industries,” he says. “Tech companies have been showing innovation in their business titles for a while now, but we’re also seeing it a lot in jobs ranging from cleaning services to transportation to plumbing. Titles like ‘executive’ or ‘manager’ don’t have as much meaning in some people’s minds nowadays.”

Job titles at branding consultancy I-Am Associates include Success Catalyst, Daydream Believer and Stone Turner-Overer. If the networking site LinkedIn is any indication, the end of traditional job titles is still a long way away—if it’s in the cards at all.

Edmonton’s Todd Babiak and Shawn Ohler, co-founders of the new strategic consultancy Story Engine, are among those who’ve opted for straightforward designations; both are dubbed, simply, director. “A lot of companies, I think, have paid tens of thousands of dollars to go through crystal-rubbing and drumbeating exercises, testifying and chanting,” says Babiak. “We’re offering something pragmatic, and we don’t want to scare anyone in any corporate boardrooms into thinking we’re going to ask them to take their shirts off.”

1 Within your group, determine the meaning of the highlighted words from the text that are listed in the margin. Use a dictionary, if necessary.

2 Explain the new trend briefly: 3 Old customs that are less common nowadays:

WORD POWER A group of bees is called a swarm and a group of birds is called a flock. See if you can find the names of these groups. Use your dictionary to check or find the answers.

• a group of lions is a • a group of fish is a • a group of cattle (cows) is a

a] swarm: b] moniker: c] humdrum: d] mundane: e] dubbed:

4 Your group’s opinion of this trend:

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TREND B—I WANT MY FACEBOOK: SOCIAL MEDIA AT WORK BEATS LARGE SALARY

by Hannah Roberts, Journalist Daily Mail (395 words)

20

You might think that, when it comes to considering job offers, 25 today’s hard-up graduates would pick the company offering the largest paycheck. But, in fact, this generation places less impor­ tance on the size of their salary than maintaining their Facebook 5 addiction. One in three college graduates said that freedom to use social media sites, like Facebook, at work was more impor­ 30 tant to them than financial compensation, a survey has found.

More than half of students said that if they were offered a job at a company that banned social media use, they would either 10 turn it down, or find a way to flout the policy. Being in touch with their friends at all times, even at work, is such a high 35 priority that two-thirds even said they would ask about social media policies during job interviews.

And mindful of attracting new talent, companies actually 15 appear to be accommodating the demands of prospective employees. Four in ten of those already in the workforce said 40

their companies convinced them to take the job by offering friendly social media policies when recruiting them.

At the same time, almost a third of the employees said their expertise with social media and devices actually helped them get the job—as recruiters believed that it would give the company a competitive edge. The study, by Cisco, questioned 2,800 college students and young professionals aged 21-29 on what they want from employers.

Unsurprisingly, employees expect greater work flexibility than ever, and will increasingly demand the right to work from home, the study found. Three out of 10 students globally feel that once they begin working, it should be their right—not just a privilege—to work remotely with a flexible schedule. Seven out of 10 of those surveyed think it is not necessary to be in the office regularly, unless they have an important meeting. And one in four students believes their productivity would actually increase if they were allowed to work from home or remotely.

The study also highlighted the importance of mobile devices such as smartphones. Half of respondents said they’d rather lose their wallet than their smartphone. More than three in four employees have multiple mobile devices with one in three using three or more for work. About seven in 10 say that employers should let staff use company-owned devices for personal social media use.

1 Within your group, determine the meaning of the highlighted words. Use a dictionary, if necessary. a] hard-up:

b] flout:

c] mindful:

d] competitive edge:

e] remotely:

2 Explain the new trend briefly: 3 Old customs that are less common nowadays: 4 Your group’s opinion of this trend:

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2.8 Upcycling Waste into Wealth

LISTENING

In this interview, you will have a chance to hear Tom Szaky describe the concept of upcycling and how his company TerraCycle is able to make a profit out of garbage.

Comprehension 1 Which of these is NOT one of the four ways Tom Szaky mentions to deal with garbage? a] dump it in landfills b] ship it overseas c] recycle it d] upcycle it

2 What is the other way to deal with garbage not mentioned in #1 above?

COMPREHENSION INSIGHT

Making Predictions Listen to the interviewer’s questions and try to predict Tom Szaky’s responses before he speaks. What information did he provide that you hadn’t expected?

3 How do people help TerraCycle get raw materials? Circle the correct answer. a] They sign up for a collection program on the website. b] They agree to collect one specific type of waste. c] They send it to TerraCycle. d] all of the above

4 Fill in the chart with the numbers mentioned in the interview. a] amount paid to organizations for every piece of garbage collected b] number of pieces of garbage TerraCycle receives per week c] amount Capri Sun pays per week for collected juice pouches

5 Which statement is NOT true? a] Most companies start with a product and then figure out how to get the material to make it. b] TerraCycle starts with the raw material and then figures out what they can make. c] So far, TerraCycle has never received a product that they can’t upcycle. d] TerraCycle supplements garbage with cotton and wool.

6 How does each of these groups win? a] consumers: b] volunteer organizations: c] companies: d] TerraCycle:

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Activity Do you belong to a club or organization that is trying to raise funds for a special project or trip? Go to www.terracycle.ca to see what types of garbage your club could start collecting. Ask the administration to put a message about your program on their website and/or internal mail. See how much garbage you are able to collect and how much money you are able to raise for your project. Write a summary of your experience for your college website and be sure to add this experience to your resumé!

VIDEO QR code: quick response code

2.9 Censorship Controversy In this video, an artist comes up with a 21st century solution to the age-old problem of censorship.

Answer True (T) or False (F) to the following statements. Use the lines after the questions to explain any false answers.

1

Jeff Crawford’s recent photos show women dressed in fashionable flowing gowns.

2

Jeff made a special request to have one of his photos shown in City Hall.

3

City Hall accepted and his photo hung there for three weeks.

4

City Hall received complaints about the photo and asked him to replace it.

5

Jeff’s was angry because they asked if he had something “non-naked” to display.

6

Jeff quickly sent an angry response to City Hall.

7

Jeff did a Google search and found out how to make a QR code.

8

Jeff framed the enlarged QR code, sent it to City Hall and they hung it.

9

People need a smartphone or similar device in order to see the original photo.

10

Angela Watson, the cultural development officer was impressed by his solution.

Discussion 1 Was City Hall justified in taking down Crawford’s picture? Defend your answer.

2 Was Jeff trying to create a controversy with his artwork? Explain.

3 Have you scanned or created QR codes? What for?

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2.10 Managing Situations

SPEAKING

Group Activity In nearly every work environment, there are people who supervise or manage others. A manager’s role can be very rewarding as it involves an ability to communicate clearly and delegate responsibility. However, managers also have to make difficult decisions.

1 In small groups, read each of the situations below and then answer the following questions. a] What is the problem? b] Who is affected by the problem? c] What are some possible solutions? (Brainstorm as many as possible.) d] What are the consequences of each solution? e] Which solution would be the most appropriate?

2 After your group has agreed on a solution for each situation, form new groups so that there is a representative from each of the first set of groups in the new groups. Share your answers.

SITUATION A Your company tries to be as environmentally responsible as possible, but it is a small company with a limited budget. You would like to buy recycled paper for your office supplies, but it costs 25 per cent more than the regular printer paper. Which will you buy?

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SITUATION B For religious reasons, one of your employees cannot work after sundown on Fridays.

This is not a problem in the summer, but in the winter, the employee needs to leave work at 3:30. The other employees feel it is not fair that they should have to work until five on Fridays. What do you do?

SITUATION C A new position has opened up in your company. You posted the job, read through resumés, interviewed potential candidates and finally chose Norman. He has exactly the qualifications you were looking for: on-the-job experience and the proper education.

When you called him to offer him the job, he gave you some new information that had not been mentioned at the interview. In the past, he’d had a drinking problem. Three years ago, he was arrested for violence and put in jail. He spent a year in rehabilitation, and for two years now, he has not consumed any alcohol and has had no problems, but by law, he is required to inform employers of his past experience. Should you still hire him?

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2.11 Put Your Knowledge to Work

WRITING

1 Think about what you would like your dream job to be and imagine that you have had that job for a few years now. The date is five years from today.

Write up a report of what you did today, that summarizes a difficult situation you had to manage. Use at least five of the verbs and adjectives on p. 122 in your report. Your report should be about 250-350 words long. Print your report and exchange it with a classmate to give each other feedback, then revise your report and hand it in. You might also include this report in an email message, blog post or calendar event to be sent to you in five years.

2 Imagine that you are an office manager. Choose one of the workplace dilemmas from section 2.10 Managing Situations on pages 129-130. Write a short report to your staff that explains your decision: a. Describe the problem in general terms (without using the names of individuals); b. explain the solution or policy that will now be in effect as a result of this problem; and c. conclude with a statement that emphasizes the importance of this new policy.

3 Create a visual illustration, collage, website, photograph, description or other display that tells a story about who you are and then explain it to the class or a group of students to get their feedback. When you are satisfied with your display, create a QR (quick response) code that you can add to your CV or print on your business cards to wow your future employer!

2.12 Words to Know For each word or expression in the charts below, check if you know and can use it (when you speak or write), if you understand it (when you read or listen) or if you really don’t know it at all. To verify the meaning of words, check the glossary on the website or in a good dictionary. Write down these new words, and their definitions, on the lines provided.

Employment Trends: A) Office Ninjas (page 125) & B) I Want My Facebook (page 126 ) Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Word or Expression

1 swarm A line 4

10 chant A line 54

2 moniker A line 6

11 pragmatic A Line 56

3 humdrum A line 10

12 hard-up B line 2

4 panache A line 11

13 flout B line 10

5 trend A line 12

14 mindful B line 14

6 mundane A line 16

15 prospective B line 15

7 cast members A line 22

16 competitive edge B line 22

8 pop up A line 28

17 remotely B line 29

9 opt A line 49

18 respondent B line 35

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Know & can use it

Understand Don’t it somewhat know it

WHAT’S OUT THERE?

PART 2 131

Words to know, and their definitions:

Upcycling Wealth into Waste (Listening Activity 2.8, page 127) Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Word or Expression

1 pressing

10 discarded

2 worn

11 landfill

3 spot something

12 financial backing

4 defy

13 kick in

5 offshoot

14 brigades

6 pouch

15 table scraps

7 stitch

16 bounty

8 fence posts

17 tug

9 waste materials

18 biodegradability

Know & can use it

Understand Don’t it somewhat know it

Words to know, and their definitions:

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PART

3

PROJECTING AND PROTECTING YOURSELF One characteristic of winners is that they always look upon themselves as a do-it-yourself project.

WARM-UP

– Dennis Waitley, motivational speaker and author

3.1 Interpreting Body Language Can you interpret the nonverbal signals people send? Are you aware of the messages your own nonverbal communication may be signalling? With a partner, decide whether the following statements are generally true (T) or false (F) and then scan the text that follows to check your answers.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

1

If someone uses the same posture as the person he or she is talking to, this often means the two are in agreement.

2

Speakers who avoid making eye contact increase credibility.

3

A statement with a contraction (I didn’t work there) is probably more truthful than the statement without a contraction (I did not work there).

4

Touching the chest or heart with an open hand is an indication that the speaker is not telling the truth.

5

When people are honestly surprised, the eye slits widen, which makes the eyes seem larger, rounder and whiter.

6

Patting your hair or twirling your hair around your finger indicates a lack of self-confidence.

7

Walking with hands in pockets and shoulders hunched over indicates optimism.

8

Placing both hands behind the head indicates self-doubt.

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Simultaneous smiling and head nodding indicate eagerness.

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Sitting with legs crossed and one foot kicking slightly indicates sincere interest.

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COMPREHENSION INSIGHT

Scanning a Text Scanning is a technique that involves quickly passing your eyes over information to find the specific numbers or words you are looking for. Check your answers by scanning this text.

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Research indicates that somewhere between 60 and 90 per cent of communication is non-verbal. We are constantly sending and receiving conscious and subconscious messages without even talking. Paying attention to what you are saying nonverbally and understanding the messages other people may be sending will give you an advantage during interviews, meetings and oral presentations.

People tend to establish a rapport unconsciously through body language.

It is common to adapt the same posture as someone you agree with and smile and nod as the conversation evolves.

However, when there is a disagreement, expect to see a shift in position and head movement.

In North America, avoiding eye contact is an indication that the speaker has something to hide or is not telling

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the truth, but touching the heart with an open hand indicates sincerity. On the other hand, people tend to be more truthful when speaking with a natural rhythm whereas very deliberate statements without natural liaisons and contractions tend to be suspect.

An optimistic person will usually walk quickly, with shoulders up high and arms swinging naturally. An overly confident person will place both hands behind the head, but someone who starts patting his or her hair or twirling it around a finger is conveying a lack of confidence. A bored person is likely to cross the legs and start kicking one foot slightly, but someone who is sincerely interested will generally tilt the head and look directly at the speaker. When someone is honestly surprised, their eyes will naturally open wider and appear larger.

Activity Look at pictures 1 to 6 with a partner and discuss the non-verbal signals that each one conveys. What do you think the people in the pictures are saying or thinking?

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4

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3.2 Start with Your Online Reputation

READING

Today, social media can help or hinder your chances of employment. By following a few easy steps, you can increase your chances of landing that perfect job.

PRONUNCIATION INSIGHT

SOCIAL NETWORKING YOUR WAY TO EMPLOYMENT

by Jane Petring (649 words)

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In today’s networked environment, you should assume that any future employer will check out your online reputation before calling you in for an interview or offering you a job. Even if you don’t participate in social media, or don’t permit non-friends to view your material, you could be surprised to learn that you still have an online presence.

Here are a few things you can do to make sure your online reputation is working for you.

To begin, search for your own name when you are not logged in to Facebook, Gmail or other sites. If possible, try several different computers and different search engines (Google, Bing, Yahoo, etc.) to get a better idea of what someone else will probably see. If you discover that there are a number of people with the same name, plan ways to clarify who you are. If there are pictures, comments or tweets that involve you and that you don’t want potential employers to see, then you have clean-up work to do. If nothing particularly interesting shows up, take advantage of social media to create

accounts to present your skills and 30 talents in the best possible light.

Clean up what’s already there • Adjust the privacy settings on your photos and pages of your social­ networking sites so that employers 35 will see what you want them to see.

• As much as possible, untag yourself from pictures, comments and sites that you don’t want to be associated with.

• Delete inappropriate or mundane 40 comments and tweets so that the brilliant ones have a chance to come first.

• If you have a common name, set yourself apart from the others by 45 identifying your field of interest or your geographic location.

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Use social media to project a positive online image • Create a professional profile on LinkedIn that allows you to showcase your skills and talents. This is also a good place to connect with former employers for recommendations and introductions. Join groups that relate to your field. Engage in conversation with key players. Target the places you would like to work. Connect with the employees and check updates regularly. Check out new applications that allow you to convert your LinkedIn data into a visual representation of your CV. • Make Facebook work for you. Create a Facebook page to showcase your portfolio or special interests. Upload subject matter that is relevant to your professional goals. Explore applications that are designed to help you network with other professionals in your field.

• Follow professionals in your field on Twitter. This is the place to share links, insights and inspirations to stay on top of recent trends. Join in the conversa-

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Word Stress in Nouns and Verbs The highlighted words are words whose stress changes depending on the part of speech. For example, OBject is a noun, but obJECT is a verb. Identify the part of speech and proper pronunciation of the highlighted words. For more practice, see Module 4, Section 1.8, Exercise 12, at the back of the book and go online to the website.

WORD POWER Before the creation of the social-networking site Twitter, a tweet meant the high-pitched sound a bird makes. See if you know the verbs for the sounds these animals make. Use your dictionary to check or find the answers.

Example: a cat mews and a dog barks • a cow • a rooster • a duck

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tion, as your tweets will give people a through photos, personal collections chance to become acquainted with you and presentations. You never know and your commitment to the field. where your networking may lead you.

95 • Produce a video resumé to promote And what happens if you don’t yourself. Watch the 60-second video promote yourself online? Let’s face 80 Ben Southall created (see page 112) to it—spending hours looking at a screen snare “the best job on earth.” Before is not for everyone, nor should it be. If you record yourself, think about the you discover damaging content about 100 you online, at the very least, take action most appropriate content, tone and setting for the job you hope to land. to clean it up. However, don’t let the 85 Once you’ve created your video, post virtual world replace the real world—it’s it on YouTube. still important to go outside, exercise, • Be alert to new sites and new potential socialize, read, study and spend quality to share content, interests and ideas 105 time doing whatever makes you the with others. Pinterest, Flickr , Prezi, dynamic candidate employers are 90 Slideshare and so many other sites looking for! offer the possibility to network 75

Discussion 1 What benefits or consequences have you already had in using social media 2 3 4 5

LISTENING

to promote yourself or a group you are associated with (a musical band, a club or organization, etc.)?

What concerns or expectations do you have about promoting yourself or your group through social media?

How much information about you should employers or strangers have access to? How much information should you have about employers?

What sites or applications have you found useful (or not) to meet people that have similar interests?

Do you think it is more enriching to network with people online or face to face?

3.3 Steve Jobs: Computer Science Is a Liberal Art As co-founder of Apple, Steve Jobs was the driving force behind many of today’s electronic devices. You are going to listen to an interview with him that took place in 1996—long before the invention of the iPhone or iPad.

1 Write the correct year, number or price in the chart: a] The year Jobs went to the Palo Alto Research Center b] The number of buttons on Xerox’s mouse c] The cost of Xerox’s mouse d] The price Apple wanted to charge for a mouse

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2 Answer True (T) or False (F) to the following statements. Use the lines after the questions to explain any false answers. a]

Jobs got his way at Apple because he owned the most stock.

b]

A pple was different from other corporations in the way they generated new ideas.

c]

A pple believed in hiring qualified people and then directing them with specific tasks.

d]

A pple thought people with a liberal arts background should learn to write computer code.

e]

J obs was raised to believe that science is a liberal art.

f]

A s soon as the Mac came out, Microsoft copied it because it was so innovative.

3.4 Wanting to Make It Big

VIDEO

Pre-viewing Questions 1 Did your parents have specific dreams for your future and are you following their dreams?

2 Should children respect the dreams of their parents if their parents are paying for their education?

3 Do you think some people are destined to follow a certain path?

Vocabulary tuition: fees for education pipeline: channel of communication backstory: background story quirky: strange and unexpected

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PART 3 137

Fill in the chart with the missing information.

1 city and country where Wanting Qu comes from 2 where she lives now 3 what her parents wanted her to study 4 her Chinese name that led to the name Wanting 5 best way to promote her music, which she records in her apartment, according to Terry McBride 6 number of views her songs have on the Chinese YouTube 7 types of job her mother would like her to have 8 reason Terry McBride thinks she’ll be successful 9 two qualities Larry Hennis believes will make her successful

Discussion 1 How can someone like Wanting help cultural exchanges between the East and the West?

2 Do young people have an obligation to follow their parents’ dreams if their parents pay all of their expenses?

3 How important is physical appearance for success in your field of study?

READING

3.5 Putting The Next Foot Forward Now that you have polished up your online presence and networked with people in your field, you may have the good fortune to be called in for an interview.

Since first impressions can never be repeated, it’s up to you to be prepared so that your talents and ability will shine.

GRAMMAR INSIGHT

Modal Auxiliairies The highlighted verbs are modal auxiliaries.

Can you explain the meaning they give to the verbs they modify? For practice and to learn more about modal auxiliaries, go to Unit 5 in the Insight Grammar book and go online to the website.

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plenty of time for unexpected delays.

Bring with you paper copies of your resumé, a list of references including 15 phone numbers and email addresses, links to articles and websites you might want to refer to, a list of questions you may want to ask and something to read.

After carefully crafting your online If the interviewer is running late, you presence, you finally have the chance to 20 have your reading material to keep you show off your real-life charm in an busy until you are called in. If the interview. If you’ve been uploading interviewer has misplaced or hasn’t 5 pictures, posting comments, tweeting printed your resumé, you can provide and sharing, the interviewer will probone. If you have been following the ably have an idea of who you are. Come 25 company updates online, your comprepared to show the interviewer in real ments and questions will demonstrate life what you can do for a new team. your interest and preparation.

10 Arrive about five minutes before the Dress appropriately. Find out what scheduled time, which means allowing the company culture expects and lean

PREPARING FOR A JOB INTERVIEW

by Jane Petring (895 words)

© 2012, Les Éditions CEC inc. • Reproduction prohibited

30 toward neutrality. You want the inter-

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viewer to remember you for your qualities, not for your clothes, so make sure they are neat and clean and make you look qualified for the job. Allow yourself enough time to stop in the washroom before your arrival—check your teeth, your hair, your tie … anything that could be out of order.

When you are called in for the interview, be sure to stand up straight.

Employers are impressed to see confident body language. Sloppy posture might send signals that you are insecure, unprofessional or simply not serious about the job. Offer a firm handshake that communicates self-assurance.

Engage the interviewer by making eye contact and smiling. Expect a bit of small talk about the weather or finding the office to set the tone. Be yourself and answer questions honestly. Remember that both of you want to know if this job is a good match.

Inevitably, one of the first questions will be, “Tell me about yourself,” so you should have a good idea of how you are going to respond. Highlight your positive points, your goals, your hobbies and your past work experience without getting lost in unimportant details.

There is a good chance the employer already knows something about you from your online presence, so this is your chance to follow through.

way to turn your weakness into a strength, or to show how you have overcome a former weakness. For 85 example, you might have had trouble meeting deadlines at your last job, but you learned to keep an organized calendar with timely reminders.

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65 Other questions you might

expect What are your interests and hobbies? Don’t be surprised if an interviewer spends more time on this 70 question than a question about professional or educational background. How you structure your free time and what your interests are outside of work can provide a picture of who you really are 75 and whether you will fit in with the rest of the staff.

If I spoke to your last boss, in what areas would he or she tell me you need improvement? This is a variation 80 of “what is your biggest weakness,” so prepare a response in advance. Find a

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What do you know about our company? Your awareness of the company’s updates and online character will show the interviewer that you are sincerely interested. Here’s your chance to demonstrate how well prepared you are by asking specific questions or making insightful comments about what you learned in researching the company.

What would you do in the following situation? … followed by a delicate on-the-job scenario. This is a tough one to prepare for, which is why it is so important. The interviewer wants to know what problem-solving strategies you would use, what your priorities are and how you deal with pressure.

Knowing as much as possible about company policies and attitudes will help you answer this one.

Why should I hire you for this job?

This is another opportunity for you to highlight your qualities and past experience and to demonstrate your knowl­ edge about the company. Talk about paid or volunteer work you have done and how the skills you developed will be an asset for your new employer.

What questions do you have about the job? Asking about what you can bring to the company or what you should be able to accomplish in the first

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three months will show your eagerness to perform. Good specific questions about the position’s responsibilities will also win you points. Be careful not to 125 ask questions that the interviewer has just explained or you will look like someone who doesn’t listen. “When do you expect to make a decision?” is a good closing question.

130 Of course, there are many other questions that may be asked of you in a job interview. Google appears to be leading a trend in asking perfectly random interview questions that have no bearing 135 on the job position but everything to do with evaluating an applicant’s ability to think quickly. Although it will be highly unlikely, don’t be too surprised if you

are asked how to find an elephant’s 140 weight without a scale or how many golf

balls would fit in a school bus.

At the end of the interview, tell the interviewer that it was a pleasure and that you look forward to hearing from 145 him or her. If you do not get the job, but think you would sincerely like working there, you might send a message asking the employer to keep your resumé on file in case another opening comes up.

150 If your qualifications change (you take additional courses or get involved in a work-related project) be sure to send an updated version of your resumé with a letter indicating your continued interest 155 in the company.

Comprehension For each question, select the answer that was NOT mentioned in the text.

1 What preparation should you do before a job interview? a] research the company online b] follow their news feed c] think about how you will answer questions d] go on a diet e] prepare questions f] decide what to wear

2 What should you bring with you to the interview? a] extra copies of your resumé b] a list of references with phone numbers and email addresses c] something to eat d] something to read e] links to articles and sites you might want to refer to

3 What factors should help you decide what to wear? a] what people wear at the company b] recent fashion trends c] neutral classics

4 Sloppy posture conveys the message that you are a] insecure b] unprofessional c] cool d] not serious about the job

5 What are some ways of communicating self-assurance? a] a firm handshake b] making eye contact with the interviewer c] smiling d] winking

6 Why do employers care about your interests and hobbies? a] to find out whether you exercise b] to have an idea of how you structure your time c] to know if you will fit in

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7 Why do interviewers ask on-the-job scenario questions? a] to intimidate you b] to have an idea about your priorities c] to find out how you deal with pressure d] to know your problem-solving strategies

8 What should you do if you do not get the job but think you would really like to work there? a] Ask the interviewer to keep your resumé on file. b] Send daily tweets to the company. c] Send an updated resumé. d] Send a letter indicating your continued interest.

3.6 Writing a Trip Report

or Mentor Interview Report

WRITING

A. Trip Report Have you ever participated in a training workshop to learn a new skill or procedure? Have you ever observed a workplace and talked to the workers about their job? Have you visited a museum that specializes in your field of study or a strong interest you have? For this assignment, you will plan a visit to a clinic, studio, museum, or other place related to your field of study or a special interest of yours and then write a 350-word report about the visit. You could also write a report about a training workshop you participated in to learn a new skill. To organize your report:

1 Include a brief introduction that describes the date and location of your visit and what your expectations of the visit were.

2 In the body of your report, describe what happened during the visit, including whether you participated in an organized tour; what you saw; the people you spoke to; the types of activities, displays or exhibits; what you learned; and so on.

3 Conclude by evaluating the experience with answers to some of these questions: Did the excursion/workshop meet your expectations? Was it helpful for you? Did you learn anything that will be helpful for your career?

Did you enjoy the experience? Would you recommend it to other students?

Model Trip Report: Visit to a Dental Clinic On Friday, April 14, 2014, I visited a private dental clinic called Dents Quixote in Longueuil. I went with three other students who, like me, are studying in the Dental Hygiene program. Our objective was to observe the dynamics of a dental clinic and have the opportunity to ask a dentist and dental hygienist questions so that we could compare what we learn in school with the reality of their work.

As soon as we arrived, the receptionist

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introduced us to the dentist, Dr. Vanessa Labreche, and the dental hygienist, Ms. Sophie Lelong. We learned that Dr. Labreche finished her university studies five years ago and has been working at this clinic for three years. Most of our visit, however, was spent with the dental hygienist. Ms. Lelong has been a dental hygienist for five years, but before that, she had worked as a dental assistant for 10 years. She realized that she could be more autonomous in her work and earn

a higher salary as a hygienist, so she decided to go back to college to get her diploma. She is now a member of the Order of Dental Hygienists of Québec. We were able to see that she is very cheerful, meticulous and attentive with her clients.

When she is with clients, she takes the time to talk to them so that they have a lot of trust in her. It is clear that she is passionate about her work because she always explained what she was doing carefully and with enthusiasm.

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The visit was very helpful because during the three hours that we spent at the clinic, we learned a lot of tips about how to be a successful dental hygienist.

Although we had learned all of the procedures that we observed Ms. Lelong perform, I realized how important communication and people skills are in this field. Just having the technical know-how is not enough to have a good relationship with clients. People like to

be treated with respect and kindness, which means explaining what you are going to do and then listening to their questions or comments. When you do this, they will trust you and come back.

We really enjoyed our visit and we recommend that all students in our program make a similar visit to have a better understanding of how to put theory into practice.

B. Mentor Interview Report You can learn a lot about your future career by talking to someone in the field.

This is a good way to find out if the job really suits you, and if it does, the interview could open doors for future opportunities. Here is how to plan and organize your interview and your report.

1 Find a person who is presently working in your field of study or who has a job that interests you. Politely ask if you could interview him or her and arrange a time for the interview. As much as possible, the interview should take place in English. You may want to record the interview so that you can review it when you are writing your report.

2 Prepare a minimum of 10 questions that relate to his/her experience on the job and make sure that your questions are appropriate and grammatically correct. Your teacher may want to correct them before you conduct the interview.

3 Write a report that covers the information you learned. Your report should be about 350 words long. Organize your report in paragraphs of related information with an introduction, a body and a conclusion. Conclude the report with a short paragraph in which you explain how this interview has influenced you in your choice of career. You might explain what you learned that you didn`t know before, whether you are still motivated to pursue this career, whether you have the necessary abilities to do the job and/or whether the interview was valuable for you.

4 Include a list of the questions you asked with your report.

VOCABULARY INSIGHT

Identifying False Cognates French and English have hundreds of cognates. How many true cognates can you find in this text? Can you find any false cognates? For more practice with cognates, see Module 4, Section 3.3, Exercise 4.

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Model Mentor Interview Report: Chartered Accountant Ever since I was in elementary school, I have really enjoyed mathematics.

People used to tell me that I should be an accountant, which is why I decided to study in the Accounting and Management program. To learn more about the profession, I interviewed Ms. Renée Dubois, who is a chartered accountant.

I met her at her office in Montréal after checking in with the secretary.

Ms. Dubois explained that a char-

tered accountant needs to be very professional. He or she not only needs to be very organized, but also must be able to concentrate because it’s a job that really stimulates your brain. For this reason, the annual salary is generally very high, ranging from $50,000 for a beginning accountant, to as high as $400,000 for someone with a lot of experience, education and contacts. However, in order to earn a

© 2012, Les Éditions CEC inc. • Reproduction prohibited

very high salary, the accountant must first complete a very difficult academic training program. A Bachelor’s degree in accounting is required for the majority of accounting jobs, and after finishing the three years of university studies, it can take another two years to earn the title of Chartered Accountant. When she was younger, my mentor thought that this profession required too many years of study, but her mother, who is also a chartered accountant, encouraged her to persevere. Now, she doesn’t regret her choice at all. She told me that she finds her job just as fascinating as she did when she first started.

Ms. Dubois feels a certain level of pride in her job because she helps people in her own way. Even though she has to work nights and weekends sometimes, especially during the tax season, her passion for mathematics carries her through. Admittedly, the stress of the tax season and internal audits is the part of the job that she likes the least.

In conclusion, I really enjoyed conducting this interview with my mentor.

She definitely encouraged me to continue my studies to become an accoun­ tant. Although I don’t like the idea of working during the weekend, she convinced me that the job has plenty of

Questions

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advantages to compensate for this. As I love mathematics, she confirmed that this is a sensible career choice for me.

Adapted from a student report.

All names have been changed.

What are the qualities required to be a good accountant?

In general, what is the salary range in this profession?

What academic training is necessary?

How long does it take to become a chartered accountant?

Who encouraged you to become an accountant?

Are you still as interested in this profession as you were when you first started?

What aspect of your job do you like the least?

Do you feel pride in the work that you accomplish?

What kind of work schedule should I expect in this profession?

What part of your profession do you like the most?

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3.7 Words to Know For each word or expression in the charts below, check if you know and can use it (when you speak or write), if you understand it (when you read or listen) or if you really don’t know it at all. To verify the meaning of words, check the glossary on the website or in a good dictionary. Write down these new words, and their definitions, on the lines provided.

Social Networking Your Way to Employment (pages 135-136)

Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Word or Expression

1 hinder introduction

9 untag line 36

2 check out line 3

10 mundane line 39

3 make sure line 11

11 showcase line 50

4 working for you line 12

12 portfolio line 65

5 log in line 14

13 upload line 65

6 a number of people line 20

14 stay on top line 73

7 tweet line 23

15 snare line 81

8 clean-up work line 26

16 face it line 96

Know & can use it

Understand Don’t it somewhat know it

Know & can use it

Understand Don’t it somewhat know it

Words to know, and their definitions:

Preparing for a Job Interview (pages 138-140)

Word or Expression

Know & can use it

Understand Don’t it somewhat know it

Word or Expression

1 craft line 1

9 to follow through line 64

2 online presence line 1

10 weakness line 80

3 show off line 3

11 strength line 83

4 sloppy posture line 42

12 overcome line 84

5 firm handshake line 45

13 timely line 88

6 self-assurance line 46

14 scenario line 100

7 engage line 47

15 eagerness line 121

8 small talk line 49

16 look forward to line 144

Words to know, and their definitions:

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MODULE

3

MA K ING YOUR F UT UR E W OR K

PROJECT

3

PROJECT

2

PROJECT

1

End-of-Module Projects

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Trip Report or Mentor Interview Report Make arrangements to visit a worksite, museum or studio related to your field of study OR make arrangements to interview

someone who has a job that you are interested in. As much as possible, try to have this experience take place in English. Write up a Trip

Report or Mentor Interview Report that summarizes your experience.

See pages 141-143 for more details and sample reports.

who work there (in person or online), visit the office or read news articles about it. Find out about the working conditions, benefits, job prospects and so on.

Prepare a 5- to 10-minute presentation using visual aids (posters, charts, slideshow, etc.).

On the day of the presentations, each team will represent an organization at a table or stand in a simulated career-day event, while students circulate to learn from the other groups.

Research the topic and learn any specialized terminology in English so that you can explain it to the class. Narrow down the information to deliver an interesting and

informative 5- to 10-minute presentation using visual aids (multimedia slides, pictures, overhead transparencies, props, etc.).

Job Fair

Working with a partner who is studying in the same program as you or has interests similar to yours, choose an organization related to your field or interests that you would like to learn more about. Check the organization’s website, connect with people Oral Presentation Teach the class about an aspect of your program or a special interest you may have. Choose a topic that you have some expertise in or that you would like to learn more about.

END-OF-MODULE PROJECTS

MODULE 3 145

INSIGHT 2

nd

EDITION

ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES This new second edition has been re-worked and re-designed in order to better respond to the changing needs of intermediate and high-intermediate students of English as a second language, in both academic and vocational programs. The content in this series provides integrated material to develop reading, listening, speaking and writing skills. Projects that consolidate learning at the end of each of the three theme-based modules enable students to connect the dots between what they are learning in English and their program of study.

STUDENT BOOK MODULE 1 MEDIA MESSAGES AND THE ART OF PERSUASION A look at the internet, print journalism and broadcast TV, with a view toward interpreting and producing more constructive digital and print media MODULE 2 GLOBAL MATTERS An exploration of how technology and our role in the natural world can better meet the needs of the 21st century MODULE 3 MAKING YOUR FUTURE WORK A helpful guide to the tools and issues surrounding today’s rapidly evolving workplace in order to encourage professional and innovative approaches to finding a fulfilling career MODULE 4 PRONUNCIATION AND LANGUAGE ELEMENTS A useful series of activities in pronunciation patterns, as well as vocabulary-building strategies, tips on oral presentations and reference material for essential language

AUDIO

• Excerpts from the CBC, National Public Radio and other authentic sources

VIDEO

• Full clips from the CBC, Slate V Media,

Howcast and independent filmmakers

TEACHER’S EDITION

• Teacher’s notes and answer key for the student book

• Transcripts of all audio and video excerpts • Extra reading, video and listening materials for testing

ABOUT THE AUTHOR: Jane Petring has been teaching at Collège Édouard-Montpetit in Longueuil, Québec since 1995 and has also taught ESL in Europe, West Africa and the United States. She holds an MA in Applied Linguistics and TESOL from Michigan State University. She is the author of Prospect: English Skills for Academic and Professional Purposes and Access: Advanced Grammar and Writing Skills.

INSIGHT 2nd EDITION GRAMMAR The new edition includes 11 units on grammar, 3 review units, and a detailed unit on writing guidlines.

NEW FEATURES!

• A new Scope and Sequence chart for easier lesson • • • • •

planning Comprehension strategies for audio and video activities Nine vocabulary review activities for each topic Cross-references from texts to pronunciation activities Links from reading texts to the Insight Grammar book units The new look and feel of a magazine.

CODE DE PRODUIT : 251794 ISBN 978-2-7617-4124-8