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a a claim or argument
3c 2 Listen to the next part of the talk. Complete the
extract with the content words.
b academic subjects concerned with human culture, e.g.
philosophy, history, languages I1 mean to 2 that being
c kind, intending to do good or be helpful 3
is the 4 thing as being
d an aromatic resin from a tree used in perfumes 5
. What we 6 know is,
e an abbreviation for Attention Deficit Hyperactivity if you’re 7 8
to be
Disorder 9
, you’ll 10
come up with
f to label or mark something out as bad or disgraceful anything 11 .
1 1.1 Watch the first part (0.00–5.25) of the edited 3 1.1 Watch the second part (5.25–7.31) of the talk.
version of the TED Talk. Complete the sentences using Answer the questions.
one word per space.
1 According to Ken Robinson, what is the same about
1 Ken Robinson believes creativity in education is as education systems around the world?
important as . 2 Which subjects are a) at the top and b) at the bottom?
2 The little girl never paid attention, but in this 3 What does Ken Robinson think about this hierarchy or
she did. order of subjects?
3 The little boy in the play didn’t say ‘I bring you 4 According to Ken Robinson, what does the aim of
Frankincense.’ He said ‘Frank this.’ university education seem to be?
4 Children are not of being wrong. 5 Where do university professors live, according to Ken
5 Both companies and education systems Robinson? What do you think he means by this?
mistakes.
6 We grow out of as we are educated and 4 1.1 Watch the third part (7.31–9.18) of the talk.
get older. Choose the correct option to complete the sentences.
7 We don’t think of Shakespeare being a , 1 19th-century public education systems were designed to
but he was in someone’s class. meet the needs of industrialism / the government.
8 His son didn’t want to move to Los Angeles away from 2 People were steered away from subjects like history /
his . Ken Robinson and his wife were music that wouldn’t directly result in a job.
quite about it. 3 Ken Robinson says that the result of this is that many
talented people feel they are not talented / employable.
2 Work in pairs. Ken Robinson mixes serious points with
4 In the past, if you had a degree, you had status / a job.
jokes and anecdotes. Which points (1–8) in Exercise 1 are
Now, Ken Robinson says degrees aren’t worth anything.
serious points (S) and which are jokes / anecdotes (J / A)?
5 There is a process of academic evolution / inflation. Each
job requires a higher degree.
Unit 1 Creativity
5 1.1 Watch the fourth part (9.18–10.00) of the talk.
Complete the three adjectives Ken Robinson uses to with the viewers’ comments? Were their opinions the
describe intelligence. Then match the adjectives with the same as yours?
definitions (a–c).
1 d Viewers’ comments
2 d
Kris
K – Ken Robinson is right when he says that most
3 d
education systems don’t value individual talent. They
a The brain is not divided into compartments. Intelligence just seem intent on producing people in the same
comes about through the interaction of different parts of mould. That’s actually quite depressing, but the way he
presented it kept me engaged. His humour shows the
the brain.
absurdity of the current education system.
b Each person is intelligent in an individual way.
c We think about the world in the different ways we Yuki – Sir Ken Robinson made us laugh but at the same
Y
experience it – visually, in sound, in movement. time made us reflect: we must all ignore the rat race of
the school/college system and follow our real dreams.
6 1.1 Watch the fifth part (10.00 to the end) of the talk.
*The comments were created for this activity.
Complete the notes about Gillian Lynne. The first letter of
each word is given for you.
PRESENTATION SKILLS Using humour
Name: Gillian Lynne 12 Work in pairs. What are the benefits of using humour in a
Profession now: Choreographer (work includes talk? What could be the dangers?
1
C and Phantom of the Opera)
School life: Couldn’t 2 c ; had 13 Look at the Presentation tips box. Compare your ideas
3
A ; went to see a 4 s from Exercise 12 with the points in the box.
At the doctor’s: 5 S on her hands; doctor
left her in the room with a 6 r on; Gillian People use humour in presentations for the same
started 7 d reason they use stories or strong images – as a way
After the doctor’s: Went to a dance school with others to connect and to help their audience relate to their
who ‘had to move to 8 t ’ argument. You don’t have to use humour, but if you
Career: Went to 9 R Ballet School; do use it, remember these points:
10
f her own company; met Andrew Lloyd ●● Its purpose is to relax people. If you feel unnatural or
TIPS
CREATIVITY SURVEY
Width: 51p1.276
Hight: 30p10.319
Survey of 7,000 adults in THE United States, United Kingdom, Germany, France and Japan
music of various kinds
say the education
59%
system stifles creativity 32% have danced at a social event
15% have shared their own photographs
39% say they are creative
13% have knitted, sewn or woven something
12% have played a musical instrument
25% say they have realized
their creative potential 9% have sung solo or in a group
52%
of Americans say
they are creative
8% have fashioned (made) something from
leather, metal or wood
12
5 Find the words and expressions in bold in the article. SPEAKING Learning from experience
What do you think they mean? Then answer the
questions. 9 21st century OUTCOMES
What lessons have you learned from your work, studies
1 What are the pre-requisites for a happy marriage? or creative / leisure activities? Think about these areas
2 Tears, anger and joy are all examples of things that can and make notes.
well up. What usually happens next when an emotion
wells up inside us? ●● How to be efficient / good at a particular activity
3 Would it be fun to play tennis with someone whose ●● How to improve / make progress
game was erratic? Why? / Why not? ●● How others can help you in this activity / How to
4 If someone won a game or match hands down, how collaborate successfully with others
easily did they win? ●● How to balance this activity with other things in your life
5 If you return to a country ten years after first visiting it
10 Work in small groups. Discuss the lessons you have
and the changes are imperceptible, how much has
learned and the experiences that helped you discover
changed?
these things. Which lesson did you find most useful?
6 For what tasks or jobs is patience a must? Why do you
say this?
14
21st century OUTCOMES CRITICAL THINKING Reflect critically on learning experiences and processes 15
Sing
I’m not so keen on …
Statistics tell us that around seventy per cent of I’m (quite) good at …
employees are disengaged in their jobs and that 36 He’s a born (linguist).
per cent dream of having more creative roles and are You’re a natural.
considering moving to another company. For companies
I’m no good at … / I’m not great at …
those are worrying, and potentially expensive, statistics.
I can’t … to save my life.
Because disengagement from work is high, companies
I have a / no talent for …
are constantly on the lookout for new ways to keep
I’m hopeless at …
employees motivated and to switch their focus from the
frustrations of more humdrum work tasks.
One such idea is forming a company choir. This was the Pronunciation Emphasis and de-emphasis
subject of a TV series in the UK, The Choir: Sing while
5a 4 Read the sentences. Listen and underline the
you work, where a professional choirmaster, Gareth
stressed words.
Malone, attempted to turn a group of employees with
little or no singing experience into a respectable choir. 1 I do love a good musical.
The choir is composed of employees from all parts of the 2 The idea quite appeals to me, actually.
company and once they have been trained to a certain 3 I really have no talent for playing music.
standard they then represent the company in singing 4 Classical music’s not really my thing.
competitions against other company choirs. The benefits 5 I’m quite good at singing, but I’m not keen on dancing.
to both employees and the company are numerous. For
5b What is the difference in meaning when quite is stressed
example, participants said that …
and when it isn’t?
16
21st century OUTCOMES EFFECTIVE COMMUNICATION Communicate effectively using an appropriate writing style
17