Interpersonal, Results, Initiative

Give yourself a mark out of 10 for the following qualities as they might show in the workplace:

Dedication
Patience
Cool-headedness
Creativity
Warmth and sincerity
Flair
Diplomacy
Quick thinking
Versatility
Good judgement
Attention to detail
Efficiency
Sensitivity
Collaborative skills
Passion
Flexibility of thought
Presentation and presentability
Empathy
Analytical skills


Which of these nouns can / can't be transformed into adjectives?

These will help you:

ed / ent / ive / full of / atic / ile / ate / ible / able / etic / ical

Do any not use suffixes as adjectives?

"Interpersonal skills" - define these

Imagine you're the coach of a basketball team. How do you use interpersonal skills?



Use these verbs to create sentence about a basketball coach using interpersonal skills.

find
work
negotiate
see things
offer advice
respect
show
speak
find a constructive









match these

Examples of interpersonal action at work - match

find
work
negotiate
see things
offer
respect
show
speak
find a constructive

on some else's behalf
a compromise
 respect for others
towards a solution
with others
outcome
another's opinion
from another's perspective

advice













"Initiative" - define this






As a basketball team coach, you might need to initiate some changes or new ideas.... match these



introduce
implement
engage
create
establish
dismantle
redesign
rethink
recruit

new staff
a fresh image
a new system
an old system
the office
the process
new ideas
a different model



















"Results" - define these in a holistic way






What are results when it comes to working life? Is it all about profitability?

What would "results" mean personally for you in your future working life?






















If you ran a company would you focus on your staff following company policy, fitting in with the company culture, punctuality etc, or just getting results?


















You're still a coach for basketball team. How will you get results? Make some sentences with these verbs


produce
resolve
achieve
obtain
turn around
restructure
complete
make
deliver





















Have you ever thought about a career in the media?

Think about these adjectives

adaptable

brave

consistent

fastidious

human, open

pragmatic

charming

creative

attentive

serious

spontaneous

level-headed

lively, energetic, fun

unselfish

relaxed

 

Match them with these jobs:

 

Camera operator

Make-up specialist

Radio show host

Foreign correspondent

Cooking show host

Sports presenter

News presenter

Weather presenter

Street reporter

 

 

Skills

people skills

verbal skills

good at multi-tasking

well organised

good at asking questions

clear communication

a sense of humour

ability to speak different languages

a lot of general knowledge

able to react quickly

 

 

 

Practice speaking using some set structures:

 

This job involves...

Doing this every day would be...

The most rewarding thing about this job would be...

You would need to be 100%....

Street reporter
Cooking show host
Camera operator
Makeup artist
Radio show host
News anchor
Sports reporter



Finally, which media job do you think requires the most comprehensive skill set?
Why?

Street reporter
Cooking show host
Camera operator
Makeup artist
Radio show host
News anchor
Sports reporter

The Four Futures

Watch:

The Four Futures

The Four Futures

 

Present Continuous (arrangements)                           Present Simple (t                 )

I’m……                                                                                                The train….

 

 

 

 

 

 

Be going to (n        f uture )                                                      Will + base verb  (f      a       future)

I’m going to…                                                                                  In 50 years…

Future Form	Structure	When Do We Use It?	Example
Present Continuous	_____________________	Plans and arrangements _______________	I'm meeting my friend tonight.
___________________	Verb (or verb + s)	Timetables and schedules	__________________________
Going to	am/is/are going to + verb	________________or predictions with evidence	I'm going to study tonight.
Will	will + verb	_________________________________	I think it will rain tomorrow.

 

 

The train leaves at 6:00 pm.

am/is/are + verb-ing

Simple Present

Future plans

Predictions, decisions, promises, offers

in the near future

Conversation Questions

1. Present Continuous (Plans and Arrangements)

1. What are you doing after class today?
2. What are you doing this weekend?

 

2. Simple Present (Schedules and Timetables)

1. What time does your English class start?

 

3. Going To (Plans and Predictions with Evidence)

1. What are you going to eat for dinner tonight?
2. Are you going to travel anywhere soon?
3. Do you think you're going to be busy next week?

 

4. Will (Predictions, Promises, and Quick Decisions)

1. What do you think the weather will be like tomorrow
2. Do you think English will be easier for you next year?

 

Mixed Future Practice

1. What are you ________ this weekend?
2. What time ______ your next class start?
3. What are you ________ to do after this course?
4. What do you think _______ change in your life next year?
5. ______ you meeting anyone after class today?
6. When _______ your next holiday begin?
7. Are you going _____ learn another language, besides English?

Speaking practice

Easier:

Useful lesson and practice here

"Will" or "going to"?

Word order in future forms

6 useful examples of future forms

More challenging

Practice future 'tenses'

The future in the past

Speaking for 1 and a 1/2 minutes

  

Compare the photographs, and say what you think people enjoy in these jobs.

 

Both pictures

whereas

In the first picture

However,

probably

While

both jobs

also

In the second picture

 

__________, I can see a basketball coach working with a team of young players. He looks like he is giving instructions during a training session.__________, there is a maths teacher standing in front of a class and explaining something to the students.

___________ show people whose job is to teach and help others learn new skills. They are also working with groups of young people. ___________ the jobs are quite different. The basketball coach is working outside in a more active environment, ________ the maths teacher is working indoors in a classroom. The coach teaches sport and physical skills, ___________ the teacher helps students learn academic subjects.

I think the basketball coach enjoys seeing the players improve and become more confident. He __________ likes being active and working as part of a team. The maths teacher might enjoy helping students understand difficult problems and seeing them make progress. She may _________ enjoy sharing her knowledge and supporting her students.

Overall, I think __________ can be very rewarding because they involve helping young people succeed.

 

 

appears to be

between

Although

I imagine

While

As for

a great deal of

whereas

whose role

 

In the first picture, there is a basketball coach working with a group of young players. He ____________ giving instructions or advice during a training session. In the second picture, I can see a maths teacher standing in front of a class and explaining a topic to her students.

Both photographs show people ______________ is to educate and guide others. In both cases, they are helping young people develop important skills and improve their performance. However, there are several differences ___________ the two jobs. The basketball coach is working in a much more physical and energetic environment, probably outdoors, ___________the maths teacher is working in a quieter and more academic setting inside a classroom. In addition, the coach focuses on teamwork, fitness and practical skills, __________ the teacher is helping students develop their knowledge and problem-solving abilities.

____________ that the basketball coach enjoys motivating the players and watching them improve over time. He may also find it rewarding when the team works well together and achieves good results. ____________the maths teacher, she is likely to enjoy helping students understand challenging concepts and gain confidence in their abilities. She might also feel satisfied when students achieve good grades or reach their academic goals.

Overall, I think both jobs offer ____________ satisfaction because they allow people to make a positive difference in the lives of young learners. ___________ the working environments are very different, both professionals play an important role in helping others succeed.

Compare two of these jobs. What's similar and different about them?

What skills are needed to do them?

If you had to chose one, which would it be? Why?

Compare two of these sports and games. What's similar and different about them?

What skills are needed to do them?

If you had to chose one to do, which would it be? Why?

Compare two of these groups of people involved in music. What's similar and different about them?

What role might this activity play in these people's lives?

What role has music played in your life?

Compare two of these situations - what's similar and different about them?

What might the motivation of the person in the picture be?

Which person is most at risk?

Further practice here (B2)

precise

exact

correct

spot-on

painstaking

reliable

faithful

meticulous

error-free

on-point

bang-on

careful

 

Straightforward

• accurate and precise
• exact
• factually correct
• free from error
• correct to the detail
• right on target

 

Conversational

• spot-on
• dead accurate
• right on the money
• nailed it
• exactly right
• not even a little off

 

 

 

 

Useful verbs

 

To test

experience

explore

to see

to challenge

investigate

 

 

 

 

 

 

examine

trial

evaluate

compare

measure

observe

 

 

 

 

 

 

try out

test out

carry out

find out

check

to feel

How important is it for these people to be accurate?
What might happen if they were not?

Why might people have chosen to experience these things?
How might they be feeling?

Why might these possessions be important to these people?
How might they feel if they no longer had them?

What might be difficult for the people to deal with in these situations?
How important might it be for them to deal with the situation well?

Rebel Education - Prison Education in Kenya

First watch the first 5 minutes only of this TED talk. It gives an idea of Alexander's motivations.

Alexander McLean TED Talk


1. Why was the man Alexander found in the hospital not being treated or cared for?

2. What was the first death row prisoner Alexander mentions convicted of?

3. What was the second inmate convicted of?

4. What percentage of people sentenced with death in Uganda have been estimated to be innocent?

Discuss

Why do you think this is happening?


5:07 - 9:29

Why did Alexander return to the UK?

What conversation has Alexander had many times before?

Why had no one attended to Charles?

Why did Susan kill her husband?

What crime the woman in chains in Sudan committed?

What was the effect of refurbishing the Kampala Prison?





Discussion

1. What is a ‘rebel’?

2. What is a rebellious person like?

3. Why do people end up in jail?

4. Are there some people in jail who shouldn’t be?

5. Should there be schools in prisons? Why / Why not?

Now watch the program about Alexander's prison education scheme:

Prison Education in Kenya

Introduction:

Education _______. The universal _____ to expand ______ and offer better _______ - a _______ to a better life. Yet around the _______ schools and institutions are at ______ point. _______ are deemed to be no longer ___ for purpose. Rethinking what schools are ___ and how they work. Identifying the ____ and ________ needed in the ____ Century. Now a new ____ of ______ education is _______ the world. Rebel _________ are radically _____ the way people learn - challenging the old way and bucking the ______, creating _____ which will affect _________ and entire __________.


Part 1 - Naivasha and Kamiti Prisons

Take notes from the small text captions as you watch and listen:

1. ___ % of people in Nairobi live in shanty towns.

2. Lack of _______ and _______contribute to high levels of crime.

3. APP stands for A_____ P______  P________

4. The official _________ of Kenyan prisons is _______

5. The actual prison population is _________ inmates.

6. Alexander started APP in _____.

7. APP's annual budget is around _________, funded by charitable ________.

8. APP is currently working with ____ prisons.

9. The Principal of the Naivasha Prison School has been an inmate for _____ years.

10. ___ % of Naivasha inmates are in formal education.

11. Prisoners who show academic and _________ potential are encouraged to _____________.

12. Once the prisoners master ________ and numeracy, APP encourages them to study ____.

13. Some inmates are studying for a ____degree through the _________________.

14. As part of their degree, the students are expected to help ____________.

15. Currently ___ Kamiti inmates are studying for a law degree.

16. APP hold _____ courts to give prisoners an opportunity to _______ law.

17. Inmates and staff play all the roles in the courtroom, law students acts as ______.

Discussion Questions: The Africa Prisons Project

1. What impressed you most about the prisoners who studied law? Why?
2. What difficulties did the prisoners face when they were studying, and how did they overcome them?
3. Why do you think learning about the law was important for the prisoners?
4. Do you think education can change a person's life? Use examples from the documentary to explain your answer.
5. Should prisoners have the opportunity to study and gain qualifications while they are in prison? Why or why not?
6. Imagine you could ask one of the prisoners or Alexander McLean a question. What would you ask, and why?

Further material: The transformative potential of prisons in Africa and beyond

Watch:

Alexander McLean TED Talk

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?