Пособие Read and Discuss

Part I

Unit 1

Ten characteristics successful people share

Lead-in

Ex. 1. Work in pairs to answer the quiz below. Score one point for each ‘yes’ answer. When you have finished, count up the number of ‘yes’ answers you gave.

Are you an introvert or an extrovert?

Yes/No

2) You are just settling down in comfortable clothes to an evening with a book or the television when some friends pop in unexpectedly. Are you pleased to see them?

Yes/No

3) You are planning a party with friends. Would you suggest playing games?

Yes/No

4) You are at a dinner party. Your hostess serves up a dish that you think is horrible. Would you refuse to eat it?

Yes/No

5) You are spending an evening at your English teacher’s house. Suddenly, it is announced that everyone must sing, dance, or tell a story to entertain the others. Would you enjoy doing it?

Yes/No

6) Do you feel comfortable when you walk into a room full of people you don’t know?

Yes/No

7) You are in slow-moving traffic. Do you get frustrated and irritable?

Yes/No

8) You arrive just as the lift doors are closing. Would you walk up the stairs rather than wait for the lift?

Yes/No

9) Would you prefer an exciting job with few prospects and no pension to a safe job with good prospects and a pension?

Yes/No

10) Do you like wearing unusual clothes rather than fashionable clothes?

Yes/No

11) Do you usually make your mind up quickly rather than consider each decision thoroughly?

Yes/No

12) Someone is boasting to you about their many possessions. Do you try to impress them by talking about all the things you have?

Yes/No

Study the Score interpretation table below.

Ex. 2. Work with your partner. Compare your results with those of the partner. Give arguments to support your opinion.

Do you both agree with them?

Do you think your own results really show your character?

While expressing your viewpoint, you can make use of some phrases given below in the Useful language box.

When providing evidence, you may need to discuss the reasons for something. When you have more than one supporting reason, you can use linking expressions. Study the following Useful language boxes and use appropriate expressions to fulfill the task of this exercise.

Focus on speaking I

Ex. 1. Split into two groups. Those who have a score of 7 and above (group 1 students) make a list of advantages of being an extrovert. Those who have a score of 6 or under (group 2 students) make a list of advantages of being an introvert.

Ex. 2. Take it in turns to name advantages of being an extrovert or an introvert.

Your personal opinion is required. While expressing it, make use of a variety of phrases mentioned in the Useful language box above.

Ex. 3. Work with your partner. You are an extrovert and your partner is an introvert. Can you think of disadvantages of extroverts or introverts (no more than 2) to counterbalance the advantages listed above. If necessary, support your opinion with some examples.

Focus on reading

Ex. 1. Read the title of the reading passage. What is the topic?

Ex. 2. Look through the first paragraph and find sentences that confirm or correct your guess.

Ex. 3. Skim the text (paragraphs A-J) and choose the correct heading for each paragraph from the list of headings below. Write the correct number in the spaces provided.

Ten characteristics successful people share

Some people are born with a silver spoon in their mouth, but most of us have to reach success in the good old fashioned way, with hard work. But it takes more than just putting your head down and getting to work. The truly successful people each have certain undeniable traits they share in common. If you want to learn how to get out of the rat race and achieve all your goals, read these 10 characteristics of truly successful people.

A. Thomas Edison famously tried and failed at countless innovations he pushed through. He never gave up and ultimately came up with the light bulb. It was his persistent attitude that got him through it. He once said: "I have not failed. I've just found 10,000 ways that won't work." That's the definition of persistence. Whether you fail one time, two times or even a thousand times, do not give up. In business and in life you must be stubborn if you want to achieve your goals.

B. Keeping yourself focused on the task at hand is easier said than done. If you work at home it can be difficult to stay focused with all of the distractions around you. It's also difficult to keep your head in the game when the whole world is outside waiting for you.

But to be successful you have to hold yourself accountable because you know that you and only you determine your successes and failures in life. Success can be measured in many ways. To be successful financially, you must have self-discipline in your expenditures. Measuring your incoming and outbound money can be difficult, but the proper tools can help monitor oneself.

C. Successful people act fast and decisively. They do not waver in their decisions because they truly believe that what they do is right. Decisive people act quickly, and when it comes to innovations, half of the game is being the first one through the gate. Don't be afraid to make a bold business decision because while you're deciding, your competitors are running right past you.

D. Do you want to know why successful people attain their goals? It's because they make them. Do you have a goal for today? I don't think so. Remember that success is not going to fall right on your lap, you have to go out and grab it. Every day is a new chance to accomplish some goals. Successful people make both short-term and long-term goals. By keeping your goals in sight you can take steps to make them all a reality. Every day you should have at least one attainable goal you can accomplish by the end of the day. If you keep building on that every day pretty soon you will reach your larger goal of being successful. Use a smartphone app like Wunderlist to create tasks, assign deadlines so you can track your progress and reach your goals.

E. Enthusiasm comes from passion. If you are passionate about what you do then you'll never work a day in your life. So become enthusiastic about your next project or idea. When you encounter failures, learn from them and don't let them get you down. These are merely speed bumps on the road to success. Embrace change, rise to the challenge and good things will come your way.

F. Know who you are, what your abilities are and what your limitations are. This will help you focus on the areas that need improvement while playing up your strong points. If communication isn't your strong point, then surround yourself with people that can help you fill in the gaps in your knowledge to build a well-rounded team. Don't be so hard-headed and think you can do it all. Even one of the most successful entrepreneurs, Steve Jobs, needed Steve Wozniak to build and program the first Apple computer. Jobs had the vision and the drive, Woz had the technical know-how.

G. As the saying goes, no risk no reward. Don't hesitate and be afraid of what others will think and certainly don't be afraid of failure. Do you think Steve Jobs knew the iPod, iPhone and iPad would be a hit? Nope. Apple took a risk and you should too. With said, taking a blind risk at certain failure isn't what I'm saying to do here cither. Do your due diligence and then take the plunge.

H. Learning doesn't stop when you graduate from college. For successful people, learning is a lifetime endeavor and they are inquisitive and always willing to find a lesson in every adventure. Most successful people are not geniuses, they are people with a passion for learning and trying new things.

I. If you want to be a leader, you'll need to know how to communicate effectively with others. You can get books or take courses to help you improve your skills if they are lacking. Effective communication is essential for building better relationships with your team and improves your networking capabilities as well.

J. You can never underestimate the value of hard work. Every successful person has to work hard. They have to be willing to put in the hours required to get the job done. Successful people know that sacrifices will have to be made along the way and they accept it.

Ex. 4. Read paragraphs A-E of the text and answer questions given below. Choose no more than 3-5 words from the passage for each answer.

a) What helped Edison to reach his goal?

b) If you want to be successful financially, what must you do?

c) How do decisive people act?

d) Why do successful people attain their goals?

e) Where does enthusiasm originate?

Ex. 5. Look at the following list of pieces of advice on how to become successful. Match each piece of advice with a suitable paragraph (F-J).

a) Hard work leads to success.

b) If you are aware of your weak points, you can focus on the areas that need improvement.

c) If you want to be rewarded, take a risk.

d) If you are interested in better relationships with your team, learn to socialize.

e) If you want to succeed, remember that learning is a lifetime endeavor.

Ex. 6. Complete the summary using the words from the box given below.

Most people achieve their … working hard. But … is not the only characteristic of truly successful people. There are some traits of character that successful people … . If you want to succeed, you must be … and persistent, decisive and inquisitive. Self-discipline and … are also of great importance. Why do successful people attain their goals, it’s because they make them. Everyday you should have a goal to accomplish. Sometimes it is worth … a risk. Don’t be afraid of … . If you encounter them, don’t let them … you down. Be passionate about what you do and remember if you want to be a leader, learn to … effectively with others.

Focus on Vocabulary

Word building

Ex. 1. Complete the following table with the correct parts of speech. Most of the answers appear in the text.

Ex. 2. Choose words from the table to complete the sentences.

a) The … of a high temperature in the patient puzzled the doctor.

b) There is need for … in your handwriting.

c) Our firm offers you … prices.

d) He gave a … answer.

e) Young people sometimes complain of not being able … with their parents.

f) I … it a great honour to serve you.

g) Things that happen in … life are sometimes stranger than things that occur in fiction.

h) The plan was a great … .

Word meaning

Ex. 3. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) The truly successful people each have certain undeniable traits they share in common.

b) He never gave up and ultimately came up with the light bulb.

c) If you work at home it can be difficult to stay focused with all of the distractions around you.

d) You and only you determine your successes and failures in life.

e) They do not waver in their decisions.

f) Do you want to know why successful people attain their goals?

g) They are inquisitive and always willing to find a lesson in every adventure.

h) Successful people make both short-term and long-term goals.

Ex. 4. Study the context and match each word in bold type in the sentences given above with the correct definition from the table below.

5. Fill in the missing words in the definitions below. Choose appropriate words from the table.

a) A (n) … is a very important or influential person.

b) A (n) … is a person who annoys others by claiming to know everything and trying to sound clever.

c) A (n) … is a person with modern ideas who works with energy and enthusiasm and achieves great success in his or her job while still young.

d) A (n) … is a very nice, dependable person.

e) A (n) … is a person who has greater capabilities than he/she shows or than people are aware of.

f) A (n) … is someone who makes people work very hard.

g) A (n) … is someone who studies very hard especially when trying to get good examination results.

h) A (n) … is a person who is very good at something.

Word partners

Ex. 6. The text contains a number of phrasal verbs. Complete the sentences using appropriate postpositions that are a part of these phrasal verbs. Consult the text if necessary.

a) I wish I could get out … going to that wedding.

b) They managed to come up … a solution to the problem.

c) He got his pupils … an examination.

d) When it comes … helping his wife with the housework, John never grumbles.

e) Don’t let this cold weather get you … .

f) I can’t answer that puzzle, I give … .

g) Much of the butter eaten in England comes … New Zealand.

h) Customers are requested to fill … a form when they check in at a hotel.

Name these phrasal verbs and find their synonyms in the list of verbs given below.

- to avoid, to escape;

- to depress;

- to surrender, to yield;

- to find, to produce (an answer);

- to help somebody do something;

- to reach the state of affairs indicated or a particular state of affairs;

- have as a birthplace, place of origin;

- to add what is necessary to make complete.

Ex. 7. Work with your partner. Choose from the table below adjectives that can be used to describe:

Explain your choice and add some more words if you wish.

Focus on speaking II

Ex. 1. Study the following topic card. How many discussion points are there?

Take it in turns to describe a person you know. When you have finished speaking, your partner will ask you 1 or 2 questions.

Ex. 2. Prioritize the following according to how important these traits of character are for you.

You may require some phrases to express your personal opinion. Study the Useful language box given on page 5.

Your partner may wish to challenge your opinion. He may need expressions from the Useful language box below.

Ex. 3. Think about one or two personal goals you have for the future, e.g.

You should say what is special about these goals and explain your reasons for choosing them. Make a mindplan if necessary.

Unit 2

Do you have the personality traits to be a successful scientist?

Lead-in

Ex. 1. Read the following article.

A typical view of a scientist is that of a person in a white coat, conducting experiments. The truth is that scientists can be defined as people involved in the systematic and documented study of the phenomena that occur in nature but they are not limited to just physics, chemistry or biology. They can even indulge in studies related to the makeup of the earth and social scenarios where they study and try to understand the behaviour of a group of individuals of a particular species, sub-species or any other such classification. Thus, they can be classified into various categories based on the branch of science that they are involved in. Some of such categories are social scientists, astronomers, physicists, biologists, chemical engineers or chemists, agriculturists and earth scientists. There are many more branches of science which a person can become a specialist of. Some of the notable people from this field are people like Charles Darwin, Marie Curie, Albert Einstein and Niels Bohr.

Ex. 2. Work in pairs to answer the following questions in your own words.

a) What is a typical view of a scientist?

b) Does the personality of a scientist have a set definition? Why?

c) How would you describe a typical scientist?

Ex. 3. Find words in the article which mean the same as the following.

Focus on speaking I

Ex. 1. Work in pairs. What tense and/or particular verb form would you be likely to use in replying to questions beginning:

All your questions should be related to research. Complete each question in a suitable way and then ask and answer in pairs.

Ex. 2. Work with another student to discuss the following questions.

a) Are all scientists the same? Why?

b) Scientists require certain skills, e.g. practical skills, theoretical knowledge, a logical mind. Are all these skills absolutely essential to be a scientist?

c) Why is communication of great importance in science?

d) Do scientists have to be all-round people or are they allowed to have some weaknesses as well? Why?

Focus on reading

Ex. 1. Read the title of the reading passage. What is the topic?

Ex. 2. Look through the first paragraph of the text. What two questions does the author ask? What answers to these questions would you give?

Ex. 3. Skim the text (paragraphs A-H) and choose the correct heading for each paragraph from the list of headings below. Write the correct number in the spaces provided.

Do you have the personality traits to be a successful scientist?

We're all familiar with the caricatures of scientists on TV and in movies. They always seem to be a little bit odd. There’s Sheldon from “The Big Bang Theory”, who is a scientific genius. There's Doc Brown from “Back to the Future”, who is absent-minded and awkward. Hollywood loves to over-emphasize and dramatize personality traits of scientists. I think the purpose of this is to set these characters apart from the “Average Joe”. In fact, scientists aren't like what we see in the movies. What are traits that scientists share? Besides being intelligent, skilled in their craft and interested in the work, what personal characteristics do scientists have that are essential to being able to do the work?

A. In my opinion, the most important personality traits that the best scientists possess are powerfully critical and analytical minds. Sometimes scientists are so critical that this causes problems within interpersonal relationships. I myself hardly ever believe anything unless there is evidence. I've been told that I tend to overanalyze day-to-day problems and this makes me seem rigid, impersonal. I often treat others' personal issues like analytical problems to solve. Maybe this is true when it comes to interpersonal relationships, but without a doubt, success in a scientific career requires a fundamental mindset that relies on fact, evidence and objectivity. Every step of every experiment or analysis requires critical evaluation to ensure it is significant, reproducible and impartial. The reason for being such a critical thinker is that answers to research questions are always discovered in this way. At its core, science is objective, impersonal, reproducible and verifiable.

B. Hand-in-hand with the ability to be a critical thinker is a natural tendency to see the world in parsimonious terms, i.e., when one has two competing theories that make exactly the same prediction, he chooses the simplest one. The answer to a question is the simplest one if it doesn't involve extraneous steps of unnecessarily complex theories. The natural world tends to operate in as energy-efficient means as possible therefore, solutions to scientific problems tend to be found in the simplest routes. Practically speaking, if you are conducting your research and designing an experimental plan that involves multiple needlessly complicated steps, it will lead you to failure. The best scientific researchers are those that look for parsimonious answers.

C. Relying on logical deduction is another fundamental personality trait I always observe in scientists. Without a doubt, answers to scientific questions are those that fit data and do not pose logical contradictions. They are not only parsimonious but also logical. Another way to say this is that explanation for the data must be coherent, rational, and it must take into account all previous theories in the field.

D. I have also noticed that the best scientists act like children in a candy store when they are immersed in their research. They have an almost innocent, naive love for their work. I think this speaks to a deep-down curiosity and amazement with the complexity, and beauty in the natural world, and a basic love for discovery.

E. Creativity is also a very important trait for the scientist. The common perception of scientists is that they lack imagination and are only interested in cold hard facts. While it is true that scientists look for facts as evidence, the very best scientists are actually quite creative. They are able to design experiments that others haven't, ask questions others haven't thought of before, and communicate their findings in interesting and imaginative ways.

F. Another essential personality trait shared by successful scientists is stubbornness. You may not take this seriously, but to me being stubborn means being dedicated to your work, being patient, and not giving up when research or an experiment goes wrong.

G. If you believe the caricatures of scientists, you think that they are bad communicators and incapable of social interactions. This couldn't be further from the truth, because the most successful scientists are actually excellent communicators. They can communicate as well as design and implement their research. The best scientists are able to relate complex research concepts into terms accessible to colleagues, specialists and non-specialists alike.

H. Of course, all of us working in research are different people and we have different strengths and weaknesses. Some of us are excellent critical thinkers, but are poor communicators. Some of us may be extremely passionate about the work, but are unable to navigate and persevere along the difficult road of research success and failure. There is no absolute requirement to possess the traits I've described, but I believe the best scientists are the ones that share most of these characteristics.

Ex. 4. Read paragraphs A-D of the text and answer questions given below. Choose no more than 3-5 words from the passage for each answer.

a) When is it difficult to consider a hypothesis correct?

b) What does success in a scientific career require?

c) Which of the two competing theories is better?

d) What plan usually leads to failure?

e) What must an answer to a scientific question be?

f) How do scientists usually behave?

Ex. 5. Scan paragraphs E-H and complete the sentences below with words or phrases from the text.

a) Creative scientists can design … .

b) Being stubborn means … .

c) Being excellent communicators the best scientists are able to relate … .

d) Communication skills are significant for … .

e) Researchers are different people as they … .

f) In my opinion, the best scientists share … .

Ex. 6. Choose no more than 4-7 words from the reading passage for each answer to complete the summary below.

Personality traits of scientists are usually over-emphasized and dramatized in the movies. The aim of this is to distinguish scientists … . But scientists aren’t like … . The best scientists possess … . Sometimes this can cause problems … There a son for being critical thinkers is in the way answers to … . In addition to being critical thinkers, scientists see … . Answers to scientists questions must … . Scientists are often compared to children as they … . The common perception of scientists is that … . Although it is true scientists are … . Moreover, they are … . They can communicate as well as … . Last but not least is their ability to be stubborn which means … . To sum up, it is necessary to point out that there is no absolute …

Focus on vocabulary

Word building

Ex. 1. Study the table where suffixes that are used to form nouns, verbs and adjectives are given.

Complete the table below by adding either the adjective or the noun. Make use of the suffixes given above.

Ex. 2. Choose appropriate suffixes from the table above to complete the words given in sentences a) - j).

a) One of the most import … trait for the scientist is creativ….

b) People usually think that scient … lack imagination.

c) Scientists communicate their results in interesting and imaginat … ways.

d) Stubborn… is another essential personal … trait shared by scientists.

e) One can think that scientists are bad communicat … .

f) Scientists can explain their ideas in a simple, access … way.

g) Science relies on objective, impersonal, reproduce … and verify … data.

h) Solutions to scientif … problems are found in the simplest ways.

i) It is need … to say that complicated steps lead to failure.

j) Curios … and amaze … with the complexity of the world of nature, love for discover … are other fundamental personality traits of scientists.

Word meaning

Ex. 3. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) There’s Sheldon from “The Big Bang Theory” who is a scientific genius.

b) Sometimes scientists are so critical that this causes problems within interpersonal relationships.

c) The answer to a question is the simplest one if it doesn't involve extraneous steps of unnecessarily complex theories.

d) Explanation for the data must be coherent, rational, and it must take into account all previous theories in the field.

e) Scientists have an almost innocent, naive love for their work.

f) Scientists are thought to lack imagination and are only interested in cold hard facts.

g) Be patient and don’t give up if your experiment goes wrong.

h) Sometimes scientists are not able to persevere along the difficult road of research success and failure.

Ex. 4. Study the context and match each word in bold type in the sentences given above to the correct definition from the table below.

Word partners

Ex. 5. Match each word below to a group of words that can be combined with it.

characteristics mind theory data answer scientist

Ex. 6. Complete the following sentences using word partners from exercise 5.

a) Being intelligent, skilled and interested in their work are … … of scientists.

b) The best scientists possess powerfully … …

c) If there are two … … making the same prediction, the simpler one is sure to be better.

d) His theory is based on … …

e) … to scientific questions must not only be the most … but also the most …

f) Though it is believed that … lack imagination, they are actually quite …

Ex. 7. Fill in the missing prepositions in these sentences.

a) She is skilled … her craft.

b) … my opinion, this is true.

c) Solutions … scientific problems are found in the simplest way.

d) People are familiar … the caricatures of scientists on TV and in movies.

e) … a doubt, success in science requires hard work.

f) Scientists rely … logical deduction in their research work.

g) This couldn’t be further … the truth.

h) He is extremely passionate … his work.

Focus on speaking II

Ex. 1. Below you will find a partially completed mindplan that can be used while speaking about personality traits of a scientist.

a). Work in pairs to extend this mindplan. Write down some more key words and expressions for each heading. Then add three more headings with key words.

b). Choose any personality trait of a scientist and describe it to your partner.

Ex. 2. Work in pairs. Study the following topic card.

Take it in turns to speak about famous scientists. Before you begin, make a few notes. When you have finished speaking, your partner will ask you one or two «closing questions», e.g. Does any of your friends have personality traits to be a successful scientist?

Ex. 3. The text you have read describes personality traits of a successful scientist. Prioritize these traits from most to least important. Provide evidence in support of your opinion.

Ex. 4. Work in groups of 3 or 5. Choose any quotation given below and comment on it.

You may need to use linking expressions. Study the Useful language box on page 6.

Unit 3

How to build self-confidence

Lead-in

Ex. 1. Work in pairs to answer the quiz below. Score one point for each ‘yes’ answer. When you have finished, count up the number of ‘yes’ answers you gave.

Are you a risk-taker?

a) Were you a child who enjoyed climbing to the top of the tallest tree?

b) Would you go to a party where you didn’t know anyone?

c) Would you resign from a job you didn’t like without having another one to go to?

d) Have you dramatically changed your appearance in the past two years?

e) Have you ever gone white-water rafting, bungee jumping or scuba diving?

f) Have you spoken or performed in front of an audience in the past two years?

g) In a restaurant, would you order the most unusual thing on the menu?

h) Would you be willing to climb an active volcano and look into the crater?

Study the Score interpretation table.

Ex. 2. Work with your partner. Compare your results with those of the partner.

Do you both agree with them?

Do the results of the quiz really show what kind of person you are?

Give arguments to support your viewpoint.

While expressing your opinion and providing evidence, make use of the phrases given in the Useful language boxes on pages 5-6.

Ex. 3. Work in groups to discuss the following questions.

a) What are the times in life when it may be important to take a risk?

b) In what situations would you advise someone not to take a risk?

c) Can you think of a risk you have taken in your life? What happened?

Focus on speaking I

Ex. 1. Work with another student to discuss this question.

Do you always feel confident in different life situations?

If yes, tell your partner what helped you to develop self-confidence. If not, what would you least like to experience and why? Choose from the table below or give your own examples.

Ex. 2. Take turns in asking and answering these questions.

a) If you are working on something and want to get it done, will sitting at home and thinking about it help you or just make you feel worse? Why?

b) If you want to gain courage and strength, will it be better if you look fear in the face? Why?

c) If you are afraid of making a speech, how can you overcome your fear?

d) Does failure help out? How?

e) What is more helpful: gaining experience by making your own mistakes or learning from other people’s mistakes? Why?

While expressing your opinion, make use of the phrases from the Useful language box on page 5.

Focus on reading

Ex. 1. The text you are going to read has no title. But there is a list of subheadings below. Look them through and guess what this text is about.

Ex. 2. Look through the first paragraph of the text and find sentences that confirm or correct your guess.

Ex. 3. Skim the text (paragraphs A-F) and choose the correct subheading for each paragraph from the list of subheadings above. Find the information in each paragraph in support of the choice made.

I believe that one of the most common wishes is simply to feel more confident in various situations in life. But how? Confident friends may say: "Well, just be confident, man!" However, to a person that doesn't feel that confident this piece of advice may not be very helpful at all. There are however some time-tested and timeless pieces of advice.

A. The most important step in building self-confidence is simply to take action. Sitting at home and thinking about it will just make you feel worse. Here are three of my favourite ways to make it easier to take action:

B. Having experiences where you face your fear is what really builds self confidence. There are certain ways to face your fears.

C. When you do things you don't just build confidence in your ability to handle different situations. You also experience progressive desensitization. It means that situations like, for example, public speaking become more and more normal in your life. After having done whatever you fear a dozen times or so you may think: “Is that it?” You may even get a bit angry with yourself.

D. When you know nothing of what you are about to do it's very easy to get lost in vague, foggy fear and start building big horror scenarios in your mind of what may happen if you give it a try. Preparing yourself and educating yourself can be a big help here. So prepare and you will feel more comfortable and confident.

E. Again, you have to face your fear. Because it is only then that you discover that failure won’t kill you and the sky will not fall down. Here are four ways that failure can help you out:

And remember, the world doesn't revolve around you. You may like to think so. But it doesn’t. People really don't care that much about what you do. They have their own life, problems and worries.

F. To build confidence in yourself you have to get to know yourself better. Go exploring. Face some of your fears. Fail over and over. Grow stronger through such experiences. When you know more about who you are and what you want out of life you will have more confidence in yourself and what you can do. What other people say or think will have less impact on you as you will trust your own opinion and ability. This will of course take time. So get started now.

Ex. 4. Scan the text to find the paragraphs which contain relevant information for answering the following questions. Give answers to these questions.

a) What do people realize when they fail?

b) When you do things, what do you experience?

c) What is one way of dissuading yourself from taking action?

d) When will you have more confidence in life?

e) What is one way of becoming more curious?

f) What can be a big help if you are about to do something you know nothing of?

Ex. 5. Complete these sentences with words and phrases from the text.

a) When you do things you build ….

b) If you want to build confidence in yourself ….

c) You are closed up when ….

d) When you fail you can ….

e) If you relax and lighten up ….

f) It is very easy to get lost ….

Ex. 6. Below you will find a list of quotations related to the problem under consideration. Match them with suitable paragraphs of the text. Provide evidence in support of your choice.

a) One important key to success is self-confidence. An important key to self-confidence is preparation.

b) The world has the habit of making room for the man whose words and actions show that he knows where he is going.

c) Nothing builds self-esteem and self-confidence like accomplishment.

d) Confidence comes not from always being right but from not fearing to be wrong.

e) The way to develop self-confidence is to do the thing you fear.

Focus on vocabulary

Word building

Ex. 1. Try to learn the other family members of each word. What nouns and/or adjectives can be formed from the verbs.

to vary to experience to help

to confide to feel to comfort

to act to scare to fail

to favour to fear to care

Ex. 2. Complete the sentences using appropriate words from exercise 1.

a) This piece of advice may not be very … to a person who doesn’t feel … .

b) People can learn a lesson and gain … when they fail.

c) Quite often our … is based on unhelpful interpretation.

4) If you prepare yourself you will feel more ... and confident.

5) ... can help you out.

6) I can name three of my ... ways that will make it easier to take ... .

7) Public speaking may seem ... at first.

8) Remember that people don’t really ... that much about what you do.

Word meaning

Ex. 3. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) When we do things we build confidence in our ability to handle different situations.

b) How can one become more curious?

c) There are some time-tested and timeless pieces of advice.

d) When you grow stronger and become more internally relaxed you will trust your own opinion.

e) When you are stuck in fear you are closed up.

f) One way to dissuade yourself from taking action is to take too seriously something you are about to do.

g) Misjudging situations can cause fear.

h) People can gain experience when they handle different situations.

Ex. 4. Study the context and match each word in bold type in the sentences given above to the correct definition from the table below.

Word partners

Ex. 5. Choose an appropriate verb from the box to combine with a noun or an adjective. Sometimes verbs can be combined with more than one noun or adjective.

curious confidence

experience comfortable

situation fear

mistake action

Ex. 6. Complete the following sentences using word partners from exercise 5. Use the verbs in the necessary form.

a) If you are about to do something you know nothing of, prepare yourself and you … … .

b) Sometimes you have to fail if you want to learn a lesson and … .

c) Don’t be afraid of … … .

d) … … becomes a very natural thing if you really want it.

e) Anyone can … … .

f) Action … … and courage.

g) … your … and you will gain strength and courage.

h) How can one … more … ?

Ex. 7. Fill in the missing prepositions in these sentences.

a) If you relax a bit and lighten … you will realize that you create negative feelings and problems in your mind.

b) Don’t focus … your fear.

c) When you are stuck … fear you are closed … .

d) The most important step … developing self-confidence is simply taking action.

e) Thanks … your curiosity your life can become more interesting.

f) People like to look … patterns.

g) Even failure can help you … .

h) You should know that people don’t care much … you and what you do.

Focus on speaking II

Ex. 1. Below you will find a partially completed mindplan that can be used while describing important steps in building self-confidence.

a). Work in pairs to extend this mindplan. Write down some more key words and expressions for each heading. Then add four more headings with key words.

b). Which piece of advice would you give to your friend? If necessary, give some examples in support of your opinion.

Ex. 2. Work in pairs. Study the following topic card.

Take it in turns to speak about a person who, in your opinion, managed to gain confidence. Before you begin, make a few notes. When you have finished speaking, your partner will ask you one or two questions.

Ex. 3. The text you have read contains a number of recommendations to follow if you want to develop confidence. Some of them are given below. Prioritize them in the order from least important to most important.

You may require some phrases to express your opinion. Study the Useful language box given on page 5.

Your partner may wish to challenge your opinion. He may need expressions from the Useful language box on page 13.

Ex. 4. Work in groups of 3-4. Choose any quotation given below and comment on it.

a) Never bend your head. Always hold it high. Look at the world straight in the face.

b) Confidence is courage at ease.

c) Inaction breeds doubt and fear. Action breeds confidence and courage. If you want to conquer fear, do not sit at home and think about it. Go out and get busy.

d) I quit being afraid when my first venture failed and the sky didn’t fall down.

e) Don’t listen to anyone who tells you that you can’t do this or that. That’s nonsense. Never let anyone persuade you that things are too difficult or impossible.

Your partner may wish to challenge your opinion. He may need expressions from the Useful language box on page 13.

Unit 4

Six ways to overcome procrastination

Lead-in

Ex. 1. Work in pairs to answer the quiz below. For each statement choose the answer that best describes you. When you have finished, score your results.

1) I tend to delay finishing things, even when I know they are important.

a) Yes b) Sometimes c) No

2) Whenever I face a deadline, I always wait until the very last minute.

a) Yes b) Sometimes c) No

3) I have a tough time getting started, particularly with things that I don’t enjoy doing.

a) Yes b) Sometimes c) No

4) When something is difficult or I am not sure how to do it, I tend to put it off until later.

a) Yes b) Sometimes c) No

5) I like to make plans and to-do lists and I also follow through on them.

a) Yes b) Sometimes c) No

6) I often myself stressed out by things I need to get done at the last minute.

a) Yes b) Sometimes c) No

7) I regularly wait until the last moment to pay bills.

a) Yes b) Sometimes c) No

8) “Why do today what I can put off until tomorrow” sounds like my motto.

a) Yes b) Sometimes c) No

9) I’d like to improve my time management skills and habits, but it just seems like too much work.

a) Yes b) Sometimes c) No

10) When I’m working, I like to indulge in “time wasters” like playing online games, repeatedly checking my email, or browsing social networking websites.

a) Yes b) Sometimes c) No

Study the Results interpretation table.

Ex. 2. Work with your partner. Compare your answers with those of the partner.

Do you both agree with the results?

Give arguments to support your opinion.

While expressing your viewpoint and providing evidence, make use of the phrases given in the Useful language boxes on pages 5-6.

Focus on speaking I

Ex. 1. Split into two groups. Those who have answered A on most of the questions (group 1 students) make a list of disadvantages of being procrastinators. Those who have answered C on most of the questions (group 2 students) make a list of advantages of being well-organized and punctual people.

Ex. 2. Take it in turns to name merits of well-organized people and drawbacks of procrastinators. If necessary, support your opinion with some examples.

While enumerating advantages or disadvantages, make use of the phrases given in the Useful language boxes on pages 5-6.

Ex. 3. Work in pairs.

Student A. - You have a serious problem with procrastination and you can’t overcome your habit of putting things off. Ask your partner for advice. Student B. – You are a well-organized person. Give some pieces of advice to your groupmate.

Focus on reading

Ex. 1. Read the title of the text. What is the topic?

Ex. 2. Look through the first two paragraphs and find sentences that prove or disprove your guess.

Ex. 3. Skim the text (paragraphs A-G) and choose the correct heading for each paragraph from the list of headings below. Write the correct number in the spaces provided.

Six ways to overcome procrastination

Procrastination is one of those things that even the punctual and most well-organized fall victim to at some point or another. Think about the last time you found yourself watching television when you really should have been doing homework. While common, procrastination can have a detrimental impact on your life, including your grades. So what can students and other people do to overcome procrastination and avoid the stress, anxiety and poor performance that stems from completing assignments at the last second? Researchers suggest that developing a schedule, carefully planning academic tasks, and improving time-management skills are all effective ways to cope with procrastination.

A. Fear is one of the factors that contribute to procrastination. This can involve a fear of failure, a fear of making mistakes, or even a fear of success. Psychologist Susan Krauss Whitbourne suggests that challenging your faulty beliefs is important. If you are afraid of success because you believe that you don't deserve it, it is important to realize that your self-handicapping might be keeping you from achieving your goals. By addressing your fear, you can begin to overcome your procrastination habit.

B. Start by creating a to-do list with things that you would like to accomplish. If necessary, put a date next to each item if there is a deadline that you need to meet. Estimate how long each task will take to complete, and then double that number so that you don't fall into the cognitive trap of underestimating how long each project will take.

С. When you are faced with a big project, you might feel hopeless when you look at the amount of work involved. At this point, take individual items on your list and break them down into a series of steps. If you need to write a paper for class, what steps do you need to follow? If you are planning a big family event, what are the things you need to do? Once you have created a list detailing the process you need to go through in order to accomplish the task, you can start working on individual baby steps.

D. As you start to tackle items on your list, pay attention to when thoughts of procrastination start to creep into your mind. If you find yourself thinking “I don't feel like doing this now”, then you need to recognize that you are about to procrastinate. Instead of giving into the urge, force yourself to spend at least a few minutes working on the task. In many cases, you might find that it is easier to complete once you get started.

E. It's hard to get any real work done when you keep turning your attention to what's on television or you keep checking your friends Facebook status updates. Assign yourself a period of time during which you turn off all distractions - such as music, television, and social networking sites - and use that time to focus your attention on the task at hand.

F. Once you have completed a task, it is important to reward yourself for your efforts. Give yourself the opportunity to indulge in something that you find enjoyable, whether it's attending a sporting event, playing a video game, or watching your favourite TV show.

G. Breaking the procrastination habit isn't easy. After all, if it was simple there wouldn't be so many students engaging in procrastination on a regular basis. The urge to put things off can be strong, especially when there are so many things around us to provide entertaining distractions. While procrastination might not be something you can avoid entirely, being aware of the reasons why you procrastinate and how to overcome those tendencies can help. By implementing these strategies, you might find that it is easier to put your nose to grindstone and get started on those important tasks.

Ex. 4. Read paragraphs A-F of the text and answer questions a) – f) given below. Choose no more than 3-5 words from the passage for each answer.

a) What contributes to procrastination?

b) What should one start with?

c) If you have a big project, what are you recommended to do?

d) When do thoughts of procrastination start to creep into your mind?

e) Why is it difficult to concentrate?

f) What is necessary to do after completing a task?

Ex. 5. Look at the following list of pieces of advice on how to avoid procrastinating. Match each piece of advice with a suitable paragraph.

a) If you have completed a task, indulge in something that you find enjoyable.

b) Force yourself to work on the task even if you don’t feel like doing it now.

c) If you are aware of the reasons for procrastinating, it can help you to break the procrastination habit.

d) If the task is too difficult to fulfill, divide it into several steps.

e) Don’t divert your attention away from the task you are trying to fulfill.

f) If you are afraid of something, don’t let your fear prevent you from carrying out your task.

g) If you have too many tasks to perform, create a to-do list.

Ex. 6. Scan paragraphs A-G to complete these sentences with words or phrases from the text.

a) You can start overcoming your procrastination habit … .

b) If you would like to accomplish several things … .

c) As soon as you have created a detailed list … .

d) If you find yourself thinking … .

e) Turn off all distractions … .

f) It is important to reward yourself … .

g) If you implement these strategies … .

Focus on vocabulary

Word building

Ex. 1. Choose the correct prefix or suffix to form the opposite of the following words.

aware possible complete

advantage effective perfect

hope fault attentive

understand necessary belief

Ex. 2. Complete the sentences with the words from exercise 1.

a) People might feel … when they look at a long list of things to be done.

b) She was rather … while carrying out her experiments.

c) He must be … of her problems.

d) You must have … me.

e) His reasoning proved …

f) There are several … ways to overcome procrastination.

g) It is … to put a date next to each item.

h) It is … to eliminate all distractions.

Word meaning

Ex. 3. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) You are about to procrastinate if you find yourself thinking “I don’t feel like doing this now”.

b) Challenging your faulty beliefs is important.

c) Turn off all your distractions if you want to fulfill your tasks.

d) Fear can contribute to procrastination.

e) When you have completed your task, busy yourself with something that you find enjoyable.

f) You might feel hopeless when you look at the amount of work involved.

g) The urge to put things off can be strong, especially when there are so many entertaining distractions.

h) When you start to tackle items on you list pay attention to when thoughts of procrastination start to creep in to your mind.

Ex. 4. Study the context and match each word in bold type in the sentences given above to the correct definition from the table below.

Word partners

Ex. 5. Choose an appropriate verb from the box to combine with a noun.

deadline impact

attention procrastination

list task

event distraction

Ex. 6. Complete the following sentences using word partners from exercise 5. Use the verbs in the necessary form.

a) If you improve your time-management skills you can … …

b) … a to-do … will help you … …

c) There is usually a … that one has to …

d) Procrastination can … detrimental … on your life.

e) Assign yourself some period of time during which you … … on the task you must fulfill.

f) You can do whatever you like, e.g., … a sporting … when you have completed the task.

g) There are so many things around us that … entertaining …

Ex. 7. Fill in the missing prepositions in these sentences.

a) If you don’t want to fall … a trap of underestimating how long each task will take, it is advisable to double the time you need.

b) It is difficult to concentrate if you keep turning your attention … what’s on television.

c) Poor performance stems … completing tasks at the last moment.

d) Indulge yourself … amusements if you have completed your assignment.

e) If you are … to procrastinate, make yourself work on your task.

f) Even well-organized people fall victim … procrastination.

g) Several factors contribute … procrastination.

h) If you follow all these tips it will be easier for you to put your nose … grindstone.

Focus on speaking II

Ex. 1. Below you will find a partially completed mindplan that can be used while discussing the problem of procrastination.

a). Work in pairs to extend this mindplan. Write down some more key words and expressions for each heading. Then add three more headings with key words.

b). Which piece of advice would you give to your friend? If necessary, give some examples in support of your opinion. Do you follow it yourself?

Ex. 2. Work in pairs. Study the following topic card.

Take it in turns to describe a well-organized person. Before you begin, make a few notes. When you have finished speaking, your partner will ask you several “closing questions”, e.g. Would you recommend other people to follow the way he/she became a well-organized person?

Ex. 3. Work in pairs. Prioritize the following pieces of advice from most to least important.

You may require some phrases to express your opinion. Study the Useful language box given on page 5 and make use of these phrases. It’s quite possible that you may wish to add some more pieces of advice.

Your partner may wish to challenge your opinion. He may need expressions from the Useful language box on page 13.

Ex. 4. Work in groups of 3 or 4. Choose any quotation given below and comment on it.

a) Tomorrow is often the busiest day of the week.

b) How soon not now becomes never.

c) To think too long about doing a thing often becomes undoing.

d) If you want to make an easy job seem mighty hard, just keep putting off doing it.

e) You don’t have to see the whole staircase, just take the first step.

f) Do the hardest jobs first. The easy jobs will take care of themselves.

g) Much of the stress that people feel doesn’t come from having too much to do. It comes from not finishing what they started.

You may need to use linking expressions. Study the Useful language box on page 6.

UNIT 5

How self-motivated are you?

Lead-in

Ex. 1. Work in pairs to answer the quiz below. For each statement choose the answer that best describes you. Score one point for each ‘Not at all’ answer, two points for each ‘Rarely’ answer, three points for each ‘Sometimes’ answer, four points for each ‘Often’ answer, five points for each ‘Very often’ answer. When you finish, total up your score.

Study the Score interpretation table.

Ex. 2. Work with your partner. Compare your results with those of the partner.

Do you both agree with them?

Give arguments to support your opinion.

While expressing your opinion and providing evidence, make use of the phrases given in the Useful language boxes on pages 5 and 6.

Focus on speaking I

Ex. 1. Choose any of the problem questions given below and answer it. If necessary, give examples to support your opinion.

a) Can failure be a motivator? Why?

b) Is fear an effective way to motivate people? Why?

c) Is everyone motivated by the same things? Why?

d) Is desire a key factor in motivation? Why?

e) Is it important to celebrate from time to time as we move towards our goals? Why?

Ex. 2. Below you will find several pieces of advice on how to motivate yourself. Will you follow them? Comment on them.

a) Read motivational books and listen to motivational tapes.

b) Make wise choices.

c) Keep a record of your successes and achievements.

d) Be persistent and well-organized.

e) Have balance in your life.

f) Set tangible goals.

Focus on reading

Ex. 1. Read the title of the text and guess what this text is about.

Ex. 2. Skim the first paragraph of the text and find sentences that confirm or correct your guess.

How self-motivated are you?

Self-motivation is complex. It's linked to your level of initiative in setting challenging goals for yourself; your belief that you have the skills and abilities needed to achieve those goals; and your expectation that if you put in enough hard work, you will succeed.

Four factors are necessary to build the strongest levels of self-motivation: self-confidence and self-efficacy; positive thinking, and positive thinking about the future; focus and strong goals; a motivating environment.

A. Part of being self-motivated is having good levels of self-assurance, self-confidence, and self-efficacy. Being highly self-assured means that you will set challenging goals for yourself. Self-efficacy is a belief in your own ability to succeed, and your ability to achieve the goals you set for yourselves. This belief has a huge impact on your approach to goal setting and your behavioural choices as you work toward those goals. High self-efficacy results in an ability to view difficult goals as a challenge. By developing a general level of self-confidence in yourself, you will not only believe you can succeed, but you'll also recognize and enjoy the successes you've already had. That, in turn, will inspire you to build on those successes.

B. Positive thinking is closely related to self-confidence as a factor in self-motivation. It's important to look at things positively, especially when things aren't going as planned and you're ready to give up. If you think that you won't succeed, this may influence things in such a way that your predictions will come true. This is particularly the case if you need to work hard to achieve success. Your thoughts can have a major influence on whether you succeed or fail, so make sure those thoughts are "on your side." Positive thinking also helps you think about an attractive future that you want to realize. When you expect positive results, your choices will be more positive, and you'll be less likely to leave outcomes to fate or chance.

C. As we've said above, a key part of building self-motivation is to start setting strong goals. These give you focus, a clear sense of direction, and the self-confidence that comes from recognizing your own achievement. First, determine your direction through effective goal setting. When you set a goal, you make a promise to yourself. Part of the strength of this is that it gives you a clear direction. Part is that you've made this promise to yourself, and you'll want to keep this promise. And part is that it's a challenge, and it's fun to try to meet that challenge!

But don't set just any goal. Your goal should have the following characteristics: clarity, challenge, commitment, regularity of feedback, sufficient respect for complexity.

When you have a variety of goals, be sure to schedule your time and resources effectively. Prioritize and establish a schedule that will help you to succeed. If you fully understand your priorities, you probably won't feel as pressured to do everything at once. This can reduce stress and help you to concentrate on the most important strategies.

D. The final thing to focus on is surrounding yourself with people and resources that help you with your internal motivation. These external factors will help you get motivated from the outside. You can't just rely on these "environmental" or outside elements alone to motivate you, but you can use them for extra support.

When you start your self-motivation program, you may tend to rely heavily on these external factors. As you get more comfortable and confident with your self-motivation, you'll probably use them only as needed, and for a little extra help.

Ex. 3. Scan paragraphs A-D of the text and answer questions a) – h) given below. Choose no more than 4-7 words from the passage for each answer.

a) What does being self-assured mean?

b) What is self-efficacy?

c) When is positive thinking of great importance?

d) What can have a major influence on whether you succeed or fail?

e) What is a key part of building self-motivation?

f) What characteristics of goals can you name?

h) What external factors can help us to get motivated?

Ex. 4. There are several steps that a person should take if he wants to:

Below you will find a list of these steps. Match each step with a suitable paragraph A, B or D.

1) Challenge your negative thoughts, and replace them with positive ones.

2) Ask your boss for specific objectives to help you measure your success.

3) Think about the achievements in your life.

4) Become aware of your thoughts.

5) Look for team opportunities.

6) Examine your strengths to understand what you can build on.

7) Create a vivid picture of what it will be like to achieve your goals.

8) Set achievable goals for yourself, work to achieve them, and enjoy that achievement.

9) Ask for interesting assignments.

10) Try not to work by yourself too much.

11) Develop statements that you can repeat to yourself throughout the day. These statements should remind you of what you want to achieve, and why you will achieve it.

12) Practise positive thinking until you automatically think about yourself and the world in a positive way, every day.

13) Buddy up with people who you trust to be supportive.

Ex. 5. Complete these sentences with words and phrases from the text.

a) Self-motivation is connected to your …

b) If you develop a general level of self-confidence, …

c) Having good levels of self-assurance, …

d) Positive thinking is closely …

e) You will be less likely to leave outcomes ...

f) If a person sets a goal, …

g) When you have several goals to achieve, …

h) Surround yourself with …

Ex. 6. Below you will find a table where five main characteristics of a goal and their definitions are given. Match the characteristics and their definitions.

If you have your own ideas on how to interpret each characteristic, express your opinion.

Focus on reading

Word building

Ex. 1. Try to learn the other family members of each word. What nouns and/or adjectives can be formed from the verbs below?

to motivate to believe to direct

to succeed to think to choose

to challenge to predict to achieve

Ex. 2. Complete the sentences using appropriate words from exercise 1.

a) A key part of building … is to start setting goals.

b) Goals should be … .

c) Self-efficacy is a … in your own ability to … .

d) Positive … is of importance in self-motivation.

e) Your life tomorrow will be the result of your attitudes and the … you make today.

f) One should set … goals for himself.

g) Your …will come true if you think that you won’t succeed.

h) When you start setting goals, you will have a clear sense of … .

Word meaning

Ex. 3. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) Prioritize and establish a schedule that will help you to succeed.

b) Challenge your negative thoughts.

c) Effective goals setting helps to build self-motivation.

d) When you expect positive results, your choices will be more positive.

e) Your thoughts can have a major influence on whether you succeed or fail.

f) Try to look at things positively, especially when you are ready to give up.

g) If you put in enough hard work, you will succeed.

h) Self-confidence is closely connected to positive thinking.

Ex. 4. Study the context and match each word in bold type in the sentences given above to the correct definition from the table below.

Word partners

Ex. 5. Choose an appropriate verb from the box to combine with a noun or an adjective. Each verb can be used once only.

stress factors progress hard

goal time success promise

confident self-confidence impact work

Ex. 6. Complete the following sentences using word partners from exercise 5. Use the verbs in the necessary form.

a) When you … more …., you will use external factors only as needed.

b) Sometimes it is difficult to … … .

c) … your … towards your goals regularly.

d) If you have too many goals, … … .

e) You will want to … … if you have made it.

f) … … you have already achieved.

g) If you … … in yourself, you will succeed.

h) If you don’t feel pressured to do everything at once, this can result in … … .

Focus on speaking II

Ex. 1. Below you will find a partially completed mindplan that can be used while discussing the main factors that are necessary to build the strongest level of self-motivation.

a). Work in pairs to extend this mindplan. Write down some more key words and expressions. Then add two more headings with key words.

b). In your opinion, which of the factors given in the mindplan above is of the utmost importance for building self-motivation? If necessary, give some examples to support your opinion.

Your partner may wish to challenge your viewpoint. He may need expressions from the Useful language box given on page 13.

Ex. 2. Work in pairs. Study the following topic card.

Take it in turns to speak about a self-motivated person. Before you begin, make a few notes. When you have finished speaking, your partner will ask you several “closing questions’, e.g., Would you recommend other people to follow the way she/he became a self-motivated person?

Ex. 3. Work with your partner. There are some more pieces of advice to follow if you want to become a self-motivated person. Prioritize them from most to least important. Give reasons in support of your opinion.

You may require some phrases to express your opinion. Study the Useful language box on page 5.

Your partner may wish to challenge your opinion. He may need expressions from the Useful language box on page 13.

Ex. 4. Work in groups of 3 or 4. Choose any quotation given below and comment on it.

a) The biggest mistake you can make is continually fearing you will make one.

b) If you believe in yourself, things are possible.

c) If you have the courage to begin, you have the courage to succeed.

d) Above all, challenge yourself. You may well surprise yourself at what strengths you have, what you can accomplish.

e) My life as a writer consists of 1/8 talent and 7/8 discipline.

f) You are the only problem you will ever have and you are the only solution.

g) It does not matter how slowly you go so long as you do not stop.

h) When there is no enemy within, the enemies outside cannot hurt you.

You may need to use linking expressions. Study the Useful language box on page 6.

UNIT 6

Hurry sickness

Lead-in

Ex. 1. Work in pairs to answer these questions.

a) Do people tell you that you talk too quickly?

b) Do you seem to glance at your watch more than others?

c) When someone takes too long to get to the point do you want to hurry them along?

d) Are you often the first to finish at mealtimes?

e) When walking along a street, do you feel frustrated when you are stuck behind others?

f) Would you become irritable if you sat for an hour with nothing to do?

g) Do you walk out of restaurants or shops if there is even a short queue?

Ex. 2. Read the following article.

An experiment conducted in 32 cities has revealed that average walking speeds have increased by about 10 per cent since 1994. The steepest acceleration was found in Asian “tiger” countries such as China and Singapore, which have experienced particularly marked social and economic change. Pedestrians in these nations walk between 20 and 30 per cent faster than they did in the early 1990s.

Richard Wiseman, a professor of psychology at the university of Hertfordshire, who led the study, said the results were significant because walking speed was a good indicator of the pace of people’s lives.

Previous research carried out in 1994 showed that walking speeds are linked to other indicators of behaviours and even health. As people move faster they become less likely to help others, and also tend to have higher rates of coronary heart disease.

Professor Wiseman said: “While the effect of stress itself is actually quite small, what happens is that as people get more stressed and hurried they spend less and less time with their friends, they don’t have time to exercise, they smoke more. It’s these factors that build up to cause the risk.”

Ex. 3. Answer the following questions in your own words.

a) How have people’s walking speeds changed in recent years?

b) Which countries have the steepest acceleration?

c) Why are researchers interested in people’s walking speeds?

d) What did the research carried out in 1994 show?

e) What problems are associated with higher walking speeds?

Ex. 4. Find words in the text which mean the same as the following.

Focus on speaking I

Ex. 1 a). Complete each question in a suitable way. Practice asking and answering these questions with your partner.

a) How much time does it take you … ?

c) How much time do you have … ?

Ask your partner about: sleeping, having meals (breakfast, lunch, etc.), working (or studying), cooking, doing housework, doing the shopping, relaxing, doing sport, seeing friends, spending time with the members of his/her family, etc.

b). In your opinion, is your partner happy with his/her work-life balance? Support your viewpoint with some evidence.

Ex. 2. Work in pairs to discuss the information given in texts A and B.

A. (Dan, project manager, software company, Boston, USA).

I’m not happy with my work-life balance at all. I work at least 50 or 60 hours a week so I don’t have any time at all for myself or to see my children. I communicate with my wife by leaving messages on the fridge. We hardly ever see each other because we work different hours and I never have time to see my friends or keep fit. Also, I eat very badly because my lunch “hour” (about 10 minutes!) isn’t long enough for me to have a proper meal. OK, I earn a lot of money but I don’t have enough time. Is it worth it?

B. (Amilie, lawyer, Paris, France).

I didn’t use to have much time for anything because I was working too many hours – 45 or more a week. But then here in France the government decided that people should only work 35 hours a week. Nowadays I have plenty of time for myself. I play tennis two evenings a week, and I finish work at lunchtime on Friday, so I can have long weekends. I am much happier. I think when you have time to enjoy your personal life, you work much better.

Give answers to these two questions.

Focus on reading I

Ex. 1 a). Look at the title of the article on page 54. What do you think ‘hurry sickness’ could be?

b). Read through the article quickly and decide which of the following, A, B, C or D best describes its overall topic.

A Ways to improve your efficiency at work.

B Illnesses caused by working too hard.

C Problems arising from the increased pace of life.

D The importance of relaxation.

Ex. 2. Skim the text (sections A-H) and choose the correct heading for each section from the list of headings below. Write the correct number in the spaces provided. Be careful as there are more headings than sections.

Hurry sickness

A. According to statistics, it is becoming increasingly rare in many Western countries for families to eat together. It seems that people no longer have time to enjoy a meal, much less buy and prepare the ingredients. Meanwhile, fast food outlets are proliferating. Further evidence of the effects of the increasing pace of life can be seen on all sides. Motorists drum their fingers impatiently at stop lights. Tempers flare in supermarket queues.

B. According to Barton Sparagon, an expert on stress-related illness, the above are all symptoms of a modern epidemic called hurry sickness. The term was invented nearly 40 years ago by a prominent cardiologist, who noticed that all of his heart disease patients had common behavioural characteristics, the most obvious being that they were in a chronic rush. Hurry sickness has been an issue in our culture ever since, but the problem is escalating in degree and intensity, leading to rudeness, short-tempered behaviour and even violence, alongside a range of physical ills.

C. The primary cause, according to Sparagon, is the increasing prevalence of technology – like email, cell phones, pagers and laptop computers. We can bring work home, into our bedrooms and on our vacations. Time has sped up for so many people, and there is increased pressure to do more in the same number of hours. Jill Stein, a sociologist at the University of California at Los Angeles, agrees that time is being more compressed than ever.

D. What about those annoying people who shout into their cell phones, unaware of those around them? Stein says that self-centred behaviour is related to larger social trends as well as technology. “There is a breakdown of the nuclear family, of community, of belonging; and an increased alienation and sense that we’re all disconnected from one another. This breakdown came before the technology, but the technology has exacerbated it.” Now we connect through this technology, says Stein, and we don’t have face-to-face interaction. Ironically, as people pull their cell phones out in the most unlikely venues, our personal lives are available on a public level as never before.

E. Sparagon claims that chronic impatience is damaging not only to our socia environment, but to our physical health. It builds, and then it doesn’t take much to explode. And for those who repress it, it’s equally damaging. The high-tech revolution and the lifestyle it has produced have brought with them a wide range of serious health problems, including heart attacks, palpitations, depression, anxiety, immune disorders, digestive problems, insomnia and migraines. Human beings are not designed for prolonged, high-speed activity. Our basic physiology has not evolved to keep pace with the technology. We are hard-wired to be able to handle a ‘fight-flight’ response where the stress ends within five to ten minutes. However, in our current culture we struggle for hours on end.

F. Even children are not spared the negative effects of modern-day overload. There’s a hidden epidemic of symptoms like hypertension, migraines and digestive problems among children as young as ten. Children are facing the same sense of overload, time pressure and demands that their parents experience, says Sparagon, “and they don’t have coping mechanisms to deal with it.”

G. Recovery is possible, but Sparagon emphasises that there is no quick fix. Many of these stress-related behaviours have become deeply ingrained to the point where people are hardly aware of them. The greatest paradox is that even when people are ready to change their behaviour, they are in a hurry to do so.

H. Sparagon works with people to become aware of their stress and the impact it’s having on their lives. They examine their belief systems (What is really important? What can they let go of?) and they learn to challenge their behaviours. One popular exercise is to assign a chronically impatient person to stand in the longest line in the grocery store. The only answer is to take it one day at a time. The irony is that all the techniques and technology designed to streamline our lives may ultimately be counterproductive. As Sparagon says, “People are finding that all of this multi-tasking, rushing and worrying is not only making life intolerable, but actually making them less efficient than they could otherwise be.”

Ex. 3. Scan the text to complete these sentences with words or phrases from the text.

a) Barton Sparagon is a doctor who researches … .

b) The term ‘hurry sickness’ has been in use for … .

c) Jill Stein works as … .

d) The self-centred behaviour is … .

e) Chronic impatience is … .

f) The high-tech revolution has brought … .

g) Children face the same … .

h) Though people are ready to … .

i) Sparagon tries to make people become … .

Ex. 4. Read sections A-E and answer questions a) - f) given below.

a) What are symptoms of hurry sickness?

b) Who invented the term ‘hurry sickness’?

c) What did heart disease patients have in common?

d) What does Jill Stein mean when she says that time is being more compressed than ever?

e) What do people prefer nowadays: to have face-to-face interaction or to connect through their mobile phones?

f) What are people hard-wired to be able to do?

Ex. 5. Choose the correct letter A, B, C or D.

One result of technology and the increased pace of life is that people …

A frequently meet colleagues in public places.

B have personal telephone conversations in public.

C need to visit therapists on a regular basis.

D no longer have offices to work from.

Ex. 6. Find in the text and read two statements that are results rather than causes of hurry sickness.

Ex. 7. Complete the summary below. Choose no more than three words from the text for each answer.

Focus on vocabulary

Word building

Ex. 1. Make nouns and adjectives from the following verbs.

Ex. 2. Complete the sentences with words from exercise 1.

a) After half-term, the … of the course will change to exam preparation.

b) Moving home is supposed to be one of the most ... life events.

c) Impatience … our physical health.

d) Price is decided through the … of supply and demand.

e) They made a detailed ... of the data before drawing any conclusions.

f) Humans can’t be constantly involved in high-speed … .

Ex. 3. Choose the correct prefix to form the opposite of the following adjectives.

a) accurate g) normal

b) available h) reliable

c) aware i) secure

d) capable j) significant

e) connect k) patient

f) possible l) efficient

Ex. 4. Complete these sentences with words from exercise 3.

a) Tests revealed an … level of cholesterol in his blood.

b) The problem only affected an … number of people.

c) You will lose marks for … spelling in the IELTS Listening test.

d) Two-thirds (62%) of parents are … of their child’s online contacts.

e) Unfortunately, funding for new computer equipment is … at present.

Word meaning

Ex. 5. Identifying the part of speech is helpful in working out the meaning of a word. Study the way the words in bold type are used in the examples below. Decide what part of speech each word in bold type is.

a) Hurry sickness has been an issue in our culture.

b) There is a breakdown of the nuclear family.

c) These problems result from unprecedented homework requirements.

d) Children don’t have the coping mechanisms to deal with it.

e) People should be aware of their stress and the impact it is having on their lives.

f) People learn to challenge their behaviours.

g) One exercise is to assign an impatient person to stand in the longest line in the store.

h) These techniques may ultimately be counterproductive.

Ex. 6. Study the context and match each word in bold type in the sentences given above to the correct definition from the table below.

Word partners

Ex. 1. Fill in the missing prepositions in these sentences.

a) According … Sparagon, the main reason … hurry sickness is technology.

b) Drivers become impatient … stop lights.

c) Time has sped … for many people.

d) How annoying when people shout … their mobile phones.

e) People connect … their mobile phones.

f) Children can’t cope … problems their parents usually face.

g) People are always … a hurry.

h) Stress has a great impact … their lives.

Focus on reading II

Ex. 1. Read the introduction to the article. What is the ‘counter-revolution?’

Ex. 2. Split into two groups. Group 1 students read the text “Do you eat Slow Food?” and find out the answers to these questions.

a) Who started the Slow Food movement? Why?

b) What did he think was wrong with today’s world?

c) What are the aims of the Slow Food movement?

d) How big is the Slow Food movement now?

Ex. 3. Group 2 students read the text “Would you like to live in a ‘Slow City’? and find out the answers to these questions.

a) How did the Slow City movement start?

b) What is the aim of the Slow City movement?

c) Where has it spread to?

d) What do the people of Aylsham in the UK think about living in a Slow City?

Slow down, you move too fast

The clock rules our lives. The more we try to save time, the less time we seem to have. In every area of our lives we are doing things faster. And many of us live in towns and cities which are getting noisier and more stressful as each day passes. But now a worldwide movement, whose aim is to slow life down, has started a counter-revolution. Its supporters are people who believe that a happier and healthier way of life is possible...

Do you eat Slow Food ‘Slow Food’?

The Slow Food movement was founded the day that an Italian journalist, Carlo Petrini, saw that McDonald's had opened a restaurant in Piazza di Spagna, the beautiful square in Rome. He thought it was tragic that many people today live too quickly to sit down for a proper meal and only eat mass-produced fast food. He decided that he had to try to do something about it and so he started the Slow Food movement. Although he didn't succeed in banning McDonald's from Piazza di Spagna, Slow Food has become a global organization and now has more than 80,000 members in 100 countries. 'We believe,' says Fiona Richmond of Slow Food UK, 'that people should take time to enjoy food.' Slow Food also encourages people to eat local and regional food, to use local shops and markets, to eat out in small family restaurants, and to cook with traditional recipes. 'There is nothing more satisfying than relaxing around a lively table in the company of family and friends. The pleasure of eating quality food should be celebrated,' says Richmond.

Would you like to live in a ‘Slow City’?

The idea of 'Cittaslow' or 'Slow Cities' was inspired by the Slow Food movement and it was started by the mayor of the small Italian town of Greve in Chianti. The aim of Slow Cities is to make our towns places where people enjoy living and working, and where they value and protect the things that make the town different. Towns which want to become a Slow City have to reduce traffic and noise, increase the number of green areas, plant trees, build pedestrian zones, and promote local businesses and traditions. Many other small towns in Italy have joined the movement and it has spread to other countries all over the world, from the UK to Japan and Australia. Aylsham in the UK recently became a Slow City, and most people are delighted. ‘Slow Cities are about having a community life in the town, so people don't come home from work, shut their doors and that's it,’ said a local resident. 'It is not "slow" as in "stupid". It is "slow" as in the opposite of "frantic" and "stressful". It is about quality of life.' But not everybody in Aylsham is happy. For teenagers, who have to go 25 km to Norwich, the nearest city, to buy trainers or CDs, living in a Slow City is not very attractive. ‘It's all right here,’ says Lewis Cook, 16. 'But if you want excitement, you have to go to Norwich. We need more things here for young people.'

Ex. 4. Group 1 students speak about the Slow Food movement. Use the answers to the questions given in exercises 2 a). Group 2 students speak about the Slow City movement. Make use of the answers to the questions of the previous exercise.

Ex. 5. Discuss the following questions.

a) Do you think these movements are a good idea? Why?

b) Would you like to become a member of the Slow Food movement? Why?

c) Would you like to live in a Slow City? Why?

Focus on speaking II

Ex. 1. Work in pairs. Imagine that your town is thinking of becoming a ‘Slow City’ and is planning to do the following things.

Which of the above mentioned ideas would you agree/disagree with? Give some arguments in support of your opinion.

While expressing your viewpoint make use of the phrases given below.

Ex. 2. Work with your partner. Study the following topic card.

Take it in turns to speak about a person who is never in a hurry and manages to do everything on time. Before you begin, make a few notes. When you have finished speaking, your partner will ask you several “closing questing” e.g. Would you like to become a person who is never in a hurry?

Ex. 3. Below will find a table with some pieces of advice to follow if you want to be happy with your work-life balance. Work with your partner to complete the sentences below (in this practice task each answer is two words).

Prioritize ten ways to slow down your life from most to least important. Give reasons for your opinion.

You may require some phrases to express your viewpoint. Study the Useful language box on page 5.

You partner may challenge your opinion. He may need expressions from the Useful language box on page 13

Ex. 4. Below you will find a quotation. Comment on it.

There is more to life than increasing its speed.

You may need to use linking expressions. Study the Useful language box on page 6.

Part 2

Unit I

Getting down to work and working effectively

Lead in

Ex. 1. Work in pairs to discuss the following questions.

a) Do you have any problems starting study or work?

b) Are you a lark or an owl? Is it easier for you to work at nights or in the daytime?

Focus on speaking I

Ex. 1. Do you have any of the following study problems? Discuss them with your partner.

a) You have nowhere quiet to study or do research.

b) It is difficult to start and you feel guilty about it.

c) You don’t have enough time.

e) You don’t like the topic of research.

f) Other students are much better than you.

g) It is difficult to concentrate.

h) Lack of progress.

i) You have got other problems which distract you.

j) Your adviser reprimands you for not meeting the deadline.

Ex. 2. Prioritize the problems you have listed. What are the ways to cope with them?

Ex. 3. Work in pairs. Ask your partner the questions below. Add 2 or 3 questions of your own.

a) How are you getting on with your research?

b) I am falling behind a little. What about you?

c) Do you always get down to work as soon as you are given a task?

d) How do you think you will do in candidate exams?

i) Do you stick to the schedule or do you relax for a while and catch up with the others afterwards?

f) Do you take breaks for relaxing?

Focus on reading

Ex. 1. Read the title of the reading passage. What is the topic?

Ex. 2. Look through the first paragraph and find sentences that confirm or correct your guess.

Ex. 3. Look at the mindmap for paragraph B and guess how the “focused mode” works. Scan the paragraph to see if you were right.

The habit of taking breaks helps us to get down to work and stay productive

Getting started might be a psychological problem. One way to avoid it is to get used to taking breaks at work. Just tell yourself in the morning. “I will relax, I will take breaks” and you will get straight to work without any problem. Researchers claim that it will make you happier, more focused and more productive whether you are working in an office or writing your thesis at home.

There scientific reasons to prioritize breaks at work

A. When you’re really in the groove of a task or project, the ideas are flowing and you feel great. But it doesn’t last forever – stretch yourself just a bit beyond that productivity zone and you might feel unfocused, zoned out or even irritable. What changes? The good news is that the fix for this unfocused condition is simple – all we need is a brief interruption to get back on track. University of Illinois psychology professor Alejandro Lieras explains: “From a practical standpoint, our research suggests that, when faced with long tasks (such as studying before a final exam or writing your thesis, it is best to impose brief breaks on yourself. Brief mental breaks will actually help you stay focused on your task!”

B. Our brains have two modes: the “focused mode,” which is our more relaxed, daydreamy mode when we’re not thinking so hard. You might think that focused mode is the one to optimize for more productivity, but diffuse mode plays a big role, too. In fact, although our brains were once thought to go dormant when we daydreamed, studies have that activity in many brain regions increases when our minds wander. Some studies have shown that the mind solves its stickiest problems while daydreaming – something you may have experience while driving or taking a shower. Breakthroughs that seem to come out of nowhere are often the product of diffuse mode thinking. That’s because the relaxation associated with daydream mode “can allow the brain to hook up and return valuable insights.

1

“When you’re focusing, you’re actually blocking your access to the diffuse mode. And the diffuse mode, it turns out, is what you often need to be able to solve a very difficult, new problem.”

C. Another prime benefit of breaks is that they allow us to take a step back and make sure we’re accomplishing the right things in the right way. When you work on a task continuously, it’s easy to lose focus and get lost in the weeds. In contrast, following a brief intermission, picking up where you left off forces let you take a few seconds to think globally about what you’re ultimately trying to achieve. It’s practice that encourages us to stay mindful of our objectives …

So we know taking breaks is a scientifically proven method for regaining our focus, sharpness and motivation. But taking a walk or a reading break in the middle of a workday? Can we really get over how guilty that’ll make us feel?

2

A study of office workers and managers by Staples discovered that even though 66 percent of employees spend more than eight hours a day at work, more than a quarter of them don’t take a break other than lunch. One in five employee respondents said guilt was the reason they don’t step away from their workspaces.

And that’s with 90 percent of the bosses surveyed saying that they encouraged breaks and 86 percent of employees agreeing that taking breaks makes them less stressed and more productive! It’s become normal to think that if you never take a break from work, you’ll get more done, get promoted and be more successful.

3

“When demand in our lives intensifies, we tend to hunker down and push harder,” says Tony Schwartz, head of New York City-based productivity consulting firm The Energy Project. “The trouble is that, without any downtime to refresh and recharge, we’re less efficient, make more mistakes, and get less engaged with what we’re doing.”

Here’s how Tim Kreider describes breaks in The New York Times: “Idleness is not just a vacation, an indulgence or a vice; it is as indispensable to the brain as vitamin D is to the body, and deprived of it we suffer a mental affliction. It is, paradoxically, necessary to getting any work done.”

Ex. 4. Read the text carefully. Do the following statements agree with the information in the text?

a) Daydreamy mode is less productive than the focused one.

b) Major advances in research can be achieved only when you are focused.

c) In a diffuse mode it is easier to think globally.

d) Working continuously helps to retain motivation.

e) Most employees would feel guilty taking breaks other than lunch break.

f) Bosses tend to discourage breaks as the productivity suffers.

g) You will never be promoted if you often take breaks.

h) An employee feels exhausted when he is pressed for time.

Ex. 5. The passage below is taken from the text. Where should it be – 1, 2 or 3?

Basically, the human brain just wasn’t built for the extended focus. Our brains are vigilant all the time because they evolved to detect tons of different changes to ensure our very survival. So focusing so hard on one thing for a long time isn’t something we’re ever going to be great at (at least for a few centuries).

Ex. 6. Skim the text (paragraphs A-C) and choose the correct heading for each paragraph from the list of headings below. There are 2 extra ones.

a) Breaks help us retain information and make connections.

b) Breaks help us to reevaluate our goals.

c) Breaks help us to keep fit.

d) Breaks keep us from getting bored and unfocused.

e) Breaks help us not to feel guilty about idling away the time.

Focus on Vocabulary I

Word building

Ex. 1. Complete the following table with the correct parts of speech.

Ex. 2. Choose words from the table to complete the sentences.

a) My research adviser ... me to take the topic for research.

b) I am an owl. I am more … at night.

c) When I come across minor problems it … and distresses me.

d) … is the science concerned with the way the mind works.

e) You can easily deduce ... of the theorem.

f) These debts are … to my account.

g) In choosing a job he always sets a high … on the pay offered.

Word meaning

Ex. 3. The text above contains a number of underlined words. Work out their meaning from the context.

Ex. 4. Give words and word combinations to characterize productive (A) and non-productive work (B) as stated in the article.

A B

… ...

Word partners

Ex. 5. Give synonyms to the underlined words and word combinations from the text.

a) It is very easy to improve this situation.

b) Advances in work and research are often due to diffuse mode of the brain.

c) In daydream mode the brain gets deep understanding of the problem.

d) When you work constantly it is easy to forget the objectives.

e) The boss urged them to take breaks.

f) Breaks are vital to the brain.

g) When the job is demanding we work strenuously.

h) The brain suffers mental trouble when it lacks idleness.

Focus on idioms

Ex. 6. Match the multi-word verbs in A to their definitions in B.

Ex. 7. Paraphrase the sentences using the idioms in the box below. There are two odd ones.

a) Can I give you my homework tomorrow?

b) Can you check my homework to see if there are any mistakes?

c) Could we postpone our meeting until tomorrow?

d) I must begin work.

e) I didn’t pass the exam.

f) I passed my history exam with only 54%.

g) Can I write down your name and address?

h) She’s remaining at the same level as the other students in class.

i) Everyone in class is making progress with their studies, but I’m getting worse and worse.

j) I must try to reach the same level as the other students in my class.

Grammar Note. Someone and/or something

Some multi-word verbs can be used to talk about people (someone) and things (something) without any difference in meaning. In a dictionary these verbs have someone/something after them. However, some multi-word verbs change their meaning depending on whether they are talking about people or things. For example, to get on with someone and to get on with something are not the same:

Do you get on with your neighbours? = Do you have a good relationship with your neighbours?

How are you getting on with your studies? = What progress are you making with your studies?

Ex. 8. Make your own sentences with these idioms. Add some more information.

Example:

I do not get on well with my research adviser (my manager). I think he is too demanding.

Focus on speaking II

Read the text below and do the exercises.

George had problems with studying, so he wrote to a magazine problem page to ask for advice. Scan the text and find out what his study problems are.

Dear Marjorie,

I’m having problems with my studies at school. I find it difficult to get down to work in the evenings and I can’t concentrate on anything at the moment. I spend most of my time listening to records or watching TV instead of doing my homework. The other students in my class are much better than I am and I have difficulty in keeping up with them. I sometimes have problems with following the lessons as well. I can’t always take down the important things my teacher says because I write so slowly. She has told me that I’m falling behind with my studies. I’m not good at writing essays and I usually hand in my homework late because I put off doing it until the last minute. So I often have to invent silly excuses to explain why I haven’t done the work. I’m sure I’m not going to get through my final exams in June. I scraped through the exams last February with 54% - all the other students passed with flying colours. I’m now so far behind that I don’t know how I’m going to catch up with them. My teacher spent some time going through my homework with me but she found so many mistakes that I felt even more depressed. What do you suggest I do?

Yours desperately

Ex. 1. Pick out the multi-word verbs in the letter and try to work out what they mean.

Ex. 2. Use the multi-word verbs to make sentences about your working mode. Find out how many problems you have got in common with your partner.

Example:

As for me I do not find it difficult to get down to work in the evenings. In fact I feel at my best in the evening and at night.

Ex. 3. Give advice to George and encourage him.

Ex. 4. Work in pairs to discuss the following questions.

a) What candidate exams will you pass by the skin of your teeth or with flying colours?

b) How useful is it to learn things parrot fashion?

c) What things did you learn by heart at school? Can you still remember them?

d) What are the arguments for and against learning things by heart?

e) What do you think is a good way to learn multi-word verbs and idiomatic expressions?

Ex. 5. Search the Internet and find information about problems with getting down to work which are not covered in the Unit. Report them to the group. Did famous scientists have similar problems?

Ex. 6. Your friend is on the point of giving up his master thesis. He claims he is terribly short of time, he can’t get himself started, he skips lectures on philosophy. What would you advise? Use phrases from the language box above.

Unit II

People at work

Lead in

Ex. 1. Work in pairs to discuss the following questions.

a) What was your first job? How old were you then?

b) What did you spend your first salary on?

Ex. 2. Read the text and prioritize the motivations mentioned.

Most people work because they need to earn a salary, but money is not the only motivation or reason why people work. People get job satisfaction from different factors, such as social interaction with colleagues. Status, that is your professional position, and achievement, doing something well, can be important. Some companies really value their employees and see them as the company’s main asset. Managing people well can lead to better results and higher productivity for the company, but this can be difficult to do. People respond differently to different styles of management. Some organizations give their workers freedom to develop their roles and others don’t.

Focus on speaking I

Ex. 1. Look at the survey below, then choose six factors which are important for you. Compare them with a partner.

Ex. 2. Work in pairs to answer the following questions.

a) How would the figures given in the chart change if people were asked about important factors in their jobs -when they are about 40 years old? 50? Account for changing such priorities with age.

b) Why is an excellent salary not considered important in one’s first job?

c) This survey was carried out in the US. Would the results be different in our country?

Ex. 3. Work in pairs. Ask your partner about his/her job Use the phrases from the language box to help you.

Ex. 4. Put the following words and expressions in the logical order so as to make the life map of a University graduate. The beginning has been done.

To graduate from University … .

Focus on reading

Ex. 1. Look at the heading of the reading passage and guess what it is going to be about.

Ex. 2. Scan the text and guess what the job qualification of a potential employee might be?

Priceless training, free thinking

Bring us free thinking and we’ll give you invaluable training for a unique career. Our 4 year Fast Stream Programme will give you an insight into the development of government policy, the complexities of tax law and practice, and how a major organization is managed. You will learn how different types of business operate and develop your skills so that you can take on the wide range of career opportunities we offer. Determined, with excellent interpersonal and communication skills, a strong analytical mind and the confidence to make critical decisions, you’ll need the drive and self-discipline to take on growing responsibilities and demanding exams at the same time. You’ll also need to have, or be expecting, a first or second class honours degree, and be free to join us in July in London or a range of locations in southern England and the Midlands. In return, as well as exceptional training, you can expect a starting salary between around £14,000 and £21,000 depending on location, qualifications and experience. If you meet our expectations you can expect to be earning £30,000 in 4 years. Only your potential counts with us. We are firmly committed to recruit, develop and promote people on their abilities, and will not discriminate on grounds of gender or race. For further information and an application form, write to Inland Revenue, Fast Stream Development Programme, HR Division, PO Box 55, Mowbray House, Castle Meadow Road, Nottingham, NG2 IBE quoting reference FS/G2. Telephone 01150974 0696. We must have your completed application form by 6 November.

Ex. 3. Read the text carefully and list the words and expressions that can be related to either of these headings.

Focus on vocabulary

Word building

Ex. 1. Complete the following table with the correct parts of speech.

Ex. 2. Choose the correct part of speech.

a) We are ready to give you (value, invaluable, valueless) training.

b) You will acquire excellent (communicative, communication, communicable) skills.

c) You must have strong (confidential, confidence, confide) in yourself.

d) You need (to drive, the drive, driving) to be able to work effectively and to take (demanded, demanding, demand) exams.

e) We offer (exception, exceptionable, exceptional, excepting) training and good wages.

f) If you meet our (expectants, expectations, expectancies), your will be able to make a unique carreer.

g) You must submit your (applied, applying, applicant, application) form by th November, 1.

Word meaning

Ex. 3. Explain the meaning of the underlined words or word combinations from the text “Priceless training, free thinking” in your own words. Use them in sentences of your own.

Ex. 4. Complete the sentences with words or phrases from the reading passage .

a) The Master’s course will give you … into methodology of research.

b) IT companies offer a wide range of … for University graduates.

c) To be a good manager you must possess excellent … skills.

d) To meet the deadline you must exercise … .

e) Your salary will depend on … .

f) If you meet our … we are ready to offer you priceless training.

Focus on speaking II

Read the dialogue below and do the exercises to follow.

Dan is having a performance appraisal with his line manager.

Int: Right, Dan. You know that the aim of this performance appraisal is to look at how you’re doing and to identify any areas where you need to make some changes. So, what’s your assessment? How are you getting on?

Dan: Pretty good, I guess. I’m really enjoying the work here.

Int: That’s good to hear. Is there anything you’re particularly pleased with?

Dan: Erm, yeah. I was very pleased with the way things went on the Silverton project. It was a great team – really motivating to work with them, and to learn from them.

Int: Good, yes, I think you worked really well on that project ….

Int: OK. So now are there any aspects of the job where you think there is room for improvement?

Dan: Well I’m still having some difficulties with my time management.

Int: Why do you think that is?

Dan: I guess I’m a bit too optimistic about how much I can do in a day! But I really do want to get better at organizing my time.

Int: OK. So what are you going to do about that?

Dan: Well, I’m going to try to prioritize more, to deal with the things that are really important. I’m also going to set myself more realistic deadlines.

Int: Good, OK, that sounds sensible.

Ex. 1. Imagine you are at such a meeting discussing you performance at the Master’s courses. Answer the following questions. Add your own questions and answer them.

a) What’s your assessment? How are you getting on with your studies and research?

b) Is there anything you are particularly pleased with?

c) Are there any aspects where you think there is room for improvement?

d) What are you going to do about this problem?

Ex. 2. Now read the next part of the interview above. Do you agree with Dan?

Int: Right. Could you describe your best manager?

Dan: Erm, a woman I worked with in Spain, who enjoyed her job, enjoyed life; we had a good time at work, erm, and most of all she allowed me to get on with it, make my mistakes – it wasn’t the end of the world, and I learnt a lot from it.

Ex. 3. Choose the adjectives from the list below which best describe Dan’s ideal manager.

How would you like your manager to be?

Ex. 4. «Managers have to learn how to be teachers, counsellors and friends» Charles Handy, management specialist. Work in pairs to discuss these questions.

a) Do you agree with Handy’s view?

b) What is the main role of managers in companies in our country?

c) How much control should employeés have over their own work?

d) How much should the manager control what the employee does?

Ex. 5. What tense or grammar structure will you use speaking about:

Ex. 6. Work in pairs. Juan, Aleka and Chan each have a different objective. They write a list of action points to meet their objectives. Decide which points belong to which person.

Objectives

Action points

Now think of three objectives which are important to you and write an action plan to reach each objective. Compare your objectives and action plan with your partner.

Ex. 7. Comment on the following saying:

«The Spanish live to work and the British work to live. The British live to work and the Spanish work to live»

What about the Russians?

Ex. 8. Scan part of an interview for a job. Are people in our country similar to the Spanish in the workplace culture? Do you agree with Peter?

Int: OK. I know you’ve worked in Spain and Britain. Are there any differences between the workplace culture in the two countries?

Peter: Mmm, it was a while, a few years ago that I was in Spain, and I think that Britain and Spain have probably become more similar, but the thing I noticed most was that the Spanish work in order to enjoy their lives far more so than they do in Britain.

Ex. 9. Write your objectives and your action plan for getting a better job or promotion. Think about:

Unit III

Gender Problems at Work

Lead-in

Ex. 1. Work in pairs to discuss the following questions.

a) Do you think men and women have different styles in their work place?

b) If you were to work in a team would you prefer to work with men or women?

c) Do you think women are good bosses? Top managers?

Focus on speaking I

Ex. 1. Look at the cartoons and say which figures you think represent men and which represent women? Ⓑ Ⓒ

Ⓐ

confrontational, competitive

personal

achievement

comes first share credit for success

forceful, self-protective, challenging, direct

collaborative in control

talk about personal matters welcome contributions

hysterical

Ex. 2. Below are the titles to newspaper articles. What might the articles be about? What modal verbs will you use to express supposition?

a) Women-bosses are endangered species.

b) Do you hate female bosses?

c) Women: still lonely at the top?

d) More women on top corporate jobs.

e) Female bosses 10% more likely to be fired than men.

Focus on reading I

Ex. 1. Skim the first paragraph and identify the main topic of the passage.

Ex. 2. The text has eight main sub-sections. Scan the text and match the cartoons in exercise 1 to the sections.

Ex. 3. Skim the headings to the reading passages and see if they match the contents of the sub-sections.

Men and women do things differently. There are, of course, exceptions to every generalisation, including this one. Cristina Stuart is a managing director of Speakeasy Training, a consultancy that runs courses for men and women working together. Here she describes a few key differences between the sexes in the workplace.

Working together

A. The male approach to business is competitive, direct and confrontational. The end justifies the means. Personal status and a focus on the individual are important.

The female method is collaborative. Collective action and responsibility are more important than personal achievement. Lateral thinking, as well as goodwill and the well-being of the individual, are also of great importance.

Tackling problems

B. The male approach is to go to the heart of the problem, without taking into account secondary considerations. The female preference is to look at various options.

Body language

C. Male body language tends to be challenging. Female body language tends towards self-protection. A stereotypical female pose is sitting cross-legged; the male sits with legs apart to give an impression that he is in control. Male behaviour can include forceful gestures for example banging a fist on the desk for effect. The female style does not usually include aggressive gestures.

Language

D. The male way of speaking does not encourage discussion. Women tend to welcome others' opinions and contributions more.

Conversation

E. Men like to talk about their personal experiences and achievements or discuss 'masculine' topics such as cars or sport. Women tend to talk about staff problems and personal matters.

Meetings

F. If a woman does not copy the male confrontational style, she is often ignored.

Self-promotion

G. Men find it easy to tell others about their successes. Women tend to share or pass on the credit for a success.

Humour

H. Men's humour can be cruel, a man's joke usually has a victim. Female humour is less hurtful. A woman often jokes against herself.

Caveat

Many men have a female style of working. Equally many women have a male approach. As Ms Stuart says many of the current management theorems – flatter organizations, empowerment, managing by consensus have a female style to them.

Ex. 4. According to the text, which of these phrases are typically used by men and which of them by women?

Example:

‘It’s very simple. The point is …’

Men. Because ‘the male approach is to go to the heart of the matter.’

a) ‘But we also need to take account of …’

b) ‘You look worried. What do you think about the new plan?’

c) ‘That’s rubbish!’

d) ‘I built the department from nothing.’

e) ‘Thanks for your kind words, but this really was a team effort.’

f) ‘It was so funny. He looked ridiculous!’

Ex. 5. Read the text carefully. Which sub-sections might contain the following phrases as illustrations of the main idea of each paragraph?

a) “Have you heard about Steve? He is going to divorce his wife!”

b) “Let’s get straight down to business. Don’t beat about the bush!”

c) “I’d rather work in a team with a supportive manager.”

d) “The deadline is tomorrow!”

e) “Despite his tough image the boss is quite sentimental.”

f) “It is disappointing that we could not make this import contract but that’s life!”

g) “I hate bitching about my colleagues but … .”

Focus on vocabulary

Word building

Ex. 1. Complete the following table with the correct parts of speech.

Ex. 2. Complete the following sentences using one of the words from the table above.

a) It was a great … to win the company's prize for excellence.

b) This is a really difficult job at times. I'd like a bit of … from my boss occasionally.

c) I hate having meetings with Alan. He's always aggressive and … .

d) I don't like working on my own, I need other people to … with.

e) It's impossible to … events, but you can influence them.

Word meaning

Ex. 3. Which words and word combinations in the text are used to describe men and women at work? Find them and put them in the columns below. Add the words from the table below where appropriate.

men women

competitive collaborative

… …

Ex. 4. Work out the meaning of these phrases from the context. Can you give any examples of lateral thinking? Is it good for a researcher to possess it?

a) Banging a fist on the table.

b) The end justifies the means.

c) Lateral thinking.

d) Flatter organizations.

e) Managing by consensus.

Word partners

Ex. 5. Which adjectives and nouns given below would you combine to form collocations?

Focus on speaking II

Ex. 1. Work in groups to discuss the following questions.

a) What are the styles of male and female managers in companies in your country? Are they similar to the ones outlined in the text?

b) Do you think there is a difference in style of management between men and women due to character traits? Can you give any examples?

c) Do you know any men who have a ‘female’ style of working? Or women who have a ‘male’ style of working?

d) Do you find it easier to work with men or women? Why?

e) How do you feel about the woman being the boss and the man being the secretary?

f) What about men staying at home and women going to work?

Ex. 2. Choose a spokesperson in the group to make a presentation to the whole class, summarizing the opinions in the group. Make use of some phrases given below in the Useful language box.

Ex. 3. Look at the graph below and comment on it make use of some phrases from the Useful language boxes: Rise and fall and Clauses of Contrast.