je vak leren verstaan
DoorEngels laat je zien hoe relevant taal is. Niet alleen in het dagelijks leven, maar juist als je straks je diploma op zak hebt en taal het verschil kan maken tussen wel of niet die baan. Tussen fijne en frustrerende vergaderingen. Tussen precies het juiste of juist het verkeerde zeggen tegen die collega, klant, cliënt of patiënt. DoorEngels focust daarom op jouw toekomst, met thema’s en taken die aansluiten bij jouw beroepspraktijk. Zodat je leert hoe je met Engels kunt werken. En hoe de taal voor je kan werken. Dit leerwerkboek gebruik je in combinatie met de online studentomgeving. Je vindt daar niet alleen alle taken uit het boek met interactieve feedback, maar ook taken op een ander niveau, extra oefeningen voor grammatica, vocabulaire, handige zinnen voor spreken, schrijven en gesprekken voeren, zelftoetsen en audio- en videobestanden.
Auteurs: Jantine Broek Julia van Eekelen Jessica Hak-Viveen Robert Hempelman Gelly Henderson Mark de Jong Sonia Martinez H. Ozguc-Kayer Milou Paulissen Lidija Pomper Amber van der Stelt Hedwig Suurmeijer Ezra van Wilgenburg Eindredactie: Ellis de Bresser Joke Noordegraaf
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Auteurs Jantine Broek Julia van Eekelen Jessica Hak-Viveen Robert Hempelman Gelly Henderson Mark de Jong Sonia Martinez H. Ozguc-Kayar Milou Paulissen Lidija Pomper Amber van der Stelt Hedwig Suurmeijer Ezra van Wilgenburg Eindredactie Ellis de Bresser Joke Noordegraaf Vormgeving Buro de Kuijper, ’s-Hertogenbosch Omslag + omslagfoto’s Studio Fraaj, Rotterdam Peter Bak, Rotterdam Opmaak Imago Mediabuilders, Amersfoort Fotografie taakopeners Charlotte Bogaert Fotografie, Haarlem Met dank aan: Angel Agudo Hair & Fashion, Amsterdam; Bakker van Vessem, Haarlem; Bibliotheek Huizen; Bloemenshop van Vliet, Zutphen; Buuffie’s, Heino; Buurtzorg Schalkwijk, Haarlem; Garage Houtwal, Zutphen; Haarlems Timmerfabriek, Haarlem; Hemubo, Almere; Huizer apotheek, Huizen; MBO College Centrum, Amsterdam; Mooi, Heino; Ouderenfonds, Amersfoort; Pointen Hairstyling, Huizen; ROC RijnIJssel, Arnhem; Transportbedrijf Beentjes, Haarlem; Zorgwinkel Hulpmedi, Heino.
Fotografie overig © Shutterstock, iStock Tekeningen Tiekstra Media, Groningen
Over ThiemeMeulenhoff Over ThiemeMeulenhoff ThiemeMeulenhoff ontwikkelt ontwikkelt zich ThiemeMeulenhoff zich van van educatieve educatieve uitgeverij uitgeverij tot tot een een learning design company. brengen content, leerontwerp learning design company. We We brengen content, leerontwerp en en technologie samen. onze groeiende expertise, ervaring technologie samen. MetMet onze groeiende expertise, ervaring en en leeroplossingen zijn zijn we leeroplossingen we een een partner partner voor voor scholen scholen bij bijhet hetvernieuwen vernieuwen en verbeteren en verbeteren van van onderwijs. onderwijs. Zo Zo kunnen kunnen we wesamen samenbeter beterrecht rechtdoen doen aan de aan de verschillen verschillen tussen tussen lerenden lerenden en en scholen scholen en enervoor ervoorzorgen zorgendat dat leren steeds leren steeds persoonlijker, persoonlijker, effectiever effectiever en en efficiënter efficiënter wordt. wordt. Samen leren Samen leren vernieuwen. vernieuwen. www.thiememeulenhoff.nl www.thiememeulenhoff.nl ISBN 978 ISBN 978 9006 9006 69137 69137 55DoorEngels DoorEngelsStudentlicentie StudentlicentieA2 A2++B1B1++B2B21 jaar 1 jaar plus Leerwerkboek plus Leerwerkboek A2 A2 ISBN 978 ISBN 978 9006 9006 69138 69138 22DoorEngels DoorEngelsStudentlicentie StudentlicentieA2 A2++B1B1++B2B22 2jaar jaar plus Leerwerkboek plus Leerwerkboek A2 A2 ISBN 978 ISBN 978 9006 9006 69139 69139 99DoorEngels DoorEngelsStudentlicentie StudentlicentieA2 A2++B1B1++B2B23 3jaar jaar plus Leerwerkboek plus Leerwerkboek A2 A2 Eerste druk, Eerste druk, eerste eerste oplage, oplage, 2019 2019 © ThiemeMeulenhoff, © ThiemeMeulenhoff, Amersfoort, Amersfoort, 2019 2019 Alle rechten uitgave mag worden Alle rechtenvoorbehouden. voorbehouden.Niets Nietsuituitdeze deze uitgave mag worden verveelvoudigd, opgeslagen gegevensbestand, verveelvoudigd, opgeslageninineen eengeautomatiseerd geautomatiseerd of openbaar gemaakt, in enige vorm of op enige wijze, hetzij gegevensbestand, of openbaar gemaakt, in enige vorm of op enige elektronisch, mechanisch,mechanisch, door fotokopieën, of enig andere wijze, hetzij elektronisch, door opnamen, fotokopieën, opnamen, manier, zonder voorafgaande toestemming van de uitgever. of enig andere manier, zonderschriftelijke voorafgaande schriftelijke toestemming van de uitgever. Voor zover het maken van kopieën uit deze uitgave is toegestaan op grondzover van artikel 16B Auteurswet 1912uit j° het Besluit van is 23toegestaan augustus 1985, Voor het maken van kopieën deze uitgave op Stbl. 471van en artikel Auteurswet 1912, dient men de daarvoor wettelijk grond artikel 1716B Auteurswet 1912 j° het Besluit van 23 augustus verschuldigde te voldoen1912, aan Stichting 1985, Stbl. 471 vergoedingen en artikel 17 Auteurswet dient menPublicatiede daarvoor en Reproductierechten (PRO), Postbus aan 3060,Stichting 2130 KB wettelijk verschuldigdeOrganisatie vergoedingen te voldoen Hoofddorp en (www.stichting-pro.nl). het overnemen van gedeelte(n) PublicatieReproductierechten Voor Organisatie (PRO), Postbus 3060, uit deze in bloemlezingen, readers enVoor andere 2130 KB uitgave Hoofddorp (www.stichting-pro.nl). hetcompilatiewerken overnemen van (artikel 16 Auteurswet) dient men zich tot de uitgever te wenden. Voor gedeelte(n) uit deze uitgave in bloemlezingen, readers en andere meer informatie over het gebruik van muziek, filmmen en het compilatiewerken (artikel 16 Auteurswet) dient zichmaken tot devan kopieën intehet onderwijs ziemeer www.auteursrechtenonderwijs.nl. uitgever wenden. Voor informatie over het gebruik van muziek, film en het maken van kopieën in het onderwijs zie www. De uitgever heeft ernaar gestreefd de auteursrechten te regelen auteursrechtenonderwijs.nl. volgens de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de De uitgever heeft ernaar gestreefd de auteursrechten te regelen uitgever de wenden. volgens wettelijke bepalingen. Degenen die desondanks menen zekere rechten te kunnen doen gelden, kunnen zich alsnog tot de uitgever wenden. Deze uitgave is volledig CO2-neutraal geproduceerd. Het voor deze uitgave gebruikte papier is voorzien van het FSC®-keurmerk. geproduceerd. Het voor deze Deze uitgave is volledig CO -neutraal Dit betekent dat de bosbouw op2 een verantwoorde wijze heeft plaatsgevonden.
uitgave gebruikte papier is voorzien van het FSC®-keurmerk. Dit betekent dat de bosbouw op een verantwoorde wijze heeft plaatsgevonden.
Zo werk je met DoorEngels Met DoorEngels kun je alleen online werken of online met een leerwerkboek. Alles uit je leerwerkboek vind je ook online. Met directe feedback. Maar dat is niet alles: online kun je taken op een ander niveau maken. En extra oefenen. Of zelftoetsen maken om te kijken of je al klaar bent voor de volgende stap.
Zie uitwerking thema’s op de volgende pagina
THEME ONG LEARNING LIFEL TH PL W AC O E
IN L AL P DE O M H E C T
T LL O G E M EA ET E GUE HER S
DoorEngels focust op jouw toekomst, met thema’s die aansluiten bij de beroepspraktijk.
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THEME UCTIONS INSTROCEDUREAND S PR
THEME ING FOR A JOB APPLY
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DEA LING WITH YOUR TARGET GROUP THEME
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DoorEngels focust op je toekomst. Maar voordat je klaar bent voor de beroepspraktijk, moet je examen doen. DoorEngels bereidt je ook daarop voor. Met een apart thema met uitgebreide training voor je centraal examen (niveau B1 en B2) en instellingsexamens (niveau A2 en B1). Bovendien sluit je iedere lees- en luistertaak op niveau B1 en B2 ook af met examentraining. Zo kom je er wel!
Alle thema’s zijn op dezelfde manier opgebouwd. Ze bestaan altijd uit vijf taken. Deze taken zijn flexibel. Ze zijn thematisch met elkaar gelinkt, maar je kunt ze ook los van elkaar uitvoeren. In de volgorde die jou het best past. En op je eigen niveau.
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Introduction
In daily life
At work
Exam practice
Self-test
Extra practice
Om een taal goed te kunnen leren, moet je die van A tot Z bestuderen en zoveel mogelijk in de praktijk brengen. Je moet veel zelf doen, maar DoorEngels ondersteunt je in alles wat je doet met Language support:
hulp bij het correct schrijven, spreken en gesprekken voeren in het Engels vertalingen van woorden Nederlands-Engels of Engels-Nederlands, in een zin zodat je ziet hoe het woord gebruikt wordt handige zinnen om je geschreven en gesproken teksten snel op een hoger niveau te brengen ondersteuning bij het lezen en luisteren en voorbeelden van teksten die je zelf moet kunnen schrijven
1
In de ‘Introduction’ kun je lezen je waarom deze taak belangrijk is voor je toekomstige beroep. vind je de leerdoelen van de taak. zie je een overzicht van de Language support die je nodig hebt om de taak te maken. lees, beluister of bekijk je een bron die je voorbereidt op de taak. maak je een praktijkgerichte startopdracht.
2
In het onderdeel ‘In daily life’ zijn alle opdrachten gericht op maatschappelijk relevante situaties en situaties waar je in het dagelijks leven mee te maken kunt krijgen. zie je aan de titels van de opdrachten wat het (leer)doel van de opdracht is. oefen je met de Engelse woorden, zinnen en grammatica die je nodig hebt om in ‘At work’ de praktijkopdracht te kunnen maken. kun je aan de gekleurde verwijsblokjes bij de opdrachten zien welke Language support je helpt bij het maken van de opdracht. De uitleg vind je achter in het leerwerkboek.
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In het onderdeel ‘At work’ pas je de kennis en vaardigheden waarmee je hebt geoefend in ‘In daily life’ toe in een praktijksituatie. beoordeel je je resultaat van de praktijkopdracht met behulp van feedback- en beoordelingsformulieren en een rubric. Zo weet je op welke punten je je nog verder kunt ontwikkelen.
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In de ‘Exam practice’ kun je bij de taken Reading en Listening oefenen met opdrachten zoals je die tegen gaat komen op het centraal examen.
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Met de digitale ‘Self-test’ kun je beoordelen of je de Language support bij de taak voldoende beheerst. De Self-test vind je in de digitale leeromgeving.
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In de digitale ‘Extra practice’ kun je extra oefenen met de Language support. De extra oefeningen vind je in de digitale leeromgeving.
Betekenis iconen 1
Bij deze opdracht werk je samen met anderen. Bij deze opdracht hoort een audio- of videofragment. Dit kun je vinden in de digitale leeromgeving. Ga naar de digitale leeromgeving.
12 20 5
verwijzing naar de Grammar achter in het leerwerkboek verwijzing naar de Vocabulary achter in het leerwerkboek verwijzing naar de Useful phrases achter in het leerwerkboek verwijzing naar de Strategies & examples achter in het leerwerkboek
Table of contents Theme 1 Lifelong learning
9
Task 1 Task 2 Task 3 Task 4 Task 5
10 21 31 39 47
Developing yourself by reading - A2 Learning from videos - A2 Making notes for personal use - A2 Sharing know-how with colleagues - A2 Asking your colleagues questions - A2
Theme 2 Work placement Task 6 Task 7 Task 8 Task 9 Task 10
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Reading in preparation for a work placement - A2 Getting the most out of your work placement - A2 Writing about your experiences at your work placement - A2 Talking about your work placement - A2 Shadowing a colleague - A2
Theme 3 Instructions and procedures Task 11 Task 12 Task 13 Task 14 Task 15
Reading instructions - A2 Listening to instructions - A2 Filling out a travel expense form - A2 Instructing your colleagues - A2 Showing a new colleague around - A2
Theme 4 Working together with colleagues Task 16 Task 17 Task 18 Task 19 Task 20
Reading a newsletter - A2 Listening in a meeting - A2 Writing handover notes - A2 Taking part in a stand-up meeting - A2 Expressing yourself to colleagues - A2
Theme 5 Dealing with your target group Task 21 Task 22 Task 23 Task 24 Task 25
Reading about dealing with your target group - A2 Listening to your target group - A2 Reporting back on contact with your target group - A2 Speaking to your target group - A2 Talking to your target group on the phone - A2
6
60 72 80 90 97
107 108 121 131 143 153
165 166 178 186 195 203
213 214 226 236 247 255
Theme 6 Dealing with complaints Task 26 Task 27 Task 28 Task 29 Task 30
Reading a complaint - A2 Listening to someone making a complaint - A2 Writing a letter of apology - A2 Making a complaint - A2 Complaining and negotiating - A2
265 266 279 288 297 306
Theme 7 Applying for a job
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Task 31 Task 32 Task 33 Task 34 Task 35
316 327 335 344 353
Reading a job advertisement - A2 Finding the right company - A2 Writing a letter of application - A2 Doing an elevator pitch - A2 Having a job interview - A2
Language support
361
Vocabulary Useful phrases Grammar Strategies and examples
364 383 392 427
Rubrics
438
Writing A2 Speaking A2 Conversation A2
438 440 442
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Theme 1
Lifelong learning Perhaps you can’t wait to graduate, say goodbye to school and start your working life. That would be good news, actually – because it means that you are excited about your career! However, just because your time at school has ended, doesn’t mean that learning has too. You will keep learning throughout your adult life. You will learn new skills at work, but also in daily life. If you continue to learn, you will continue to grow. Employers will be happy to welcome a graduate who is happy to learn – but they will also be happy in twenty years’ time to hire a professional who is still up-to-date in their field. So, keep up the good work and keep learning!
Task 1
Developing yourself by reading
A2
Task 2 Learning from videos
A2
Task 3 Making notes for personal use
A2
Task 4 Sharing know-how with colleagues
A2
Task 5 Asking your colleagues questions
A2
Lifelong learning – 1 Developing yourself by reading
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Task 1
A2
Developing yourself by reading Many people think that learning stops as soon as you leave school and step into the workplace. But we learn every day, both at home and at work – whether it’s learning how to phone a customer for the first time or how to use a new piece of equipment, technique or software. We call the way we learn in school formal learning, and all the little things we pick up in everyday life or at work informal learning.
10
Introduction
You will practise:
• • • •
finding and understanding specific information in short texts; understanding short, descriptive texts about familiar subjects; writing a short text; giving a short, presentation about a subject from everyday life.
Language support: 1 40 33 7 11 13
Vocabulary in daily life Vocabulary at work How to form words with prefixes and suffixes How to prepare for writing How to write a summary How to prepare a presentation
Text 1
HOW TO STAY UP-TO-DATE IN HEALTHCARE Working in healthcare means you see a lot of quick changes. Think of new patient management systems and new medication, for example. But if you have a busy job, it may be difficult to keep up with all this. Here are five tips on how you can easily stay up-to-date. 1 Talk to your colleagues. If a professional in healthcare learns about a breakthrough or a new strategy for caring for patients, they tell everyone else. Not just other doctors, but nurses and pharmacists, too. Mentoring, where older professionals with more experience help younger professionals, is also a good idea. Sharing information can save lives. 2 Read medical journals. This is the best way to get up-to-date information about developments in your field. When a piece is published, it means other professionals have read it, tested it, and approved it. So you know what you’re reading is true. 3 Use decision support tools. Maybe you’re already using these at work: for example apps that give medical background information. They help you to prepare and give you information when you need it, so you can make better decisions for your patient. 4 Educate yourself. As a healthcare professional, training is ongoing, so you can keep your licence or certificate. But you don’t have to do it only once or twice a year. For example, if you have to use maths a lot in your daily work, it may be a good idea to practise this daily or weekly. 5 Go to conferences and study days. Again, these are great opportunities to talk to other professionals. Here, you can attend lectures and workshops that teach you about the latest updates. For example, how to use new tools, or what the effects of new medication are.
Exercise 1
Warming up
Read Text 1 ‘How to stay up-to-date in healthcare’. The text mentions different ways to stay up-to-date as a healthcare professional. Read the tips below. Would these tips be useful for you in your future field of work? Choose Yes or No and give an example.
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Yes
No
1 Sharing information with your colleagues. Example: 2 Reading journals about recent developments. Example: 3 Using apps or support tools in the workplace. Example: 4 Training basic skills. Example: 5 Visiting conferences and study days. Example:
In daily life Learning is a constant process that also takes place in daily life – with hobbies, for example. In this task, you are going to read more about how learning works in daily life. You are also going to write and talk about your own skills and hobbies. Text 2
HOW TO BE A BEGINNER Everyone has a list of things they’d love to be able to do: playing the piano, scuba diving, or painting like Van Gogh. Often people will not even begin to learn these new skills. Why not? Many will say that they don’t have the time. But what about all the time they spend on social media? It could be that people are afraid of failing or looking stupid. They want to be great at something from the beginning and create a perfect final product. But that is not how it works. If you find it hard to be a beginner at something, just remember these four things: 1 YOU’RE EXPECTED TO FAIL. As a beginner, it’s normal to make mistakes. Just accept that you don’t know everything yet and be nice to yourself about it. If you did it wrong the first time, you now know how to do it right. Nobody thinks you’ll be able to do back flips in your first gymnastics class. So why do you expect it of yourself? 2 TEACHERS DON’T HATE YOU FOR MAKING A MISTAKE Have you ever taught something new to somebody who kept making mistakes? You probably didn’t get angry with them; you just repeated your explanation. Teachers are more likely to get angry with themselves because they don’t know how to help you. If you tell them where you got confused, this will help them to help you. This way, you can learn from each other. 12
In daily life
3 NO ONE IS WATCHING YOU – PROMISE! Most beginners are afraid of being judged by other people, especially by people who have more experience. The truth is that other people are usually too busy with their own work to be watching you. And if they do look, they won’t think you’re stupid; they’ll just remember what it was like to be a beginner. 4 FORGET ABOUT YOUR FEAR Why did you start learning a new skill? Because you wanted to. So don’t listen to your beginner’s fears: you’re the kind of person who’s not afraid to work for their dreams. It’s easy to be excellent at something after years of training and practising. But what if everybody was too afraid to learn, create or design something new? The world needs beginners!
Exercise 2
Reading about being a beginner
Read Text 2 ‘How to be a beginner’ and answer the questions. 1 Why do many people put off getting started on learning something new? They are afraid of looking stupid because they aren’t good at something yet. They think it may take a very long time to learn a new skill. They would rather spend time on social media than spend time learning a new skill.
○ ○ ○
2 Why is it good to talk to teachers about your mistakes? Because then they can think of better ways to help you. Because they want to know how many times they have to explain something to you. Because they will be less angry if you have a good reason for making a mistake.
○ ○ ○
3 Why are many beginners afraid of being around people who are better at the same skill? Because if they need help, these people are too busy with their own work to help them. Because they are afraid they will be laughed at for making a lot of mistakes. Because they get nervous when these people watch them while they practise.
○ ○ ○
Exercise 3
Reflecting on your own experiences with learning
Read Text 2 ‘How to be a beginner’ again and reflect on your own experiences by answering the questions. 1 Which feelings about being a beginner do you recognise from the text? Being afraid that people who are better at this will think I’m stupid. Thinking that I don’t have enough time to learn this new skill. Being more focused on the final product than on the learning process. Being afraid the teacher will get angry with me if I make a mistake. Other:
○ ○ ○ ○ ○
2 If you started learning a new skill right now, which tips from the text would you use? If you know a different tip, write it down. Accept the mistakes I make. Talk to my teacher more often. Spend less time on social media and more time on my skill. Stop comparing myself to people who are better at my skill. Other:
○ ○ ○ ○ ○
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Lifelong learning – 1 Developing yourself by reading
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3 Why does the text say the world needs more beginners? Because beginners are hard workers and good employees. Because beginners are often good at something without practising or training for it. Because without beginners, there would be fewer new ideas and products.
○ ○ ○
4 ‘The world needs more beginners.’ Do you agree? Explain your answer.
Exercise 4
1
Learning new words
Study the Language support. Read the sentences and choose the correct words. 1 These days / What if you had studied harder? Would you have had a higher grade? 2 I have often / probably been told by friends and family that my goals are impossible. 3 My brother likes to practise / repeat playing the guitar every day. 4 Inge is going to get angry with / get started with her new course very soon. 5 My mother wants to build / save old glass jars because she’s learning how to make jam. 6 It’s only her first ballet class. She doesn’t have to be afraid / fail of mistakes. 7 Even / Just watch how I do it and repeat after me. 8 Why don’t you like your drawings? They look / matter great to me. 9 Andy speaks French not yet / the same way his father does: with an English accent. 10 The engine / final product of all these hours of knitting is a lovely, warm scarf.
TIP Some prefixes and suffixes are used to make a word positive or negative. If you don’t know a word, the prefix or suffix can tell you more about the meaning. But you should always look at the context; the meaning of a prefix or suffix often depends on the word and the sentence.
Exercise 5
33
Learning how to use prefixes and suffixes
Read the Tip and study the Language support. The following words have prefixes and suffixes. Choose whether the prefixes and suffixes have positive or negative meanings. Positive meaning 1
Our neighbours left their cat behind when they moved house, so it became homeless.
2
My father dislikes it when people leave muddy footprints in the hall.
3 Sarah was unable to get time off to go on holiday. 4 The crowd at the World Cup was pro-England. 5 The coffee machine broke because it overheated.
14
Negative meaning
In daily life
Exercise 6
33
Using prefixes and suffixes
Study the Language support. Look at the definitions. Fill in the correct prefixes and suffixes. For the prefixes, choose from: co – dis – il – in – over – re – un For the suffixes, choose from: able – ful – ish – less – ness Prefixes 1 someone you work with
worker
2 to work too much
work
3 against the law
legal
4 to not agree with someone
agree
5 wrong
correct
6 to do something again
do
7 with no solution
solved
Suffixes 8 without a job
job
9 something that has bright colours
colour
10 something you enjoy
enjoy
11 the feeling of being sad
sad
12 something that is a little green
green 7
Exercise 7 Writing a how-to article You are going to write a short how-to article about a skill or hobby that you have, for someone who has just started learning it. Follow the steps.
1 Pick a skill or hobby. Think about the things you learnt when you just started out with your skill or hobby – and what mistakes you made. Write everything down in a mind map. 2 From your mind map, select the three most important tips that you would give to someone who is starting out with this skill or hobby. 3 Write down the title of your article: Beginner’s tips for … 4 Start by writing down your first tip in one short sentence. This is the title of your paragraph. Underneath, write 1-2 sentences in which you explain your tip in more detail. Do the same for your other two tips. Now you have a short article with tips for beginners. Text 3
WHY WE STOP LEARNING AT WORK Why do so many high school students these days think maths is difficult and boring? The answer is simple: because they’re never told why they have to learn it. To solve the strange problems you get in maths class, you need information that you often don’t use in daily life. Because of this, your brain doesn’t think this information is important enough to save. As a result, you quickly forget what you’ve learnt. So, how can we make maths interesting again? Researchers say that schools should also teach students the reason why they’re learning maths, and not just how to do maths. The best way to teach maths is to make students 15
Lifelong learning – 1 Developing yourself by reading
A2 l
use their maths skills to solve real problems. If a teacher tells their students to build a bridge, the students will need to use maths to do it. This way, they’ll understand that what they’re learning is useful. And while they’re solving these real-life problems, they may even learn other useful skills. The same thing happens at work. A boss might want their employees to learn something new to benefit the company. But if the employees don’t know why they’re learning something new, they might not be motivated and not learn at all (or: not become good at it). Adults tend only to learn new skills with success when they understand the purpose of what they are learning. Maybe they just enjoy learning, or they want to learn how to solve a certain problem. They may want to learn a skill because they want to be more confident in their work, or because they want a promotion. For children, learning is a slightly different process. Young children tend to be less questioning about why they are learning something and more open to learning in general, without needing a specific goal for their learning. However, teenagers and adults are more likely to learn something well if that knowledge will be of real benefit to them. So, learning at work is not so different from learning in school. If bosses give their employees a good reason to learn something new, it becomes more interesting. If you’re an employee, try asking your boss about it. This is how learning on the job becomes fun!
Exercise 8
Understanding the main message of a text
Read Text 3 ‘Why we stop learning at work‘. What is the main message of the text? Choose the correct answer. Adults and students don’t learn maths skills in the same way. Adults can learn a new skill best when they know why it’s useful to them. Adults forget what they’ve learnt in school once they start working. Adults learn new skills best when they have to use them in a work situation.
○ ○ ○ ○
Exercise 9
Reading a text about learning
Read Text 3 ‘Why we stop learning at work’ again. According to the text, are the following statements True or False? Choose the correct answers. True 1 Your brain doesn’t remember information that it thinks is unimportant. 2 Schools usually teach maths by making students use it to solve real problems. 3 Students become better at building bridges when they are told what maths knowledge to use. 4 At work adults usually learn new skills because their boss tells them to. 5 Adults need personal motivation to learn a new skill with success. 6 Children learn new skills because their friends tell them they have to.
16
False
In daily life
Exercise 10
13
Talking about skills
Study the Language support. You are going to give a three-minute presentation about something you are good at. First, think of a skill or an activity that you are good at. This could be a hobby, such as drawing, playing football, or making music. It could also be a school-related activity, such as communicating, writing, creative thinking, or finding new information. 1 Prepare your presentation by writing down the answers to the following questions: 1 What is your skill or activity? 2 Why did you pick this skill or activity? 3 When and where did you first learn this skill or do this activity? 4 Did you get lessons or training for your skill or activity, or did you teach yourself to do it? 5 What do you do to stay good at your skill or activity? 6 What is the secret to becoming very good at this skill or activity?
3
2 Now pair up with a classmate. Present your answers to the other person and switch roles when you have finished. Each of you has to think of a question to ask the other person about their skill.
5
Go to DoorEngels online Do the ‘Self-test’ for this Task. If your score is lower than expected, you can do the Extra practice exercises there as well.
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Lifelong learning – 1 Developing yourself by reading
A2 l
At work In this task, you have looked at informal learning: the skills and knowledge you learn in everyday life, outside the classroom. You have written your own how-to article about how to learn a hobby or skill and given a short presentation about something you are good at. Now you are going to use these skills to give other people tips about learning while at work.
Situation You have been talking to your colleagues about different ways of keeping your skills up-todate in your field. One of them is interested in knowing more and has asked you to make a list of different ways to stay updated. You have decided to write them a how-to article about your own ideas and experiences. 40 11
Preparation Step 1 Study and review the Language support
Study the Language support. Review the following Language support if necessary: 1 33 7 13
Step 2 Study the evaluation criteria Make sure you know what is expected of you by reading the evaluation criteria in Step 7.
Practical assignment Step 3 Select a skill Think of a skill you are going to need in your future job. It doesn’t have to be something that you need formal training for. For example: video editing, giving a presentation, leadership, communication with clients, teamwork, etc. Text 4 Informal learning How do you stay an expert in your field? No matter what your role is, staying updated on industry news and trends will help you stay on top. You don’t necessarily have to engage in formal learning activities such as courses to learn new things. It doesn’t have to be difficult at all – just read our tips. 1 COLLEAGUES You can learn a lot from just working together with colleagues – as long as you’re open to learning. You can ask them questions without judgement, learn to see things from a different perspective, and learn more about your industry. 2 NEWSLETTERS AND BLOGS A free and easy way to stay updated is by signing up for newsletters from companies, online trade journals, blogs and other publications. You can print them out or read them on your phone. Try doing this every day at the same time to create a routine.
18
At work
3 NETWORK Get out of the office and network! Every industry has conferences, workshops and training sessions all year round. Here you can meet new people and talk to suppliers and customers. You’ll hear about the latest news and trends, and you can see what other professionals and companies in your field are doing. 4 MESSAGE BOARDS Visit online forums and message boards. These often have lots of information on specific topics and industries. It’s a great way to talk to others in your industry (or in similar industries) all over the world and learn from their experience. 5 SOCIAL MEDIA There is no better source for the latest news than social media. You can follow well-known experts and industry people on LinkedIn, Twitter or Facebook. This way, you’ll know about the latest opinions, news and events in your industry with just a few clicks. 6 SEARCH ONLINE With a simple Google search, you can find blogs, newspaper articles, e-books, surveys and other publications about your industry. It’s not just journalists who report on the latest news and trends. Many professionals have their own blog or website where they publish opinions, advice or tips about their industry. 7 BOOKS Read books from people who are experts in your field. A trip to the book shop will show you what the latest bestsellers are, and what topics are the most relevant. Text 5 Formal learning Most formal learning in the workplace happens soon after you start working there, in the first few weeks. A good example is safety training on a construction site. But if you want or need to continue learning at your job, there are plenty of other options. Many companies have budgets for training, for the whole department or for individuals. Others want you to do it in your own time and your own budget. Here, we have listed four options that can help you to grow your career and perform better in your job. 1 VIRTUAL CLASSROOM A virtual classroom lets a student follow a classroom instruction from any location (also called distance learning). It uses a browser-based interface that lets students see and hear the other students and the teacher. They can also communicate. The interface shows what is going on in the class: when the teacher is explaining something using a PowerPoint, you can see the slides. Another example is remote lab training. This allows students to log into a lab somewhere else, where another learner is doing a real experiment. 2 SEMINARS Every industry has seminars: large meetings about a certain subject where professionals, usually through workshops and lectures, share knowledge and information. They are a great way to meet with other professionals and build up a network, but they do cost time and money.
19
Lifelong learning – 1 Developing yourself by reading
A2 l
3 WEBINARS Webinars are online presentations or meetings, held via the Internet in real time. They’re ideal for workers who don’t have the time or money to go to a seminar. People from all over the world can tune in and listen. They start and stop at a set time. The speaker can’t hear their audience, but there are plenty of options for interacting with them, such as polls, a survey, or a chat. Webinars are a great way to educate an audience about strategies, show a service upgrade, or instruct them how to use a product. 4 ONLINE COURSES AND E-LEARNING For every field, there are thousands of courses and online classes you can take to learn new skills and earn certificates. Most of them are free, too. They are a great way to get up-todate knowledge that you need in your daily work life. And if you just want to do a quick course to see if the skill suits you, that’s possible too. Good websites for free online courses are edX, Udemy, Skillshare, LinkedIn Learning, Coursera and MOOC.
Step 4 Read the text There are two kinds of learning: formal and informal. Decide which kind you would like to know more about. Read either Text 4 ‘Informal learning’, or Text 5 ‘ Formal learning’. Select three tips from the text you chose that you think could be useful when learning this new skill. Write them down.
Step 5 Make a mind map How can these tips be used to help you learn your new skill for your future job? Write down an example for each tip. For instance, if your chosen skill is ‘giving a presentation’, you could use the tip to ‘search online’. You could type ‘how to give a presentation’ into your browser to view videos of effective presentations and talks, and make notes about the tricks the speakers use.
Step 6 Write a short how-to article Start by writing an introduction in which you explain what skill you want to learn and why. Then write a short explanation of how each of the three tips you chose could help you to learn this skill. Combine the introduction with the three explanations to make up your article. Reread the text to make sure everything flows. The whole text should be no longer than 120-150 words.
3 Step 7 Have a classmate or teacher review your work
Did you meet all of the criteria? Have a classmate or teacher review your work. ‘Yes’ to all means that your goal has been accomplished. Yes 1 You wrote down three practical tips from the text. 2 You explained what these tips mean. 3 You showed how these tips can be applied when learning a skill in your future workplace. 4 The introduction made it clear what skill you are giving advice about and why this skill is useful to your field of work.
Now reflect on your own work. Write down: • one thing that went well; • one thing that you could work on.
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No
Introduction
Task 2
A2
Learning from videos When starting at your future job, you will have to learn new skills and information quickly. Sometimes you can ask a colleague for help, but other times you will have to do research online in order to ďŹ nd out how something works. You can read articles about the subject, but there is also plenty of information to be found in videos or podcasts.
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Lifelong learning – 2 Learning from videos
A2 l
You will practise:
• • •
understanding the most important points in a short audio clip about a familiar subject; understanding the main points of texts in magazines and newspapers and on websites; talking about practical, familiar, everyday topics with another person.
Language support Vocabulary in daily life 40 Vocabulary at work 20 How to use the right word order in sentences 21 How to use adverbs of place and time 11 How to write a summary 2
43 Exercise 1 Warming up Watch Video 1 ‘The hotel industry’ about changes in the hotel industry through the years. Pair up with a classmate and answer the questions. 1 Together, think of two developments that you think will change your industry in the future. For example: changes in the target group or technological changes. Write them down.
2 Do you think that, at school, you’re learning everything you need to be ‘future-proof’? Explain.
3 What skill or piece of knowledge that you have do you think will be out-of-date very soon? Why?
4 What is a good way to stay updated on new developments in your industry? Name one.
22
In daily life
In daily life In this task, you are going to find videos online that you can use to learn new skills, because learning does not just apply to school or work, but also to daily life. Before you start searching the internet for tutorials, you will first listen to a podcast – another great way to learn new things.
4 Exercise 2 Listening to a podcast Listen to Track 1 ‘Life Hacks Podcast’. Are the following statements True or False? True
False
1 Anousha got the idea for the NoFlame because she had an accident with her barbecue at a festival. 2 The hot stone is safe to use inside a tent. 3 Anousha is unhappy that she had to spend a lot of time on her invention. 4 The HandsOff bike can’t be stolen because the lock is part of the bike. 5 Tom found it difficult to know where to start when he designed the HandsOff.
4 Exercise 3
Summarising a podcast
Listen to Track 1 ‘Life Hacks Podcast’ again and answer the questions. 1 Name one thing Anousha and Tom’s inventions have in common.
2 What are the three main things Anousha has learnt while inventing the NoFlame? 1 2 3 3 What is Tom’s top tip for inventors?
Exercise 4
2
Learning new words
Study the Language support. Match the words in bold with their correct meaning. 1
For hard skills such as typing and cooking, you can get a diploma that shows you’re very good at them.
a
agree
2
I think learning soft skills can be just as difficult as learning hard skills.
b
visit
3
It was through my friend’s advice that I discovered how to make my design even better.
c
in many different places
4
Do you know if we have any time left to answer some questions?
d
after
5
We can work on the project at my house. What time do you want to come round?
e
right now
6
Lots of people want to learn new skills, but they never actually start on learning them.
f
many different types of
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Lifelong learning – 2 Learning from videos
A2 l
7
Peggy is not quite sure if her cleaning skills are good enough to work in a hotel.
g
by means of
8
You need good communication skills to keep clients all over the country up-to-date.
h
no less … than
9
There are all kinds of industries you can work in if you’re a flexible, creative person.
i
like
10 I’m not sure we’ll get a good grade for this project. Do you feel the same, Amira?
j
have extra
11
At the moment the NoFlame can only be bought online. It’s not being sold in any shops.
k
really
12 Tom felt nervous about being on a podcast, but afterwards he said it wasn’t as scary as he’d thought.
l
not completely
1
2
3
4
5
6
7
8
9
10
11
12
Text 1
ARE YOU READY FOR THE FUTURE? What’s next for your job? In ten years, the way we work may be completely different. Every company wants employees with useful skills and experience. But over the years many jobs have become more automated or digitised. Does this mean that our current skills are useless? Not quite – it just means that we have to focus on learning different skills. Job vacancies tell you what ‘hard skills’ are needed for that job. Hard skills are technical skills and knowledge that can be learnt by taking a course or through training. You can easily check or grade the results of hard skills. Examples are computer programming, carpentry, typing, and accounting. But for most jobs, good ‘soft skills’ are just as important. Soft skills are a combination of your personal qualities, actions and attitudes. Examples are communication, creativity and flexibility. Good soft skills make a person nice to work with. You can improve these skills, but how good you are at them tends to depend on your character. Soft skills are not always easy to grade. Every company wants their employees to have good soft skills. In a technical field, hard skills and knowledge are mostly only useful for five years. In that time, many tools, machines and systems will have been updated or replaced. But skills like critical thinking, problem-solving, communicating, and working together will always be useful to both employees and managers. In other words, people with both soft skills and hard skills have a big advantage. They can deal with quick changes in the workplace, which means they’re better prepared for the future.
24
In daily life
Exercise 5
Reading an article
Read Text 1 ‘Are you ready for the future?’. Answer the questions. 1 Which of the skills below are hard skills? Choose the correct answers. driving a forklift working well in a team accepting criticism making pizzas speaking French creating blueprints working well under pressure planning events paying attention to details
□ □ □ □ □ □ □ □ □
2 Why do technical companies want employees with good soft skills? Because hard skills are becoming less important in many technical industries. Because they need soft skills to solve the problems that new technology brings with it. Because soft skills make employees more ‘future-proof’ and useful for a company.
□ □ □
3 Which statement matches the main idea of the text? Soft skills are getting more important. Soft skills are more important than hard skills. Soft skills and hard skills are just as important.
□ □ □
Exercise 6
Learning how to use the right word order in sentences
20 | 21
Study the Language support. Put the chunks in the correct order. Write down the correct sentences. 1 a fight between two students | in the classroom | took place | this morning | . 2 in Boston, Massachusetts | was built | the first hotel | in 1873 | .
3 yesterday | in the lecture hall | did you look for | your bag | ?
4 am going to show | next week | at the inventors fair | my invention | I | .
5 on holiday | Sophie’s dad | his leg | broke | .
20 | 21
Exercise 7 Writing messages
Study the Language support. Two classmates are trying to plan a meeting for a project. Look at their calendars and read the conversation carefully. Complete the WhatsApp conversation with suitable replies. Write full English sentences, using adverbs of place and time.
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je vak leren verstaan
DoorEngels laat je zien hoe relevant taal is. Niet alleen in het dagelijks leven, maar juist als je straks je diploma op zak hebt en taal het verschil kan maken tussen wel of niet die baan. Tussen fijne en frustrerende vergaderingen. Tussen precies het juiste of juist het verkeerde zeggen tegen die collega, klant, cliënt of patiënt. DoorEngels focust daarom op jouw toekomst, met thema’s en taken die aansluiten bij jouw beroepspraktijk. Zodat je leert hoe je met Engels kunt werken. En hoe de taal voor je kan werken. Dit leerwerkboek gebruik je in combinatie met de online studentomgeving. Je vindt daar niet alleen alle taken uit het boek met interactieve feedback, maar ook taken op een ander niveau, extra oefeningen voor grammatica, vocabulaire, handige zinnen voor spreken, schrijven en gesprekken voeren, zelftoetsen en audio- en videobestanden.
Auteurs: Jantine Broek Julia van Eekelen Jessica Hak-Viveen Robert Hempelman Gelly Henderson Mark de Jong Sonia Martinez H. Ozguc-Kayer Milou Paulissen Lidija Pomper Amber van der Stelt Hedwig Suurmeijer Ezra van Wilgenburg Eindredactie: Ellis de Bresser Joke Noordegraaf
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19/06/19 11:40