Jobs - skills and qualities

Discuss in pairs:

1. Would you like to be a teacher?

2. Would you be a friendly teacher or a strict teacher? Why?

3. What makes the best kind of teacher?

Job

Responsibilities

Skills

Qualities

General Questions

Do you think teachers need to be strict to get results from their students?

Is teaching a natural talent? Why are some teachers better than others?

What are the most important subjects for people to be taught in their education?

How will education change in the future?

Think of some questions to ask people who want to become teachers...

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5.

6.

Job

Responsibilities

Skills

Qualities

General Questions

Should an office accountant need to dress formally at work? Why?

Would you make a good accountant? Why? Why not?

Will accountants be replaced by AI? 

Think of some questions to ask people who want to become accountants...

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5.

6.

Job

Responsibilities

Skills

Qualities

General Questions

What would be the worst thing about being a lawyer?

What would be the best thing?

Does the law always get things right?

What things that are illegal now, will be legal in the future?

Think of some questions to ask people who want to become lawyers...

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6.

Job

Responsibilities

Skills

Qualities

General Questions

Do you think being a mechanic would be an interesting job? Why? Why not?

What would be the most fun part of a mechanic's job?

Are mechanics well paid in your country? Why? Why not?

Will there be mechanics in the future or will they be replaced by robots?

Think of some questions to ask people who want to become meachanics...

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Job

Responsibilities

Skills

Qualities

General Questions

Why do you think people choose to work in hospitality?

How could a person starting out in hospitality industry grow their career?

Are hospitality workers well-treated in your country? Why? Why not?

Think of some questions to ask people who want to become waiters...

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6.

Job

Responsibilities

Skills

Qualities

General questions

Do you have respect for the police in your country?

Do the police sometimes abuse their power?

What would the world be like if there were no police?

Think of some questions to ask people who want to become police divers...

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3.

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6.

Job

Responsibilities

Skills

Qualities

General questions

What are the main forms of agriculture in your country?

What are the challenges for this industry today?

How will agriculture change over the 21st Century?

Think of some questions to ask people who want to become farmers...

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2.

3.

4.

5.

6.

Job

Responsibilities

Skills

Qualities

General questions

Why do you think so many people dream of being a pilot?

Will there still be pilots in the 22nd century? Why? Why not?

Why do pilots have higher status than bus drivers?

Will there be pilots in the future or just AI pilots?

Think of some questions to ask people who want to become pilots...

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4.

5.

6.

Job

Responsibilities

Skills

Qualities

General Questions

Do you feel sports have become corrupt?

Did you ever consider becoming an athlete? Why? Why not?

Is athletics a waste of time? What does it achieve?

What sports will become popular in the future?

Think of some questions to ask people who want to become athletes...

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2.

3.

4.

5.

6.

Job

Responsibilities

Skills

Qualities

General Questions

Do you think psychology is an important field of work? Why? Why not?

Is mental health a big issue in your country?

Why is there so much poor mental health these days?

Will psychology be more or less important in the future?

Think of some questions to ask people who want to become psychologists...

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3.

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6.

Job

Responsibilities

Skills

Qualities

General Questions

What is the purpose of music?

Do you think musicians can make good parents?

What do you think music will be like in 100 years?

Think of some questions to ask people who want to become musicians...

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The Basic Income

Lead in

1. Do you agree that the world is the common property of us all?

2. How many street beggars or homeless people do you encounter each day here in Auckland?

3. What would happen if we just started giving these people $2000 a month to cover their basic needs?

4. What if we just gave everyone $2000 a month?

Think of the three objections to the basic income

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Study the cartoon - what's the message?

The argument for UBI (Universal Basic Income)


Basic vocab (Quizlet)



Watch:

The Basic Income

1. Which thinkers have advocated for the idea of a basic income?

2. What is the difference between a basic income and social security?

3. Why were the homeless men in London costing so much?

4.What was so surprising about what the men did with the money?

5. What are governments obsessed with today? Why?

6. What are the three objections to the Basic Income?

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7. Why do some people work harder when they have a basic income?

8. Why did Nixon’s idea get rejected?


Further vocab quiz
____



Interesting fact:

Annual NZ Social Welfare budget: $36 billion 

Cost of "full UBI" for NZers above 18: $39 billion 

Resources for debate

Net Worth

 

Discuss the word pairs - what's the difference?

1. Worth  /  value

2. Debt  /  debit

3. Lend  /  borrow

4. Deposit  /  withdraw

5. Cash  /  money

6. Savings  /  earnings

7. Salary  /  wages

8. Funds  /  payments

9. Interest   /   profit

10. Price  /  cost

200 Countries 200 Years

1 .What is this graph showing basically?

2. What do the two axes represent?

3. What does the size of the country bubble show?

4. What does the colour of the bubble show?

5. Which countries are doing better? Which a re doing worse?

6. True or false? - the graph shows that in general the higher the income of the population is, the better its health is.

Hans Rosling's famous lectures combine enormous quantities of public data with a sport's commentator's style to reveal the story of the world's past, present and future development. Now he explores stats in a way he has never done before - using augmented reality animation. In this spectacular section of 'The Joy of Stats' he tells the story of the world in 200 countries over 200 years using 120,000 numbers - in just four minutes. Plotting life expectancy against income for every country since 1810, Hans shows how the world we live in is radically different from the world most of us imagine.

Watch:

200 Countries 200 Years


Language Focus

True or false?

1. In 1810, the average life expectancy in the UK was below 40 years old.

2. The Industrial Revolution caused life expectancy to fall

3. The Great Depression caused life expectancy to drop dramatically

4. After World War One former colonies gained independence.

5. When former colonies gained independence their life expectancy rose.

6. Global life expectancy has been flat since World War Two.

7. In the future life expectancy is expected to fall. 

200 Countries 200 years                                                And     but     here     now 

Visualization is right at the heart of my own work too. I teach Global Health, and I know to have / having the data is not enough. I have to show / tell  it in ways people both enjoy and understand. ____ I'm going to try something I've never done again / before, animating the data in real space, with a bit of technical assistance from the crew.

So _____ we go, first an axis for health, life expectancy from / of 25 years to 75 years. And down here an axis for wealth, income per person 400, 4,000, and $40,000. So down here is poor and sick, and up _____ is rich and healthy.

_____ I'm going to show you the world 200 years ago / before, in 1810.

____ come all the countries Europe brown, Asia red, Middle East green, Africa South of the Sahara blue, and the Americas yellow. ____ the size of the country bubble means / shows the size of the population.

And in 1810 it was pretty crowded down there, wasn't / was  it? All countries were sick and poor, life expectancy was below 40 in all countries. ____ only the UK and the Netherlands were slightly better off, _____ not much / very.

____ ____, I start the world.

The Industrial Revolution makes countries in Europe and elsewhere / others  move away from the rest. _____ the colonized countries in Asia and Africa, they are stuck down there.

_____ eventually / later the Western countries get healthier and healthier.

____ ____ we slow down, to show the impact of the First World War, and the Spanish flu epidemic, what / that’s a catastrophe.

___  ____ I speed up through the 1920s and the 1930s, and in spite of / because of the Great Depression, western countries forge on towards greater wealth and health. Japan and some others try to follow, ____ most countries stay / keep down _____.

____, after the tragedies of the Second World War, we stop a bit to look at the world in 1948.

1948 was a great year, the war was over, Sweden topped the medal table at the Winter Olympics, and I was born. ____ the differences between / within the countries of the world were wider than ever. United States was in the front, Japan was catching up, Brazil was way backward / behind, Iran was getting a little richer from oil, but still / also had short lives. And the Asian giants, China, India, Pakistan, Bangladesh and Indonesia, they were still poor and sick down _____.

_____ look what is about to happen, here / there we go again.

In my lifetime former colonies gained independence and then finally they started to get healthier and healthier and healthier. ____ in the 1970s then countries in Asia and Latin America started to catch up with the Western countries. They became the developing / emerging economies, some in Africa follows, some Africans were stuck in civil war, and others hit by HIV.

____ ____, we can see the world today in the most up-to-date statistics.

Most people today live in the middle, ____ there's a huge difference at the same time between the best-off countries and the worst-off countries. ____ there are huge inequalities within / between countries. These bubbles show country averages, ____ I can split them. Take / For example China, I can split it into provinces, there goes Shanghai. It has the same wealth and health as Italy today. And there is the poor inland province Guizhou, it is like Pakistan, ____ if I split it further / more, the rural parts are like Ghana in Africa.

____ yet despite / due to the enormous disparities today, we have seen 200 years of remarkable progress, that huge historical gap between the west and the rest is ____ closed / closing. We have become an entirely new converged / converging world, ____ I see a clear / small trend into the future with aid, trade, green technology, and peace. It's fully possible / probable that everyone can make it to the healthy wealthy corner.

Well what you've just seen in the last few minutes is a story of 200 countries showing / shown over 200 years and beyond / after. It involved plotting 120,000 numbers, pretty great / neat uh?

The Story of Stuff

The Story of Stuff


Introduction
0.00-1.37

1. What are the 5 stages of the materials economy according to the textbooks?

2. Why is the system in crisis according to the presenter?

3. Discuss what might be "missing" from the standard model.




Group task.

1. Listen to one of the sections and take notes.

2. After listening, team up with anyone who listened to the same sections as you and share notes. Plan what can say about this section in two minutes. You can include your own reflections if you want, as long as you cover the basic points.

3. Create a group of five students and give a two minute presentation on your section of the clip. Other students may ask questions.


1. extraction
2.36-4.44


2. production
4.44-8.11


3. distribution
8.11-10.11


4. consumption
10.11-16.48


5. disposal
16.48-19.03



--

Conclusion
19.03-end

Before listening, come up with some solutions yourselves.




Listen and note the words in the blank space

labour r___
fair t____
big p_____
throw away m____
sustain_____
eq___
green ch____
zero w____
closed loop p______
renewable e_____
local living e_______

24 terms













Discuss these excerpts:

"Rivers are poisoned to manufacture talking fish."

"We are screwing the planet to make solar-powered bath thermometers and desktop crazy golfers."

"growth depends on selling the utterly useless"

"So effectively have governments, the media and advertisers associated consumption with prosperity and happiness that to say these things is to expose yourself to opprobrium and ridicule."

What kind of sentence is this (grammatically)?

- Can you turn this sentence into a question just by repositioning the first two words?

"Have governments, the media and advertisers associated consumption with prosperity and happiness so effectively that to say these things is to expose yourself to opprobrium and ridicule?"

Read through

1. According to the film The Story of Stuff, how many of the materials used for manufacturing stuff, remain in use six months after sale?

2. What is planned obsolescence?

3. What is perceived obsolescence?

4. Why is that many of things we buy as Christmas gifts cannot become obsolescent? 

5. Why is killing rhinos for their horns not so different from buying someone a christmas present they don't really need?

6. Why do governments encourage pointless consumption?

7. According to Monbiot, why does the idea that "we must trash the planet for the sake of the economy" no longer fool people?

8. What should you give someone for Christmas, according to Monbiot?

There’s nothing they need, nothing they don’t own already, nothing they even want.

So you buy them a solar-powered waving queen; a belly button brush; a silver-plated ice cream tub holder; a “hilarious” inflatable zimmer frame; a confection of plastic and electronics called Terry the Swearing Turtle; or – and somehow I find this significant – a Scratch Off World wall map.

They seem amusing on the first day of Christmas, daft on the second, embarrassing on the third. By the twelfth they’re in landfill. For thirty seconds of dubious entertainment, or a hedonic stimulus that lasts no longer than a nicotine hit, we commission the use of materials whose impacts will ramify for generations.

Researching her film The Story of Stuff, Annie Leonard discovered that of the materials flowing through the consumer economy, only 1% remain in use six months after sale. Even the goods we might have expected to hold onto are soon condemned to destruction through either planned obsolescence (breaking quickly) or perceived obsolescence (becoming unfashionable).

But many of the products we buy, especially for Christmas, cannot become obsolescent. The term implies a loss of utility, but they had no utility in the first place. An electronic drum-machine t-shirt; a Darth Vader talking piggy bank; an ear-shaped i-phone case; an individual beer can chiller; an electronic wine breather; a sonic screwdriver remote control; bacon toothpaste; a dancing dog: no one is expected to use them, or even look at them, after Christmas Day. They are designed to elicit thanks, perhaps a snigger or two, and then be thrown away.

The fatuity of the products is matched by the profundity of the impacts. Rare materials, complex electronics, the energy needed for manufacture and transport are extracted and refined and combined into compounds of utter pointlessness. When you take account of the fossil fuels whose use we commission in other countries, manufacturing and consumption are responsible for more than half of our carbon dioxide production. We are screwing the planet to make solar-powered bath thermometers and desktop crazy golfers.

People in eastern Congo are massacred to facilitate smart phone upgrades of ever diminishing marginal utility. Forests are felled to make “personalised heart-shaped wooden cheese board sets”. Rivers are poisoned to manufacture talking fish. This is pathological consumption: a world-consuming epidemic of collective madness, rendered so normal by advertising and the media that we scarcely notice what has happened to us.

In 2007, the journalist Adam Welz records, 13 rhinos were killed by poachers in South Africa. This year, so far, 585 have been shot. No one is entirely sure why. But one answer is that very rich people in Vietnam are now sprinkling ground rhino horn on their food or snorting it like cocaine to display their wealth. It’s grotesque, but it scarcely differs from what almost everyone in industrialised nations is doing: trashing the living world through pointless consumption.

This boom has not happened by accident. Our lives have been corralled and shaped in order to encourage it. World trade rules force countries to participate in the festival of junk. Governments cut taxes, deregulate business, manipulate interest rates to stimulate spending. But seldom do the engineers of these policies stop and ask “spending on what?”. When every conceivable want and need has been met (among those who have disposable money), growth depends on selling the utterly useless. The solemnity of the state, its might and majesty, are harnessed to the task of delivering Terry the Swearing Turtle to our doors.

Grown men and women devote their lives to manufacturing and marketing this rubbish, and dissing the idea of living without it. “I always knit my gifts”, says a woman in a television ad for an electronics outlet. “Well you shouldn’t,” replies the narrator. An advertisement for Google’s latest tablet shows a father and son camping in the woods. Their enjoyment depends on the Nexus 7’s special features. The best things in life are free, but we’ve found a way of selling them to you.

The growth of inequality that has accompanied the consumer boom ensures that the rising economic tide no longer lifts all boats. In the US in 2010 a remarkable 93% of the growth in incomes accrued to the top 1% of the population. The old excuse, that we must trash the planet to help the poor, simply does not wash. For a few decades of extra enrichment for those who already possess more money than they know how to spend, the prospects of everyone else who will live on this earth are diminished.

So effectively have governments, the media and advertisers associated consumption with prosperity and happiness that to say these things is to expose yourself to opprobrium and ridicule. Witness last week’s Moral Maze programme, in which most of the panel lined up to decry the idea of consuming less, and to associate it, somehow, with authoritarianism. When the world goes mad, those who resist are denounced as lunatics.

Bake them a cake, write them a poem, give them a kiss, tell them a joke, but for god’s sake stop trashing the planet to tell someone you care. All it shows is that you don’t.

Original text:

The Gift of Death


Discuss

1. What is George's solution to the problem of pointless consumption?




Punctuate


theres nothing they need nothing they dont own already nothing they even want so you buy them a solar powered waving queen a belly button brush a silver-plated ice cream tub holder a hilarious inflatable zimmer frame a confection of plastic and electronics called terry the swearing turtle or and somehow I find this significant a scratch off world wall map











Compare

There’s nothing they need, nothing they don’t own already, nothing they even want. So you buy them a solar-powered waving queen; a belly button brush; a silver-plated ice cream tub holder; a “hilarious” inflatable zimmer frame; a confection of plastic and electronics called Terry the Swearing Turtle; or – and somehow I find this significant – a Scratch Off World wall map.

Compare these

On the first day of Christmas they seem amusing. On the second they seem daft. On the third they seem embarrassing. By the twelfth they’re in landfill. We commission the use of materials whose impacts will ramify for generations for thirty seconds of dubious entertainment, or a hedonic stimulus that lasts no longer than a nicotine hit.

They seem amusing on the first day of Christmas, daft on the second, embarrassing on the third. By the twelfth they’re in landfill. For thirty seconds of dubious entertainment, or a hedonic stimulus that lasts no longer than a nicotine hit, we commission the use of materials whose impacts will ramify for generations.

Have I changed any words? How does moving the clauses help the writer emphasise his points better?



Each sentence has one word or phrase in the wrong place

The journalist Adam Welz records, 13 rhinos were killed by poachers in South Africa in 2007. 




This year, 585 have been shot, so far. 




No one is sure entirely why. 




But one answer is that now very rich people in Vietnam are sprinkling ground rhino horn on their food or snorting it like cocaine to display their wealth. 




It’s grotesque, but it differs scarcely from what almost everyone in industrialised nations is doing: trashing the living world through pointless consumption.








Emphatic forms







But seldom do the engineers of these policies stop and ask “spending on what?”. 

Can you re-invert this sentence? 

But...


The old excuse, that we must trash the planet to help the poor, simply does not wash.

What emphatic devices are used here?








Compare

Rare materials, complex electronics, the energy needed for manufacture and transport are extracted and refined and combined into compounds of utter pointlessness.

Utterly pointless products are made from rare materials, complex electronics, and the energy needed for manufacture and transport.

How does the first sentence convey the absurdity of this situation better?







What tense aspect is used?  

People in eastern Congo are massacred to facilitate smart phone upgrades of ever diminishing marginal utility. Forests are felled to make “personalised heart-shaped wooden cheese board sets”. Rivers are poisoned to manufacture talking fish. 

Why?And why three times?









What emphatic devices are used here? 

Bake them a cake, write them a poem, give them a kiss, tell them a joke, but for god’s sake stop trashing the planet to tell someone you care. All it shows is that you don’t.

What makes this a good choice for a concluding sentence?







Researching her film The Story of Stuff, Annie Leonard discovered that of the materials flowing through the consumer economy, only 1% remain in use six months after sale. Even the goods we might have expected to hold onto are soon condemned to destruction through either planned obsolescence (breaking quickly) or perceived obsolescence (becoming unfashionable).

What do the enlarged words do in this passage?