Prospect 2nd Ed_Student book

PROSPECT 2nd Edition English Skills for Academic and Professional Purposes

Skills Book

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

About the author:

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 Insight 2nd Edition: English Skills for Academic and Professional Purposes and Access: Advanced Grammar and Writing Skills.

PROSPECT 2nd Edition Grammar

This new edition includes 12 units on grammar, 3 review units, and a complete reference section.

Digital Versions, accessed with or without the internet Skills Book

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 workbooks • 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.

English Skills for Academic and Professional Purposes 2nd Edition

Jane Petring

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

Jane Petring

CODE DE PRODUIT : 250707 ISBN 978-2-7617-3266-6

Prospect_Cvrt_2016.indd All Pages

English Skills for Academic and Professional Purposes

• Three modules that explore innovations and inventions; humanitarian and social opportunities around the world; and tools to jumpstart a career in an increasingly challenging job market • One module that focuses on problematic language elements, language-learning strategies and practical instruction on writing in English • Project and writing assignments for the three theme-based modules • Authentic readings from independent and mainstream North American sources • Full video clips from the CBC, North American media and independent filmmakers

Teacher’s Edition

2nd Edition

intermediate students of English as a second language in both academic and vocational programs, integrates all four skills in reading, listening, speaking and writing. The first three modules in this skills book has nine themes, followed by a final module for language practice relevant to the themes in the book. Writing and project assignments are also included so that students can practise their English skills based on their chosen field of study. This second edition has been completely updated with engaging readings, audios, videos and a refreshing new layout.

PROSPECT

PROSPECT 2nd Edition, designed for low-

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Table of Contents Introductory Activities: What Lies Ahead? . . . . . . . 2

Imagining Change . . . . . . . . . . . . . . . . . . . . . . . .

Module 2 6

Linking the World . . . . . . . . . . . . . . . . . . . . . . .

Part 1

Part 1

Inventions and Innovations . . . . . . . . . . . . . . . . . . . . . . . 6 1.1 Warm-up Game-Changer: Shad . . . . . . . . . . . . . 6 1.2 Warm-up Which Came First? . . . . . . . . . . . . . . 7 1.3 Warm-up Toy Stories . . . . . . . . . . . . . . . . . . . . 8 1.4 Reading How Did They Come up with That? . . . . 9 Text: Where Ideas Come from 1.5 Grammar-Based Writing Simple Present . . . . 11 1.6 Listening An Interview with Brian May about Stereoscopic Photography . . . . . . . . . . . . . . . . 12 1.7 Reading Retell Canadian Inventions: From Hangers to Squareheads . . . . . . . . . . . . . . . . . . 13 Texts: The Humble Hanger and A Screwdriver for Squares 1.8 Listening Honey Bee Network . . . . . . . . . . . . 14 1.9 Speaking Your Ideas for Change . . . . . . . . . . . 15

Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.1 Warm-up Canadian Humanitarians and Activists . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 Reading The Power to Change . . . . . . . . . . . . .

Text: Caring Is Cool 1.3 Listening Gaming for the Greater Good . . . . . .

1.4 Video Right To Play . . . . . . . . . . . . . . . . . . . .

1.5 Grammar-Based Writing Past Continuous . . .

1.6 Speaking Using Play to Teach a Process . . . . .

Part 2 Nature as a ModEL . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up Inspirations from Mother Nature . . .

2.2 Warm-up More Inspirations from Nature . . . . .

2.3 Reading Car Design Goes to the Birds . . . . . . .

Text: Cars Mimicking Nature Is No Bird-Brained Idea 2.4 Video Champion of the Earth: Biomimicry . . . .

2.5 Grammar-Based Writing Present Continuous 2.6 Listening Responsive Architecture . . . . . . . .

2.7 Speaking Nature’s Innovations Game . . . . . . .

16 16 17 18 20 22 22 23

Part 3 Oceans of Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . .

3.1 Warm-up How Well Do You Know the Oceans? .

3.2 Reading Under the Sea . . . . . . . . . . . . . . . . .

Text: Ocean Observatories 3.3 Video Introduction to VENUS and NEPTUNE . . .

3.4 Listening The Bottom Line: Water.

An Interview with Sylvia Earle . . . . . . . . . . . . . .

3.5 Reading A Wave of Energy . . . . . . . . . . . . . . .

Text: The Tide Rolls in on Energy 3.6 Reading Garbage Island . . . . . . . . . . . . . . . .

Text: The Great Pacific Garbage Patch 3.7 Grammar-Based Writing Simple Past . . . . . .

3.8 Speaking Cutting Waste . . . . . . . . . . . . . . . .

24 24 24 27 29 30

36 36 36 37 40 42 43 43

Part 2 Global Connections . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up The Ecological-Footprint Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . .

2.2 Reading The Ring Heard Round the World . . . .

Texts: Cellphones in Africa Cellphones in Japan 2.3 Video Cellphones Fighting AIDS . . . . . . . . . . .

2.4 Video Green Sweep: TV Trash and E-waste . . . .

2.5 Grammar-Based Writing The Future . . . . . . .

2.6 Speaking Could You Help Me, Please? . . . . . . .

43 43 46

49 50 51 52

ta b l e o f c o n t e n t s

Module 1

III

Part 3 Avenues for Development . . . . . . . . . . . . . . . . . . . . . . . . 52 3.1 Warm-up Everyday Objects . . . . . . . . . . . . . . 52 3.2 Listening Bridge Figures . . . . . . . . . . . . . . . 53 3.3 Reading Retell Canadian-Supported Projects Making a Difference . . . . . . . . . . . . . . 54 Texts: Lifted from Poverty by Oregano Innovations from Hairstyling to Coconut Fibre Yarn Seeing the Forest for More than the Trees 3.4 Video Project Hope . . . . . . . . . . . . . . . . . . . . 60 3.5 Grammar-Based Writing Modal Auxiliaries . . 61 3.6 Speaking Comparing Canada and China . . . . . 62 Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 64 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 65

32 33 33

Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 34 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 35 © 2011, Les Éditions CEC inc. • Reproduction prohibited

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Ta b l e o f c o n t e n t s

Prospect

Module 3

The World of Work . . . . . . . . . . . . . . . . . . . . . . .

Module 4 66

66 66 67

69 71 73

75 75

IV

75 75 76 77 78 80 81 82 83

Part 2 Understanding New Language . . . . . . . . . . . . . . . . . . . .

2.1 Using Context Clues . . . . . . . . . . . . . . . . . . . .

2.2 Recognizing Cognates . . . . . . . . . . . . . . . . . .

2.3 Recognizing False Cognates . . . . . . . . . . . . . .

2.4 Using Word Analysis . . . . . . . . . . . . . . . . . . . .

2.5 Using a Dictionary . . . . . . . . . . . . . . . . . . . . .

105 105 106 107 108 111

Approaching a Written Text . . . . . . . . . . . . . . . . . . . . . 112 3.1 Scanning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 3.2 Skimming . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Part 4 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Part 5 Conducting Research . . . . . . . . . . . . . . . . . . . . . . . . . . 120 5.1 Online Research . . . . . . . . . . . . . . . . . . . . . . . 120

Part 6 85 85 86

Part 3 Realities of the Working World . . . . . . . . . . . . . . . . . . . .

3.1 Warm-up Dilemmas in the Workplace . . . . . . .

3.2 Reading Talking about My Generation . . . . . .

Text: Millennials and the Workforce 3.3 Video Dragons’ Den . . . . . . . . . . . . . . . . . . .

3.4 Reading This I Believe . . . . . . . . . . . . . . . . . .

Text: Believe in Yourself 3.5 Grammar-Based Writing Nouns, Pronouns and Possessive Adjectives . . . . . . . .

3.6 Speaking Assigning Office Space . . . . . . . . . .

Language Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 1.1 Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 1.2 Telling the Time . . . . . . . . . . . . . . . . . . . . . . . . 99 1.3 Prepositions of Time and Place . . . . . . . . . . . . 100 1.4 The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . 100 1.5 Telephone Talk . . . . . . . . . . . . . . . . . . . . . . . . 102

Part 3

Part 2 Preparing Your Job Search . . . . . . . . . . . . . . . . . . . . . .

2.1 Warm-up The Job-Search Process . . . . . . . . .

2.2 Listening The Cover Letter . . . . . . . . . . . . . .

2.3 Sample Cover Letter . . . . . . . . . . . . . . . . . . . .

2.4 Preparing Your CV (Resumé) . . . . . . . . . . . . . . .

2.5 Hints on Writing Your Resumé (CV) . . . . . . . . . .

2.6 Sample Resumé (CV) . . . . . . . . . . . . . . . . . . . .

2.7 Selling Yourself at the Interview . . . . . . . . . . . .

2.8 Reading What Kind of Person Wrote This? . . .

Text: You Are What You Email 2.9 Video Vying to Be Viral . . . . . . . . . . . . . . . . .

2.10 Grammar-Based Writing Asking Questions .

2.11 Speaking Who Should We Hire? . . . . . . . . . . .

96

Part 1

Part 1 Follow Your Passion . . . . . . . . . . . . . . . . . . . . . . . . . .

1.1 Warm-up What’s Their Passion? . . . . . . . . . . .

1.2 Reading The Job of Your Dreams . . . . . . . . . .

Text: I Can’t Believe They Pay Me to Do This!

1.3 Listening Interview with Hayley Wickenheiser . . . . . . . . . . . . . . . . . . . .

1.4 Video Social-Networking Jobs . . . . . . . . . . . .

1.5 Reading The Truth about Privacy and the Internet . . . . . . . . . . . . . . . . . . . . . . . .

Text: Opinion: What You Need to Remember about the Internet 1.6 Grammar-Based Writing Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . .

1.7 Speaking What’s My Line? . . . . . . . . . . . . . . .

Language and Strategies . . . . . . . . . . . . . . . . .

87 87 88 90 91

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6.1 Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . .

6.2 Writing an Essay . . . . . . . . . . . . . . . . . . . . . .

Model essays: Descriptive essay . . . . . . . . . . . . .

Comparative essay . . . . . . . . . . . .

Persuasive essay . . . . . . . . . . . . .

6.3 Writing a Business Letter: Letter of Complaint or Correction . . . . . . . . . .

6.4 Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Model report: Survey report . . . . . . . . . . . . . . .

122 122 123 124 124 125 126 127 128

Part 7 92 92

Oral Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Appendix: CEGEP Programs . . . . . . . . . . . . . . . . . . . . . . 130

Writing Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . 94 End-of-Module Projects . . . . . . . . . . . . . . . . . . . . . . . . 95

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I n t r o d u cti o n Prospect 2nd Edition, for use by low-intermediate students of English as a second language in both academic and vocational programs, provides integrated material to develop reading, listening, speaking and writing skills. Writing assignments and projects concluding the three thematic modules enable students to make connections to their own particular fields.

Content

of the traditional and technologically innovative ways to market themselves for future careers and endeavours.

The fourth module, Language and Strategies, provides strategies for approaching new material and a review of basic language elements, which can be easily integrated into the lessons and exercises of the first three modules.

Organization

Audiovisual Material

Teachers familiar with Prospect will find the same overall organization in this second edition, with three content-area modules and a fourth section devoted to language elements and reference material.

The professionally produced audio and video materials that accompany Prospect are rich in content and relate closely to the topics in the readings. Topics such as music, social media, humanitarian successes, technology inspired by nature, ocean exploration and many more are included. The exercises on the text are designed to help students assimilate vocabulary and improve comprehension while encouraging critical thinking skills.

Module 1, Imagining Change, encourages students to think about where innovative ideas come from, and to consider personally motivating and environmentally sustainable solutions for the design challenges that professionals in any field may face, while recognizing the potential of new technologies and non-traditional applications.

Module 2, Linking the World, invites students to consider humanitarian and social opportunities around the world, through the responsible use of human and technological resources.

In Module 3, The World of Work, students explore a wide range of professions, learn how to highlight their unique qualities in a CV and discover some

Introduction

This completely revised edition of Prospect not only has a brighter and more colourful appearance, it also features dynamic new articles and audiovisual recordings that take a cutting-edge approach to innovation, humanitarianism and the job-search process. For example, students will learn about the exciting field of biomimicry, which looks to nature for technological inspiration, and about organizations such as Right To Play, which succeeds in resolving conflicts among young people in war-torn parts of the world, through sport and play. Technological advances and social media have opened up enormous opportunities in the arts, sciences and humanities, and students will have the opportunity to read about, listen to and watch exciting developments that serve as catalysts for improving language proficiency, through discussion and active involvement.

Each module is divided into three parts, with readings, vocabulary exercises, speaking activities, listening activities (both audio and video) and grammar-based writing activities. Speaking activities frequently involve pair work or small-group discussions, using information-gap situations that force students to communicate effectively with one another. Each module concludes with suggestions for writing assignments and projects that relate to the students’ fields of study. The projects vary in length and degree of difficulty. Added features to the second edition include Prospect Pointers, which provide linguistic and career-related information for student enrichment, and grammar-based writing activities, which suggest short, theme-based writing assignments to reinforce specific grammar points.

Cross-reference notes in the margins point students and teachers to related material in other parts of the book or in Prospect Grammar.

V

Teacher’s Edition Supplementary Material Teachers are provided with supplementary material— additional readings, exercises, and audio and video clips that relate to the same topics as in the various modules. Teachers may wish to use this material for a more in-depth study of a particular topic, or for evaluation purposes.

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p r e s e n tat i o n pa g e s

Prospect

P r e s e n t a ti o n P a g e s These pages show you some important parts of your new book. We hope you will find Prospect varied and interesting, and that you will enjoy working with it.

You will be working with three modules, each with a different theme. Each theme is divided into three related parts.

All nine parts begin with short warmup activities designed to spark ideas and conversation about the theme. The activity could be an interactive quiz that involves exchanging information with a partner, an introduction to theme-related vocabulary or even a video to initiate ideas.

VI

You will read articles from a variety of sources related to each theme. Exercises before and after the texts help to improve reading skills, facilitate comprehension and increase vocabulary.

Low-frequency words that appear in the readings are defined in the margin or just before the text, whereas the more useful vocabulary is highlighted in short pre-reading exercises and then recycled in the comprehension and discussion questions.

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You will have many opportunities to practise speaking in situations that range from games and quizzes to formal presentations and organized fairs.

Each of the three parts in every module has a central speaking activity with additional opportunities for discussion before or after the various readings and recordings. The discussion questions encourage you to reflect on the topic while making connections with your field of study.

Prospect Pointers in each part provide practical language and career-related tips that touch on the theme.

The grammar-based writing suggestions are designed to reinforce specific grammatical structures.

Each activity is connected to a unit in Prospect Grammar.

PP

PP

Cross out two qualities that are usually not associated with an innovative person.

• creativity • despair • insight • enthusiasm • imagination • perception • entrepreneurship • intuition • hopelessness • initiative • courage • inspiration

The verb to play is used in many expressions: • play along: pretend to cooperate • play hard to get: pretend to be uninterested when flirting • play possum: pretend to be sleeping or dead • play the field: date more than one person • play the game: behave according to customs or standards • play with a full deck: be thinking clearly • play your cards right: use strategies to get what you want

P r e s e n tat i o n pa g e s

You will listen to audio and video excerpts related to the theme of the module.

Most are from radio or television and other professional sources.

VII

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p r e s e n tat i o n pa g e s

Prospect

A variety of writing assignments and projects at the end of each module provide an opportunity to develop the language skills necessary for your field of study while learning more about the topics explored in the module.

See page 96 in Module 4 to review numbers

See Prospect Grammar, Unit 1

VIII

Links tell you where to look for more information and guidance, either in the language and strategies parts in Module 4 or in Prospect Grammar.

The language and strategies module at the back of your book provides reference material for practical skills such as using numbers, telling time and talking on the phone, as well as strategies for improving vocabulary, reading comprehension and writing skills. You will also find models of various types of essays, business letters and reports to guide you in your projects and writing assignments.

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Sc o p e a n d S e q u e n c e C h a r t Module and Part

Speaking Warm-up

Reading

Listening Comprehension: Audio (A) & Video (V)

GrammarBased Writing

Part 1 Inventions and Innovations

Part 2 Nature as a Model

Part 3 Oceans of Possibilities

Which Came First?

• Listen to partner’s clues and read aloud provided clues to answer questions about inventions • Practise speaking Toy Stories • Practise reading aloud • Use clues to guess invention

How Did They Come up with That?

• Use context to explain vocabulary • Determine main idea • Interpret supporting details Reading Retell: Canadian Inventions • Recognize main points by taking brief notes • Retell story

V: Game-Changer: Shad • Learn about a Canadian “game-changer” • Discuss alternative career paths A: Interview with Brian May • Discover the history of 3D images • Discuss relationship between music and 3D photography A: Honey Bee Network • Listen for main ideas • Grasp idea of collaborative innovation • Recognize and understand new vocabulary in context

Use simple present to describe daily activities of future job

Inspirations from Mother Nature • Listen to partner’s clues to guess which element of nature inspired an innovation • Practise speaking More Inspirations • Use biomimicry concepts to guess application of nature’s design

Car Design Goes to the Birds • Associate new vocabulary with its description • Recognize synonyms • Determine meaning from context • Learn about inventions inspired by nature

V: Champion of the Earth: Biomimicry • Learn about biomimicry and how it can be applied to all fields of study • Organize and interpret details • Brainstorm ideas within own field of study A: Responsive Architecture • Grasp concepts of responsive architecture • Apply concepts to own surroundings

Use present continuous to describe simultaneous activities at a current or future job

How Well Do You Know the Oceans?

• Practise speaking • Share knowledge of the oceans to guess answers • Practise using numbers

Under the Sea • Interpret technical terms and information A Wave of Energy • Learn about the potential of wave energy • Read for specific and general information • Interpret details • Discuss applications Garbage Island • Learn about effects of plastic waste on oceans and marine life

V: VENUS and NEPTUNE Canada • Use word analysis and context to understand new vocabulary • Discover Canadian oceanographic project • Interpret numbers and geographic locations The Bottom Line: Water • Learn about underwater exploration • Grasp meaning from recorded interview

Use simple past and practise irregular verbs to write a team-based description of an underwater adventure

Speaking Activities

End-of-Module Activities

• Improve the design of your college • Come up with man-made objects inspired by nature • Determine how to minimize the use of plastic

Writing • Write a descriptive paragraph • Compare two tools or processes in your field of study

Scope and Sequence Chart

Module 1: Imagining Change

IX

Projects • Market your innovation • Organize an innovation fair • Research innovators in your field

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P r o s p e c t Scope and Sequence Chart

Module and Part

Speaking Warm-up

Reading

Listening Comprehension: Audio (A) & Video (V)

GrammarBased Writing

Module 2: Linking the World Part 1 Making a Difference

Part 2 Global Connections

Part 3 Avenues for Development

X

Canadian Humanitarians and Activists • Practise reading aloud and speaking to match well-known Canadians with their deeds • Use subject pronouns

The Power to Change • Review use of prepositions • Associate new vocabulary with description • Practise vocabulary and idiomatic expressions • Recognize stylistic use of words • Grasp meaning from text

A: Gaming for the Greater Good • Learn about positive applications of video games • Listen for main ideas • Apply knowledge to real life V: Right To Play • Listen for details • Learn about Right To Play initiatives and goals

Use past continuous to describe different activities viewed in a video

Ecological Footprint • Ask partner questions • Work with numbers • Become sensitive to habits that affect the environment • Reflect on consumption habits

The Ring Heard Round the World • Associate new vocabulary with its description • Use word analysis to determine meaning • Learn about the use of cellphones in other parts of the world • Read to interpret information

V: Cellphones Fighting AIDS • Learn about cellphone use in Kenya • Practise listening skills • Discuss innovative applications of technology in developing countries V: Green Sweep: TV Trash and E-waste • Practise listening skills • Learn about e-waste dangers • Discuss eco-friendly solutions

Use future forms (will and be going to) to write about cellphones or a personal device in the future

Everyday Objects • Discover where everyday objects come from • Practise speaking by sharing discoveries • Develop awareness of trade and globalization

Reading Retell: CanadianSupported Projects Making a Difference • Use context clues and a dictionary to grasp meaning • Take notes on a short reading • Pick out details from a text • Retell a text in your own words • Listen to classmate’s story and ask questions

A: Bridge Figures • Practise listening skills • Learn and use idiomatic expressions • Learn about cultural bridge figures • Discuss implications of bridge figures V: Project Hope • Practise listening skills • Learn about a project in Palestine • Practise writing a summary

Summarize a text about a CIDA project using modal auxiliaries to express what the project enables the participants to do

Speaking Activities

End-of-Module Activities

• Create a game about your field • Practise phone calls for different situations • Compare several aspects of Canada and China

Writing • Summarize an article from your field of study • Write a persuasive essay

Projects • Conduct a survey • Profile a country • Research a controversial issue

Module 3: The World of Work Part 1 Follow Your Passion

Part 2 Preparing Your Job Search

What’s Their Passion?

• Associate celebrities with their passion

The Job of Your Dreams A: Interview with Hayley • Read about unconventional jobs Wickenheiser • Brainstorm the job of your dreams V: S

ocialThe Truth about Privacy and the Internet Networking Jobs • Learn about the business side of social media sites • Learn about non• Discuss issues related to social media traditional jobs

Use adjectives and adverbs to write a description of a job

The Job-Search Process • Check CV and interview expectations • Prepare summary of past experience for CV

Hints on Writing Your Resumé Selling Yourself at the Interview • Write a CV and cover letter • Practise job interview questions What Kind of Person Wrote This?

• Explore electronic first impressions • Read about email study

Prepare questions for a job interview

A: The Cover Letter A: T he Job Interview V: Vying to Be Viral • Consider traditional and innovative ways to sell yourself

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Module and Part

Speaking Warm-up

Listening Comprehension: Audio (A) & Video (V)

Reading

GrammarBased Writing

Module 3: The World of Work (continued) Realities of the Working World

Dilemmas in the Workplace • Brainstorm ways to resolve conflicts

Talking about My Generation • Recognize generation differences • Find main idea and details This I Believe • Read and write about following your passion

Speaking Activities

End-of-Module Activities

• Ask questions to determine line of work • Determine the best candidate • Assign office space

Writing • Write a business letter • Write an essay on This I Believe

Module and Part

Components

V: Dragons’ Den Review • Learn about pitching a business nouns, pronouns idea as an entrepreneur and possessive adjectives

Projects • Interview a mentor • Organize a career fair • Compile a terminology list for your field of study

Skills

Listening Comprehension (A), Models, Charts or Sample Texts

Module 4: Language and Strategies 1 Language Elements

2 Understand­ ing New Language

• Numbers (cardinal, ordinal, fractions, phone numbers, addresses, dates) • Telling the time • The alphabet (and symbols) • Telephone talk

• Practise pronouncing numbers • (A) Name and address dictation • Practise interpreting addresses, phone numbers, dates and times • (A) Making a reservation and taking notes from a telephone • Practise telephone talk • Make appointments and interpret schedules call

• Using context clues • Recognizing cognates • Recognizing false cognates • Using word analysis • Using a dictionary

• Develop a variety of strategies to determine • Charts of cognates and false the meaning of unfamiliar vocabulary cognates • Identify true and false cognates • Chart of common affixes • Practise using a dictionary to determine the • Sample dictionary entries correct meaning

3 Approach­ing a • Scanning • Skimming Written Text

• Develop strategies to locate specific information • Determine whether a text is relevant for a specific purpose

• Paragraphs and longer texts

4 Summarizing

• Summarizing a text

• Focus on main points to write a concise summary

• Full and summarized text

5 Conducting

• Online research • Documenting your sources

• Evaluate the usefulness and reliability of a website • Develop strategies for accessing information from the Web • Cite sources: MLA documentation style

• List of points to consider in evaluating a website • Samples of MLA-cited sources

• Paragraphs • Writing an essay • Writing a business letter • Writing a report

• Learn to write an effective thesis statement and topic sentences • Write an effective introduction and conclusion • Organize details in an essay effectively • Learn elements of a business letter • Organize a research report effectively

• Essay 1: Descriptive essay • Essay 2: Comparative essay • Essay 3: Persuasive essay • Letter of complaint or correction • Model survey report

• Organize an oral report effectively • Prepare note cards • Use projected slides appropriately

• Sample note cards • Recommendations for projected slides

Research

6 Writing

7 Oral

• Preparing an oral presentation Presentations

Scope and Sequence Chart

Part 3

1

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Module 3

The World of Work Finding a fulfilling career path involves reflecting on the skills and activities that make you tick. Discovering your passion, marketing yourself and sharpening your interviewing skills can open doors for an exciting future, and today’s technology and social media can provide creative new ways to realize your dream.

PART 1 FOLLOW YOUR PASSION

OF THE WORKING WORLD

PART 2 PREPARING YOUR JOB SE ARCH

WRITING ASSIGNMeNTS

PART 3 RE ALITIES

eNd-oF-Module PRoJeCTS

PART 1

FOLLOW YOUR PASSION

Find a job you love and you’ll never have to work a day in your life.

Confucius

66

1.1 Warm-up What’s Their Passion?

A Can you associate these Canadians with their passion? Work with a partner to

associate the name in the left-hand column with the title, product or character in the right-hand column. Check your answers by doing the exercise on page 67.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

William Shatner Michael Bublé Avril Lavigne Julie Payette Sandra Oh James Cameron Randy Bachman Elvis Stojko Mike Lazaridis Yann Martel Mike Myers Clara Hughes Craig Kielburger Wayne Gretzky

a. b. c. d. e. f. g. h. i. j. k. l. m. n.

Avatar BlackBerry “Call Me Irresponsible” medals at the Winter and Summer Olympics Free the Children Ice Angel Life of Pi “Complicated” Space Shuttle Endeavour mission to ISS Dr. Cristina Yang “Taking Care of Business” Austin Powers The Great One, #99 Captain Kirk © 2011, Les Éditions CEC inc. • Reproduction prohibited

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B F ill in the blanks using the past tense of the verbs in parentheses.

1 W illiam Shatner (portray) 2 Michael Bublé (sing) “Call Me Irresponsible.”

3 Avril Lavigne (burst) “Complicated.”

Captain Kirk in the TV show Star Trek. the song made famous by Frank Sinatra, into rock-music fame with her hit song

4 The Canadian Space Agency (choose) Julie Payette out of 5,330 applicants. She was on the Space Shuttle Endeavour during the 29th shuttle mission to the International Space Station.

over $250 million while directing the the world with their hit

7 Randy Bachman and his band (sweep) tune “Taking Care of Business.”

8 Elvis Stojko (retire) a hockey player in the film Ice Angel.

9 Mike Lazaridis (create) Jim Balsillie.

10 Yann Martel (write) Booker Prize for Literature in 2004.

11 Mike Myers (spread) 1960s hipster secret agent.

from figure skating in 2006 and portrayed the BlackBerry smartphone with the novel Life of Pi, which won the Man his fame as Austin Powers, a fictional

12 Clara Hughes (win) medals for cycling in the Summer Olympics and cross-country skiing in the Winter Olympics.

13 Craig Kielburger (found) 1995, when he was 12 years old.

the organization Free the Children in

F O L L O W Y O U R PA S S I O N

6 James Cameron (spend) film Avatar.

playing the role of Dr. Cristina Yang in the TV

67 Part 1

5 Sandra Oh (begin) show Grey’s Anatomy in 2005.

14 Wayne Gretzky (become) known as “The Great One” for his exceptional skill. His number, 99, was retired from the NHL after he stopped playing in 1999.

1.2 Reading The Job of Your Dreams

By Jane Petring

I Can’t Believe They Pay Me to Do This!

Jessica: Undercover Shopper

If you are a shopaholic, why not get paid for your passion? Jessica was thrilled to land a job as an “undercover shopper.”

Going to work for her means heading to the malls and boutiques, dressed like everyone else. It may look like she’s simply out shopping and eating in restaurants, but after leaving the establishment she must write up an evaluation

of the services and the products. In fact, she needed to prove her writing ability to get the job and demonstrate acting skills that allow her to pose as an average consumer. The particular assignments she receives can be extremely varied— one week she might be trying to rent an apartment and another week she might be checking out the city’s nightlife. She feels that her work is rewarding because she can make a difference: If she wit-

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slither: move like a snake crawl: move slowly, close to the ground beaver: water rodent with flat tail that builds dams rodents: small animals like mice, rats or squirrels

harsh: intense, difficult to endure

cue cards: large card with the words someone is to say (audience cannot see it)

nesses a clerk cheating the system or a supervisor harassing an employee or a toxic work environment, it all goes in her reports, and something is done about it. On the other hand, some companies provide her with rewards to give salesclerks when she catches them in the act of providing excellent service. She loves her job when she can hand over a $75 coupon to a deserving employee.

Scot: Audience Member

Did it ever occur to you that many of the members of a TV audience are actually paid employees? Scot aspires to be a successful actor, but in the meantime he is delighted to get paid to laugh and clap his hands. Before every show he is told ahead of time what to expect and what he should wear. He went to a second-hand clothes store to buy a few unusual items so that he could be prepared for a lot of different situations. Sometimes talk shows use the same audience members for different programs—they just tell the actors to sit in different seats. And those spontaneous questions that people from the audience ask? You shouldn’t be too surprised to learn that the actors are given cue cards ahead of time. Scot hopes that one day young actors will be paid to be audience members for his show, but for the moment he’s happy that his acting skills are already paying the rent.

Joseph and Chuck: Animal Caretakers

caretaker: a person who takes care of people or animals

Joseph has an 8-foot long Burmese python in his bathroom. No, the snake is not his unusual pet—it’s part of his unusual job. Every year, hundreds of animals that conventional animal shelters can’t handle are found and sent to designated homes to be cared for until appropriate arrangements can be made. Most of the caretakers are volunteers, but some get paid for offering this important service. Joseph claims that he’s cared for just about every creature that walks, flies, slithers or crawls. His cousin,

Chuck, gets paid to catch animals such as beavers and snakes that become a nuisance. Both Chuck and Joseph grew up playing in the woods and taking care of wounded animals. They learned to care for birds, rodents and other small animals by calling Animal Control.

Now, Animal Control calls them when they need expert advice.

Maria: Food Stylist

Do you ever think that the food we see in commercials just looks too good to eat?

That’s because it probably is. Maria is a food stylist, which means she does strange things to food to prepare it for a day of filming. That mouthwatering ice cream sundae might really be mashed potatoes tinted with motor oil because real ice cream would melt under the cameraman’s harsh lights.

Maria attended cooking school and has training in photography and art.

Like painters and sculptors, she needs to know how to combine colours and shapes to make an attractive presentation or picture. She also needs good communication skills to understand what a client wants and then translate these ideas into a finished product. It’s her job to buy the materials, prepare the “food,” arrange it so that it looks attractive to the camera, and then keep it looking appetizing until the photographers are ready to shoot.

If you are looking for an unusual job, be prepared to look in unusual places. You might be surprised to find out what “going to work” means for some people!

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Vocabulary See Using Context Clues, pages 105-106

Determine the meanings of these words and expressions from the context and then use your dictionary if you are not sure.

Meanings

Comprehension Jessica, Scot, Joseph, Chuck and Maria have unusual jobs, but they also had training or experience that made each of them the right person for the job. Reread the paragraphs for two of them and then write a description of the academic and/or practical training they needed for their jobs. Then, in your own words, briefly describe what each person does.

discussion

What is your ideal job? With a partner, write some of the things you would like to be paid to do in the job of your dreams.

F O L L O W Y O U R PA S S I O N

PP An alcoholic is a person who consumes excessive amounts of alcohol and a shopaholic is someone who shops excessively. What do you think these words mean?

• workaholic • chocaholic • foodaholic • danceaholic What kind of –aholic are you?

69 Part 1

Words/Expressions 1. shopaholic 2. thrilled 3. undercover 4. harassing 5. in the meantime 6. aspire 7. nuisance

1.3 Listening Interview with Hayley Wickenheiser Hayley Wickenheiser, who grew up in Shaunavon, Saskatchewan, is widely regarded as the best female hockey player in the world. In this interview on Q, she talks with Jian Ghomeshi about her recent book, Gold Medal Diary: Inside the World’s Greatest Sports Event, which details her experience leading up to the 2010 Winter Olympics.

Vocabulary Match these words with their descriptions.

1.

2.

3.

4.

5.

6.

impetus (noun) glamorous (adj) chuckle (verb) rink (noun) shield (verb) torch (noun)

a. area of ice for sports b. flame on a stick c. laugh quietly d. momentum, force e. protect f. very attractive

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USEFUL EXPRESSIONS widely regarded: many people think that it’s no wonder: no one is surprised that the day-to-day grind: the difficult or boring daily routine to be keen on something: to be enthusiastic about something

COMPREHENSION Read through the questions and then choose the correct response or write in the answer as you listen to the interview.

1 How many Olympic medals has Wickenheiser won? a. two b. four c. six d. eight 2 What is unique about the book she has written?

3 What was she thinking about on February 12, 2010, the day of the opening ceremonies in Vancouver?

4 Who did she talk to just before the opening ceremony?

a. Wayne Gretzky b. Clara Hughes c. Mark Messier d. Sidney Crosby 5 How many Olympics has she competed at? a. three b. four c. five d. six

70

6 How old was she when she joined the national team?

a. 15 b. 16 c. 17 d. 18 7 Who were her role models when she was young? Choose all that apply.

a. Wayne Gretzky b. Mark Messier c. Manon Rheaume d. Hazel McCallion 8 What sport did she want to practise after the Calgary Olympics?

a. speed skating b. snowboarding c. luge d. ski jumping 9 When did she find out that other girls played hockey?

10 How does she feel about being a role model for girls who want to play hockey?

DISCUSSION 1 Do you prefer to watch the Summer or Winter Olympics? Which sports do you prefer to watch the most?

2 What qualities do you think it takes to be a competitive athlete?

3 How important are celebrities as role models (elite athletes, actors, musicians, politicians, etc.) compared to role models you know personally (parents, relatives, teachers, neighbours, etc.)?

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1.4 Video Social-Networking Jobs Social media began as a way for ordinary people to share ideas and be actively involved in online communication. Recognizing the marketing potential of this communication, some companies are creating new jobs for proficient social networkers.

PRE-VIEWING DISCUSSION 1 Are you on Facebook? Do you tweet?

2 How do you use these or other social-networking sites?

3 Do you think you could get a job that involved updating Facebook posts and tweeting all day?

VOCABULARY Before you watch the video, work with a partner to explain what each of these expressions means in your own words.

Verb Expressions

Meanings

1. to provide customer service 2. to gain valuable work experience 3. to land a job 4. to update a site 5. to post an ad, entry, etc.

Noun Expressions Meanings 6. career options 7. virtual world/universe 8. current trends

The socialnetworking website Facebook was created in 2004 and was ranked the most used social network, with over 500 million users by the end of 2010.

f o l l o W Y o U r PA S S I o N

Twitter is a website created in 2006 that uses microblogging by allowing users to send and read messages that are called tweets.

Tweets are limited to 140 characters.

PART 1

71

OTHER USEFUL EXPRESSIONS to make great leaps forward: to make progress quickly to be/keep savvy: to be (remain) knowledgeable and up-to-date

Now, fill in the blanks with words from these expressions. Each blank takes one word.

If you want to the

2

1

the perfect job, a good piece of advice is to study 3

to find out what kind of

4

5

are available. Technology has made so many

7

over the last 10 years that you need to know how to be

8

about social-networking tools. It is not enough to simply

9

a message; you need to constantly

write if you want to be an active member of the

11

6

10

what you 12

.

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COMPREHENSION PARALLEL STRUCTURE Parallel structure means repeating the same grammatical structure with different words to give a sentence unity. In this video clip, there are many examples of parallel structure. Read through the sentences and the questions before you watch the video.

Then watch the video and try to fill in the blanks. Watch the video a second time to check your answers. Be sure that the underlined parts use parallel structure.

1 Kelly Rusk spends time on Twitter and Facebook, but she is not

her

own profile or uploading pictures of herself.

2 Kelly Rusk says that her job involves meeting people, and

3 People who are hired to manage online communities are tweeting on Twitter, ads on Facebook and

profiles on LinkedIn.

4 Companies are using these sites to

their customer service and to

what is going on.

5 Stacy White at the US Embassy says they need people who can help them keep savvy on

the current trends are and

people

prefer to go to get their information.

6 Trombeau says that by

your personal Facebook profile or tweeting

you could be gaining valuable work experience.

72

7 Rusk says her personal interest in social media, combined with background helped her land this job.

QUESTIONS 1 What is Kelly Rusk’s annual salary?

2 What is the title of the job that was posted at the US Embassy?

3 What does Rusk say the future of social media will be?

DISCUSSION 1 How important do you think it is for a company to use social-networking sites?

2 What is the best way for a company to get your business?

3 What skills do you have that could be developed into a well-paying job?

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1.5 Reading The Truth about Privacy and the Internet Mitch Joel is the president of a digital-marketing and communications agency called Twist Image and the author of Six Pixels of Separation. In 2008, he was named Canada’s Most Influential Male in Social Media. His expertise in digital marketing gives him a unique perspective on social media.

PRE-READING QUESTIONS Before you read the article, decide whether the following statements are true (T) or false (F), and then review your answers after you have read the article.

1.

Websites like Facebook, Twitter and YouTube were designed to promote peace by helping people share ideas.

2.

3.

The information you share on these sites is valuable data for businesses.

4.

The terms of services may change, and you might not know that this has happened.

5.

If you have the original of a photo, you do not need to worry about what happens to the copies people make.

6.

If you want privacy, you should not participate in any online social networks.

lofty: high, noble sue: take to court assets: items with value for accounting purposes beware: be on guard, be vigilant

H

ere’s what you need to always remember about the Internet.

First key point, it’s a business.

Twitter, Facebook, YouTube, etc. are not social organizations created to help the better good of humanity. They are businesses and they are corporations.

Their main focus is uniformly the same: To make money. While they may have other lofty goals (connecting all human beings or helping people to share ideas), they are not charitable groups. On top of that, there is a reason why they are all free. There are no free lunches. By giving you the service for free, they need to make money somewhere (and, more often than not, it’s from capitalizing on your information).

Terms of service. Before signing up 2 to any service, you have to sign and agree to their terms of services. Simply put, this is a legal document created so that the company can’t be sued—for anything. It’s a document to protect the company (and in doing so, it does 1

not provide that much protection to the consumer—that’s you and the brands you represent). While some of these terms of services agreements take a more fair and balanced approach (for instance, Twitter will notify you if government or police have asked for your data), many companies are simply looking to ensure their own assets. On top of that, because these channels are ever-changing and evolving, so too are the terms of service. This is a “buyer beware” scenario.

There are no “copies.” Thinking 3 about your pictures and videos in terms of someone else having a “copy” is a mistake. This is the same mistake that many traditional organizations have when looking at WikiLeaks. There are no copies. The picture you have on your camera that you then post to Facebook is not a copy, it’s another place where an original version of that picture now exists. The same can be said of everything digital—from your text messages and e-mails to your tweets on Twitter.

73 PART 1

OPINION: WHAT YOU NEED TO REMEMBER ABOUT THE INTERNET

BY MITCH JOEL

f o l l o W Y o U r PA S S I o N

The terms of services for these documents are written to protect the company from legal action.

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You can’t have privacy. If you want privacy in any digital channels (and this includes your own e-mail!), don’t take part in the online social networks. It’s just that simple. This shouldn’t scare you. It simply is what it is.

In my book, Six Pixels of Separation, 5 I have a section called “Resign Your Privacy.” The fact remains: there are tremendous business and professional development opportunities by engaging in these digital channels, but you have 4

to be aware that it does come at a price.

The price is that you and your information are now public, shareable and being used by other companies to better understand how you’re using it and who you are connecting with, with the hopes to monetize it. Welcome to the new business.

Source: Mitch Joel, “Opinion: What You Need to Remember about the Internet,” The Vancouver Sun, January 20, 2011.

COMPREHENSION Choose the best answer.

1 What is the purpose of this article?

a. To inform people about how social media works from a business point of view b. To scare people away from using the Internet c. To help people connect better d. To encourage businesses to use social networking sites In your own words, describe the context and explain what the author means in the statements below.

74

2 There are no free lunches.

3 This is a “buyer-beware” scenario.

4 There are no “copies.”

DISCUSSION 1 Do you think the opinions in this article are objective or subjective? Explain your answer.

2 Should access to the Internet be considered a basic human right?

3 Should a company such as Google have the right to allow censorship in specific countries?

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1.6 Grammar-Based Writing Adjectives and Adverbs

See Prospect Grammar, Unit 8

Write a colourful description of the job of your dreams by including at least 10 adjectives and adverbs. Include comparative forms by comparing your dream job to more traditional jobs. Do not name the job. In small groups, read your description and have the group guess what the job is.

Example:The clothes I wear to work will be tighter than what I would wear for an office job because I will wear a skin-tight wetsuit, but my “shoes” will be bigger when I put my feet into a pair of floppy fins. My work day will be more adventurous than a banker although it will probably be less profitable. The beautiful fish that I carefully film will assure that I am in better shape than an office worker.

(Job: Underwater Videographer)

1.7 Speaking What’s My Line?

3

P r e PA r I N G Y o U r J o B S e A r C h

Form groups of six students and divide each group into two teams. Each team chooses an unusual job and quietly discusses among themselves the qualities needed for the job and the tasks involved. The other team will then try to guess what the job is by asking yes/no questions. The team that figures out the job by asking the fewest number of questions wins.

PREPARING YOUR JOB SEARCH

75

Your attitude, not your aptitude will determine your altitude.

Zig Ziglar

PART 2

Module

PART 2

2.1 Warm-up The Job-Search Process A What Do You Think?

Read the statements below and decide whether they are true (T) or false (F), then discuss your answers with a partner.

1.

2.

3.

4.

Even a well-written resumé needs to be modified for different jobs.

5.

Trying to get to know people who work in an organization where you would like to work is considered cheating. Employers will not be interested in hiring you.

6.

You do not need to worry about future employers seeing your Facebook comments or pictures if you have properly set up your privacy settings.

7.

If you don’t know who to address the letter to, just write “To Whom It May Concern.”

8.

You should arrive at your interview about 10 minutes before the scheduled time.

You should think of your resumé as a short autobiography.

Most employers read the resumé before they read the cover letter.

If an interview does not go well, it is best to forget about it and never contact the company again.

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B Student Jobs Look at the list of jobs below and see which ones you recognize. With a partner, work out the meaning of the job titles you don’t know. Underline or highlight any jobs you have had.

A busperson clears dishes from the tables in a restaurant.

amusement-park attendant busperson (busboy/busgirl) babysitter bartender camp counselor cashier cook daycare monitor dishwasher

grocery bagger guard housekeeping staff janitor lawn-care provider lifeguard mechanic newspaper carrier painter (house painter)

pizza deliverer pool monitor salesclerk server (waiter/waitress) service-station attendant ski/snowboard instructor swimming instructor ticket taker tutor

Pick one of the jobs and list the qualities required to do the job and the tasks that are involved.

Example: Job: daycare monitor Qualities: patience, love of children, sense of humour, energy, conflict-resolution skills, creativity Tasks: verify that children are present, explain daily schedule, plan activities, make arrangements for activities, help children resolve conflicts, discipline children appropriately as necessary Job: Qualities:

76

Tasks:

2.2 Listening The Cover Letter Ms. Alison Peterson receives hundreds of CVs every month. In this interview, she shares her opinions of what makes an impressive cover letter.

Listen to the interview and then indicate whether the sentences below are true (T), false (F) or not mentioned (NM). Discuss your answers with a partner.

1.

2.

A cover letter and a presentation letter serve the same purpose.

3.

Since the information in a CV is so brief, your cover letter is your chance to explain your background in detail.

4.

It doesn’t really matter who you address your letter to, as long as the street address or post-office box is correct.

5.

6.

Signing your name in red will indicate that you are serious about the job.

7.

8.

It is a good idea to follow up the cover letter with a telephone call.

Most employers read the cover letter to decide whether or not they should look at the CV.

A handwritten note at the end of the letter can be a useful way to get the employer’s attention.

“Sincerely” is the best way to close a letter. © 2011, Les Éditions CEC inc. • Reproduction prohibited

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2.3 Sample Cover Letter Use capital letters for • titles before a name: Dr. Wilson, Mr. Jackson • all important words in a company name • Inc., Ltd., Co., Corp., etc. in a company name • the pronoun “I” • days of the week and months of the year 123 Family St. Sherbrooke, QC J1M 2N3

Dear Ms. Jackson: I am writing in response to your ad in The Globe and Mail of Saturday, February 4, 2012, for a sales manager in your Toronto store. I think you will find that I am the responsible and dynamic 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 played basketball and volleyball with various teams and I also held a part-time job as a shoe salesclerk for four years. Your need for someone with athletic ability and practical experience corresponds to my background.

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

Sincerely,

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

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

77 PART 2

Ms. Roberta Jackson Athletic Equipment Co. Ltd. 1234 Trek Ave. Toronto, ON H4L SM6

P r e PA r I N G Y o U r J o B S e A r C h

February 8, 2012

Paragraph 3 Conclude by thanking the reader. Emphasize your interest in the position.

Christopher Cross Christopher Cross

Close your letter with “Sincerely,” and sign your name below it.

“I look forward to hearing from you” is a polite way to end an oral interview or 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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PP • Address has two d’s.

• The word resumé is borrowed from French. In some dictionaries, both e’s are accented, in others, only the last e has an accent.

• A CV, or curriculum vitae, can mean a more detailed summary of your work experience.

Here, resumé and CV are used to mean the same thing.

2.4 Preparing Your CV (Resumé) When you begin your job search, you will need to prepare a CV. The guidelines and exercises on the following pages will help you compose and format a professionallooking CV in English.

DESCRIBING PAST AND PRESENT JOBS A. DESCRIBING A PRESENT JOB Use the present tense to describe the tasks you do. Do not write the pronoun “I” or words like my, the, a.

Examples: Laboratory Technician

Carry out routine laboratory tests, set up equipment used in lab, prepare slides for examination, collect blood samples, evaluate and communicate test results

Travel Agent

Talk to clients, show brochures, answer questions, make suggestions, book holidays, collect deposits, fill in registration forms

Website Designer

Create websites to meet client requests. Use Dreamweaver, Flash and Adobe Photoshop. Program code in HTML and JavaScript, and design web graphics

Describe a job or volunteer activity that you are doing now. If you don’t have a job, invent one for this exercise. See the list of Descriptive Verbs to help you.

Job Title

Tasks

78 B. DESCRIBING A PAST JOB Use the past tense to describe the tasks you did. Do not write the pronoun “I” or words like my, the, a.

Examples: Aircraft Mechanic

Performed routine maintenance, determined cause of operating errors, installed equipment to meet specifications, repaired machines or systems

Dental Assistant

Prepared patients and set up materials used in dental procedures, handed instruments to dentists, kept patients’ mouths dry using suction devices, sterilized equipment

Dispensing Optician

Advised clients on types and styles of frames and contact lenses, took measurements of clients’ eyes and nose bridges, sold frames and lenses, made minor adjustments

Describe a job or volunteer experience you did in the past. If you never had a job, invent one for this exercise.

Job Title

Tasks

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Descriptive Verbs This list of verbs will help you. The past form is in parentheses if the verb is irregular.

ORGANIZATIONAL SKILLS adjust assign calculate catalogue

change coordinate decrease develop

direct evaluate hire initiate

manage organize plan prepare

promote schedule sell (sold) supervise

COMMUNICATION SKILLS adapt advise answer approve

coach collaborate communicate counsel

correspond encourage explain guide

inform motivate publicize recommend

teach (taught) telephone translate write (wrote)

deliver design drive (drove) establish illustrate

introduce maintain operate overhaul perform

present program provide repair serve

service solve stock train upgrade

WRITING ADDRESSES IN ENGLISH Conventions for writing addresses are not the same for different languages. For this reason, it is important to know the rules.

• Do NOT put a comma between the street number and the name of the street: 1425 Elm St. • Capitalize all parts of a street name: West Victoria St. • Separate the city and province with a comma: Montreal, Quebec • The letters in a postal code are always capital letters: K2B 6L7 • Here are some common abbreviations used in addresses:

79 PART 2

care for clean collect construct create

P r e PA r I N G Y o U r J o B S e A r C h

PRACTICAL AND TECHNICAL SKILLS

Avenue = Ave. Apartment = Apt. Boulevard = Blvd.

New Brunswick =NB Number = No. Route = Rte. Post Office Box = P.O. Box Quebec = QC Road = Rd. Saint = St. Street = St. Ontario = ON

Write your own address below.

Example: Christopher Cross 1425 Elm St. Arlington, ON K2B 6L7

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2.5 Hints on Writing Your Resumé (CV)

1 One Page

2 Sell Yourself

3 Objective

Think of your resumé as a business card—not an autobiography!

Your name should stand out prominently.

Briefly describe the kind of employment you are looking for, using either

Employers spend 10-20 seconds making an initial assessment, so make your one page clean, correct and concise.

4 Headings The most common headings are • Objective • Education • Experience • Awards • Skills

80

You can modify these, but do NOT use Formation or Scholarship.

7 Reverse

Chronology

Describe your most recent employment first, and then the next most recent and so on.

Provide the dates you worked there, the name of the business or employer, where it is located and a brief description.

Be sure the dates line up for easy reading.

Your email address must be professional (create a new one for jobs, if necessary).

• an infinitive verb (to work as a child-care provider) OR • a job description (Child Care Provider)

5 Grammar:

Verb Tenses

Use the simple past tense to describe past experience and the simple present to describe what you do now.

Do not use –ing verbs (present or past continuous verbs).

Example: Plan activities.

(NOT: I am planning activities.)

8 What to Omit Do not write CV or Resumé at the top.

Do not include date of birth, marital status or social security number.

Do not include highschool details unless there is a very good reason.

Do not include anything that reflects negatively on your capabilities.

6 Grammar:

Telegraphic Speech

Do not write the pronoun “I” when you describe your jobs.

Do not use words like the, a, my.

Examples: Past: Answered phone.

(NOT: I answered the phone.)

Present: Assist elderly man. (NOT: I assist an elderly man.)

9 Reread, Revise, Reformat

If you answer yes to any of the following, you are NOT finished: • Are there spelling or grammatical errors?

• Is the text unbalanced horizontally or vertically?

• Is the font too heavy or the text too dense to read easily?

• Are dates or headings out of alignment?

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2.6 Sample Resumé (CV) Christopher Cross 1425 Elm St. Arlington, Ontario K2B 6L7 Home Phone: 613-823-5000 Cellphone: 514-567-4321 Email: christopher.cross@email.com

AWARDS AND CERTIFICATES • Won First Prize in the Caisse Desjardins Scholarship of Excellence • First Aid Certification, valid from June 2006-May 2009 • Employee of the Month Award, July and August, 2008 EDUCATION 2010 – Present Expected date of graduation May 2014

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 Applications Design, Entrepreneurship, Project Management

81 PART 2

PRACTICAL, TECHNICAL AND INTERPERSONAL SKILLS • 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

P r e PA r I N G Y o U r J o B S e A r C h

OBJECTIVE: To work in accounting and develop my skills in management

WORK EXPERIENCE 2009-Present Les Films À Voir, Longueuil, QC. Salesclerk and Customer Service – Rent and recommend movies to clients in video store Make employees’ schedules, supervise employees, order new films, clean store Summers 2007 and 2008

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 2005 and 2006

Loisirs de Longueuil. Soccer Coach – Coached 2 teams of children aged 7-8. Responsible for scheduling matches, ordering uniforms, informing parents of changes in schedule REFERENCES AVAILABLE UPON REQUEST

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Module 3

The World of Work

2.7 Selling Yourself at the Interview Congratulations! You marketed yourself with a well-written CV and cover letter, and you have been invited for an interview. Now you need to follow through in selling yourself. (Note: company refers to the business, organization, store or individual that is offering employment.)

1 Do Your Homework

2 Be Prepared

Find out everything you can about the company.

Plan what you will wear. Go for neutral, neat and clean.

• Check the company website.

Mentally prepare answers to expected questions and write down questions you want to ask.

• Check social-networking sites for information related to the company: blogs, Facebook, Twitter feeds, etc.

• Call people you know who work there.

• If possible, visit the company so that you are familiar with it and know how to get there.

82

3 Check Your Online Presence

Monitor your privacy settings in online communities.

Plan your route so that you will arrive 10-15 minutes early.

Bring with you a copy of your CV, something to read and printed copies of articles or posts related to the job.

Search for your own name using Google or other web browsers. If possible, remove pictures or comments that reflect negatively on you.

If you can do it well, create a blog, website or online profile that presents your attributes and talents professionally.

4 Before You Go In

5 First Impressions

6 Questions to Expect

Stop at the washroom to check your hair, your teeth, your tie and your clothes.

When you are called, stand up straight and walk confidently to the interviewer.

• Tell me about yourself.

Turn off your cellphone and any other electronic devices.

Smile, make eye contact and shake hands firmly.

Arrive about five or ten minutes before the scheduled time.

Very briefly engage in friendly small talk (the weather, the location, etc.).

• What do you know about the company?

• What are your best and worst qualities?

• What are your interests?

• What would you do if... (jobrelated scenario)?

• What makes you the best candidate for this job?

7 Questions to Ask

8 The Dance

9 Closing and Follow-up

While researching the company, you will think of questions you would like to ask. Your questions should reflect intelligence, interest and confidence.

You need to follow the interviewer’s lead. Listen carefully so that you don’t ask a question about something that was just explained. Wait for the interviewer to finish asking questions before responding.

Thank the interviewer for his/ her time and express a specific reason why you would enjoy working there. Shake hands with the interviewer and with the receptionist on your way out.

Examples: How will you judge my success at the job?

I noticed on the company’s Facebook page that …, and I was wondering ….

Be sure your body language continues to communicate confidence and interest in the job. Speak clearly and at an appropriate volume and pace.

Send a thank-you note by email or by post.

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2.8

Reading

What Kind of Person Wrote This?

Is the interview the only place you need to worry about your appearance? Some recent studies indicate that people make judgments not only by what we write in an email message, but also by how we “dress” our messages.

Pre-Reading discussion Work in small groups to discuss the following situations (A and B).

A D o you ever judge people by their electronic appearance? Look at the style of the letters and discuss whether you would assume the writer is male or female and has certain qualities. Circle all that apply.

1 S omeone who uses Times New Roman is probably: male / female AND

boring / professional / bossy / fun / creative / rebellious / silly / no judgment

2 S omeone who uses Jokerman is probably: male / female AND

boring / professional / bossy / fun / creative / rebellious / silly / no judgment P R E PA R I N G Y O U R J O B S E A R C H

3 S omeone who uses Comic Sans is probably: male / female AND boring / professional / bossy / fun / creative / rebellious / silly / no judgment 4 S omeone who uses Impact is probably: male / female AND boring / practical / bossy / fun / creative / rebellious / silly / no judgment 5 S omeone who uses Courier is probably: male / female AND boring / professional / bossy / fun / creative / rebellious / silly / no judgment 6 S omeone who uses Curlz MT is probably: male/female AND boring /

professional / bossy / fun / creative / rebellious / silly / no judgment

83

B R ead the following messages and discuss whether you think the person who sent

Part 2

the message is

• male or female; • 17 or younger (<17), 18-24, or 25 or older (>25); • a peer or colleague (col), a subordinate (sub) or a supervisor (sup) of the person he/she is sending the message to.

H ighlight the words or characteristics that made you choose your answer and then share your group’s answers with the rest of the class. What adjectives would you use to describe each person?

1 I really like the way you set up the website and enjoyed the animation. We need to start working on the video. Let’s try to get together this week to discuss it.

male / female <17 / 18-24 / >25 col / sub / sup

2 Your website is AWESOME!!! I LOVE it—the animation is SOOO kewl!!! Let’s work on a video now, k???? I know it will be the BEST;-) Thank you so so so so much for getting this going!!!!

male / female <17 / 18-24 / >25 col / sub / sup

3 The website is impressive, and the animation is quite entertaining. Collaborating on the video is the next step. A planning meeting will be called soon.

male / female <17 / 18-24 / >25 col / sub / sup

4 SAW UR WWW. LUKS XLNT. NMATION 2G2BT! WUD B GR8 2MT F2F 2 *T VID CUL8R. 10Q

male / female <17 / 18-24 / >25 col / sub / sup

5 I tink you did a good job on the website. The animation is very intresting. Now we work whit the video. Tanks for starting the projek.

male / female <17 / 18-24 / >25 col / sub / sup

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I

n one of the first studies of its kind, researchers have identified three commonly used email elements as being highly influential in shaping how others perceive us—regardless of whether those conclusions are accurate. From the villains who avoid spellcheck to those whose emails look like they were hit with an exclamation-mark grenade, it seems none of us is safe from judgment after pushing the send button.

“Very subtle little things you might 2 not think about when writing an email—like the kind of punctuation you use, for example—actually have an effect on the people reading that message,” says study co-author Frank McAndrew, a professor of psychology at Knox College in Illinois. “If you’re emailing a friend, they’re not going to change their opinion of you based on how the message is put together. But for first impressions, we find these (variables) really matter.”

The new study, co-authored by 3 Chelsea Rae De Jonge, which appears in a future issue of Social Psychological & Personality Science, looks at three elements: first person versus third person [I vs. we], typographical errors, and punctuation.

Emails written in the third per4 son conveyed a sense of formality that caused study participants to believe the message had come from someone in a supervisory position. It also saw read1

Module 3

The World of Work

YOU ARE WHAT YOU EMAIL

BY MISTY HARRIS

apathetic: not concerned subtle: not obvious

moulding: shaping

84

5

6

ers presume the sender was angry, as opposed to the perceived intimacy and non-threatening appearance of first-person emails. “Third person comes across as cold and distant,” says McAndrew.

“You’re removing yourself from the interaction, in a way.”

Emails that are full of errors, meanwhile, gave readers the impression that the sender was apathetic. McAndrew believes this effect would be particularly strong with an older demographic that, unlike the college-aged group in his study, didn’t grow up with things like text-messaging. “Younger people are accustomed to (typographical errors), whereas someone older might take it more personally, or make stronger judgments about the intellect of the person sending the message,” he explains.

Finally, punctuation proved highly influential in moulding people’s opinions. Emails with no question marks or exclamation points were perceived as being sent by a superior, while those that included lots of question marks and exclamation points were interpreted as coming from a subordinate. In general, question marks conveyed anger and confusion, while exclamation points, as you might expect, communicated happiness. The absence of both types of punctuation implied apathy, and a high frequency of such punctuation caused readers to assume the sender was female.

Source: Misty Harris, “You Are What You Email: Study,” Postmedia News, December 26, 2010.

COMPREHENSION 1 What is the main idea of this article?

2 What were the three elements of email messages that the study looked at?

3 Go back to the judgments you made in Section B on p. 83 and identify the elements that were used in the study. Did your group make the same judgments as the participants in this study?

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2.9

Video

Vying to Be Viral

Artists, musicians and entrepreneurs know that social-media sites like YouTube provide a wonderful opportunity to promote their products at very little cost. If the video “goes viral,” then they can reach millions of people.

Comprehension Read the questions below and then answer them after watching the video.

1 How many University of Victoria students participated in their viral video?

a. a hundred b. five hundred c. a thousand d. two thousand

2 Whose memoirs did the actor Gordon Pinsent read from?

a. Jian Ghomeshi b. J.K. Rowling c. Justin Bieber

P R E PA R I N G Y O U R J O B S E A R C H

3 What helped them go viral?

a. Elizabeth Banks tweeted about it b. they performed on the TV show 30 Rock

c. it was linked to the state of Colorado’s website

4 How many hits did the video get within three weeks?

a. 200,000 b. half a million c. a million d. five million

5 According to David Tysowski, what is the advantage for artists if a homemade video goes viral?

a. they can sell music online b. agents discover them c. new fans come to shows

85 Part 2

6 Who is Jeremy Fisher?

a. Montreal-based singer and songwriter b. Montreal TV producer

c. Montreal Just for Laughs organizer

7 How much is he investing in his current video?

a. $50 b. $100 c. $150 d. $500

8 How effective are viral videos?

discussion

Viral Competition In groups of four, brainstorm the most ridiculous idea you can think of for a video, and sketch out an eight-frame storyboard to describe your video. You can draw a picture or write a brief description in the frames. Share with the class what you would do for your video.

2.10

Grammar-Based Writing

Asking Questions

Prepare 10 questions to ask at a job interview and then get together with a partner for a mock interview. First, ask your partner your 10 questions for him or her to respond to and then exchange roles.

See Prospect Grammar, Unit 5

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The World of Work

Module 3

2.11 Speaking Who Should We Hire?

Situation: The Shoppery Chef is a successful store for natural foods and cooking supplies in a mid-sized town named Cookville. Most of the current customers are middle-aged adults, but the owners would like to attract college-aged students. They would also like to add an online component to sell their line of kitchen products. They decided to hire someone to help them in the store and to help develop an online-marketing campaign. They have narrowed the candidates down to three and would like input from college students before making the final decision.

Task: With a partner or in teams, read the summaries of the applicants to decide which one you think would be the most appropriate for the job. Make a note of each candidate’s strengths and weaknesses.

Olivier, age 24. After receiving his college diploma in Food Services and Restaurant Management, he got a job as an apprentice chef on a cruise ship, where he worked for three years. He believes he has the ability to show college students how to cook healthy food and how to use kitchen tools effectively. He suggested posting a series of videos on YouTube that would show him using ingredients and tools from the Shoppery Chef. He is not a native speaker of English and his accent is difficult to understand.

Strengths: Weaknesses:

86 Stella, age 23. Stella earned a college diploma in Business Management. She

worked as a salesclerk in the housewares department of a major department store for four years, but had to move when her husband got a new job in Cookville. She has ideas for modernizing the store to make it more attractive to young people. She does not have a lot of experience with social networking, but she could set up a Facebook page to develop an online customer base.

Strengths: Weaknesses: Danny, age 19. As a high-school student, Danny played drums in a band and

always made people laugh with his theatrics with the drumsticks. When he was 16, he had an idea for a silly video of the band. Within days of posting it on YouTube, it was seen by thousands of viewers. Danny says that even though he’s a terrible cook, he’s the perfect candidate because he knows how to get people’s attention. At the store, he would make music with kitchen equipment to attract customers and he would create a Shoppery Chef video that is guaranteed to go viral.

Strengths: Weaknesses:

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3 Module

PART 3

REALITIES OF THE WORKING WORLD

Coming together is a beginning. Keeping together is progress. Working together is success.

Henry Ford

1 The company you work for believes in teamwork. Unfortunately, one of the team members has not been meeting the deadlines and is causing the group to fall behind schedule.

Solution:

2 You started working on a production line six months ago and really enjoy the work.

One of your co-workers told you that you shouldn’t work so fast because it makes the rest of them look bad. You don’t want to alienate your co-workers, but you do want your supervisor to notice your good work.

Solution:

3 You suspect, but you are not completely sure, that one of your colleagues has been manipulating the company’s accounting information. You think that he has found a way to pay himself inflated bonuses.

87 PART 3

Work in small groups to come up with solutions for each of the following workplace dilemmas and then share your solutions with another group. In each case, assume that you cannot afford to leave the job.

reAlITIeS of The WorkING World

3.1 Warm-up Dilemmas in the Workplace

Solution:

4 You know that your teammate Marie spends a lot of time updating her Facebook account when she is at work. You think this should be done at home on her own time.

Your company does not have an official policy regarding private use of computers during company time.

Solution:

5 Philippe works in the cubicle next to yours. Every time he makes a phone call, his voice is so loud that you can’t hear yourself think. His phone calls seem to be more and more frequent.

Solution:

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The World of Work

3.2 Reading Talking about My Generation While every generation has unique characteristics, the Millennial Generation is, in many ways, the most unique generation in history due to the rapid pace of technological advances.

vocabulary Before you read the text, try to match the words with the appropriate description.

Module 3

1.

2.

3.

4.

5.

6.

7.

8.

9.

45s: small vinyl records with a large hole in the center that played at 45 rpm (revolutions per minute) LPs: long-playing vinyl records (with a small hole in the center and played at 33 rpm)

rebel (verb) workforce illness substance abuse witness (verb) empowered counterproductive multitasking

a. addiction to drugs or alcohol b. doing several things at the same time c. futile d. group of people who work e. period in the 1930s when most people were unemployed f. sickness g. resist, refuse to accept h. see or experience something happen i. with power

Millennials and the Workforce

By Jane Petring

88

the Great Depression

T

he members of every generation share certain characteristics. Wars, social movements, economic conditions, musicians and artists all play a role in shaping a particular generation.

The twentieth century began with a hard-working group that fought World War I, followed by a generation that grew up during the Great Depression, fought in World War II, then worked toward economic prosperity as soon as the war ended. Their children, the Baby Boomers, rebelled against authority during the Vietnam War and the Quiet Revolution but became workaholics when given the responsibilities of raising a family. The term “Generation X” refers to the group born between 1965 and 1980, and is followed by Generation Y, or “the Millennials,” the group born between 1980 and 2000.

Millennials are now entering the 2 workforce and they are very different from Baby Boomers and Generation Xers. Baby Boomers defined themselves by work, making the 60-hour workweek seem normal. They took calls at home and worked on weekends. In sharp contrast, Generation X grew up 1

not trusting big business or big government. Many took care of themselves at home while their parents worked because daycare centres and after-school programs weren’t well organized. They entered the workforce determined to work a reasonable workday rather than suffer from the fatigue, illness, divorce and substance abuse that they witnessed among older workers.

The Millennial Generation grew up 3 with the most structured lives of any North American generation. Their parents organized their free time with soccer games and music lessons and were more involved in their children’s lives than previous generations. They tend to be better educated, to accept ethnic diversity easily, to have a strong sense of identity, and, most of all, to have a facility for technology. For them, online social networking is natural, but requiring employees to be physically present at a job is counterproductive. They want to see a day’s work measured by results, not by hours spent at a desk.

Baby Boomers grew up listening to 4 45s and LPs, the X-ers listened to cassettes and CDs and Millennials have

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Comprehension 1 Why do different generations tend to have different work ethics?

2 A ccording to the article, what are some characteristics of the following generations?

a. Baby Boomers:

b. Generation X:

c. Millennials:

REALITIES OF THE WORKING WORLD

they know they don’t need to because online searching is so easy for them.

They are used to being entertained and stimulated. If managed well, they will work hard for their employers, and if not managed well, they will leave. And if an employer treats them badly, they will tweet all their friends to warn them about how bad this employer is.

It is hard to predict what this genera6 tion will be like twenty years from now.

The Boomers who distrusted authority in the 1960s became office executives in the 90s. Once Millennials start buying homes and raising families, their work ethics may change, but technology is in their hands and they are already de-­ veloping a whole new way of working.

89 Part 3

digital music in the form of smartphones and MP3s. The lives of these people happen in increments of seconds between text messages. The idea of spending years getting good at something is counterproductive in their eyes.

They expect quick promotion strategies, good pay and a flexible work environment, and if they can’t find it working for someone else, they are ready to start their own businesses. They have access to information and technology, which makes them feel empowered.

They are the first generation to 5 grow up with the Internet and are better informed and accustomed to multitasking, thanks to the Web. They work in teams via texting and gaming. They don’t want to waste their time and

3 What makes Millennials different from previous generations and how does this affect their view of working?

4 Is it fair to group people according to their generation? Do you think people who were born about the same time really share similar characteristics? Explain.

5 How have the types of skills needed in your field of study changed with different generations?

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3.3 Video Dragons’ Den Dragons’ Den is a reality TV program that features entrepreneurs who pitch their business ideas to a panel of investors (the dragons). In this episode, Ben Gulak, a 19-year-old designer from Milton, Ontario, has an idea for a one-wheeled motorcycle that uses intuitive gyroscopes to keep its balance.

Module 3

COMPREHENSION See pages 9698 in Module 4 to review numbers

Before you watch the video, read through the items in this table and then fill in the answers as you listen. Check your answers with a partner or watch the video a second time.

1 Amount of money Ben is asking for 2 Percentage of the company Ben is offering 3 Ben’s age when he first dreamed of the Uno 4 Where his idea came from 5 What he hopes the Uno will replace 6 Where he hopes it will be used 7 Source of power 8 Expected selling price 9 Cost to build the second prototype 10 Product the Dragons compared the Uno to 11 What Ben plans to do with the money

90

12 Ben’s feeling about money 13 The Dragons’ first offer

PP Getting Down to Business Venture capital is money provided in the early stages of a start-up (new) company. This money (the venture capital fund) makes money by owning equity (shares, or a percentage of the corporation) in the company. Valuation is the process of determining the current worth of a company. Many different techniques are used for this.

Venture capitalists are sometimes referred to as angels because they invest their own money in businesses that they believe in.

Dragons are angel investors who are also looking for publicity.

14 Ben’s counter-offer 15 Final agreement 16 Ben’s final advice

DISCUSSION 1 In what ways is Ben Gulak a typical Millennial? In what ways is he unique?

2 It is rare for the panel of Dragons to invest so much money. What characteristics did Ben show that impressed them so much?

3 In what ways is the Uno Bike superior or inferior to a bicycle?

4 Do you think the Uno Bike is the way of the future? Why or why not?

5 What business idea do you have that needs financial support? In small groups or as a class, suggest business ideas and then choose one to develop. Determine who your target customers will be, how you will promote it and how much money you will need to launch your business.

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3.4 Reading This I Believe This I Believe was a popular radio program in the US in the early 1950s and in Europe in the late 1950s. Famous people and ordinary people would write an essay about their beliefs and then read it on the air. In 2005, the idea was picked up again on National Public Radio in the US and then, in 2007, on CBC in Canada.

In this essay, Rich Terfry, who is also known as Buck 65, a hip-hop artist originally from Nova Scotia, describes how he followed his dream.

I

believe in one of the most cliché adages there is: ‘you can make it if you try.’ It’s been said a thousand ways now: ‘never give up on your dreams,’ ‘believe and you can achieve.’ These all sounds like things we say to kids when we don’t know what else to say. But not only do I believe you can make it if you try, I consider myself living proof of the adage.

Call it luck or call it being unyield2 ingly stubborn, but I’ve proven it a few times in my life—and against all odds.

But isn’t that how it’s supposed to be with these kinds of stories?

When I was eight years old I decided 3 I was going to be a professional baseball player when I grew up. There was no baseball program at Mount Unniacke in Nova Scotia, and I hate to say it, but I got no encouragement from my parents whatsoever. I learned by watching games on TV. I’d throw a tennis ball against the foundation of my house for hours and hours on end. I had no one to play with. Watching my reflection in the screen door, I’d work on perfecting my swing endlessly. When at 16, a man who worked for the Yankees told me 1

4

5

6

I was going to be a superstar, I didn’t even flinch. I already knew that.

A wrecked knee put those plans off the rails. My attention quickly turned to music which had been a passion all along. Fewer people sign major label record deals in a year than there are lottery winners. And again, everyone around me—including my parents—said it would never happen and that I should stay in school and become a doctor.

You know, I truly think it was all that “never” talk I was hearing that pushed me the most. I don’t know what the heck that says about me. When most kids hear that ‘follow your dreams’ line, I think they close their eyes real tight and hope that it will be there waiting for them when they wake up in the morning. We don’t tell kids that it might take fifteen years of blood, sweat and tears.

For me, that’s what it took. I always believed I could make it. And lo’ and behold, a million screen doors later, here I am, doing what I love for a living.

It couldn’t be sweeter.

For This I Believe, I’m Rich Terfry, also known as Buck 65, in Toronto.

91 PART 3

adage: a traditional saying that expresses something considered to be a general truth unyielding: not giving in to pressure against all odds: very unlikely, very low possibility flinch: a small movement whatsoever: at all wrecked: damaged, ruined

reAlITIeS of The WorkING World

BELIEVE IN YOURSELF

BY RICH TERFRY, AKA BUCK 65

Source: Rich Terfry, “Believe in Yourself,” cbc.ca.

COMPREHENSION 1 Terfry uses several idiomatic expressions in his essay. Use context clues to explain these expressions in your own words. give up on (Par. 1): for hours on end (Par. 3): off the rails (Par. 4): blood, sweat and tears (Par. 5): lo’ and behold (Par. 5): © 2011, Les Éditions CEC inc. • Reproduction prohibited

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2 What was Terfry’s first career goal and how did he pursue it?

3 Why didn’t his first dream work out?

Module 3

4 What profession did his parents want him to pursue?

5 In your own words, explain his interpretation of following your dream.

3.5 Grammar-Based Writing Nouns, Pronouns and Possessive Adjectives

See Prospect Grammar, Units 6 & 7

Write a paragraph in which you compare your generation to your parents’ or grandparents’ generation. Use at least 10 different pronouns and possessive adjectives.

92

Example: My generation is known for our brilliant ability to use technology. We text and talk to one another constantly and think nothing of seeing pictures of ourselves on a screen. My grandparents find this amazing. They could never imagine that they would be able to watch their grandchildren from the other side of the world…

3.6 Speaking Assigning Office Space The XYZ Company recently remodelled its office space. The configuration of the new office space is illustrated below. The company tries, as much as possible, to satisfy the needs and requests of the employees. Working in small groups, decide which offices should be assigned to which people (there are many possibilities) and discuss the reasons for your choices.

The Jobs Briefly explain these positions.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

accountant administrative assistant customer-services manager factory manager financial officer president and CEO receptionist salesperson technical writer telemarketer warehouse manager webmaster

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The New Offices

Elevators

1

6

5 7

2

9b 8

3

N 4

9c

9d

reAlITIeS of The WorkING World

9a

• Alan, the accountant, wants a quiet area to work.

• Bee, the administrative assistant, needs easy access to the president, the accountant and the financial officer.

PART 3

93 The People

• Chris, the customer-services manager, handles written complaints and questions but also needs to be easily accessible when customers show up in person.

• Diana, the factory manager, needs only a small shared space since she spends most of her time in the factory.

• Elroy, the financial officer, needs a quiet area to work.

• Fran, the president and CEO, expects to have a corner room.

• George, the receptionist, needs to be in the reception area.

• Hal, the salesperson, frequently has clients in the office and needs easy access to the meeting room.

• Ian, the company’s technical writer, has SAD (seasonal affective disorder) and should be near a sunny window.

• Jude, the company’s telemarketer, is almost always on the telephone and has a loud voice.

• Kyle, the warehouse manager, needs only a small shared space since he spends most of his time in the warehouse.

• Laura, the webmaster, is hard of hearing.

The company also needs to decide where to put the computer printer, photocopier and fax machine.

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The World of Work

Module 3

Writing Assignments

Module 3

WRITE A BUSINESS LETTER Choose one of the following topics to write a short business letter.

1 Write a cover letter for your CV using the letter on page 77 as a model. Be sure to tailor your letter to the specific job you are applying for.

2 Imagine that you received unsatisfactory service or an unsatisfactory product. Write a letter of complaint to the distributing or manufacturing company. Use the letter on page 126 as a model.

3 Write a letter to a university or an organization, in which you request specific information. Use the letter on page 126 as a model.

WRITE AN ESSAY ON THIS I BELIEVE (3 or 4 paragraphs; about 250 words) See Module 4, page 123, for essays

Think about a fundamental belief that you have. Think about things that you have done or things that have happened to you to lead you to this belief. Now, tell your story in a 250-word essay.

1 Begin your first paragraph with: I believe that…

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2 In your second (and third) paragraph(s), support your belief by describing a story or anecdote that led you to your belief.

3 Conclude your story by briefly showing how you arrived at your belief and how your belief guides you in the choices you make.

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Module 3

End-of-Module Projects

These projects could be done individually, with a partner or in small groups.

Your teacher will let you know.

Project 1:

Project 2:

Project 3:

Step 1: Selection and Preparation

Step 1: S election

Step 1: S election

Work with a partner who is studying in the same program as you or has interests similar to yours and choose an organization you would like to learn more about that is related to your field or interests.

Choose a specialized area of your field of study.

Mentor Interview

Think of a person you know or you could contact who speaks English and works in your field of study or has a job that interests you. Prepare a minimum of 10 questions to ask that person about the requirements for the job, the duties and responsibilities, the work environment and so on. Your teacher may want to correct your questions. Contact the person ahead of time to ask his or her permission to be interviewed. Explain that the interview will take between 5 and 15 minutes.

Step 2: T he Interview Explain to your interviewee that this is for your English class and that you would like to learn more about his or her job and/ or profession. If you wish, bring a recording device and ask permission to use it. Conduct the interview by asking your questions, and then thank the person for his or her time.

Step 3: D elivery of the Oral or Written Report

Synthesize the information you gathered from the interview into a 250-word report. Organize your report into paragraphs of related information. Finish the report by explaining how this interview has influenced you in your career choice.

Job Fair

Step 2: C onducting Research Check the organization’s website, talk to people who work there, visit the office or read news articles about the organization, follow links related to the organization, read comments and look at pictures or watch videos related to the organization. Find out about the working conditions, benefits, job prospects and so on.

Step 3: D elivery of the Report Prepare a 5-10 minute oral presentation using visual aids (posters, charts, slideshow, etc.) and prepare questions that you will ask your classmates about their presentations. On the day of the presentations, each team will represent an organization at a table or stand in a simulated career-day event. Half of the class will present while the other students circulate in small groups to learn about the different organizations. After each presentation, the teams will answer questions before the group moves on to the next team. After each team has presented to several groups, the other half of the class will set up their stands and present their organizations.

Terminology Study

Step 2: C ollect Terms Read through articles, websites, books and any other sources to come up with 15 specialized terms or expressions that are used in this field. For each term, write down the word in English and a sentence from an original source in English that uses the word in context. Include the definition of the word in French and/or your mother tongue. You may need to use specialized dictionaries to define the terms.

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Step 3: C ompilation Compile your list. For every word or expression, you should include the word and its pronunciation, its definition and a sentence from one of your sources that uses the word.

Your teacher may ask you to also create an original sentence using the term appropriately.

Be sure that your words are compiled in alphabetical order.

Print your terminology list and a list of references.

© 2011, Les Éditions CEC inc. • Reproduction prohibited

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Prospect 2nd Edition English Skills for Academic and Professional Purposes Prospect 2nd Edition, designed for use by low-intermediate students of English as a second language in both academic and vocational programs, provides integrated material to develop reading, listening, speaking and writing skills. Writing assignments and projects concluding the three thematic modules enable students to make connections to their own particular fields. The final module reviews basic language elements and can be used in conjunction with the exercises in the first three modules. This second edition has a fresh, new look and all the reading and audiovisual materials have been updated to reflect current issues and bring fascinating subjects to the students’ attention. These interesting materials engage students in the subject matter and create an interactive language-learning environment.

Student Book

Introductory Activities: What Lies Ahead?

A reflection on how and why students chose their programs and where this choice will lead them.

Module 1: Imagining Change

A look at innovations, inventions and ideas, where they come from and how they’re changing our world.

Module 2: Linking the World

A discussion of humanitarian and social opportunities around the world using human and technological resources.

Module 3: The World of Work

An exploration of professions and practical tools to launch students onto the job market.

Module 4: Language and Strategies

A resource presenting common problematic language elements, language-learning strategies and practical instruction for writing in English.

Audiovisual Material

• Authentic interviews • Excerpts from CBC radio and television and other professional sources • Wide variety of current and innovative topics

Texts

• Newspaper and magazine articles • Book excerpts • Original texts on modern issues

Teacher’s Edition

• Answers to all the exercises in the book • Extra material related to the topics in the modules for testing or further study • Transcripts of all video and audio materials • Evaluation sheets for oral presentations

About the Author

Jane Petring has taught ESL at Collège Édouard-Montpetit in Longueuil and St. Hubert since 1995. She holds an MA in Applied Linguistics and TESOL from Michigan State University and a Certificate in Translation from McGill University. She has also taught in China, Croatia, Ivory Coast, Niger and the US. She is the author of several college-level textbook series including Access, Insight and Prospect.

ProspecT Grammar 2nd Edition

This companion volume of grammar explanations and exercises may be used alone or in conjunction with Prospect Student Book.

Code de produit : 250707 isbn 978-2-7617-3266-6