DoorEngels A2/B1 leerwerkboek - inkijkexemplaar

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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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D DoorEngels D

A2/B1


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 Over ThiemeMeulenhoff ThiemeMeulenhoff ThiemeMeulenhoff uitgeverij tottot een ThiemeMeulenhoffontwikkelt ontwikkeltzich zichvan vaneducatieve educatieve uitgeverij een learning design company. brengen content,leerontwerp leerontwerpen learning design company. WeWe brengen content, en technologie samen. Met onze groeiendeexpertise, expertise,ervaring ervaringen en technologie samen. Met onze groeiende leeroplossingen bijbij hethet vernieuwen en leeroplossingen zijn zijnwe weeen eenpartner partnervoor voorscholen scholen vernieuwen verbeteren van van onderwijs. Zo kunnen we samen beter recht en verbeteren onderwijs. Zo kunnen we samen beter doen rechtaan doen de tussentussen lerenden en scholen en ervoor zorgenzorgen dat leren aanverschillen de verschillen lerenden en scholen en ervoor dat steeds persoonlijker, effectiever en efficiënter wordt. wordt. leren steeds persoonlijker, effectiever en efficiënter Samen Samen leren lerenvernieuwen. vernieuwen. www.thiememeulenhoff.nl www.thiememeulenhoff.nl ISBN 978 9006 jaar ISBN 978 900669140 6914055DoorEngels DoorEngelsStudentlicentie StudentlicentieA2A2+ +B1B1++ B2 B2 11 jaar plus plus Leerwerkboek LeerwerkboekA2/B1 A2/B1 ISBN 978 9006 B2 22 jaar jaar ISBN 978 900669141 69141 22 DoorEngels DoorEngels Studentlicentie StudentlicentieA2 A2++ B1 B1 ++ B2 plus plus Leerwerkboek LeerwerkboekA2/B1 A2/B1 ISBN 978 9006 ISBN 978 900669142 6914299DoorEngels DoorEngelsStudentlicentie StudentlicentieA2A2++B1 B1 ++ B2 B2 33 jaar jaar plus plus Leerwerkboek LeerwerkboekA2/B1 A2/B1 Eerste Eerste druk, druk, eerste eersteoplage, oplage,2019 2019 © © ThiemeMeulenhoff, ThiemeMeulenhoff,Amersfoort, Amersfoort,2019 2019 Alle worden Alle rechten rechten voorbehouden. voorbehouden.Niets Nietsuit uitdeze dezeuitgave uitgavemag mag worden verveelvoudigd, gegevensbestand, verveelvoudigd, opgeslagen 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, door fotokopieën, of enig andere wijze, hetzij elektronisch, mechanisch, dooropnamen, fotokopieën, opnamen, manier, schriftelijke toestemming van de uitgever. of enig zonder anderevoorafgaande manier, zonder voorafgaande schriftelijke

toestemming van de uitgever. Voor zover het maken van kopieën uit deze uitgave is toegestaan op grond van artikel 16B Auteurswet 1912uit j° het vanis23toegestaan augustus op Voor zover het maken van kopieën dezeBesluit uitgave 1985, en artikel 17 Auteurswet men grondStbl. van471 artikel 16B Auteurswet 1912 1912, j° hetdient Besluit vande23daarvoor augustus wettelijk verschuldigde te 1912, voldoen aan Stichting 1985, Stbl. 471 en artikelvergoedingen 17 Auteurswet dient men de daarvoor Publicatieen Reproductierechten Organisatie (PRO), Postbus 3060, wettelijk verschuldigde vergoedingen te voldoen aan Stichting 2130 KB Hoofddorp (www.stichting-pro.nl). Voor het overnemen Publicatieen Reproductierechten Organisatie (PRO), Postbusvan 3060, gedeelte(n) uit deze uitgave in bloemlezingen,Voor readers andere van 2130 KB Hoofddorp (www.stichting-pro.nl). heten overnemen compilatiewerken (artikel 16 Auteurswet) dient men zich toten deandere uitgever gedeelte(n) uit deze uitgave in bloemlezingen, readers te wenden. Voor meer informatie over het gebruik van muziek, compilatiewerken (artikel 16 Auteurswet) dient men zich totfilm de en het maken van het onderwijs zie www.auteursrechtenonderwijs.nl. uitgever tekopieën wenden.inVoor meer 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 volgens auteursrechtenonderwijs.nl. de wettelijke bepalingen. Degenen die desondanks menen zekere rechten te doen gelden, kunnen zich alsnog tot de uitgevertewenden. Dekunnen uitgever heeft ernaar gestreefd de auteursrechten regelen

volgens de 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. Deze uitgave is volledig CO -neutraal geproduceerd. Het voor deze 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 LONG LEARNING LIFE TH PL W AC O E

IN L AL P DE OM H E C T

T LL O G E M EA E T E G UE H E R S

DoorEngels focust op jouw toekomst, met thema’s die aansluiten bij de beroepspraktijk.

G A I W IT M NT H E S

IN

ST E

LL IN GS E X A M

EN

THEME UCTIONS INSTROCEDUREAND S PR

THEME YING FOR A JOB APPL

EX T AM H T E

E T EM K R EN M

G E M ININ RA

DE A LING WITH YOUR TARGET GROUP THEME

G IN O K R C H WOWITH T

spe ak ing A 2 /B 1

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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 en instellingsexamens. Bovendien sluit je iedere lees- en luistertaak 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.

wri ti

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HE WO R KIN G E L RW I TH C O L

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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.

3

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.

4

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.

5

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.

6

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 22 33 41 49

Developing yourself by reading - B1 Learning from online tutorials - B1 Making notes for personal use - A2 Sharing know-how with colleagues - A2 Asking your colleagues questions - A2

Theme 2 Work placement

61

Task 6 Task 7 Task 8 Task 9 Task 10

62 77 86 96 103

Reading in preparation for a work placement - B1 Getting the most out of your work placement - B1 Writing about your experiences at your work placement - A2 Talking about your work placement - A2 Shadowing a colleague - A2

Theme 3 Instructions and procedures

113

Task 11 Task 12 Task 13 Task 14 Task 15

114 128 139 151 161

Reading instructions - B1 Following spoken instructions - B1 Filling out a travel expense form - A2 Instructing your colleagues - A2 Showing a new colleague around - A2

Theme 4 Working together with colleagues

173

Task 16 Task 17 Task 18 Task 19 Task 20

174 187 197 206 214

Reading new information and sharing it with colleagues - B1 Listening in a meeting - B1 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 - B1 Listening to your target group - B1 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

223 224 237 247 258 266


Theme 6 Dealing with complaints Task 26 Task 27 Task 28 Task 29 Task 30

Reading a complaint - B1 Listening to someone making a complaint - B1 Writing a letter of apology - A2 Making a complaint - A2 Complaining and negotiating - A2

Theme 7 Applying for a job Task 31 Task 32 Task 33 Task 34 Task 35

278 294 303 312 321

329

Reading a job advertisement - B1 Finding the right company - B1 Writing a letter of application - A2 Doing an elevator pitch - A2 Having a job interview - A2

330 344 353 362 371

Theme 8 Exam training Task 36 Task 37 Task 38 Task 39

277

379

Centraal examen Lezen en Luisteren/kijken - B1 Instellingsexamen Schrijven - A2 Instellingsexamen Spreken - A2 Instellingsexamen Gesprekken - A2

Language support

380 392 402 412

423

Vocabulary Useful phrases Grammar Strategies and examples

426 448 457 492

Rubrics

502

Writing A2 Speaking A2 Conversation A2

502 504 506

7



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

B1

Task 2 Learning from online tutorials

B1

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

B1 l

Task 1

B1

Developing yourself by reading Many people think that learning stops as soon as you leave school and step into the workplace. But learning is actually something you do every day of your life, 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 machine, 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. It’s important to be aware of the ways you can use both to develop yourself in your field of work.

10


In daily life

You will practise:

• • • •

finding and understanding important information in short, official texts on the internet or in other media; understanding important information in short reports and articles; giving a short, simple presentation and answer related questions; describing everyday matters in short, simple sentences.

Language support: Vocabulary in daily life 40 Vocabulary at work 33 How to form words with prefixes and suffixes 11 How to write a summary 13 How to prepare a presentation 1

4 Exercise 1 Warming up Watch Video 1 ‘Connected Tablets in Construction - Telstra Enterprise’ and answer the questions. 1 According to the video, tablets and mobile apps can be very useful on a construction site. Do you (think you are going to) use any mobile apps in your job? Why (not)? 2 Now make a list of apps that are available for workers in your field and which could make your work easier. If you regularly use apps, write down their names; if you don’t use any apps, go online and look up what apps are out there for people in your role. Write down at least three you find useful and explain why you picked them.

3 Do you think using apps can help you to learn on the job? Explain your answer.

In daily life Learning is a constant process that also takes place in daily life – with hobbies, for example. In this task, you’re going to learn more about how learning works in daily life, what really makes knowledge stick, and why so many people find it difficult to start learning a new skill. You’re also going to write and talk about your own skills and hobbies. Text 1

HOW TO BE A BEGINNER Everyone has a list of skills they’d love to have: playing the piano, scuba diving, or painting like Van Gogh. We could call it the ‘one-day-list’: most people never make a start but

11


Lifelong learning – 1 Developing yourself by reading

B1 l

believe that one day they will. ‘No time’ is the most popular excuse – but what about the 3+ hours we spend on social media every day? Besides a lack of time, it’s fear of failure or looking stupid that usually stops people from following their dreams. If you’re like me, being bad at something can make you anxious. Especially in class or when someone is teaching me to do something, I feel like they’re wasting their time with me and getting annoyed when I make a mistake. But the only one getting annoyed is me. It’s hard being a beginner in a society where the final product is thought to be more important than the time and effort spent making it. And if the result isn’t perfect, people give up – forgetting that talent takes work. So, if you’re finding it hard to be a beginner, here are four things to keep in mind: 1 THEY EXPECT YOU TO FAIL. As a beginner, knowing nothing and making mistakes is totally natural. Accept your mistakes and be kind to yourself! Even if you did do something wrong, you now know how to do it right. People don’t expect you to start doing back flips in your first gymnastics class – so don’t expect it of yourself. 2 TEACHERS DON’T HATE YOU FOR MAKING A MISTAKE. Have you ever taught someone something new and seen them make a mistake? Did you hate them, or feel annoyed? Probably not: you just explained it to them one more time. Teachers may feel annoyed with themselves because they can’t help you enough. Don’t be afraid to talk to them: tell them where they’ve lost you and it will help them to help you. The learning process works both ways. 3 NO ONE IS WATCHING YOU – PROMISE! Most beginners are afraid of being judged, especially by people who are more experienced than them. They think everyone else is as focused on them as they are. But actually, people are usually focused on their own work. They don’t care if it’s your first class or if you’re just learning the basics of something. And even if they do look at you, they’re probably remembering what it’s like to be a beginner, rather than thinking you’re dumb. 4 DON’T LET FEAR STOP YOU. There is a reason why you started learning a new skill – you wanted to. Don’t let fear stop you and keep going! It’s fun to look back and see how much you’ve learnt by not listening to your beginner’s fears. It’s easy to be experienced at something after years of training and practising. But what if everybody was too afraid to take the first step and start over, or invent something new? The world needs beginners!

Exercise 2

Reading about being a beginner

Read Text 1 ‘How to be a beginner’ and answer the questions. 1 Why do people often give up when starting something new? They are busy and they find it difficult to make time every day to learn something new. They get annoyed when the person teaching them keeps pointing out their mistakes. They want a good result quickly and get annoyed when it takes them a long time.

○ ○ ○

2 How can talking to teachers about your mistakes be useful? It helps teachers to deal with students who are annoyed with them. It helps teachers to know if they are explaining something clearly or not. It helps teachers to talk about the mistakes they make while helping students.

○ ○ ○

12


In daily life

3 Why do many people stop learning something new? They are afraid more experienced people will judge them when they make mistakes. They are too shy to ask experienced people who are focused on their own work. They compare themselves to more experienced people and think they will never be as good as them.

○ ○ ○

Exercise 3

Reflecting on your own experiences with learning

Read Text 1 ‘How to be a beginner’ again and answer the questions. 1 Are you a beginner at something right now? Or have you been a beginner at something in the past? Write down what skill it is or was.

2 Do you recognise any of the feelings about being a beginner from the text? Explain your answer.

3 If you started learning a new skill right now, what would you do differently? Use examples from the text.

4 Why does the text say the world needs more beginners?

5 Do you agree with the statement that the world needs more beginners? Explain your answer.

Exercise 4

1

Learning new words

Study the Language support. Fill the gaps. There are two extra words. Choose from: a lack of – a sense of – actually – anxious – besides – decision – focus on – judge – keep going – one day – protect – stop … from – take the first step – the more … the better. When I was young, I always thought that (1)

I would learn to ski the fact that it’s expensive, I thought it

or to snowboard. But (2)

would be very difficult to learn. This year, though, my sister and I made the (3)

to go to Switzerland and (4)

I had a great teacher who did not (5)

. me when I made mistakes,

confidence. When I got on the chairlift for the

which gave me (6) first time, I felt very (7)

, even though I was wearing a helmet and myself if I fell. The first time I went down the

a thick coat to (8)

slope, I thought I was going too fast and I was sure I was going to fall. But my sister said I had to (9)

and told me to (10)

moving my

skis the right way. It worked, and I stayed on track. I improved quickly, even if I fell a few times. I thought skiing would be very difficult, but it was (11)

easier than I experience get in the way of

thought! I’m glad I didn’t let (12) following my dream. 13


Lifelong learning – 1 Developing yourself by reading

B1 l

TIP Some prefixes and suffixes are often used to make a word positive or negative. If you don’t know a word, a prefix of suffix can give you a clue about the meaning. But you should always look at the context; a prefix or suffix can have a different meaning depending on 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 carry a positive or negative meaning. Positive

Negative

1 There is a homeless cat in my garden that doesn’t seem to have anywhere to go. 2 My father dislikes it when people keep their shoes on in the house. 3 There were pro-government demonstrations in the city. 4 Sarah was unable to get time off to go on holiday. 5 The anti-dirt spray I used for my sneakers works perfectly. 6 The website where he bought the concert ticket overcharged him 20 euros.

Exercise 6

33

Forming words with prefixes and suffixes

Study the Language support. Look at the definitions. Fill in the correct prefixes and suffixes. Choose from: Prefixes: co- – de – dis – il – in – over – un – re Suffixes: able – ish – ful – less – ness – ous – tion 1 someone you work with

worker

2 a time to celebrate

celebra

3 when you are feeling sad, you experience … sad 4 to break a connection

to

connect correct

5 wrong 6 something you enjoy is …

enjoy

7 to become less

to

crease legal

8 against the law 9 without a job

job

10 to do something again

to

11 the opposite of safe

danger

12 when there is no solution

do solved

13 something that has bright colours is …

colour

14 too late

due

15 around seven

seven

14


In daily life

Exercise 7 Writing a how-to article You’re going to write a short how-to article about a skill or a hobby you’ve always wanted to learn. On a sheet of paper, write down what skill you want to learn and what your goal is. Do you want to learn how to play the guitar so you can perform on stage? Or do you just want to learn to play your favourite song? 1 Make a learning timeline. First, think of the amount of time you can spend on your new skill every week. Draw the timeline and put today at the beginning. At the end, put the date when you can reasonably expect yourself to have reached your goal. 2 Go online and do research about your hobby or skill. If you find that it will take longer to reach your goal, you can change the time. Then, create ‘stops’ you need to pass to reach your goal. For learning to play the guitar, your first stop could be ‘learning chords’ and the next stop an easy song to practise. Even if your goal seems difficult to reach, writing down the steps you need to get there will make it seem easier. 3 Make a list of the costs. This includes money for materials, lessons, theory books, etc. If it takes you time to save up for these, put this as a stop on your timeline as well. 4 Now, write a short article about how to reach your goal. Use your timeline and make full English sentences. Use 150-200 words. Type or write your article in your notebook.

TIP You can structure your article by using steps (Step 1: …, Step 2: …) or by using weeks (Week 1: …, Week 2: …). Text 2

FEEL LIKE YOU’VE STOPPED LEARNING AT WORK? ELON MUSK JUST NAILED THE REASON WHY. If you were anything like me, math class was painful, on a good day. Oh, if only fidget spinners had been invented back then. I can vividly recall discussions with my mom revolving around the question, “When am I ever going to use this stuff?”

Fast forward to today’s math students and they may be as disinterested and annoyed as I was. Elon Musk knows why. The CEO of Tesla and SpaceX was speaking recently at the International Space Station Research & Development conference in Washington, D.C. (a conference at which I’m probably not even smart enough to work the coat check room), and had this to say about why students are so bored by math: ‘You just sort of get dumped into math. Why are you learning that? It seems like, “Why am I being asked to do these strange problems?” Our brain has evolved to discard information that it thinks has irrelevance.’ His insight for how to fix this problem has relevance well beyond that of ninth grade geometry.

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Lifelong learning – 1 Developing yourself by reading

B1 l

He went on to explain that schools are not doing enough to teach why students are learning math. Schools should be providing context by teaching math within the context of solving a problem, like building a rocket, constructing a bridge, or taking an engine apart. Then students understand, and this is the key, why they are learning math or physics (and will learn how to use a screwdriver and a socket wrench along the way). And that may be precisely why you aren’t learning much at work. How many times has a leader put you into a new situation in which you were forced to learn, but the “why” was either non-existent or uninspiring? Learning how to run that new equipment, how to use that new software, or how to call a customer for the first time just isn’t as compelling when the why is “so we can hit our numbers.” As a leader, you have the opportunity to provide the context and the purpose for why you ask your employees to learn something (or to do anything, for that matter). While children tend to be focused on more extrinsic factors for learning, such as being able to do what their friends do or to avoid being reprimanded by parents, for adults the motivation to learn is intrinsic. Adults learn new skills to make them more promotion-worthy, to learn how to solve a specific problem (problems that you can clearly outline for them), to feed a desire for an increased sense of competency and self-esteem, or to nurture a love for continual learning in and of itself. The point of learning for adults has to be clear and linked to their selfinterests and/or what really matters to them. In other words, learning should be linked to a purpose. So if you want to turn your conference room into a classroom, share thoughtful reasons why. Ask for it if you’re the student/employee, and provide it if you’re the teacher/boss. Retrieved from: www.inc.com

Exercise 8

Reading a text about learning

Read Text 2 ‘Feel Like You’ve Stopped Learning …’. Are the following statements True or False? Choose the correct answers. True 1 Students are often bored by maths because they think they’re not learning anything useful. 2 Schools usually teach maths by making students use it in realistic scenarios. 3 Rather than learn maths, many students would prefer to learn how to work with tools. 4 In many cases, employees have no personal motivation to learn a new skill at work. 5 Children learn new skills because their friends tell them they have to. 6 Adults learn new skills because they want to become better at what they do.

16

False


In daily life

Exercise 9

Reading a text about learning in more detail

Read Text 2 ‘Feel Like You’ve Stopped Learning …’ again. Answer the questions. 1 According to Elon Musk, what happens to the brain when students use maths to build a rocket or construct a bridge? Why?

2 Why is it difficult for employees to remember the new skills they have learnt at work?

3 What is the main difference between the way children learn and the way adults learn?

4 What do you think is meant by ‘turning the conference room into a classroom’?

3 Exercise 10 Talking about your 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, or a school-related activity, such as communicating, writing, creative thinking, or looking for information. Prepare your presentation by writing down the following points: • what your skill is and why you picked it; • where you first learnt it and how you found out you were very good at it; • what you do regularly to practise or get better at it; • what the secret is to becoming very good at your chosen skill. Now pair up with a classmate. Present your skill to the other person and let them ask questions if they have any. When you have finished, switch roles.

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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13


Lifelong learning – 1 Developing yourself by reading

B1 l

At work In this task, you have read about how learning works in everyday life, focusing on personal development and informal learning. At work, it is often called ‘learning on the job’: you continue to learn skills and gain knowledge that you need in the workplace. You have also learnt how to find and understand important information on the internet, to summarise that information and to present it to someone else. Now you are going to use these skills to find more ways to expand your knowledge and skills for your field.

Situation You have finished school and started a job that you like. Think about the direction of your career. What will you be doing in five years? And where do you want to be in ten years? What do you need to learn to get there? You are going to orientate on ways to develop your expertise. 40 11

Preparation Step 1 Study and review the Language support

Study the Language support. Review the following Language support if necessary: 1 33 13

Step 2 Look at the evaluation criteria Make sure you know what is expected of you by reading the evaluation criteria in Step 7.

Practical assignment Step 3 Think about your career path Think about the direction in which you would like to develop in your field. What do you want to become an expert in? Write down what you think you need to learn in order to get there. What skills and/or knowledge do you need? Create a list or a mind map.

Step 4 Research opportunities Now select one item from your list. Go online and find out how people in similar professions develop this skill or gain knowledge about this topic. Search for activities and courses. For example, look for detailed descriptions of courses you could follow abroad and online courses such as MOOCs; reviews of network meetings or events abroad that you could attend; or examples of newsletters you could sign up for. Collect all the relevant English-language sources you can find.

Step 5 Summarise your ideas Now, pick three sources from your list: 1 The one you think is the easiest way of learning 2 The one you think is the most fun 3 The one you think is the best For each source, write a short summary (100-120 words per source) in which you explain what it is and why it would be useful to you.

18


At work

Step 6 Prepare a short presentation Make a 3-4 minute presentation or a vlog in which you present your summaries. Explain how you found them and why you chose them.

Evaluation

3 Step 7 Have a teacher or student review your work

Show your presentation or vlog to your teacher or to another student and ask them to review your work. ‘Yes’ to all criteria means that your goal has been accomplished. Yes 1 You made it clear what skill you want to acquire. 2 You researched and selected three ways of learning on the job that suit the skill you want to acquire. 3 You distinguished between the easiest, the best and the most fun ways to learn and said why you fit that description. 4 The presentation/video was 3-4 minutes long. 5 You spoke clearly and made the presentation/video easy to follow.

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No


Lifelong learning – 1 Developing yourself by reading

B1 l

Exam practice While doing research online on how to develop yourself, you found a text about how to improve your brain. Read the text. There are four questions.

SEVEN WAYS TO IMPROVE YOUR BRAIN Everybody knows that it’s important to look after your body, but few of us give thought to taking care of our brains. Here are seven tips on how to keep your grey matter in great shape. 1 FOLLOW THE MEDITERRANEAN DIET Researchers say that a Mediterranean diet plays an important part in decreasing the effects of ageing, including some types of dementia. The diet focuses on eating less sugar and more healthy fats, such as those found in olive oil and types of fish, like salmon. It also includes plenty of vegetables, whole grains, seafood, nuts and cheese. A 2010 report from researchers at the University of Florence, using results from countries like Greece, Italy and Croatia, found that eating the Mediterranean way for longer periods decreased the risk of getting brain diseases by 13 percent. 2 GAME ON Do you still think playing video games ruins young people’s brains? A study from the University of Illinois has shown that playing video games can actually help improve your memory and make your reaction time faster. For the study, a group of people of over 60 years old played a computer game called Rise of Nations every day for eight weeks. When compared to people of the same age who hadn’t played the game, the first group scored higher for their ability in planning, reasoning, multitasking and problem solving. 3 MEDITATE You don’t have to be a Tibetan monk to get the benefits of meditation. Sitting every day, even for just five minutes, can make a big difference in how you deal with life and communicate with other people. It makes you calmer and kinder, and helps you see things more clearly (including yourself). A 2011 study that was carried out in Germany and the US has shown that meditating regularly can actually change the structure of your brain. By giving people brain scans before and after weekly group meetings and daily meditation exercises, the researchers found, among other things, an increased volume of grey matter in the hippocampus. This is the part of the brain that is used for learning and memory. 4 LEARN A NEW LANGUAGE Adults learn new skills differently to children – but it doesn’t mean they aren’t as good at learning them. Researchers from Tel Aviv University in Jerusalem have shown that adults have a great ability for learning new languages, as long as they can then use the language in a realistic way. By learning, for example, the language that is spoken at your favourite holiday spot, the frontal lobes of your cerebrum are activated. This is the part of your brain responsible for your short-term memory. The more you use it, the better it will work. 5 TAKE IT EASY Most of us will know about the physical effects of stress, such as headaches, chest pain, and extreme behaviour such as overeating. But did you know stress can also have a negative effect on your brain? It’s true that stress can have positive short-term effects: it 20


Exam practice

can make you think more clearly and quickly and improve your ability to remember details. But chronic stress can kill brain cells and shrink parts of the brain that control emotions, making it more difficult to protect the brain against more stress in the future. Remember the hippocampus? Several studies have shown that the stress hormone cortisol can damage it long-term, making it more difficult to learn and memorise things. 6 LAUGH IT UP “Laughter is the best medicine”, as the old saying goes. According to researchers in South Korea, this is actually true! Laughter is good for the body, as it burns calories, lowers blood pressure and increases immune cells. This makes you more resistant to disease. But laughter is good for the brain, too. It creates hormones called endorphins, which make you happy and relaxed and can even decrease pain for a short time. Laughter also activates areas of the brain used for creativity and learning. 7 SLEEP IT OFF While many people say they don’t need a lot of sleep to function, not getting enough of it can be bad for your mental health and your work rate. A lack of sleep makes it more difficult to make decisions and solve problems, deal with unexpected change and control your behaviour, which can lead to depression. A 2010 US study has shown that while you’re dreaming away, the brain is hard at work, organising memories and important information. When you wake up after a good night’s sleep, you are better able to focus, learn and remember information during the day, decreasing stress about unimportant things. 1 According to the text, are these statements True or False? Choose the correct answers. True

False

1 If you follow a healthy diet all your life, you have a better chance of having a healthy brain when you’re old. 2 If you meditate regularly, it can improve your temper as well as your eyesight. 3 Your short-term memory will improve if you learn a new language by speaking it regularly. 4 Laughing often makes you more resistant to feeling physical pain.

2 What is said about playing video games? 60+-year-old people are better at remembering things than young people who are playing the same game. 60+-year-old people like playing video games because they can use their ability to plan, multitask and solve problems. 60+-year-old people who play video games are better able to remember things than those who don’t play video games.

○ ○ ○

3 What is said about the effects of stress on the brain? Being stressed often can make it easier to think clearly and remember details. Being stressed often changes your brain to make it more resistant to stress in the future. Being stressed often damages your brain, so it is less able to learn and memorise things.

○ ○ ○

4 According to the text, why is getting enough sleep so important for the brain? It helps you to become more organised, helping you to avoid future stressful situations. It helps you to handle new information and situations without getting stressed out. It helps you to solve problems you’ve been stuck on that have caused you stress.

○ ○ ○

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Lifelong learning – 2 Learning from online tutorials

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Task 2

B1

Learning from online tutorials When starting your future job, you will have to learn new skills and information quickly. Naturally, there will be times when you don’t quite understand what you have to do. In these cases, you have to be able to quickly look up the right information, so you can do your work efficiently. In this task you are going to learn how to deal with similar situations in daily life by searching for important information and tutorials online.

22


In daily life

You will practise:

• • •

understanding recorded or broadcast audio content about subjects that are relevant to you; understanding the main points of simple texts in magazines and newspapers or on websites; expressing your opinion about familiar subjects.

Language support: Vocabulary in daily life 40 Vocabulary at work 20 How to use the correct word order in sentences 11 How to write a summary 2

4 Exercise 1 Warming up Watch Video 1 ‘The hotel industry’. You are going to make a timeline for the history of your industry, just like the one in the video. 1 On a sheet of paper, draw three columns: past, present and future. Next, do some research on the internet about the major developments in your industry, from its beginning until the present moment.

TIP Think of developments such as: • changes in skills or the nature of the work; • changes in the target group; • technological developments. 2 Using keywords, write down three developments in your past column and three in your present column. Add the dates if you can find them online.

3

3 Work with a classmate. Compare your timelines. Together, think of three developments that will affect your industry in the future and write them in your future column. Add the dates when you think this will happen. 4 Now discuss the following questions with your classmate. • Do you think that at school you’re learning everything you need to be ‘future-proof’? Why (not)? • What skill or piece of knowledge that you have do you think will be outdated soon? Why? • What is the best way to stay up-to-date on new developments in your industry?

In daily life In this task you are going to look up useful audio and video sources that can help you develop your skills or knowledge. You will also learn more about teaching skills to others, either in an instruction video or in real life. In addition, you are going to learn about the different things that can influence your learning and its results. You will do this by listening to a recording about the invention of new products; watching a video about creating an ideal workspace; and reading about what skills you need to be successful nowadays. 23


Lifelong learning – 2 Learning from online tutorials

B1 l

4 Exercise 2 Listening to a podcast Listen to Track 1 ‘Life Hacks podcast’. Choose whether the following statements are 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 stone is safe to use inside a tent because it cannot catch fire. 3 According to Anousha, inventors should ignore critical comments about their designs if they want to be successful. 4 The HandsOff bike cannot be stolen because the lock is part of the bike. 5 According to Tom, many inventors spend too much time on a design because they’re afraid it won’t be good enough.

4 Exercise 3 Summarising the main points from a podcast Listen to Track 1 ‘Life Hacks podcast’ again and answer the questions. 1 What real-life experiences gave Anousha and Tom the idea for their inventions? Anousha: Tom: 2 According to Anousha, what makes a good inventor?

3 What are Tom’s two top tips for inventors?

Exercise 4

2

Learning new words

Study the Language support. Match the words in bold with the correct descriptions. 1

Most of our students have got a productive attitude.

a

create something new

2

When designing a bicycle, you’ve got to be smart about the materials you’re going to use.

b

difficult

3

To sell your invention, you really need to get people to believe in it. c

explanation

4

As an inventor, you’ll have to do lots of other things besides drawing, like promoting your invention online.

d

have a lot of knowledge about

5

There are certain rules you have to follow while playing this game.

e

accept that something is true

6

My postman is frequently late, so I think my package will arrive tomorrow.

f

apart from/in addition to

7

Brenda found it very hard to concentrate on her work because her cat kept distracting her.

g

make good choices about

8

Claudia is going to hire a car because she doesn’t have her own.

h

mindset

9

My friend Bobby wants to invent an app, but all of his ideas so far already exist.

i

often

10

I know all about football even though I don’t play it myself.

j

particular

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In daily life

11

That football player likely missed the goal because he was feeling a lot of pressure.

k

probably

12

I watched an online tutorial about fixing my phone before I tried it myself.

l

rent

1

2

3

4

5

6

7

8

9

10

11

12

Text 1

ARE YOU READY FOR THE FUTURE? What will your job look like in ten years? With increased automation and digitalisation in many work environments, it’s hard to predict. Each company looks for a different mix of skills and experience, depending on the business it's in, but over the last twenty years, the general skillset an employee needs has changed quite a bit. Besides the ‘hard skills’ mentioned in job descriptions, experts now say that having good ‘soft skills’ is worth just as much in many workplaces. Hard skills are job-specific knowledge and abilities that can be learnt by taking a course or through training. Examples are computer programming, carpentry, typing, and accounting. Hard skills are measurable: the results of these skills can be checked, graded or otherwise proven. Soft skills (often called ‘people skills’), on the other hand, are a combination of personal qualities, actions and attitudes. Soft skills can be trained too, but they also depend on someone’s emotional intelligence and personality. Examples are leadership, communication, and etiquette: qualities that make someone easy to get along with at work. They can be more difficult to teach to somebody else, and the results are difficult to measure. Even in the tech industry, there is a great demand for young professionals with excellent soft skills. Many people place a high value on employees who are flexible and creative. This is more important than knowing all about a certain programming language, since this knowledge will likely be outdated in five years’ time. The American Management Association (AMA) recently published a survey that showed this shift on a management level. It said that company managers no longer need ‘the three Rs’ – reading, writing and arithmetic – but instead require ‘the four Cs’: critical thinking and problem-solving, communication, collaboration, and creativity. In other words, people who have good soft skills in addition to their hard skills are more future-proof. Many companies see it as a good investment to hire employees who can deal with quick changes in the workplace or the company’s direction. It’s the only way they can continue to exist on the competitive global market.

Exercise 5

11

Reading an article

Study the Language support. Read Text 1 ‘Are you ready for the future?’ and answer the following questions. 1 What is the difference between hard skills and soft skills according to the text? Summarise it in your own words (30-40 words).

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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

9 789006 691405

MBO_DoorEN_COVER_A2/B1_LWB_210x297mm.indd All Pages

24/05/19 12:59


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