martes, 15 de junio de 2021

Skills for the 21st-century workplace

 

Skills for the 21st-century workplace


Have you got the skills you need for the 21st-century workplace?

We need to develop all kinds of skills to survive in the 21st century. Some, like ICT skills and knowledge of the digital world, are taught explicitly in schools in the UK. Here are five less obvious ones for you to think about. These are the sorts of skills that employers may ask you questions about in interviews, so it’s a good idea to think about how good you are in these areas. What are your strengths and weaknesses?

Imagination

In the age of technology that we are living in now, it is no longer enough to keep on making the same products. Employers need people who can imagine new approaches and new ideas.

Think: Think of an object or gadget you use every day. How could it be improved? Can you think of three improvements?

Problem solving

Employers will value workers who are able to see problems before they happen and come up with creative solutions.

Think: Imagine you are organising an end-of-term social event at school. Think of some problems that you could face. Can you think of any solutions?

Communication skills

Workers will have to be good communicators. They will have to be able to negotiate and discuss key issues and also write in a clear way without using too many words.

Think: How do people communicate with each other in the 21st century?

Critical analysis

Employers want workers who are able to recognise the difference between information that can be believed and false information.

Think: Use the internet to find out three facts about a celebrity or famous figure. Can you verify the information by checking other websites?

Decision making

Individual workers have a growing amount of responsibility. It is important to be able to evaluate a situation and be confident in making a decision.

Think: Which three things could you do to (a) be healthier (b) do better at school and (c) help others? Make a decision now to do at least one of these things. Then … just do it!

The relationship between the study of Literature and job prospects

You are going to read extracts from articles in which four writers give their opinions on the relationship between the study of literature and job prospects. For questions 37-40, choose from the extracts A-D. The extracts may be chosen more than once.

 The relationship between the study of literature and job prospects

A.-

Most of the lecturers from university literature departments interviewed in our survey said their aim is to provide an education for its own sake rather than to focus on any skill likely to be required in the workplace. However, they also believed that what they were teaching would stand students in good stead in their future employment. Their main argument was that appreciation of writing style makes students more effective employees when they join the workforce. Yet, curiously, none of the lecturers reported actually stressing that point in their classes. As a result, few students ever considered mentioning this skill when it came to applying for work. Had they done so, provided that their claims were reinforced by a well-written application , they might have found it more straightforward to acquire a position.

B.-

Literature students are often concerned about the utilitarian value of what they are doing . This is understandable, but it is misguided. It is undoubtedly true that few jobs will require an employee to discuss a poem's rhyme scheme or to consider the influence of one 19th-century novelist on another. But life is about more than simply one's employment prospects. Literature teaches us about ourselves and other people and why we behave as we do. It encourages us not just to read, but to reflect on what we have read, and this makes us much more rounded people. It achieves this by helping us to examine our assumptions and the ways in which we relate to the world. The lessons of literature have a profound impact on our minds and souls, and surely this is as significant as any of the practical skills whose importance no one questions. 

C.-

When students are worried about the job market, when they perceive an urgent need for job skills and training, how do l argue for the value of the study of literature and the humanities more broadly? Well, I do what any judicious participant in the neoliberal university does: I tell them that the study of literature will make them entrepreneurial. It will make them attractive to employers because they will be adaptable and flexible . They will have good critical[1]thinking skills and be better writers than most of the people competing for those same positions. They will be able to manipulate and manage a wide range of information. They will become comfortable with ambiguity. They will learn empathy, which will help them deal with people from a wide range of backgrounds. They will become creative problem-solvers, which is so crucial in the 21st-century knowledge economy. 

D.-

The pragmatic English Iiterature student will consider doing a combined degree course. Studying English with another subject, such as psychology or Spanish, will bring enormous benefits in terms of employability. Such graduates will develop a wider range of skills, and far more employers will be prepared to consider their applications. It is also the case that an unusual proportion of joint honours graduates end up in managerial positions. This may be because such students have shown themselves capable of multi-tasking and of coping with an exceptionally heavy workload. The choice of which subject to combine with English is, of course, not unimportant. One with a more transparently practical element is advisable; thus, a foreign language or psychology may prove more sensible choice than, say, history.

Which expert…

shares expert B's opinion on the relationship between studying literature and understanding human psychology? 37.-_____

has a different opinion from the other experts on whether a literature degree will help with employment prospects? 38.-_____

shares expert A's view on the need for students to be aware of the skills they are gaining? 39.-_____

shares expert C's view on the way in which literature develops thinking skills? 40.-_____

O’Dell, Felicity (2015) Advanced Trainer. 2nd edition. Reading and Use of English Part 6 Test 2. Cambridge University Press: Dubai. Pages 80 and 81.

lunes, 14 de junio de 2021

The importance of fire

 The importance of fire


 We share our lives on this incredible planet with many other creatures, each of which has its own special trait or survival skill, a characteristic attribute by which it can be defined. Our special trick gives us the impression that we are in some way elevated above other animals, but of course, we are not; it is important to remember that we are mammals, upright walking creatures, descended from an ancient line of apes believed to have originated in Africa. With a free thumb, we have the ability to fashion tools easily. It is believed that we have been making tools for more than 2.5 million years. Yet that does not define us. Other animals can make tools, too: sea otters use stones to break open oyster shells, and other primates even fashion weaponry for hunting.


What I believe defines us as human is our mastery of fire. Before we assume that we are the only users of fire in nature, we should think again. Just last year I watched hawks in Australia pick up burning sticks from a bushfire and drop them to spread the fire, flushing out or scorching potential prey. But no other creature has been found who can make fire at will.


In the world of archaeology, the earliest sign of human control of fire is a hotly debated topic, with few definite remains surviving from such antiquity. However, evidence appears to show fire hearths dating from one million years ago. It is reasonable to assume that fire was originally obtained from natural sources such as bushfires, which could then be kept burning.


Fire altered humankind's potential forever. Now, we wielded a tool powerful enough to keep even the most ferocious early Palaeolithic predators at bay; the fear of nocturnal dangers was dispelled; and the fire became a focus for life, around which our forebears could gather in good cheer. (That sight is still played out nightly in the villages of the San Bushmen of the Kalahari.) In the flames and coals of their fires, our ancestors learned to alter their food, te improve its flavour, to neutralise plant toxins, and destroy harmful bacteria. Consequently, our dietary range grew and diversified. It has been argued that our 'fire-improved' diet may well have been a catalyst for the development of our large brain.


Until fire was harnessed, the length of the day was determined by sunlight; firelight extended the working day, made time available to communicate, to share ideas and be creative. In the sign language of Native Americans, the concept of meeting for a talk is defined by coming to a fire and sharing ideas, and even today the footlights of our theatres mimic the flickering light of a fire on the face of an ancestral storyteller. We don't have to have been there to realise that the question of how to make fire from scratch would have occupied the minds gathered at the campfire. If I could travel back in time, I would hope to witness the first of our ancestors achieving this remarkable skil\. The consequences of that first ember were astonishing. No modern invention comes close in importance to the creation of the first fire. For more than 30 years, I have been teaching students how to make fire, by every primitive means known. Although we will never know which was the first method of fire-lighting, some things never change. Each time a student succeeds in friction fire-Iighting, their face lights up with a huge sense of achievement. Like an ancient ritual, the drama of the first fire is relived.


Being able to make fire at will brings confidence. Our ancestors were able to spread out, exploring their landscape in smaller foraging parties with fire for safety and with smoke to locate each other again. (1 have witnessed Aboriginals in Australia's Arnhem Land watching for smoke across flooded swamps to track the movements of family members.) Now, even colder landscapes posed little obstacle as our ancestors migrated across the planet, perhaps c1inging te the unexplored coastline or following seasonal migrations of game inland. The fireside became our most important laboratory. Here, as we stared into the flames, we observed the way fire could transform materials. We learnt te harden the points of wooden spears, to soften thermoplastic tree resins and use them as adhesives. Here, too, we would discover that clay could be hardened into pottery. The process of scientific investigation was reinforced along the way through observation, hypothesis and experimentation. Inevitably, we discovered metal and the rest is history. Everything flows from here, from the clothes we wear to the incredible devices contained in our pockets and the means by which my words reach you now. AII this derives from our mastery of fire.


Source: O'Dell Felicity (2015) "The importance of fire" in Reading and Use of English Test 2 from Advanced Trainer. 2nd edition. Cambridge University Press: Dubai. Pages 77 and 78.

Exercise and happiness

 


O’Dell, Felicity (2015) Advanced Trainer. 2nd edition. Cambridge University Press: Dubai. Page 74. Test 2 Exam practice Reading.


Employing an intern

For questions 9-16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). 


Employing an intern 

Interns are typically graduates who come to work in a business for a short time in (0)_ORDER_ to gain experience. (9)_________ done right, the arrangement can work well for both the intern and the business. So here's (10)_________ to do it right.

Above all, you need to think carefully about what you want to gain from employing an intern. Your priority might be to create stronger ties (11)_________ your local community, for example, or to provide a way of getting young ideas into the business- (12)_________ it is, you need to have a clear vision from the outset.

Then you need to give careful thought (13) _________ the recruitment process. (14) the fact that an intern may only be with you for a short time, they will still be privy to the innermost workings (15)_________ your business, so you should take the time to choose carefully. You need to find someone (16)_________ . qualities match those you would look for in a permanent employee.

 

O’Dell, Felicity (2015) Advanced Trainer. 2nd edition. Reading and Use of English Part 2 Test 2. Cambridge University Press: Dubai. Page 72.


A wearable book

 

A wearable book

 

Researchers at Massachusetts Institute of Technology have created a ‘wearable’ book which (0)_A)_allows__ the reader to experience the main character’s emotions.

 

Using a combination of sensors, the book senses which page the reader is on and (1)__________ vibration patterns through a special vest. The vest (2)_________ a personal heating device to change skin temperature and a compression system to (3)__________ tightness or loosening through airbags. The book itself has 150 LEDs to create ambient light which changes depending on the (4)________ and mood of different sections of the book.

 

The researchers used a science-fiction novella, The Girl Who Was Plugged in by James Tiptree Jar, as their prototype story for (5)_____________ the wearable book. They (6)__________ it because it ‘showcases’ an incredible (7)___________ of locations and emotions. The main protagonist experience both deep love and ultimate despair, the freedom of Barcelona sunshine and the captivity of a dark, damp cellar. Volunteers who have tried the vest have (8)__________ the experience as ‘remarkable’.


0.-

A) allows

B) lets

C) makes

D) gives

1.-

A) provokes

B) impels

C) originates

D) triggers

2.-

A) contains

B) involves

C) consists

D) occupies

3.-

A) realise

B) convey

C) pass

D) construct

4.-

A) setting

B) position

C) environment

D) part

5.-

A) enabling

B) developing

C) affecting

D) imagining

6.-

A) took

B) kept

C) picked

D) got

7-

A) scale

B) size

C) amount

D) range

8.-

A) commented

B) described

C) called

D) explained

 

O’Dell, Felicity (2015) Advanced Trainer. 2nd edition. Cambridge University Press: Dubai. Page 70. Test 2 Exam practice Reading. 

The coconut tree



 

A new life



 

Artist Peter Fuller takjs about his hobby




 

City markets




 

Anita's holiday in Cuba

 



Summer jobs

 


Source: University of Cambridge (2018) Jobs for students with sunshine holidays on Ket A2 Sample test on A2 Key 2020 sample tests Listening - question paper.pdf. University of Cambridge: U. K.


 


Source: University of Cambridge (2018) William Perkin on Ket A2 Sample Test on A2 Key 2020 sample tests Reading and Writing - question paper.pdf Cambridge University Press: U. K.


A family of dancers

 



Source: University of Cambridge (2018) A family of dancers on Ket A2 Sample Test on A2 Key 2020 sample tests Reading and Writing - question paper.pdf Cambridge University Press: U. K.

Young blog writers

 


Source: Unversity of Cambridge (2018) Young blog writers on Ket 2 Sample Test Reading and Writing. Cambridge University Press: U. K.

Ice-cream farm

Part 1.- For questions 1-8, read the text below and decide which answer (A, B, C, or D) best fits each gap. There is an example at the begin...