Lesson 98 Part Ⅰ

Lesson 98

Part Ⅰ  Warming-up Exercises

Note-taking: Vocational Programs

Programs                              Length

1.____________________                       ______

accounting clerk                               ______

commercial accounting                         ______

2. automotive mechanics                        ______

3. ___________________                        ______

4.___________________                         ______

5. drafting                                     ______

6.___________________                         ______

7.___________________                         ______

8. heavy duty mechanics                        ______

9.___________________                         ______

10.__________________                         ______

11. office administration                         ______

_____________________                        ______

legal secretary                                 ______

_____________________                        ______

12. wastewater treatment operator            ______

13. welding                                   ______

14. ___________________                      ______

Score: ____

Lesson 98 Part Ⅱ

Lesson 98

Part Ⅱ  Vocational Training Development

Exercises:

Main Ideas                       Supporting Details

Vocational training has gone through many

stages of development in American history.

Ⅰ. It was given to the children of the poor       _____________

during the colonial period through                     _____________

_____________________________.                 _____________

Ⅱ. With the advent of the academy,                 _____________

_____________________________.                 _____________

Ⅲ. Then came vocational training ___               _____________

_____________________________.                 _____________

Lesson 98 Part Ⅲ

Lesson 98

Part Ⅲ                        Do You Work To Live

Or Live To Work ?

Exercises:

Notes for the Interviews

Topic: ____________________________________(a)

Interviewee 1

Name: __________________(b) Job: ___________(c)

Views on the Topic:

(details) ___________________________________(d)

(conclusion) ________________________________(e)

Interviewee 2

Name: _________________(f) Job: _____________(g)

Marital Status: ______________________________(h)

Views on the Topic:

(details) ___________________________________(i)

(conclusion) ________________________________(j)

Interviewee 3

Name: ____________________________________(k)

Working Experiences:_________________________(l)

Views on the Topic:

(details) ___________________________________(m)

(conclusion) ________________________________(n)

Lesson 98 Part I

Lesson 98

Part Ⅰ Warming-up Exercises

Note-taking: Vocational Programs

Training Focus:

Note-taking: important words and phrases: 1. course names

2. numbers

Directions: You are going to hear a short introduction to the vocational programs offered in a college. Listen carefully. Note down the programs offered and the length of each program.

Key:

The college offers vocational programs of various types in areas of business, skilled trades or service occupations. They vary in length from three weeks to fourteen months. Now, I'd like to give you a list of these programs.

Number 1, we have accounting, which includes accounting clerk, 5 months, and commercial accounting, 10 months. Number 2, we have automotive mechanics, which lasts 5 months. Number 3, cook training, up to 12 months. Number 4, dental assistant, covering 10 months. Number 5, drafting, 10 months. Next, early childhood education and care, 9 months. We also offer general mechanics, which covers 8 months, and heavy duty mechanics, which lasts 14 weeks. Next, that's number 9, there is hairdressing, 7 months. Industrial timekeeping is next on the list, which is a 5-month program. Number 11, we have 6 programs all under the heading of office administration. They are office clerk, 4 months, bookkeeping, 6 months, clerk typist, 7 months, legal secretary, 12 to 14 months, medical office assistant, 10 months, and secretary, 9 months. Number 12, there is a program for wastewater treatment operator, which covers 8 months. Next comes a program for welding, 7 months. And last, we have nursing, which includes a 7-month pratical n rsing program and a 16-week long-term care and homemakers.

Lesson 98 Part Ⅱ Vocational Training Development

Lesson 98

Part Ⅱ Vocational Training Development

Ex.

Directions: Complete the statements under the heading of Main Ideas and then write down in the right-hand column the words that you think are important to support the main ideas listed in the left-hand column.

Key: Ⅰ. (main ideas) the system of apprenticeship (supporting details) boys bound out a few years to master, agreed to teach trade, look after welfare, be taught to read and write

Ⅱ. (main ideas) instruction was given for training in occupations (supporting details) Benjamin Franklin, emphasis on professions most useful, wished to follow

Ⅲ. (main ideas) in high schools (supporting details) parent wished to give child an education, prepare him for active life, serve as basis for profession

Tapescript:

Vocational Training Development (1'4")

Vocational training has gone through many stages of development in American history. It was given to the children of the poor during the colonial period through the system of apprenticeship. Boys were bound out for a few years to a master, who agreed to teach them a trade and to look after their welfare. Often the agreement required that the apprentice be taught to read and write. With the advent of the academy, instruction was given for training in occupations. It was Benjamin Franklin's hope in planning his academy that young people should “learn those things that are likely to be most useful.”He wanted emphasis to be placed on the professions which the young men wished to follow. Other academies were founded with similar purposes. Then came vocational training in high schools. A reason for the building of the first high school was that a parent wished to give his child an education which would prepare him for an active life and serve as a basis for a profession.

Lesson 98 Part Ⅲ Do You Work To Live Or Live To Work ?

Lesson 98

Part Ⅲ Do You Work To Live Or Live To Work ?

Ex.

Directions: Complete the notes with the information you get from the tape.

Key: (a) role of work in one's life (b) Mr Fisher (c) accountant (d) means to an end / family man / enough money happy / wouldn't be manual worker / profession not rule (e) work to live (f) Miss Burnes (g) school teacher (h) single (i) must enjoy whatever do (even if salary low) / fulfilling profession (even if married) / work most important / mental satisfaction / role in society (j) live to work (k) Mr Evans (1) before 40, a good job in industry / at 40, a journalist and photographer, freelance (m) business world /wrong job / tense (in spite of good salary) / freelance /more relaxed / family relationship improved / not frustrated / doing what want to do / work harder /self-disciplined / more balanced life / make routine life creative experience (n) ‘all work and no play, makes Jack a dull boy’

Tapescript:

Do You Work To Live Or Live To Work ? (3'39")

A group of people from different walks of life are being interviewed about what role work plays in their lives. Their attitudes, as we can see, vary.

Interviewer: Mr Fisher, you are an accountant and earn a good enough salary to enable you to live comfortably. What does your work mean to you ?

Mr Fisher: I regard it as a means to an end. Basically I'm a family man, and as long as I have a job which enables me to earn enough money to live well, I'm happy. I find a comfortable life compensates for the fact that I have a routine life and three weeks holiday per year.

Interviewer: So in fact, you don't really mind what you do for a living ?

Mr Fisher: I didn't say that. I wouldn't want to be a manual worker, for instance. I enjoy my profession up to a point, but it certainly doesn't rule my life. As soon as I get home I forget about the office. I suppose you could say I work to live.

Interviewer: Miss Burnes----as a school teacher in a working class area of London, how do you feel about Mr Fisher's attitude towards his work ?

Miss Burnes: Personally, I couldn't work to live. I must enjoy whatever I do----even if the salary is low----otherwise I feel it isn't worth doing.

Mr Fisher: Of course Miss Burnes, you do have long holidays which must be a great compensation. Also, you aren't married and therefore have no family responsibilities…

Miss Burnes: Being single has nothing to do with it ! Even if I were married I'd still have to have a fulfilling profession.

Interviewer: In other words, Miss Burnes, work plays one of the most important roles in your life ?

Miss Burnes: Definitely ! It gives me the mental satisfaction I need and a role in society. Contrary to Mr Fisher, I can say that I live to work.

Interviewer: Of course, Mr Fisher is employed by a company and Miss Barnes by a school and therefore both have a certain amount of guaranteed security.

Mr Evans' ‘history’ is unusual. At the age of forty he gave up a good job in industry to do what he had always wanted to do----become a journalist and photographer. He's self-employed and does freelance work. Mr Evans, do you have any regrets ?

Mr Evans: Yes ---- one. That is that I didn't resign from my other job when I was younger !

Interviewer: What made you leave the business world ?

Mr Evans: Well ---- although I had a good salary and a job which involved a lot of travelling abroad, I always felt I was in the wrong job. I felt tense all the time and I suddenly realized that, in spite of security and what seemed to my friends to be an exciting job, I'd stopped enjoying simple but important things …

Mr Fisher: ----Don't you consider your choice rather selfish ?  What about your wife and family ?

Mr Evans: They're delighted. They see the change in me----find me more relaxed, and therefore my relation ship with my wife and family has improved, because I'm not frustrated any more. It's because I'm doing what I want to do.

Interviewer: Do you work as hard as before ?

Mr Evans: Yes ---- even harder. But I'm self-disciplined and I find that working hard for a few hours, gives me time to play hard too. I have a more balanced life.

Miss Burnes: So in fact, you too have a routine life ?

Mr Evans: Of course ! Everything becomes routine after a while. But it's up to us to make that routine a creative experience ---- -

Miss Burnes: Oh yes ---- I do agree !

Mr Evans: And we mustn't forget that ‘all work and no play, makes Jack a dull boy’ …