Teacher's Book - Upper-Intermediate - Module 1

Teacher’s Book Level: Upper-Intermediate Module: 1 (Units 1-3)

Unit 1: Building your identity CAN DO At the end of the unit the student can: ●

introduce themself in speech in a business and casual context

●

describe their job, tasks and interests appropriately, using the right lexis

●

make small talk: use a wide range of appropriate expressions in small talk to react to what others say

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talk about first impressions using a variety of personality adjectives

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follow the transcript or English subtitles of a video to improve their listening skills.

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recognize key terms in a presentation and be able to give relevant examples of their own in a presentation

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understand the main ideas in a text related to the topic of the unit: building identity

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use the ideas in a text related to the topic of the unit to talk about it and discuss it

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identify and produce the corresponding word stress in nouns, verbs and adjectives

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recognize and use the different intonations for questions and question tags

●

use the present tenses (Active and Passive) appropriately according to the context

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write your their online profile

Lesson 1: Who are you really? Are you an introvert or an extrovert? Are you adventurous or cautious? Optimistic or pessimistic? Trusting, reliable, independent, imaginative, observant, cultured, funny, spiritual, persistent, discreet, confident…?

“Who are you really? The puzzle of personality” Tell the students that all units in Nulinga Courses start with a TED Talk and in order to make the most of it, there is always a mini text about the speaker and the talk itself. Encourage them to read these two short texts and get ready to answer some discussion questions.

1. WARM-UP DISCUSSION Answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback.

1. How do you usually define someone, and yourself? I usually define someone by the way they behave, their personality traits and demeanor. Their actions are also a very important aspect of what defines someone. 2. Have you ever taken any personality test? How did you feel about being placed into a category? (Answers will depend on the students’ own experiences and beliefs). Feelings they could use: stigmatized, tagged, badly-represented, underrated, undervalued, confused, etc. 3. Have you ever heard about the “Big Five” personality traits, usefully acronymed as OCEAN? Can you guess what each letter could stand for? (Answers will depend on the students’ own experiences and imagination).

2. KEY WORDS Read the sentences together with the students to make sure they understand the overall meaning. The students should try to guess what the words in bold mean in the given context. Encourage discussion here and then give the students some time to match the words or phrases with their definitions. After everyone has completed the exercise, students should take turns to correct the answers orally with the help of the teacher. The correct answers are highlighted in green.

gratuitous

done without reason; not necessary

intrusive

affecting someone in a way that makes them feel uncomfortable

to catch a glimpse of

to get a quick look at someone or something.

intriguing

interesting

be regarded as

be considered as

a thundering twit

a monumental idiot or foolish person

conscientiousness

the quality of working hard and being careful

lackadaisical

showing little enthusiasm and effort

to stick to deadlines

follow the time limits

be misconstrued as

said when someone forms a false understanding of something that someone does or says

to engage in

to take part or get involved in a particular activity

to overload

to give someone or oneself more work or problems than they can

a crashing halt

a complete and sudden end

heedful

paying careful attention to something or someone

to put someone pigeonhole

in

a to assign a person or thing to an overly restricted category

trait

a characteristic that can produce a particular type of behaviour

enact

to put something into action

the john

informal word for toilet

slings and arrows

difficulties or criticisms; critical attacks.

outrageous

used to describe something or someone that is shocking because they are unusual, shocking or morally unacceptable.

3. IMPROVING YOUR LISTENING SKILLS: Following the transcript or English subtitles Ask the students to read the Listening skills box on their own and check that they understand the importance of the advice to improve their listening comprehension skills in the target language. The teacher could ask the students the following follow-up questions to answer and share orally: Have you tried this tip before? How useful do you think this tip is for improving your listening skills? Do you think that following the transcript/subtitles will make you feel more or less confident? In addition, encourage the students to watch the first 30 seconds of the video below with and without subtitles. Ask the students what differences they noticed and how helpful turning the subtitles on/off was.

4. LET’S SIT BACK AND WATCH THE TED TALK! 1. Encourage the students to turn their mics off and enjoy the TED Talk. Suggest taking down notes of the most relevant ideas and choose one to share with the rest.

2. Encourage the students to discuss the questions orally. Some answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback. 1. How does Brian compare and contrast introverts and extroverts? Extroverts are intriguing and they need stimulation. Stimulation can be found in exciting things such as loud noises, parties and social events. Extroverts all gather together. Caffeine works well with extroverts. Extroverts like to stand close for comfortable communication. They like to have a lot of eye contact, or mutual gaze. They use more diminutive terms when they meet somebody. Extroverts prefer

black-and-white, concrete, simple language. Introverts, on the other hand, are more likely to spend time in quiet spaces, where they are able to reduce stimulation. They may be misconstrued as being antisocial, but they’re not necessarily antisocial. Caffeine doesn’t work well with introverts, especially if the tasks they’re engaged in are speeded. Introverts prefer complex, contingent sentences. 2. Do you consider yourself an introvert or an extrovert? Why? (Answers will depend on the students’ own personality and perception of themselves). 3. Do you agree with this claim?: “Don't ask people what type you are; ask them, "What are your core projects in your life?". (Answers will depend on the students’ own experiences and beliefs).

5. CHECK UNDERSTANDING Students should do this set of activities as homework. The teacher should explain what the students are expected to do and check that they have understood how to solve the activities on their own. If necessary, model the first question in each exercise. 1. The correct answers are highlighted in green. Brian Little believes that every person is __intriguing___, especially in the eyes of a psychologist. His style of ____revealing____________ identity is through facts and stories. Little does research ____known as____________ personality psychology and what he does is find out what makes every individual ______unique__________. He goes on explaining that there is one word “OCEAN” that is used to describe every different aspect of a person. This is an ____acronym_________, where each letter ____stands for_____ a specific dimension. These five dimensions would be __responsible for_______ how our lives operate. Brain goes on looking at examples of extroversion and introversion and explains how differently people communicate and behave based on these two aspects. However, he claims that people are not what they _____seem___________ to be. He illustrates this idea by mentioning a number

of examples, including the somewhat opposed ___display____ after stimulants, such as caffeine.

behaviour

introverts

and

extroverts

He rounds up his view by asking: “Is that all we are? Are we just __a bunch of traits_______?”. He actually explains that what really makes us who we are is what we’re passionate about and the missions we take on in life. For instance, Little explains how he acts out of character and how he’s able to ___push through_____ his introversion and connect with his students in order to profess, which is his passion. People should therefore not be ___put in_________ pigeonholes and be limited to their traits.

2. The correct answers are highlighted in green. a) Brian says that he had the chance to listen in on / understand some of the conversations of people in the audience and was able to watch their interactions as well. b) Little was certain / uncertain that there were at least 47 people in the audience that were already displaying psychological symptoms he wanted / was reluctant to discuss. c) The audience broke out in laughter/ was speechless when Brian made use of ironic statements. d) He didn’t want / wished to be gratuitous or intrusive by pointing at the members of the audience, but rather tell them a few facts and stories to prove his theory. e) Brian is fascinated / bored by people’s self-diagnosed boringness and inherent “twitiness” of people. 3. The correct answers are highlighted in green. a) According to one of the most underestimated approaches in psychology known as trait psychology there are five dimensions of the personality that would explain the universally held aspects of difference between people. b) Brian is completely against the “OCEAN” approach since all of those five dimensions do not have a direct impact on people’s lives and well-being. c) Brian has a personality theory of his own that is based on three natures: the biogenic, the sociogenic and idiosyncratic. d) Extroverts seek stimulation and introverts avoid stimulation since they regard it as a threat to their well-being. e) It is frequent that introverts are labeled as antisocial.

6. PRESENTATION SKILLS: Giving relevant examples Ask students if they ever have to give presentations as part of their work or studies. Explain that in every unit there is a focus on Presentation skills.

Ask students to read about giving examples in the Presentation tips box. If necessary, clarify the meaning of: relate to something – understand it because you’ve experienced the same thing or something similar

1. Ask the students to go back to the Ted Talk transcript or video and discuss the following questions orally with their peers. Encourage them to give reasons for their answers. a. Do you find any examples of the following? ● a good experience: the opportunity the speaker had over the previous couple of days of listening in on some of the members of the audience’s conversations and watching them interact with each other. ● a bad experience: the project he had seconded to a fellow called Michael mentions who almost brought the project to a crashing halt / the time he was in the toilet and somebody in the cubicle next to him called out his name and wanted him to talk on the john. ● an experience that relates to the audience: he tells the audience that with his classes he would tell the students a fact that is revealing about personality traits – that it is virtually impossible for adults to lick the outside of their own elbow. He addresses the audience by telling them that the extroverts among them would not only try to lick the outside of their own elbows but of the person sitting next to them as well. b. Do you think these examples follow the techniques in the box? Why or why not? (Answers will vary among students but they should all agree that Little’s choice of examples are very effective.) Brain Little uses short anecdotes that are easy to understand and relate to. He addresses the audience with his example of extroverts licking the outside of their own elbow. All the examples he gives clearly support his arguments.

Lesson 2: Is personal branding relevant? 1.

WARM-UP DISCUSSION Encourage them to discuss the questions orally. Answers will vary among students. Possible answers are highlighted in green. 1. Do you read any blogs regularly? What are they about? (Students’ own answers) 2. Why do you think people write blogs? (Students’ own answers) Possible answers: One reason for writing a blog is to have a platform for your personal brand and to promote it. 3. Do you write a blog or anything similar? (Students’ own answers)

2. LET’S READ THE ARTICLE!

1. Before reading the text with the students, we recommend referring to the image in the text and asking trigger questions to spark the students' imagination. Suggested questions: Have you ever seen a hoodie or T-shirt like this one? Would you wear one like it? What do you think about people promoting themselves? What are good ways of promoting yourself without being too arrogant or direct?

2. Encourage discussion among students. Answers will vary. Model answers are highlighted in green. Look at the word cloud in question 3 and look up unfamiliar words so that you are ready to explain to students what they mean and provide an example. 1. Do you agree with the statement: “These days you are nobody unless you have a personal brand identity?” (Students’ own answers) 2. What advantages does personal branding give? How do you think it helps someone professionally? You can gain confidence because you’ve looked at and identified your strengths. You can then build on these strengths. You can also build credibility by living your personal brand. You can highlight your specialization and/ or area of expertise and work to distinguish yourself from the competition. 3. What would you put on your own brand hoodie? Look at the tips box and word cloud below to get ideas for your hoodie. (Students’ own answers)

3. CHECK UNDERSTANDING 1. Can be assigned as homework. The answers are highlighted in green. What is the writer’s purpose? a. to sell products connected to personal branding. b. to give a personal perspective on personal branding. c. to explain why personal branding is important. 2. Can be assigned as homework. The answers are highlighted in green.

1. 2. 3. 4. 5.

Clothing with a message A Defining my personal brand D Promoting myself C Something to think about E Why is personal branding important? B

3. Can be assigned as homework. The answers are highlighted in green. 1. The hoodies the writer talks about are printed with… a. a sports brand logo b. information about you c. your passions

2. The writer’s blog is read… d. around most of the world e. because her brand is well-known f. by a lot of people

3. The writer says … describe herself in a few words. g. it’s impossible to h. most people know how she should i. she’ll think about how 4. Can be assigned as homework. The answers are highlighted in green. 1. brand positive 2. presence positive 3. communicating negative 4. profile negative 5. email address negative 6. self-promotion positive 7. stand out positive 8. passionate positive 9. distinct positive 10. benefits positive 11. reputation positive 12. self-image positive

4. VOCABULARY: Describing tasks and interests

1. a) Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. a) You will advise / control management on database management best practices. b) As head of marketing, you will monitor / approve the ad promotion budget. c) As a business analyst, you will compile / combine data on potential partners. d) You will coordinate / control international marketing campaigns. e) You will regularly create / use presentations for conferences. f) You can efficiently put / delegate tasks to your team of sales reps. g) You will help our Android developers to design / launch new apps. h) Your main task will be to build / develop software that can organize our databases automatically. i) As a content writer, you will design / draft blog articles to promote our company. j) As head of logistics, you will ensure / assure our products are delivered on time. k) As a manager, we expect you to establish / engage communication links between the different departments. l) Accurately estimating / predicting quarterly earnings is a key task. b) (Students’ own answers). 2. a) Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally.

As marketing manager you will

forecast the number of leads we will generate.

You will gather information

on key developments in the tech industry.

You are able to implement

cross-departmental projects.

You will measure

the efficacy of our marketing efforts.

As social media manager, you will regularly

monitor our social networks.

You will notify our users about

product updates using newsletters and social media.

As VP of sales, you will project

sales figures for each quarter.

You will regularly reach out

to clients to collect testimonials.

You will report on

user testing to the product team.

You will review

our current management processes.

You will help

to streamline internal processes.

As a customer support agent,

one of your tasks is to survey our users.

b) Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. 1) to forecast ___leads___ 2) to gather ___information___ 3) to implement __a project___ 4) to measure ___efficacy____ 5) to monitor __social networks___ 6) to notify ___users___ 7) to project __sales figures___ 8) to reach out to __clients___ 9) to report on __user testing__ 10) to review __a process__ 11) to streamline __a process___ 12) to survey __users___ 3. a) Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. 1. I head up a fitness company. lead 2. My boss is passionate about what she does. loves 3. We focus on the customer experience. concentrate on 4. My colleague helps people with their queries.assists 5. They offer a service to elderly people. provide 6. Our designer creates amazing works of art. makes 7. I’m interested in how things work. fascinated by 8. My manager coordinates all aspects of our work. is responsible 9. We deal with financial matters every day. handle 10. Our secretary is involved in local sports events. committed to b) Can be assigned as homework. If so, provide written feedback. If done in class, encourage the students to share their answers orally and ask follow-up questions. Provide oral or written feedback on the class chat if necessary.

Lesson 3: Routine or temporary?

LANGUAGE AT WORK

Grammar 1. Encourage the students to take turns and read the sentences in the Grammar box aloud. Make the necessary corrections to their pronunciation and intonation.

2. a) Let the students take some time to complete the exercise on their own. Then, check the answers orally. This is a language-focused activity that may require a little more support from the teacher. The correct answers are highlighted in green. a routine in the affirmative? ___a___ a fact or general truth in the passive? __c___ a thought / feeling rather than an action? ___b___ an item on a timetable? ___d___ the future after a time word? ___e___ a Yes / No question about a routine? __f__ a Wh- question about a routine? ___g___ an action happening around the time of speaking in the passive _i_ a trend? __h__ an unfinished affirmative action happening around the time of speaking? _j_ a Wh- question about a temporary situation? __l___ an affirmative temporary action? __k___ a Yes / No question about a future arrangement? __f__ b) Encourage discussion among classmates. Then, ask them to complete the rule on their own and check their answers orally- The correct answers are highlighted in green. We use the passive to focus on the action or object of the action, rather than the person who does the action. The person may be obvious, unknown or not relevant. If needed, we can use by to specify what or who does the action.

3. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.

These days, many people are

hiding their real identity online.

Others share lots of personal

information on social-networking sites.

Experts are advising

people to protect their identity online.

Some people use

different identities on different sites,

Privacy settings are being

increased by many Facebook users today.

Sometimes, social media accounts

are checked by potential employers.

4. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.

5. In order to ask each other questions they should first complete Exercises a and b. a) The correct answers are highlighted in green. ● ● ● ● ● ● ● ●

Who do you work for? What are your responsibilities at work? What’s your daily routine like? How are your English studies going? What department or area do you work in? Are you currently working on a project? / What projects are you currently involved in? What’s your schedule next week? How regularly do you need English at work?

b) Encourage oral discussion. highlighted in green.

The

correct

answers

are

Present simple: every week- every now and then - generally speaking - on the whole - once a week - most of the time - every term - once in a while - as a rule Present continuous: for the moment - at the moment - for the time being - tomorrow afternoon - right now - currently

c) Encourage the students to take turns to ask each other questions. Make sure they can handle question formation. Provide feedback and corrections when necessary.

6. Give the students a few minutes to do this exercise. The correct answers are highlighted in green. Then, check the answers orally. 1. It’s Mariana, isn’t it? a) start a conversation b) check or confirm information c) start a conversation and check information 2. Oh, really? a) start a conversation b) find out information c) show surprise or interest 3. Who did you come with? b) start a conversation b) find out information c) show surprise 4. You’re from Colombia? a) start a conversation b) start a conversation and check information c) show surprise 5. You feel at ease surrounded by people, don’t you? a) start a conversation b) check or confirm information c) start a conversation and confirm information

7. Give the students a few minutes to do this exercise. The correct answers are highlighted in green. Then, check the answers orally. a) The correct answers are highlighted in green. a. b. c. d. e. f. g. h.

That wasn’t a very interesting presentation, was it? The negotiations have been going pretty well, haven’t they? The manager was in a good mood today, wasn’t he? The finish won’t finish late, will it? Ken is looking tired these days, isn’t he? You’re going to Uruguay tomorrow, aren’t you? Laurie can’t speak English very well, can she? Nobody got here on time today, did they?

b) Reply with a suitable comment to your classmates’ tags. (Students’ own answers).

Pronunciation Before you read the Pronunciation box with the students, it is important to draw attention to the communication obstacles that pronouncing words and utterances in an incorrect way may bring about. This aspect of the language might be the hardest to tackle because most learners of a second language are not used to devoting time to pronunciation. Therefore, they do not give it the significance it deserves. Then, ask the students to read the Pronunciation box and make the necessary clarifications. Make sure the students follow the theory and tips described. 1. Word-stress Give the students 5 minutes to complete this exercise on their own. The answers are highlighted in green. Once you check the answers orally, encourage them to practise saying the words aloud. a) I want to upload this video. a. The stress falls on the first part b. The stress falls on the second part b) This is quite a good upload. a. The stress falls on the first part b. The stress falls on the second part c) Can you give me an update on the project? a. The stress falls on the first part b. The stress falls on the second part d) Can you update me on the project? a. The stress falls on the first part b. The stress falls on the second part e) It’s an online magazine. a. The stress falls on the first part b. The stress falls on the second part f)

I love working online. a. The stress falls on the first part

b. The stress falls on the second part

2. Can be assigned as homework or done in class. If done in class, provide oral feedback. If assigned as homework, ask the students to send the answers to exercise 2b in audio format. They must record themselves reading the questions from the grammar exercises and using the right intonation.

Lesson 4: Have we met before?

BUSINESS SKILLS: Networking 1. Encourage discussion among students. Answers will vary. Model answers are highlighted in green. What do you talk about with people who you meet in these situations? a. in the lift on the way to your workplace: the weather, how tired you are, how late you are, the coffee you just bought, the good grocery store round the corner, the bakery that just opened, an upcoming meeting, what you will do at the weekend, etc. b. during a company-wide workshop: how useful / useless the workshop is, recommendations of other workshops, previous experiences in company workshops, your role and tasks at the company, what you will do at the weekend, etc. c. after a meeting of your neighbourhood association: a new shop or restaurant nearby, the most important issues to tackle regarding the neighborhood, how the budget could be better allocated, a new neighbour, organizing a gathering or event with the neighbours, etc. d. in a break during a work conference: the company you work for, your position and role, your feelings or opinion about a speaker or talk, a good place to have lunch or dinner after the conference is over, how much you like the conference so far, the coffee you just bought, an upcoming conference, what you will do later or at the weekend, etc. e. when travelling for business: for example, on a plane: where you come from, the reason for travelling, the company you work for, your job and role in the company, your family, your hometown, etc. 2. Encourage discussion among students. Answers will vary. Model answers are highlighted in green. a. Which situations in Exercise 1 are useful for networking? Any situation can be good for networking. It just depends on being a good listener, authentic, approachable and witty. But in general, a

company-wide workshop, a break during a work conference and a business trip are the most appropriate environments for networking. b. How would you try to follow-up your conversation and stay in touch with the person? Would you use email, social media, a text message or a phone call? The most appropriate and less intrusive way of staying in touch with a business contact is email, but nowadays, whatsapping or texting people is not seen as bad and it’s a sure way to get a prompt reply. 3. Let the students listen again to the recording and complete the exercise. Then, check the answers orally. The correct answers are highlighted in green. Conversation 1: - they haven’t met before. - they don’t work in the same field. - they work for different companies. - they live in the same area. - they are connected by mutual acquaintance. Conversation 2: - they haven’t met before. - they don’t work in the same field. - they work for different companies. - they live in the same area. - they are connected by mutual acquaintance.

Conversation 3: - they haven’t met before. - they don’t work in the same field. - they work for different companies. - they live in the same area. - they are connected by mutual acquaintance. 4. a. Read the phrases in the box with the students. Then, give them some time to complete this exercise on their own. Check the answers orally. The correct answers are highlighted in green.

USEFUL LANGUAGE: FIRST IMPRESSIONS A __Starting a conversation__

Hi! I don’t think we’ve met, I’m… Hello. It’s (Mariana), isn’t it? Hi, I saw you …. But I didn’t find a chance to speak to you. I’m… Do you mind if I join you? I believe you are…? Hi, I’m …. (from/based in...) Is this your first company event? I thought I might see you (here). How great to see you here! Long time, no see! How’re things?/ How’s life?/ How’s it going? B __Open ended questions__ How are you finding the conference? What was that like? So how do you like living / working here? What kind of things does that involve? C __Showing interest__ So things are going well, then? Really. Oh, I see. What a coincidence! Digital strategies? That sounds interesting! That sounds like a plan. Oh, I’m sorry to hear that. D __Keeping the conversation going__ By the way,... Well,... Apparently,... Did you know? Have you heard that…? I’ve heard that… is that true? In fact,.... So,... Don’t you…? E __Exiting the conversation politely__ I’ll see you later, then. It’s been nice talking to you. Look, I have promised to meet someone else. Catch you later. You don’t mind if I go and get myself (a coffee)?

b. Let the students listen again to the recording and pay close attention to who makes a greater effort to network and uses the useful language in the box. Then, check the answers orally. The correct answers are highlighted in green. 1) Conversation 1: Paul / Rowan

2) Conversation 2: Joan / Nikolai 3) Conversation 3: Roger / Elise 5. Devote the necessary time to this activity. The objective of the role-play is to allow the students to put into practice the business expressions and skills learnt over this section of the lesson. Encourage them to give it a try, and picture themselves in a real business conference where proper introductions and keeping the conversations going are a must. Act as a silent observer as they interact. Take down notes of their performance to provide feedback only at the end. Otherwise, the role-play gets interrupted too often and the interaction doesn’t flow as natural as it should in a real business context. Example: A: Hi! I’m Alicia from TCO. How’re you finding the training so far? B: Oh, you know- quite challenging to me. What about you?

IMPROVING YOUR WRITING: An online profile WARM-UP READING Read the text about professional profiles all together and make the necessary clarifications. 1. Ask the students to read the profile from a networking website for IT professionals.

2. Encourage the students to pop on Google to search for other types of online profiles and compare it with the one they have just read. Encourage oral discussion among students. 3. Give the students a few minutes to do this simple matching exercise on their own. Check the answers orally. The correct answers are highlighted in green. a) At @ b) Dot . c) forward slash / d) Hashtag # e) Underscore _

WRITING SKILLS: Abbreviations 1. Ask students to write down possible ways of giving the same information in conversation. Then, check their answers orally so that they hear other classmates’ ways of saying the same thing. Model answers are highlighted in green. 1. but moved into digital advertising: but I moved into digital advertising.

2. 3. 4. 5. 6. 7. 8.

and created online platforms: and I created online platforms handling international clients: where I handle international clients Skype: My Skype name is Dave Dreyer Twitter: My Twitter username is at D A V E D R E Y E R. Languages: English French: I speak English and French. Areas of expertise: Web technologies: I work in web technologies. Yale University, University of Michigan: I studied at Yale University and the University of Michigan.

2. Give the students a few minutes to do this exercise on their own. If needed, model the first one. Check the answers orally. The correct answers are highlighted in green. 1. Education: London School of Economics 1993-1997 I studied at the London School of Economics from 1993 to 1997. 2. Experience: software development, five years I have worked on software development for five years. 3. email: [email protected] My email address is Sarah at Jones dot com. 4. areas of expertise: customer care, online client support I work in customer care and online client support. 5. joined Gaming Inc 2008, created new online format I joined Gaming Inc in 2008 and created a new online format. 6. currently assistant manager, B&B Ltd. I’m currently an assistant manager at B&T Ltd. 7. interests: hiking and theatre group My interests are hiking and attending a theatre group. 8. previous posts: personal assistant Green Market Foods; office manager Dairy International Org. My previous posts were as a personal assistant at Green Market Foods and an office manager at Dairy International Org. 3. Give the students a few minutes to do this exercise on their own. If needed, model the first one. Check the answers orally. The correct answers are highlighted in green. 1. My email address is r underscore peterson at revlon dot com. email: [email protected] 2. My skype name is RobertPeterson. Skype: RobertPeterson 3. I speak Italian and English fluently. Languages: Italian, English 4. I work primarily in accounts management. area of expertise: accounts management 5. I’ve got ten years’ experience in financial planning. Experience: financial planning, ten years 6. I’m involved in various children’s charities.

Interests: (various) children’s charities 7. I left that position and I set up my own business. left post and set up own company 8. I head up a research department and direct new projects. currently head up research department and direct new projects

IT’S TIME TO WRITE!

1. This activity can be assigned as homework. Make sure that students understand the instructions. Written feedback must be given so that students make improvements to their work. 2. This exercise can be done offline if students show interest. Students could upload their online profiles to a Google Drive folder and share it with the teacher as well as with the other classmates. The students could post comments and follow-up questions about the things that interest them both professionally and non-professionally.

Lesson 5: Time to look back and reflect! This lesson is devoted to metacognition activities that enable each student, as well as the teacher, to become aware of their learning journey, the stage they are at and the progress they have made so far.

REFLECTION QUESTIONS Here the teacher should invite students to take 10-15 minutes to reflect on their learning process as they thoughtfully answer each of the three questions. After that, students share their answers with each other and revise with the teacher those exercises that remain incomplete or still elicit questions. They might as well go over content that needs to be revisited, be it grammar, vocabulary, pronunciation, writing, etc. The aim is that students can take ownership of their learning process and understand what they need to continue reinforcing and practising in order to make further progress.

CAN DO CHECKLIST The Can-do checklist acts as an extension of the previous activity in that the learner is

expected to go into even more detail about what content and skills specifically they feel they have achieved, are in the process of achieving or have not yet achieved. Having done the previous activity, which involved a walkthrough of the whole unit, it should not take the students much effort and time to do this exercise. By doing this activity prior to the online assessment, the student has more knowledge about where he/she stands and what contents and skills he/she still has to continue working on and studying in order to be better prepared for the assessment.

Above all, these metacognitive activities help the learner to become more autonomous and to understand how he/she can achieve a better level as a foreign language speaker in the business world.

Online Assessment The online assessment of the unit includes reading and listening comprehension skills, grammar and vocabulary, and a section assessing business communication skills, such as how to manage decision-making meetings, presentations, negotiations, etc. The online assessment is to be done by the learners as homework. In other words, no class time is devoted to solving it. It is done in a self-grading Google Form, which makes it easier for the teacher as she/he does not need to devote time to corrections. Anyway, the answers to all the exercises in the online assessment are included below.

READING COMPREHENSION 1. Here the students read the article. 2. The correct answers are highlighted in green. • Social networking sites: Do you know who’s watching you? • Social networking sites: A new way to do business • Social networking sites: Remember that first impressions count 3. The correct answers are highlighted in green. a. One advantage of social networking sites is that you can find clients and business opportunities. b. Until recently social networking sites have been considered as distractors in the workplace. c. One disadvantage of social networking sites is that it allows you to see how others see the company. d. The writer strongly suggests being persistent and upfront with your customers. e. The writer asserts that by social networking site you can engage directly with the customer. f. First impressions work differently in the business virtual world and in the face-to-face interactions.

g. Keeping your customers updated through your business networking sites is crucial to keep it alive and increase your web presence. h. It is advisable to join just a few networks that match the services you provide and potential clients will easily find you. 4. The correct answers are highlighted in green. 1 to officially say something is not allowed (paragraph 1) banned 2 working together to create or produce something (paragraph 2) collaboration 3 say or explain something to make someone aware of a fact or circumstance. (paragraph 3) points out 4 to interest and communicate with someone (paragraph 3) engage 5 to make use of something (paragraph 4) utilize 6 made to appear to exist by computer (paragraph 5) virtual 7 to make someone interested (paragraph 6) capture attention 8 to act to stop future problems (paragraph 7) proactive 9 to cause someone to become disloyal (paragraph 8) alienating 10 (for a business) to continue working steadily. (paragraph 8) ticking over

GRAMMAR 1. The correct answers are highlighted in green. 1. We currently update / are currently updating our website. 2. The bus for downtown leaves / is leaving every half hour. 3. Increasingly more and more people are informing / are being informed by the news. 4. Let’s talk again when I get / am getting back. 5. The influence of the Internet on broadcasting is grown / is growing every year. 6. Yes, I remember / am remembering you told me about that project. 7. On the Youtubing 101 course, students are teaching /are taught how to make videos. 8. People make / are making videos all the time. 9. Some music videos receive / are being received over a billion hits. 10. Most online videos are streaming / are streamed, although people also download / are downloaded a copy to their devices.

2. The correct answers are highlighted in green. Q: So, ____do______ a lot of businesses ____use______ viral videos? (use) A: Oh yes. They ____bring_____ their brand to a massive number of potential customers. (bring)

Q: And so how _____do_________ you ____make_________ a video go viral? (make) A:Well, Richard, that’s a question lots of companies ____are asking_______ right now. (ask) Q: And how _____does________ a business _____know________ how many people are viewing the video at any given moment?(know) A: Well, every view, or “hit” ____is registered___________ by very sophisticated software. (register) Q: And how ______is_________ that information ____used___________ by a company? (use) A: Basically, this data _____allows__________ the business to track what’s popular. (allow) 3. The correct answers are highlighted in green.

Videos Go Viral: Vote now in the annual Video Go Viral Award! This competition is held every year to celebrate creativity and originality in short videos. Voting takes place online and the winners are decided by the number of votes. The short-listed videos are hosted in the link below. This year we are not accepting professional videos: only amateur video-makers can sign up. Vote as many times as you like.

VOCABULARY AND BUSINESS SKILLS 1. The correct answers are highlighted in green. 1. CIC companies are committed to making a difference in society. 2. Some specialist companies concentrate on people with particular health conditions, such as autism. 3. In our work, we deal with individuals, businesses and educational centres. 4. We sometimes get involved in solving problems between people and their employees. 5. Our aim is to help people to achieve their goals. 6. In my post as a training coordinator, I’m responsible for the course in interview skills.

2. The correct answers are highlighted in green.

1.

He loves socializing and meeting people. That’s what makes him a good marketing manager. __outgoing____ 2. We need someone who takes a pragmatic and realistic attitude to any kind

of task. _practical___ 3. The reason for her success is that as soon as she hears a good idea she takes action - she doesn’t wait to hear what the problems might be. _initiator__ 4. If you work in design you need to be a person who likes to come up with original ideas. __inventive___ 5. I like a traditional approach to decision-making. __conventional_______ 6. The CEO is diplomatic and tactful at talking to people about difficult matters. __empathetic___ 7. He’s good at staying out of office politics and doesn’t get involved. _detached_________ 8. Our accounts manager does things step by step. As a result, she never makes mistakes! ___methodical_______

3. The correct answers are highlighted in green.

1. 2. 3. 4. 5. 6. 7. 8.

You don’t mind if I go and get myself a coffee? _h__ I’m afraid I’ve been a bit unwell recently. _a__ Hi, I don’t think we’ve met. My name’s Gerome. _f_ Is this your first conference? _d_ Apparently, there’s over 3,000 people here! __b__ I did my degree at New York University. _c__ I’ve heard the speaker has cancelled. Is that true? _g__ Sorry, I don’t have time to chat at the moment. _e__

a Oh, I’m so sorry to hear that. b That’s amazing! c What a coincidence! So did I! d Actually, I’ve been to a few, but not this particular one. e That’s OK. Call me tomorrow. f Hello. I’m Anna. g Apparently, yes. h No, not at all. Catch you later.

4. The correct answers are highlighted in green.

Kristen: Hi, my name is Kristen. I don’t think we’ve met / How’re things? Alicia: No, I don’t know you / Nice to meet you. I’m Alicia. Is this your first time at a Swiftable workshop? Kristen: Yes, my colleague is sick so my manager asked me to come instead. Do you know many people here? Alicia: Not really, I was recently transferred from Purchasing. Kristen: What a coincidence! / That’s lucky! So was I!

Alicia: By the way, / Apparently, it’s our new company policy- transfer rather than hire new people. Kristen: Really? / Oh dear! We discussed that idea for our region, too, a few months ago. Alicia: Well, / By the way, I’m sure it’s a good solution for many companies. Kristen: You’re probably right. Alicia: So, / In fact, would you like a drink? I’m going to the bar. Kristen: Not at the moment, thanks. Catch you later / Call you later.

LISTENING COMPREHENSION 1.

The correct answers are highlighted in green. Conversation 1: 1. The conversation was ... a. successful. b. unsuccessful. c. comfortable. 2. Alessandro… a. was rude to Harry. b. was kind and showed interest. c. Was nice and talkative. 3. …. made an effort to keep the conversation going. a. Alessandro b. Harry c. Alessandro and Harry 4. Harry exited the conversation… a. by excusing himself and going to the toilet. b. by excusing himself and joining other colleagues. c. by going for something at the cafeteria. Conversation 2: 5. The speakers … a. have met once before. b. have not seen each other before. c. have known each other for years. 6. …talked about their city or country of origin. a. Paolo b. Sonia

c. Paolo and Sonia 7. …. made an effort to keep the conversation going. a. Paolo b. Sonia c. Paolo and Sonia

Conversation 3: 8. The speakers … a. have met once before. b. have not seen each other before. c. have known each other for years. 9. ... had relatives living in India. a. Krishnan b. Sumitra c. Krishnan and Sumitra 10. …. made an effort to keep the conversation going. a. Krishnan b. Sumitra c. Both speakers

11. Bhiwandi (India) is well-known for… a. its automobile industry. b. its textile quality. c. its textile industry.

Conversation 4: 12. The speakers … a. already knew each other. b. have not met each other before. c. met the night before. 13. Adriana thought Adam... a. was coming to the company event. b. wasn’t coming to the company event. c. got the flu some time before. 14. Adam has had... a. several medical issues.

b. several medical and family issues. c. some family issues. 15. Adriana left the conversation… a. unexpectedly. b. in a kind and polite way. c. because a colleague called her. 2. The correct answers are highlighted in green.

Conversation 1: a. I think there are some left at the ____information desk____. b. You don’t mind if I __go and get_____ myself a coffee?

Conversation 2: c. I work for one of the company’s ___suppliers______. d. I’ve heard that Naples is becoming very popular for ____foreign investors____________________- is that true? Conversation 3: e. Hi, I’m Sumitra, ______based_____________ in the UK. f. My parents are from India - __in fact___, they’re there now visiting some relatives. Conversation 4: g. Good evening, Adriana! I thought I __might____ see you. h. Then I got the flu but we were organizing a huge ___trade fair____ at the time so I had to keep going…

Unit 2: Looking ahead CAN DO: At the end of the student can: ●

talk about and describe their future personal and professional goals

●

describe careers and jobs appropriately, using the right lexis and career collocations

●

introduce themself by email and establish first contact

●

arrange to meet someone by phone or email: use a wide range of appropriate expressions to state the purpose of your meet, arrange the place and time and consider what is needed

●

recognize and listen for signposts in a talk

●

use the appropriate techniques to consider their own audience in a presentation

●

understand the main ideas in a text related to the topic of the unit: careers

●

use the ideas in an article (related to the topic of the unit) to discuss it orally

●

recognize the elided sounds in speech, understand the reasons for omitting certain sounds and be able to use elision appropriately

●

use the future forms appropriately according to the context

●

write their career goals statement

Lesson 1: My personal goals “Keep your goals to yourself” Tell the students that as in every other Unit, they’ll start by reading background information about the TED Talk and the speaker to get an overview of what is coming. Encourage them to read these two short texts and get ready to answer some discussion questions. 1. WARM-UP DISCUSSION Answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback. 1) Do you like to plan ahead for things you want to do in your life? If so, what kind of things? I usually like to plan ahead of things, especially when it comes to big decisions, such as changing jobs or careers, getting married, having kids, setting up your own business, etc. 2) Do you tend to tell other people about your intentions and goals for the future? If I’m truly convinced about them, I definitely do. Some people say that he more you tell other people about it, sometimes the more you start believing it can come true. 3) Do you think Derek Sivers originally had specific plans for his career? Give reasons. At the very beginning, when he was a musician and circus clown, he was probably finding his way and looking at alternatives to advance his career. Still, most probably he had specific plans because nobody sets up a 22 million dollar company overnight. 2. KEY WORDS Read the sentences together with the students to make sure they understand the overall meaning. The students should try to guess what the words in bold mean in the given context. Encourage discussion here and then give the students some time to match the words or phrases with their definitions. After everyone has completed the exercise, students should take turns to correct the answers orally with the help of the teacher. The correct answers are highlighted in green.

acknowledge

to show you recognize something or someone

to be tricked into

to be deceived or fooled into something

motivated

enthusiastic and determined to succeed

conventional wisdom

ideas that most people agree are correct

mind

ideas that most people agree are correct

commitment

a promise or dedication to something

quit

to stop doing something or leave a job or place.

achieve

to succeed in finishing something or reaching an aim

to delay gratification

to wait for some time before experiencing satisfaction

to mistake something for something else

to confuse someone or something with a different person or thing

3. IMPROVING YOUR LISTENING SKILLS: Listening for signposts Ask the students to read the Listening skills box on their own and check that they understand the importance of the advice to improve their listening comprehension skills in the target language. The teacher could ask the students the following follow-up questions to answer and share orally: Have you ever paid attention to signposts in talks and how they guide the listener? How useful do you think this tip is for improving your listening skills?

1. Give the students a few minutes to complete the exercise on their own. Then, check the answers orally. The correct answers are highlighted in green. a) Take a few seconds and think of your personal biggest goal, okay? __4__ b) You’ve got to feel this to learn it. __3__ c) For real - you can take a second.__2__ d) Everyone, please think of your biggest personal goal. __1__

2. Give the students a few minutes to complete the exercise on their own. Then, check the answers orally. The correct answers are highlighted in green. 1. Well, bad news: __d__ 2. So, let’s look at some proof. __b__ 3. It goes like this: __a__ 4. So, if this is true, what can we do? __c__

a. 163 people across four separate tests - everyone wrote down their personal goal. b. 1926, Kurt Lewin, founder of social psychology, called this “substitution”. c. Well, you could resist the temptation to announce your goal. d. you should have kept your mouth shut...

4. LET’S SIT BACK AND WATCH THE TED TALK! 1. Encourage the students to turn their mics off and enjoy the TED Talk. Suggest taking down notes of the most relevant ideas and choose one to share with the rest. 2. Encourage the students to discuss the questions orally. Some answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback. 1) What is Derek Sivers’ main claim? Does this match your own experiences? Derek Sivers’ main claim is that telling somebody your goal will make you less likely to do it. (The second question will depend on the student’s own experiences). 2) If you want to achieve your goal, Derek says you should... a) announce it to close friends only. b) understand the tricks that your mind plays on you. c) share your goal, but ask for help to achieve it. d) say nothing at all. 3) What do you think of Derek Sivers’ suggestions? (Students’ own answers) 4) Have you ever done any of the things he suggests? (Students’ own answers) 5. CHECK UNDERSTANDING Students should do this set of activities as homework. The teacher should explain what the students are expected to do and check that they have understood how to solve the activities on their own. If necessary, model the first question in each exercise. 1. The correct answers are highlighted in green. Derek Sivers says it’s better to keep our goals ___secret___. He claims that telling people our plans ___tricks___our minds so that we think that we have already ___achieved__ our goal. He describes an experiment that ___proves___ this claim, which compared two groups of people doing some ___tests___. He ___rounds up___ by making a few ___suggestions___ to help us to achieve our goals.

2. The correct answers are highlighted in green. 1. Psychology tests have proven that telling someone your goal makes it less likely / more likely to happen. 2. Because you feel satisfaction after telling someone your plans, you’re less/ more motivated to do the hard work necessary. 3. Conventional wisdom tells us that we should / shouldn't share our goals. 4. Sivers is in favour of / against disclosing our future plans. 5. Sivers claims that we should keep our mouth shut / open when it comes to our personal goals. 3. The correct answers are highlighted in green. a) 1633 from the test carried out people wrote down a personal goal. b) Half of them announced their goal and their commitment to it to others and half didn’t. c) Everyone was given tasks to help them towards their goal. d) The people who didn’t announce their goal worked for longer than the people who did announce their goal. e) The people who announced their goal said they didn’t feel close to achieving their goal.

6. PRESENTATION SKILLS: Considering your audience 1. Ask students to read about thinking about your audience in the Presentation tips box. If necessary, clarify the meaning of: technical words – specialist vocabulary used by people working in the same field or area and often unknown to people outside Bring in students’ own experiences. Ask: Have you ever watched a talk that you really felt connected to? If so, what did the speaker do or say that helped you feel that connection? Ask the students to go back to the Ted Talk transcript or video and discuss the following questions orally with their peers. Encourage them to give reasons for their answers. The correct answers are highlighted in green. a. Which of the techniques does Derek Sivers use? He directs his audience to think about their own experiences. b. Why is this a good technique for his talk? The audience can then relate their own feelings to what they then hear, which in this case is relevant as the content of the talk is about setting personal goals. c. Imagine you are going to give the introduction to a presentation on some of the topics below. Think of things you could ask an audience to do. Write the exact words you would use.

● starting a new job ● moving to a new house ● preparing for a job interview ● making a difficult decision ● giving advice to someone about a problem ● making the right career choice Example: OK, everyone. Now, I want you to imagine that you are walking into the office on the first day of a new job. (Students' own answers. Encourage them to think of their classmates as a real audience).

Lesson 2: What jobs will survive? 1. WARM-UP DISCUSSION Encourage them to discuss the questions orally. Answers will vary among students. Possible answers are highlighted in green. 1. Do you think people will still be doing the same kinds of jobs as today in ten or twenty years’ time? (Students’ own answers) (Suggested answer: There will definitely be new jobs around and lots of people will have changed jobs or even careers.) 2. What types of new jobs might become more common, and what jobs do you think will disappear? (Students’ own answers) (Suggested answer: There will definitely be new jobs around and lots of people will have changed jobs or even careers. ) 3. Do you think your job (or a job you’d like to do) will change in the future? (Students’ own answers)

2. LET’S READ THE ARTICLE! 1. Before giving time to the students to read the text individually, brainstorm types of jobs that will grow in the next ten years. Then check if any of those is described in the text. 2. Encourage discussion among students. Answers will vary. Model answers are highlighted in green. a. Does the article reflect what is happening in your country? (Students' own answers. It will depend on the country where they live). b. How is your local employment situation similar or different from that described in the article?

(Students' own answers. It will depend on the place where they live). c. What kinds of changes, if any, would you like to see regarding jobs available locally? (Students' own answers. It will depend on the place where they live and their own expectations and lifestyles). d. Would you like to stay in the same job all your life? Why or why not? (Students' own answers. It will depend on their own beliefs and expectations).

3. CHECK UNDERSTANDING 1. Can be assigned as homework. The answers are highlighted in green. 1. What is the writer’s purpose? a) to promote the highest-paid jobs for the future. b) to inform the reader about jobs that will be in high demand for the future. c) to summarize a study about future jobs. 2. The report on working patterns mainly focuses on... a. The decreasing and rising occupational areas b. The increasing areas in employment opportunities c. The decreasing occupational areas 3. Which of the ten areas will grow the most? a. Personal Care Aides b. Nursing c. Transportation 4. Which job does not require a degree? a. Post-secondary teachers b. Nursing c. Solar energy technician 5. What are the reasons given for growth in retail sales? a. There is no need for academic qualifications. b. People will keep shopping, no matter the financial situation. c. Shopping will be more fashionable in the future.

2. Can be assigned as homework. The answers are highlighted in green. a. job ___position______________ b. consider ____think of_____________ c. employment ___work ______________ d. occupational areas ___job sectors________ e. expect __predict / project / estimate_______ f. require ___ask for______________ g. increase ____rise_____________

h. opportunity ___chance / opening______________ 3. Can be assigned as homework. The answers are highlighted in green. a. The writer asserts that if you want to feel secure, you should consider becoming a software developer above all. b. Retail sales will not be an occupational area to offer lots of openings in the future. c. The study was produced by the US Bureau of Labor Statistics. d. Businesses are taking on more representatives for customer service after new state policies requirements. e. Businesses are hiring more customer service employees after several complaints from customers. f. Solar appliances will become more popular and less expensive in the near future. g. According to the study, the occupational area that will grow the least is transportation. h. Carers for the elderly will be in high demand in the next few years.

4. VOCABULARY: Career collocations Clarify the meaning of: collocation – a combination of words, e.g. verb + noun combination or adjective + noun combination, that take on new or added meaning when they’re used together 1. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. Draw students’ attention to the fact that high school diploma is only used in North American English. Other terms are used for secondary school qualifications in British English.

Background information School qualifications Different terminology is used to describe qualifications in different English-speaking countries. In the USA and Canada, for example, students receive a high school diploma when they graduate from high school. In England, Wales and Northern Ireland, however, students sit exams in secondary school and receive qualifications based on their performance. These are the General Certificate of Secondary Education (or GCSE), taken at the age of 16, and the Advanced Level of Secondary Education (or A Level), taken at the age of 18. GCSEs and A Levels are also taken by pupils at international schools all around the world. In Scotland, another set of terminology again is used. Students take National 5s at 16, Highers at 17 and Advanced Highers at 18.

academic

qualifications

academic

skills

driving

licence

earn

a salary

employment

opportunities

high school

diploma

job

security

professional

experience

professional

qualifications

starting

position

workplace

experience

2. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. 1. I’ll be happy to __earn a salary_______ that keeps up with the cost of living. 2. Now that I’ve got a __driving licence______, I can apply for all kinds of transport jobs. 3. The pay for this job is quite low because it’s just a ___starting position _____ 4. Luckily, for this job I only needed a ____high school diploma_________. No further education was required. 5. These days with short-term contracts, it’s harder to find a position with __job security_______. 6. I didn’t have any ___professional experience________ when I started this job, but I learned the ropes very quickly. 7. In my job, you need to study for specialist ___academic qualifications____________ if you want to earn more money and climb up the ladder. 8. The new retail park means there are lots of __employment opportunities_________ for local people.

Lesson 3: Will you be doing the same in ten years’ time?

1. LANGUAGE AT WORK Grammar 1. Encourage the students to take turns and read the sentences in the Grammar box aloud. Make the necessary corrections to their pronunciation and intonation.

2. Let the students take some time to complete the exercise on their own. Then, check the answers orally. This is a language-focused activity that may require a little more support from the teacher. The correct answers are highlighted in green. a plan or intention for the future? ___c___ an on-the-spot decision? __b___ something that will be completed by a certain time in the future? ___f___ an activity that will be in progress at a stated time in the future? ___e___ a prediction or promise for the future based on your beliefs. ___a____ a prediction based on some kind of evidence. ____d_____

3. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one. 1. I have more money than my parents did and I’m sure that my kids ______________ better off than me. a) will be b) will have been c) will be being 2. By the time I finish this course, I ___________ 300 hours studying English. a) will spend b) will be spending c) will have spent 3. I heard that in the future kids ________ computers before they can talk. b) will use b)will be using c) are going to use 4. From what I see in the news, I don’t think our economic situation _________ change much.

a) will change b) will be changing c) will have changed

5. I think my parents __________________ me financially for another year. Jobs are so hard to find. a) will support b) will be supporting c) will have supported 6. From what I can see, kids today __________________ on TV before they’re 25. b) will appear b) will be appearing c) will have appeared

think

that

they

4. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.

A

B

My brother says he isn’t going to have

any children before he’s 30.

Many people believe that they will achieve

their personal goals.

The office manager says he´ll be hiring

some new staff next month.

These sales figures mean that the new model isn’t going to do

well this year.

We are confident that the new offices will be

perfect for our business.

I’ve seen lots of flats and I’m sure I’ll have found

a new place by next week.

Don’t worry, I’m sure that

everything is going to be OK.

5. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.

A recent survey predicts that working habits __are going to change_____ dramatically for young adults. Experts predict that in the next few years the number of full time jobs _will fall___. Some

say that part-time positions __will have replaced________ over a third of full-time jobs by the end of the decade. This __will affect________ men as well as women. In addition, a large proportion of people _will be working_________ for themselves in 2030. Instead of working for one employer, they __will combine________ different part-time and short-term positions. The survey predicts that, as a result of this, many young adults ___won’t think_______ about saving for retirement or a pension. It’s clear that this situation _is going to cause____ problems in the future for some workers. 6. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one. 1. I don’t think the plan is a good idea. I explain. __I don’t think the plan is a good idea. I will explain.__ 2. When I’ll finish the course, I’m going to celebrate. __When I finish the course, I’m going to celebrate.__ 3. Will they have finish by lunchtime? __Will they have finished by lunchtime?__ 4. I expect that tomorrow’s exam is difficult. __I expect that tomorrow’s exam will be difficult.__ 5. This time on Monday, she’ll start her new job. __This time on Monday, she’ll be starting start her new job.__ 6. I will have applied for this job because it looks really interesting. __I am going to apply for this job because it looks really interesting.__ Pronunciation Before you read the Pronunciation box with the students, it is important to draw attention to the communication obstacles that pronouncing words and utterances in an incorrect way may bring about. This aspect of the language might be the hardest to tackle because most learners of a second language are not used to devoting time to pronunciation. Therefore, they do not give it the significance it deserves. Then, ask the students to read the Pronunciation box and make the necessary clarifications. Make sure the students follow the theory and tips described. Model how to read the phonetic transcription of the words. Point out that elision is used in linguistics and is not a word students particularly need to know or remember.

1. Give the students time to listen to the recording on their own. Tell them they should complete the exercises a and b below as they listen.

a) The answers are highlighted in green. Check the answers orally.

1. I’ll have made my name by 22. __Jared__________ 2. I’ll have opened at least four or five places before I’m 21. _Maisie_________ 3. I’m going to run my own restaurant. __Giselle_________

b)The answers are highlighted in green. Check the answers orally. 1. 2. 3. 4. 5. 6.

Giselle, _are you going to make____ it to the final of Junior Chef? And what _will you have learned___ by then, do you think? Hopefully I will learn enough to be a judge on Junior Chef one day. What will you be making for us today? Where do you think you will be in ten years’ time? Somebody will be going home at the end of today’s show, but it’s not going to be me.

2. Elision a) Let the students listen to the recording on their own and pay close attention to how the speaker says the words in bold. Elicit that the speakers in the recording are American. The answers are highlighted in green. 1. 2. 3. 4.

Are you going to make it to the final? gonna (‘t’ is not pronounced in ‘to’) It’s a kind of ravioli with seafood. kinda (‘f’ is not pronounced in ‘of’) I want to be famous. wanna (‘t’ is not pronounced in ‘want’ or ‘to’) I do a lot of pasta dishes at home. lotta (‘f’ is not pronounced in ‘of’)

b) Encourage them to practise saying these words aloud focusing on elision. If students aren’t able to successfully reproduce the elided /t/ and /f/ in the words after listening to the recording, model and drill the pronunciation.

3. Elided /d/ a) Let the students listen to the recording on their own and pay close attention to how the speaker elides the /d/ sound in bold. 1) I was just wondering if you could check my application. 2) And we could prepare you for the interview too. 3) Any time is good for me. 4) I’ll come round to your place, if that’s OK with you. b) Let the students listen to the recording on their own and then encourage them to practise reading the sentences aloud focusing on eliding the /d/ sound in bold. Provide feedback to their pronunciation.

5) 6) 7) 8)

That would be great. I should be able to get away early. You’ll need to do a bit of research. Will you send the checked form back to me?

Lesson 4: Applying for a job BUSINESS SKILLS: Applying for a job and arranging to meet up 1. Encourage discussion among students. Answers will vary. Conduct whole-class feedback on things it’s important to do when applying for a job, and why. You could create a job-application checklist as a class on a shared board. a) When was the last time you applied for a new job? Tell your group about the experience. (Students’ own answers). Students who have never applied for a job can think about which things on the list below they think they would do when applying for a job and which things are important.

b) Did you do any of the things on this list? ● download an application form ● update CV and LinkedIn ● fill in a form ● ask someone to check form and CV before submitting ● change social media settings to private. ● find out about the company before the interview ● rehearse for the interview (Students’ own answers) c) Why are these things important? (Students’ own answers) (Suggested answer: Having your CV and LinkedIn profile updated is a must when it comes to applying for a new job. Having your work experience and qualifications updated is very useful for the recruiter to make sure that the position aligns with your current expertise. Asking someone to check your CV and form before submitting can give you a fresh perspective and objective feedback for further improvement. It is very common nowadays for recruiters to check candidates’ social media as well, so turning settings to private is probably the best option. There is no doubt that doing research on the company you are applying for is basic. You want to show enthusiasm and interest, so studying the company’s vision and mission, products or services in detail, as well as the market, current projects and initiatives is

definitely worth it. Although rehearsing for the interview makes you feel less nervous, there will always be questions that will escape you and it’s good to be open to the unknown or unexpected and just accept it.) 2. Explain that students are going to listen to a conversation between two friends, Jill and Andy. Give students time to read the questions. Elicit possible reasons why two friends would decide to meet and why they would bring something to the meeting. Ask: What could that something be?

a) Let the students listen to the recording and answer the questions. Then, check the answers orally. The correct answers are highlighted in green. 1. Why are they going to meet? Jill wants Andy to check her application for a job she told him about. They are going to meet up to practise for the job interviews Jill has next month. 2. When and where are they going to meet? They are going to meet on Thursday at 6 pm at Andy’s place. 3. What will they bring to the meeting? Jill will bring some information about the company. Andy will bring the application form (that he has checked). b) Let the students listen again to the recording and complete the exercise. Then, check the answers orally. The correct answers are highlighted in green. 1. Do you have a _______moment________? 2. That would be _______great_________. 3. I’d really ________appreciate________ that! 4. Yeah, that’s ________fine________ with me. 5. When are the ________interviews________, by the way? 6. Thanks _______again_________. 3. Read the phrases in the box with the students. Then, give them some time to complete this exercise on their own. Check the answers orally. The correct answers are highlighted in green. USEFUL LANGUAGE: ARRANGING TO MEET A _Stating the purpose of the meeting __ I was just wondering if you could check my application…? And then do you want to meet up and talk about it? And we could prepare you for the interview too. I suggest we meet to discuss things further. B _Arranging the time and place____ When are you free?

When would you like to meet? We can meet… I’m not doing anything all week. Any time is good for me. I'm working late on Tuesday… Let’s say Thursday at six, then. Fine, whatever is best for you. Let’s say, provisionally, Tuesday at 11 am. I’ll get my assistant to call you later today to confirm. I’ll come round to your place, if that’s OK with you. C __Deciding what is needed_____ So, you’ll need to do a bit of research. And will you send the checked form…? Yes, either that or I’ll print it out… Please, forward me those emails so that I… I’ll need you to contact… before we meet. I’ll need you to fill me in on the current situation. Get your team together and let them know about... 4. Devote the necessary time to this activity. The objective of the role-play is to allow the students to put into practice the business expressions and skills learnt over this section of the lesson. Encourage them to work in pairs, choose one situation – or more if they want to – and give it a try. Act as a silent observer as the role-play is carried out. Let the students interact and take down notes of their performance to provide feedback only at the end. Otherwise, the role-play gets interrupted too often and the interaction doesn’t flow as natural as it should in a real business context. 5. Can be assigned as homework. Explain to the students that it is very common in the business world to establish first contact via email and arrange to meet. Encourage them to read the email and answer the questions based on it. If done in class, check them orally. If assigned as homework, share the answers with them or provide written feedback after they turn them in. The answers correct are highlighted in green. 1. What expressions does Ivan use to introduce himself? ___________________“My name’s.” ; “I have my own…”________________ 2. How did Ivan find out about Sean? What expressions does he use to explain this? ____________________He found out about Sean from one of his former colleagues, Ursula Vlad. “I was given your details by...”; “She recommended you to me...”_______________________ 3. What does he ask Sean to do? What expression does he use? _____________________He asks Sean to call him or send an email in reply to arrange a meeting. “If you are interested in discussing this further, could you either cal us or send an email in reply...”______________________

4. What is the meaning of the word in bold in the text? And what’s the difference between actually and currently? __________________Currently means “at present”. Actually does not refer to time specifically, it is a synonym to “in fact” or “for real”. _______________

IMPROVING YOUR WRITING: Career goals WARM-UP READING 1. Ask the students to read the extracts from four job applications.

2. Give the students a few minutes to answer these questions on their own. Then, encourage them to share their answers orally and provide feedback. The correct answers are highlighted in green. a) What is a Career goals statement? A short text where candidates say what they intend to be doing or will have achieved in their careers in the next five years. b) Which applicants do you think clearly state their career goal? What are the goals? Applicants A, B and D clearly state their career goal. Applicant A: enhance his/her leadership skills in more responsible roles and maximize his/her strong organizational skills and planning skills Applicant B: obtain a managerial position in tele-sales with a leading provider Applicant D: secure a position where his/her leadership will improve sales results. c) How will he or she reach this goal? (Student’s own answers).

WRITING SKILLS: Formal Language 1. a) Give the students a few minutes to do this simple matching exercise on their own. Check the answers orally. The correct answers are highlighted in green. 1. 2. 3. 4. 5. 6. 7. 8. 9.

get obtain good strong got a job secured a job had gained reaching achieving want intend better enhance make the most of maximize being better than exceeding

10.

executive role managerial position

b) Encourage discussion among the students to answer this question. The correct answer is highlighted in green. The formal words in the career goal statements have a more positive impact on the reader because we use formal words in formal contexts. 2. Give the students a few minutes to do this exercise on their own. Check the answers orally. The correct answers are highlighted in green. 1. 2. 3. 4. 5. 6. 7. 8.

I __intend___ to become an account executive, I __completed_________ a three-year course in arts administration, I’m __seeking________ for a position in Human Resources. I _am confident__________ I will make a ___significant________ contribution to your firm. I _gained_____ extensive experience during my internship. My aim is to __effectively_________ use my experience in customer care. I__possess_________ skills in mentoring and advising young people. I aim to _become_____ the _leading____ events manager in the area.

IT’S TIME TO WRITE! 1. Can be assigned as homework. Ask students to think of an imaginary person who’s applying for a job that’s similar to their own. Tell students to write a career goals statement with two goals for that person. 2. If Exercise 1 is done in class, students must share their statements with the class and compare them. They should give feedback on the use of formal language. Gauge whether any common problems with the use of formal language have arisen. If Exercise 1 is assigned as homework, ask students to turn them in and provide written feedback for them to improve their work.

Lesson 5: Time to look back and reflect! This lesson is devoted to metacognition activities that enable each student, as well as the teacher, to become aware of their learning journey, the stage they are at and the progress they have made so far.

REFLECTION QUESTIONS

Here the teacher should invite students to take 10-15 minutes to reflect on their learning process as they thoughtfully answer each of the three questions. After that, students share their answers with each other and revise with the teacher those exercises that remain incomplete or still elicit questions. They might as well go over content that needs to be revisited, be it grammar, vocabulary, pronunciation, writing, etc. The aim is that students can take ownership of their learning process and understand what they need to continue reinforcing and practising in order to make further progress.

CAN DO CHECKLIST The Can-do checklist acts as an extension of the previous activity in that the learner is expected to go into even more detail about what content and skills specifically they feel they have achieved, are in the process of achieving or have not yet achieved. Having done the previous activity, which involved a walkthrough of the whole unit, it should not take the students much effort and time to do this exercise. By doing this activity prior to the online assessment, the student has more knowledge about where he/she stands and what contents and skills he/she still has to continue working on and studying in order to be better prepared for the assessment.

Above all, these metacognitive activities help the learner to become more autonomous and to understand how he/she can achieve a better level as a foreign language speaker in the business world.

Online Assessment The online assessment of the unit includes reading and listening comprehension skills, grammar and vocabulary, and a section assessing business communication skills, such as how to manage decision-making meetings, presentations, negotiations, etc. The online assessment is to be done by the learners as homework. In other words, no class time is devoted to solving it. It is done in a self-grading Google Form, which makes it easier for the teacher as she/he does not need to devote time to corrections. Anyway, the answers to all the exercises in the online assessment are included below.

READING COMPREHENSION The correct answers are highlighted in green. 1. If you want to be a solopreneur, you need to A have enough capital to fund your business. B have enough time to spend working on your business. C have enough knowledge of the product or service you want to sell. D have other people who can support you when you get started.

2. Instead of using your own name, you should A set up an anonymous Facebook page and Twitter account. B use your Twitter username. C think of a different name. D find a brand name for your business. 3.

It’s important to use a name that A doesn’t make people think of existing companies. B includes the name of your product or service. C is connected to the type of business you want to run. D is easy for people to remember.

4. People sometimes don’t realize A what a useful networking tool Twitter can be. B that you can use Twitter to sell things. C that Twitter is great for telling people about your everyday life. D that you can advertise on Twitter. 5. In order to make the most of professional networking sites, you should A set up a profile and then forget all about it. B concentrate on joining as many groups as you can. C keep your profile regularly updated. D make people think that you’re better than you really are. 6. Setting up a blog is A something that people may think is easy. B a must if you want to establish your brand online. C something you should already have done. D something that people may think is difficult. 7. Blogs are useful because A they allow you to sell yourself. B they can demonstrate your expertise. C they’re non-commercial. D they’re free to set up. 8. It’s important to brand your email signature too, A despite the fact that you’ll communicate more through social media than by email. B because most of your written communication will be by email. C because people pay more attention to email signatures than blogs or websites. D because then people will be able to contact you more easily. 9. The writer advises that before going to an event, you should A do some networking with the people who will be there online. B order some business cards so that you can give them out. C use social media to tell other people that you’ll be there.

D find out who will be there and who can help you with your business. 10. The writer thinks that A success comes easily to those who do the things they naturally enjoy doing. B successful solopreneurs need to be prepared to do things they find difficult. C the most important thing is for solopreneurs to have a strong social media presence. D the most successful solopreneurs spend all their time on their business.

GRAMMAR 1. The correct answers are highlighted in green.

The five biggest trends of the next ten years 1 The number of internet users is increasing rapidly and it’s predicted that it _will reach_______ (reach) five billion in the next few years. Around half of these _will be using___ (use) tablets to access the Internet. By 2030, connected devices _will have become_____ (become) so integrated into our daily lives that we __will see__ (see) them as ‘digital assistants’ that help us with everything we do. 2 Today, thousands of items are being sold online every minute and it is expected that every retail company __will have________ (have) an online presence in ten years’ time with nineteen percent of retail sales being made online. 3 It’s likely that in ten years’ time we ____will be travelling_______ (travel) even more than we do now and we _will be using_ (use) smart technology to make our journeys easier and faster. 4 Today’s cities ____will grow____ (grow) to be mega-cities in the twenty-first century. It is estimated that by 2025 the population of the area between Boston and Washington DC in the USA __will have reached_____ (reach) nearly 60 million people. 5 When it comes to social trends, we are living in a world where the number of older people is constantly increasing. Based on current evidence, this _is going to continue____ (continue) over the next ten years and it is believed that there’ll also be more ethnic and cultural diversity in our societies. 2. The correct answers are highlighted in green.

a) 23 At the end of June, I will complete my studies. By the end of June, I __will have completed___ my studies. b) Today is a day that it’s impossible to forget. I __will never forget______ this day.

never

have

c) More people are running their own businesses now than ever before and this trend will continue over the next ten years. I think more people ____will be running______ their own businesses in ten years’ time than ever before. be d) I’ve decided to spend the whole summer working with disabled children. I __am going to spend_______ the whole summer working with disabled children. to e) He earns a lot of money, so he plans to retire before he’s fifty. He _will have earned_____ enough money to retire before he’s fifty. earned

VOCABULARY AND BUSINESS SKILLS 1. The correct answers are highlighted in green. I left school at the age of sixteen without any academic (1) _qualifications___ Instead of staying at school, I decided to look for a job and I found a starting (2) ___position_____ as an office junior at an insurance company. All I wanted to do was earn a decent (3)____salary________ so that I could start buying the things that I wanted. When I was seventeen, I got my driving (4)___licence__________ and bought myself a car. I also realized how useful it was to get some (5)__workplace________ experience because you’re going to be at work for a long time and you need to know how to get up early, develop a routine, get to work and work together in a team. My boss was happy with my performance at work and she suggested I work towards getting some professional (6)__qualifications______ by taking courses in the evening. I think I was the only person on the course who didn’t have a high school (7)___diploma_______ , so I found it quite difficult. Fortunately, the teachers helped me to develop some of the academic skills I hadn’t learned at school, like how to scan-read a book and take notes. Going back to school has made me realize that gaining professional (8)___experience_____________ is important, but studying can also give you more employment (9)___opportunities_____. In my case, my boss suggested I apply for a more senior position in the company. I was successful and now I have a managerial position with a higher salary and a lot more job (10)____security____ .

2. The correct answers are highlighted in green. a) A: Hey, who told you that luck plays no role in you achieving your goals? B: Well, Pete. It’s all about __conventional wisdom______, almost everyone thinks that way.

b) A: I must _acklowledge_____ that the soaring increase in sales wouldn’t have been possible without the marketing department. B: In fact, it was the whole team working and pushing forward together what really made this possible. c) A: Everyone, please, I need stout _commitment__ to work during this unprecedented time. We are suffering great losses and it’s our job to turn this situation over. B: Sure, you can take that for granted, Brad. I’ll make sure to monitor all employees’ performance and check in and out times. d) A: I can’t quit right now. I must finish at least the urgent reports and then I’ll rush back home, I promise... B: Ok, make sure you make it for dinner tonight. e) A: You know what, Bill? Sometimes I feel that somehow I am tricked into feeling some kind of satisfaction, or personal worth that eventually ends up in nothing but more and more pressure on me and my team. B: I guess it is what our mind does: _mistake_ our own self-pride and gratification for external reward. f)

A: And tell me, Mr Johnson, what are your career _goals____ for the next 5 years? B: Well, I __intend_____ to __enhance_______ my managerial skills and lead a strong team that can _exceed______ expectations in terms of innovative processes and sales results.

3. The correct answers are highlighted in green.

Pierre: Good morning. This is Pierre Jouet. Do you remember / I am calling about the email I sent you last week in response to your enquiry. Colter: Oh yes. Thanks for responding so quickly / emailing me so quickly. Pierre: I was wondering if you’d / Tell me if you had time to look at the brochure I sent you. Colter: Yes — it looks very interesting. Let’s meet and / I suggest we meet to discuss things further. Pierre: That would be fine. When would you like to meet / is it a good time? Colter: Let’s say / Would you like to meet next Wednesday at 10.00. Pierre: Fine. Whatever’s best / By the way for you. You can come round to my office if you’d like/ feel like it. Colter: Sure, that works perfect for me. See you / Let’s meet next Wednesday at 10 am at your place, then. Can you email me the location, please? Pierre: I’ll do it straight away. I'll look forward to/ be waiting to meeting you. Bye. Colter: Likewise. Thanks, bye! LISTENING COMPREHENSION The correct answers are highlighted in green. ○ ○ ○ ○ ○ ○ ○ ○ ○

Name: Daniela Fisher After school, she worked in (1) __________an office_____________ She studied business studies at (2) _________university___________ and specialized in (3)_________marketing__________ She then worked at BMI for (4) ____________five____________ years. She is looking for a new job so that she can spend more time (55) (5)_______at home________. In ten years’ time, she’d like to have a global (6)_____role_____and (7) ____deeal with______ customers from all over the world. Her biggest (8) ______weakness______ is that she’s a perfectionist. She sees herself as a natural (9) _______leader________ In her free time, she likes to go (10) _______climbing_________

Unit 3: Motivation and growth CAN DO: At the end of the unit the student can: ●

talk about sources of inspiration and motivation in life

●

describe job satisfaction and personal growth appropriately, using the right lexis and collocations

●

present arguments and supporting ideas in a meeting and use a wide range of appropriate expressions to lead discussions, clarify points or give your opinion to respond to ideas

●

recognize the most common types of elision in speech

●

consider the technique of repeating key ideas and supporting your arguments in a presentation

●

understand the main ideas in a text related to the topic and subtopics of the unit: inspiration, job satisfaction and personal growth

●

use the ideas in an article – related to the topic of the unit – to discuss it orally

●

recognize the different intonations to make polite and assertive requests

●

use the present perfect forms appropriately according to the context

●

write a job application email

Lesson 1: Me, an inspiration? “I’m not your inspiration, thank you very much” Tell the students that as in every other Unit, they’ll start by reading background information about the TED Talk and the speaker to get an overview of what is coming. Encourage them to read these two short texts and get ready to answer some discussion questions.

1. WARM-UP DISCUSSION Answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback. 1) Who or what has been a source of inspiration in your life? (Students’ own answers). 2) What would you define as a 'normal' upbringing? What do you think Stella Young means by a 'normal' upbringing?

By ‘normal upbringing’ she probably means things like going to school, playing with brothers and sisters, doing jobs around the house like tidying her room, etc. 3) What assumptions about disabled people do you think Young wants us to question? To question the assumption that disabled people do not have normal upbringings or are in some way different from people in the rest of society. 4) How well are people with disabilities integrated into the workplace in your country? (The kinds of responses to this question will depend on the country you are teaching in and workplace policies on disabilities. In many countries nowadays, employers are obliged to ensure that a workspace is designed for any individual, with or without a disability.) 2. KEY WORDS Read the sentences together with the students to make sure they understand the overall meaning. The students should try to guess what the words in bold mean in the given context. Encourage discussion here and then give the students some time to match the words or phrases with their definitions. After everyone has completed the exercise, students should take turns to correct the answers orally with the help of the teacher. The correct answers are highlighted in green.

motivational

causing people to take action, often for self-improvement

objectification

the treatment of people as though they were something less than or other than human

inspiration

somebody who does something or deals with a situation so well that others want to be like that

propagate

spread or promote (an idea)

exceptional

impressive in a way that is unusual or not typical

contradiction

a combination of ideas that oppose one another

overcome

to defeat or succeed in controlling or dealing with something

disabled

not having one or more of the physical or mental abilities that most people have

low-key

simple and not attracting attention

glaring

used to say that something bad is very obvious

dawn on someone

to become known or obvious to someone, often suddenly

deliberately

intentionally

subscribe

express or feel agreement with (an idea or proposal)

bag out

to criticize someone or something (Australian slang)

endurance

the ability to keep doing something difficult, unpleasant, or painful for a long time

3. IMPROVING YOUR LISTENING SKILLS: Elision Ask the students to read the Listening skills box on their own and check that they understand the importance of the advice to improve their listening comprehension skills in the target language. The teacher could ask the students the following follow-up questions to answer and share orally: As a learner of English as a foreign language, do you think it’s easier to produce or hear elision? How useful do you think this tip is for improving your listening skills?

1. Give the students a few minutes to listen to the recording on their own and complete the exercise. Then, check the answers orally. The correct answers are highlighted in green. 1. When I was fifteen, a member of my local community approached my parents and wanted to nominate me for a community achievement award. 2. This kid had only ever experienced disabled people as objects of inspiration. 3. I wasn't doing anything that was out of the ordinary at all.

2. Give the students a few minutes to listen to the recording on their own and write the two missing words in each sentence. Check the answers and elicit or point out that the /d/ consonant sound at the end of ‘lied’ and approached’ disappears. 4. I am here to tell you that we have been ___lied to___ about disability. 5. I've lost count of the number of times that I've been ___approached by___ strangers wanting to tell me that they think I'm brave or inspirational.

4. LET’S SIT BACK AND WATCH THE TED TALK! 1. Encourage the students to turn their mics off and enjoy the TED Talk. Remind them to click on the subtitles icon, in the bottom right corner, and choose English to read the subtitles in the target language as they watch. Suggest taking down notes of the most relevant ideas and choose one to share with the rest. 2. Encourage the students to discuss the questions orally. Some answers will vary among students based on their own experiences and beliefs. The model answers below are intended to help the teacher check student’s answers and provide feedback. Give feedback at this stage if any students still seem a bit unsure on how to use the new vocabulary correctly. a. What did Young realize about her student's experience of disabled people? She realized that this kid’s belief was the representation of most people's belief that disabled people must be objects of inspiration. We cannot see them as real people, as our teachers, or our doctors or our manicurists. They must be there to inspire us all somehow. b. In the talk Young says that we have been lied to. What lie is she referring to? She is referring to the lie we have been told about disability. We have been told that it's a bad thing, and that to live with a disability makes you exceptional. Young asserts that it's not a bad thing, and it doesn't make you exceptional whatsoever. c. Who can you think of who has achieved something out of the ordinary? (Students’ own answers). d. What have people said to you so often you've lost count? (Students’ own answers). e. Does Stella Young inspire you? Why? / Why not? (Students’ own answers).

5. CHECK UNDERSTANDING Students should do this set of activities as homework. The teacher should explain what the students are expected to do and check that they have understood how to solve the activities on their own. If necessary, model the first question in each exercise. 1.The correct answers are highlighted in green. Some images on social media objectify disabled people for the benefit of _nondisabled people__ to help them put their worries in ___perspective______. They make nondisabled people think, 'My ____life________ could be worse. I could be that person.' But Stella Young is __that person______________, and she doesn't think her life is bad. For Young, her body and her diagnosis aren't' __the problem______. She looks at the pictures and sees

_____people______ who aren't doing anything out of the ordinary. For Young, the problem is that society objectifies disabled people and views them as exceptional.

2. The correct answers are highlighted in green.

'The only disability in life is a bad attitude'

is

a lie

Smiling at a flight of stairs

won’t turn them

into a ramp

Smiling at a TV

won’t make

closed captions** appear

Radiating a positive attitude in a bookshop

won’t turn

the books to Braille*

Being disabled

isn’t

an achievement

*Braille (n) letters that blind people can feel with their fingers **closed captions (n) written words on a screen for deaf people 3. The correct answers are highlighted in green. a) Stella Young was unable to attend school as a child. b) Her first job was giving inspirational talks at schools. c) Young feels that people with disability could be better integrated into Australian society. d) She feels that Internet images of disabled people are good because they help the world understand disability. e) She feels that the biggest challenges disabled people face are related to their bodies. f) She feels inspired by practical ideas that she learns from disabled people. g) She thinks that one of the keys to overcoming disability is to maintain a positive attitude. h) She feels that too many people have unrealistically high expectations for people with disabilities.

6. PRESENTATION SKILLS: Repeating key ideas and supporting arguments Ask students to read the list of tips in the Presentation skills box for using repetition in a presentation. If any of your students regularly give presentations for their job, ask them if they like to use this technique. You could also ask students if they know any famous presentations or speeches that make use of repetition. The

most famous example is probably Martin Luther King’s ‘I have a dream’ speech which students might be familiar with in which he repeats the phrase ‘I have a dream’ many times.

1. Ask the students to go back to the Ted Talk transcript or video and discuss the following questions orally with their peers. Encourage them to give reasons for their answers. The correct answers are highlighted in green. a. What is the key idea that Stella Young wants to impress upon the audience in those selected parts (2.33 - 3.03 and 7.13 -7.16)? That people have been lied to about disability. b. What word does she repeat, and how many times? She uses the word ‘lie’ (or ‘lied’) five times. c. What effect does her repetition have - does it serve a purpose, or is it simply repetitive? Possible answer: The purpose of repeating the word ‘lie’ is to make sure the audience remember the key message, and to create emotional impact by repeating the emotive word. d. Does Young's talk convince you to agree with her? (Students’ own views). e. Can you remember any other words Stella Young repeated several times in her talk? Repeated words (or word forms of the same word) include normal, low-key, inspire/inspirational/inspiration, motivate/ motivational, exception/exceptional. 2. One of the earliest definitions of critical thinking (published in 1941) was that it is about recognizing an argument or evidence and the evidence or reasoning which supports it. So this task is especially relevant for developing students’ critical thinking skills. Ask students to match the arguments with the supporting examples. Then, check the answers orally. The correct answers are highlighted in green. The disabled aren't seen as real people. They're there to inspire, not to do 'real' jobs.

A student asked when she was going to do her motivational speech, assuming that she couldn't possibly just be a “normal” teacher.

The disabled are objectified to make non-disabled people feel better about themselves.

Pictures on the Internet show disabled people doing normal things, with 'inspirational' captions.

Society has low expectations for disabled people.

People who don't know Stella Young often tell her she's brave or inspirational just for living her normal life.

Lesson 2: What are your top priorities? 1. WARM-UP DISCUSSION Before giving time to the students to read the text individually, discuss the questions below orally. 1. Look at the three diagrams with the class. Elicit that the most important things for the people who drew these diagrams are chocolate, money and friends. Ask students to work on their own to rank the three most important things that they need in their life. Direct them to the example diagrams for some ideas. They can choose abstract things, e.g. love, or material things, e.g. my flat. Encourage them to compare their diagrams and account for their choices. 2. Explain that students are going to match the four groups of words with their headings. If necessary, clarify the meaning of: physiological – referring to the healthy or normal functioning of the body shelter – a structure that protects or covers people or things, usually a place where people live (list A) Look at group A as an example with the class. Elicit that the heading for group A is physiological needs. If necessary, model and drill the pronunciation of physiological /ˌfɪzɪəˈlɒʤɪkəl/. Ask students to match the other headings with the appropriate groups of words. The correct answers are highlighted in green. Self-actualization – the fifth heading not used here – means the realization and fulfilment of your own talents and potential. Physiological needs

Social needs

Esteem needs

Safety needs

drink food shelter sleep

family friendship love romance

independence prestige self-respect status

health job security personal safety property

2. Each student could first rank the following motivations on their own and then share their priorities. Encourage whole-class discussion here. Answers will definitely vary among them. Ask students to give reasons for their choices. If necessary, clarify the meaning of: commission – sum of money that is paid to an employee upon completion of a task, usually the task of selling a certain amount of goods or services. praise – the expression of approval or admiration for someone or something. redundancy – the state of being no longer in employment because there is no more work available.

promotion – the act or fact of being raised in position or rank. perks / fringe benefits – special benefits such as a company car or medical insurance that are given to people who have a particular job or belong to a particular group.

3. LET’S READ THE ARTICLE! 1. Give the students enough time to read the article on their own.

2. Encourage oral discussion. The idea is that the students express their thoughts regarding the statements below. The answers will vary among students depending on their own views and experiences. If necessary, clarify the meaning of these words: caring – displaying kindness and concern for others to revamp – to remake, revise or renovate leave policy – it helps you define the number of leaves (days off work) your employees have, the types of leaves that they are eligible for, and how to apply for leaves.

a. b. c. d.

Companies should be fully involved in the lives of their employees. ‘Sick days’ are a perk. A pay rise is better than a job in a caring company. Revamping leave policies to create ‘flexible leave banks’ that put all employee leave into a single category is a tool every company should implement.

4. CHECK UNDERSTANDING 1. Can be assigned as homework. The answers are highlighted in green. 1. What is the writer’s purpose? a) to promote strategies to keep employees at their work. b) to inform the reader by outlining the number of strategies that companies put into action to keep their workers. c) to summarize a study about the job perks that are successful. 2. Making employees happy... a. has always been a tough job. b. is becoming more and more complex to achieve. c. will be less difficult in the future. 3. In the past... a. bosses welcomed extra benefits such as child care and financial planning for their employees.

b. companies didn’t use to treat their employees so well with extra perks. c. bosses didn’t allow child care or financial planning. 4. Pay rises... a. imply employees will change their mind if willing to quit. b. are always successful in retaining workers. c. could be in some cases a good strategy to keep employees. 5. The writer concludes that... a. it is never clear what an employee might need to stay in a company. b. each company must consult human resources when it comes to employee’s satisfaction. c. if employees achieve a work/life balance and are happy at work, they will not look elsewhere for employment.

2. Can be assigned as homework. The answers are highlighted in green. a. job ___position______________ b. consider ____think of_____________ c. employment ___work ______________ d. occupational areas ___job sectors________ e. expect __predict / project / estimate_______ f. require ___ask for______________ g. increase ____rise_____________ h. opportunity ___chance / opening______________ 3. Can be assigned as homework. The answers are highlighted in green. a. Money is a less important motivator than a caring company. b. Employees should be given much less choice on how they organise their time away from work. c. There are some disadvantages to the number of benefits and perks you offer your employees. d. Creating an atmosphere and culture which employees feel they belong to is crucial. e. Up-market perks are given to the majority of technology companies’ staff. f. Some people are after a place that is understanding and helps them deal with personal situations, too.

4. Can be assigned as homework. The answers are highlighted in green. 1) 2) 3) 4)

personal …problems………….... common...sense.................. financial...planning.................. social...responsibility.................

5) 6) 7) 8)

top....performers................. corporate...culture.................. general....manager................. employee...loyalty..................

a) He has resigned after having a lot of…personal…problems………………...this year. b) Building up…employee……………... …loyalty………………... is important with unemployment at a record low. c) Our …general……………... …manager………………… is in charge of running the company and for making joint strategic decisions with the CEO. d) The new CEO transformed the bureaucratic …corporate……………... …culture……………….... to profit-minded entrepreneurship. e) Companies who pollute the environment are ignoring their ethical and …social……………... …responsibility………………... f) The …top……………... …performers………………...should get the biggest bonuses. g) We need to use logic and…common……………... …sense………………… not our emotions to make this decision.

5. VOCABULARY: Personal growth (word categories) and common verb collocations 1. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. Verb

Noun

Adjective

contribute

contribution

contributing / contributive

create

creation

creative

demand

demand

demanding

excite

excitement

exciting

fascinate

fascination

fascinating

frustrate

frustration

frustrating

fulfill

fulfillment

fulfilling

grow

growth

growing

influence

influence

influencing

motivate

motivation

motivating

originate

origin

originating

perfect

perfection

perfect

qualify

qualification

qualifying

recognize

recognition

recognizing

repeat

repetition

repetitive

reward

reward

rewarding

satisfy

satisfaction

satisfying

secure

security

secure

succeed

success

successful

2. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally. 1) satisfy a) Women are more …satisfied…… with their jobs than men in many countries. b) Low pay and poor working conditions create … dissatisfied….. Workers. c) Small European countries are at the top of job …satisfaction……… league tables. 2) motivate d) What are the strongest …..motivating……. factors in people's lives? e) Workers become …demotivated…….. if they work long hours for low pay. f) What was your …motivation……… for becoming a salesperson? 3) fulfill g) Becoming Department Head was the …fulfillment……… of a lifelong ambition. h) He …fulfills……. his role as manager very effectively. i) I feel ...unfulfilled….. in my job because I am not given enough responsibility. 4) inspire j) Jack Welch was an …inspiring…….. business leader who motivated employees. k) He has been an …inspiration……… to the new members of staff. l) After an …uninspiring………launch, the new model quickly failed. 5) frustrate m) You could see the ...frustration……….. building up in the workforce. n) I find talking to him …frustrating………. because he never listens to anything I say. o) I felt so …….frustrated…… with their attitude that I decided to resign.

3. Can be assigned as homework. The correct answers are highlighted in green. If done in class, check answers orally.

face

a challenge / a problem / a difficult situation / your opponent / the future / charges

cope with

a problem / difficulty / stress / anxiety / disability

deal with

customers / employees / a problem / a difficult situation / pressure

devise

a plan or a way

build

employee loyalty / good rapport

address

an issue / concern / problem / question

look out for

your employees / your children / yourself

revamp

the web image / your appearance

Lesson 3: What’s your view on this?

1. LANGUAGE AT WORK: Grammar 1. Encourage the students to take turns and read the sentences in the Grammar box aloud. Make the necessary corrections to their pronunciation and intonation.

2. Encourage whole-class discussion to answer the questions. This is a language-focused activity that may require a little more support from the teacher. The correct answers are highlighted in green. a) Which tense is formed with the verb have + been + ing from of the main verb? The present perfect continuous. b) Which tense emphasizes the process and steadiness - how the time has been spent? The present perfect continuous.

c) Which tense emphasizes the result of an activity? The present perfect simple. 3. Explain that the phrases in the first box must be placed under one of these headings: “We use the present perfect simple to talk about...” or “We use the present perfect continuous to talk about..”. The phrases in the other box must be placed under one of the “Examples” headings accordingly. Read the phrases in the box all together and make the necessary clarifications so that the students can complete this exercise on their own. Then, check the answers orally. The correct answers are highlighted in green. The order is unimportant. What matters is that the use and the example match.

We use the present perfect simple to talk about...

Example

We use the present perfect continuous to talk about...

Example

●

completed actions that have a measurable result in the present

UNICEF has published three reports on this topic this year.

●

a recent activity when we want to emphasize the process, duration or steadiness of the activity more than the result of the activity

The Human Resources department has been working non-stop all morning to deal with complaints.

●

life experiences, when the person is still living

Our speaker today has published several books and has given conferences in many countries.

●

an activity that started in the past and may or may not be in progress at the moment of speaking

Has anyone been counting the number of responses to our advert?

●

a past action when a the specific time is not stated and we want to emphasize the action

The chief executive officer has made a number of important changes.

●

an action or situation in a time that continues up to

The CTO and CMO have been together for a number of years now.

the moment of speaking

4. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one. a) I have visited / have been visiting three countries this year on business trips. b) Is there a problem with Gmail? Your boss has tried / has been trying to contact you all week. c) The customer hasn’t replied / hasn't been replying to our email. d) Has he saved / has he been saving enough money to buy a car yet? e) Many of the women in the study have had / have been having at least three children. f) I’m afraid we haven’t finished / haven’t been finishing the report. g) Have you listened / been listening to me? This is important! h) The new director has run / has been running several successful companies in her career. 5. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one. 1 We’re here since ten o’clock this morning. We’ve been here since ten o’clock this morning. 2 In my opinion, spending habits are changing for many years. In my opinion, spending habits have been changing for many years. 3 I work for this company for about three years. I’ve been working for this company for about three years. 4 For a long time I’ve been learning English I’ve been learning English for a long time. 5 How long are you living here? How long have you been living here? 6 I’ve just been hearing the news! Congratulations! I’ve just heard the news! Congratulations! 6. This exercise can be assigned as homework. The correct answers are highlighted in green. If necessary, model the first one.

Trends in household expenditure _have not shown___ (not show) great changes over the past ten years. The biggest chunk of household spending still goes on housing and utilities, and this __ has jumped__ (jump) from 22 per cent to 26 per cent. Equally, transport costs _have increased___ (increase) by four per cent. These numbers are not surprising, as fuel costs ___ have been rising_____ (rise) steadily over the ten-year period. As fast foods _have become__ (become) more and more popular, our spending on them _has tripled____ (triple). We _have also been buying____ (also / buy) more health products - are we compensating for our poor eating habits? Unusually, given that clothes prices ___have been falling____ (fall) year-on-year, we still spend the same amount on clothes.

Pronunciation Before you read the Pronunciation box with the students, it is important to draw attention to the communication obstacles that pronouncing words and utterances in an incorrect way may bring about. This aspect of the language might be the hardest to tackle because most learners of a second language are not used to devoting time to pronunciation. Therefore, they do not give it the significance it deserves. Then, ask the students to read the Pronunciation box and make the necessary clarifications. Make sure the students follow the theory and tips described. 1. a) Let the students listen to the recording on their own. If necessary, clarify the meaning of assertive – behaving confidently and able to say in a direct way what you want or believe. Check the answers orally. The correct answers are highlighted in green. 1) I’m sorry, but I’m going to have to ask you to pay for the damage. P / A 2) I’m really sorry, but I’m going to have to ask you to pay for the damage. P / A 3) Could you possibly help me out? P / A 4) Could you possibly help me out? P / A 5) That’s an awkward situation, isn’t it? P / A 6) That’s an awkward situation, isn’t it? P / A b) Encourage the students to practise saying the sentences both politely and assertively.

2. a) Let the students listen to the recording on their own and then encourage them to practise the intonation. Provide oral feedback when necessary. 1. 2. 3. 4.

Could you call me back before tonight? Could you email me the details? Can you get back to me on my mobile? Do you have an email where I can get in touch with you?

b) Encourage the students to guess the intonation of the following requests. Then, let the students listen to the recording on their own and check the answers. If necessary, let the students say the sentences again to improve their intonation. 1. 2. 3. 4.

Could you get back to me? Can you let me know? Can you give me a ring? Could you text me the prices?

Lesson 4: Making decisions and applying for a position

BUSINESS SKILLS: Participating in a decision-making meeting 1. Ask the students to read the Context box. Then, let them listen to the recording on their own and choose which points are tackled in the meeting. Check the answers orally. The correct answers are highlighted in green. If necessary, clarify the meaning of: to freeze on – to put a temporary end to something. to cut back on – to reduce the amount or quantity of something, especially expenditure. 1. 2. 3. 4. 5. 6.

Freeze on recruitment ___ Cut back on overtime ___ Reduce office resources ____ Change telephone provider Reduce client expense accounts Cut back on business trips ____

2. Give the students a few minutes to listen to the recording again and complete the fill-in-the-gaps exercise on their own. Check the answers orally. The correct answers are highlighted in green.

1. Yes, well_if we look at the facts, we’ll see that___ our costs for personnel are very high. 2. … number of employees. _Look at_____ the overtime figures. They’re here in black and white______, and they’re costing us … 3. The __thing is______, we need to look at why we have so much overtime. 4. …. A lot of waste. _ A classic example is____ printing emails out on expensive copy paper. 5. So _what you’re getting at___ is monitoring the office supplies… 6. I’m not convinced_________

7. As _far as I’m concerned________, we’d make hardly any savings…. 8. Matt _is right_____. But _I think it would be crazy to___ cut expense accounts...

3. Read the phrases in the box with the students. Then, give them some time to complete this exercise on their own. Check the answers orally. The correct answers are highlighted in green. USEFUL LANGUAGE: PARTICIPATING IN A (DECISION-MAKING) MEETING A _Presenting/Supporting an argument __ If we look at the facts, we’ll see… Look at.... They’re here in black and white… The fact is … / The thing is… The advantage / drawback is … If we…, it’ll mean… A classic example is... B _Giving an opinion___ I (don’t) think (we should)... If you ask me, we should… …, that’s my view. In my opinion, … As far as I’m concerned,... I think it would be crazy to ... C __Responding to opinions/ arguments_____ Exactly / Absolutely. You’re right / X is right. What… says is right. Yes, but… I’m not convinced. I partly agree. I’m not sure about... D __Clarifying_____ Could you give us some detail, please? What I mean is… So what you’re trying to get at is… In other words… To put it ina nutshell, E __Leading the discussion___ Today, I’d like to establish… (Jens), could you start off, please? What’s your position / view on this?

Hang on, let’s hear what (Jens) has to say… I don’t want to spend too long on this point. Can we move on to…? Let’s turn to the next item… Let’s look into it … and discuss it again at our next meeting. Let’s draw up some action points on... 4. Devote the necessary time to this activity. The objective of the role-play is to allow the students to put into practice the business expressions and skills learnt over this section of the lesson. Encourage them to work in groups and follow the steps (a-c) to hold a fruitful meeting. Act as a silent observer as they have the meeting. Let the students interact and take down notes of their performance to provide feedback only at the end. Otherwise, the role-play gets interrupted too often and the interaction doesn’t flow as natural as it should in a real business context.

IMPROVING YOUR WRITING: A covering email WARM-UP READING 1. Give the students time to do this matching activity on their own. Then, check the answers orally. The correct answers are highlighted in green.

analytics

using data to examine or assess something, such as the success of a marketing activity

to fill a role

to find someone to do a specific job

marketing channels

ways to communicate with potential customers

retail

the sale of goods in shops directly to customers

initial

happening at the beginning

the bulk of something

the main or largest portion of something

a campaign

a series of activities aimed at achieving a specific result

seasonal

happening at particular times in the year

2. Ask one of the students to read the email aloud. If necessary, model the pronunciation of unknown words.

WRITING SKILLS: Useful language for job application emails 1. Encourage discussion to answer these questions orally. The correct answers are highlighted in green. a) What expression does Susan use to state the purpose of her email? “I’m writing in response to your advertisement for a...”. b) What information does she include in the first paragraph? She states the purpose of her email and she introduces herself: her name, her current role. She also mentions how long she has been in her current position and that she considers herlsef good for the role. c) What expression does she use to refer to her current role and responsibilities? “I’m a…” (current role) “The bulk of my work involves....” (responsibilities) d) What expressions does she use to refer to her work experience and skills? “I am very comfortable using…”/ “I am familiar with…” (skills) I have the skills to push your business forward (skills) “I have always worked in…” (work experience) “I’ve had this job for the past...” (work experience) e) What expressions does she use to connect her current position with the job she is applying for? “I would very much like the opportunity to both bring my experience and enthusiasm to this role...” f) How does she express her willingness to be contacted and what expressions does she use to give a polite closure to the email? “I would welcome the opportunity to discuss this position with you in person”. (willingness to be contacted) “I look forward to hearing from you. Yours sincerely,” (polite closure) 2. Give the students a few minutes to complete this exercise on their own. Check the answers orally. The correct answers are highlighted in green. Talking about work experience -

I’ve had this job for the past two years The bulk of my work involves … I have always worked in marketing.

Talking about transferable skills -

-

IT’S TIME TO WRITE!

I am very comfortable using analytics I have the skills to push business forward through creativity and innovation. I can work across a range of platforms.

Can be assigned as homework. Ask students to write down a couple of paragraphs about their current role, tasks and responsibilities and their most recent work experience. They could even write about the perks and the company culture they value. Remind them this is only a shorter version of what the full application email they will eventually write. Encourage them to go over the vocabulary items and expressions learnt and look up any new words if necessary.

Lesson 5: Time to look back and reflect! This lesson is devoted to metacognition activities that enable each student, as well as the teacher, to become aware of their learning journey, the stage they are at and the progress they have made so far.

REFLECTION QUESTIONS Here the teacher should invite students to take 10-15 minutes to reflect on their learning process as they thoughtfully answer each of the three questions. After that, students share their answers with each other and revise with the teacher those exercises that remain incomplete or still elicit questions. They might as well go over content that needs to be revisited, be it grammar, vocabulary, pronunciation, writing, etc. The aim is that students can take ownership of their learning process and understand what they need to continue reinforcing and practising in order to make further progress.

CAN DO CHECKLIST The Can-do checklist acts as an extension of the previous activity in that the learner is expected to go into even more detail about what content and skills specifically they feel they have achieved, are in the process of achieving or have not yet achieved. Having done the previous activity, which involved a walkthrough of the whole unit, it should not take the students much effort and time to do this exercise. By doing this activity prior to the online assessment, the student has more knowledge about where he/she stands and what contents and skills he/she still has to continue working on and studying in order to be better prepared for the assessment.

Above all, these metacognitive activities help the learner to become more autonomous and to understand how he/she can achieve a better level as a foreign language speaker in the business world.

PREPARATION FOR INTEGRATIVE ASSESSMENT The teacher should devote the last 10 minutes of Lesson 15 to reading – together with the students – the instructions to the speaking and writing integrative assessment. All queries must be cleared out over this lesson. The teacher should tell the students that they (students themselves) must devote the week before Lesson 16 to the following: 1. Revision – especially of the Useful Language boxes, Presentation skills, Pronunciation tips, Grammar boxes and Vocabulary sections in units 1, 2 and 3. 2. Completing the writing assessment in the integrative assessment and submitting it before the following lesson. They are expected to complete the writing section of the integrative assessment individually as an assignment. In other words, they will not devote time to the writing activity during Lesson 16. 3. Rehearsing for the speaking assessment, either individually or in groups, depending on the card they choose. The speaking assessment will take place in Lesson 16 because it necessarily requires the teacher and students to be present in real time.

Integrative Assessment: Unit 1, 2 and 3 What is it about and what is the aim? The integrative assessment requires the students to put into action their production skills (speaking and writing). It is an instance to assess that the student has been able to acquire and use the skills and useful language practised throughout the units. The teacher should encourage the students to go over the Useful Language boxes, Presentation skills, Pronunciation tips, Grammar boxes and Vocabulary sections in the units studied to make the most of their language learning. The Integrative assessment has a total score of 100. The speaking is worth 50 marks and the writing is worth another 50 marks.

SPEAKING The teacher must assess the students in real time during Lesson 16. Some of them will take the speaking exam in pairs or groups and some individually, depending on the card they choose. The speaking assessment is worth 50 marks. The teacher should make sure that all the items in the card are covered. A higher score should be awarded if the student puts into action the expressions in the Useful language boxes, the Presentation skills and the vocabulary studied in Module 1.

WRITING The student must complete this part of the assessment as homework. The writing piece must be submitted before Lesson 16 and the teacher must mark it before the beginning of the new module. The writing assessment is worth 50 marks. The teacher should make sure that all the elements in the rubric are covered. A higher score should be awarded if the student puts into action the conventions for email writing learnt in Module 1, adopts an appropriate style, uses appropriate language for academic qualifications, personality traits, professional experience, and career goals. Once the work is submitted, the teacher must mark it and also provide written feedback and suggestions for improvement.