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Learn English Select

Student’s Book: Face-to-Face (A1)


Andhra Pradesh Higher Education English Communication Skills Project

LEARN ENGLISH SELECT FACE-TO-FACE COURSE

LEVEL A1

STUDENT’S BOOK

1
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

CONTENTS

COURSE OBJECTIVES 7
INTRODUCTION 8
PORTFOLIO TASKS AT LEVEL A1 8
NOTES ON TUTORIALS 9
NOTES ON EXPERIENTIAL LEARNING AND PROJECT WORK 9
MODULE 1: INTRODUCTION 11
LESSON 1: INTRODUCING YOURSELF AND OTHER PEOPLE 12
LESSON 2: THINKING ABOUT YOUR LEARNING 15
LESSON 3: INTRODUCTION TO EMPLOYABILITY SKILLS 18
LESSON 4: INTRODUCTION TO SOFT SKILLS 20
LESSON 5: HOPES AND EXPECTATIONS OF THE COURSE 22
MODULE 2: JOBS AND DAILY ROUTINES 24
LESSON 1: UNDERSTANDING INFORMATION ABOUT A JOB 25
LESSON 2: JOB DESCRIPTIONS AND UNDERSTANDING JOB ROLES 27
LESSON 3: MY SKILLS, MY STRENGTHS 29
LESSON 4: DISCUSSING DAILY ROUTINES 31
LESSON 5: PROJECT 1: RESEARCH 33
MODULE 3: FREE TIME AND INTERESTS 35
LESSON 1: FREE TIME ACTIVITIES 36
LESSON 2: HOW TO SPEND YOUR FREE TIME 38
LESSON 3: DESCRIBING FAMILY 40
LESSON 4: TALKING ABOUT FAMILY: PRESENTATION SKILLS 42
LESSON 5: PROJECT 1: FEEDBACK ON RESEARCH 44
MODULE 4: JOBS AND SKILLS 46
LESSON 1: DESCRIBING AN ADVERTISED JOB 47
LESSON 2: THE SKILLS NEEDED FOR DIFFERENT JOBS 49
LESSON 3: TALKING ABOUT COMMUNICATION SKILLS 51
LESSON 4: TALKING ABOUT THE JOB YOU WANT 53
LESSON 5: PROJECT 2: INTRODUCTION TO SOFT SKILLS 55
MODULE 5: MY SKILLS 57
LESSON 1: TALKING ABOUT WHAT YOU ARE GOOD AT 58
LESSON 2: TALKING ABOUT PERSONAL AND PROFESSIONAL SKILLS 60
LESSON 3: MATCHING PERSONAL AND PROFESSIONAL SKILLS TO JOBS 62
LESSON 4: MATCHING PERSONAL AND PROFESSIONAL SKILLS TO JOBS 2 64
LESSON 5: PROJECT 2: FEEDBACK ON CASE STUDIES 66
MODULE 6: CONSOLIDATION 68
LESSON 3: UNDERSTANDING THE LANGUAGE OF A CV 69
LESSON 4: WRITING A CV 71
LESSON 5: FINDING A JOB 73
MODULE 7: PREPARING FOR AN INTERVIEW 75
LESSON 1: PREPARING FOR AN INTERVIEW 76
LESSON 2: DESCRIBING A COMPANY OR EMPLOYER 78
LESSON 3: PREPARING FOR AN INTERVIEW: RESEARCH SKILLS 80

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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
LESSON 4: HOW TO ANSWER INTERVIEW QUESTIONS 82
LESSON 5: PRESENTATIONS: PREPARING FOR JOB INTERVIEWS 84
MODULE 8: INTERVIEW SKILLS PART 1 86
LESSON 1: PRESENTATION AND INTERVIEW ETIQUETTE 87
LESSON 2: WHAT TO DO ANOUT FEELING NERVOUS AT AN INTERVIEW 89
LESSON 3: DESCRIBING JOB RESPONSIBILITIES 91
LESSON 4: PROJECT 3: PLANNING AN END OF TERM PARTY 94
LESSON 5: PROJECT 3 FEEDBACK: THE SKILLS INVOLVED IN ORGANISING 96
AN EVENT
MODULE 9: COVER LETTERS AND INTERVIEW SKILLS 98
LESSON 1: HOW TO WRITE A COVER LETTER 99
LESSON 2: WRITING A COVER LETTER 101
LESSON 3: PHONING TO ARRANGE AN INTERVIEW 103
LESSON 4: ARRANGING AN INTERVIEW BY EMAIL 105
LESSON 5: PROJECT 4: WRITING COVER LETTERS, MAKING PHONE CALLS 107
AND WRITING EMAILS TO GIVE INFORMATION ABOUT AN INTERVIEW
MODULE 10: INTERVIEW SKILLS PART 2 109
LESSON 1: MEETING PEOPLE FOR THE FIRST TIME 110
LESSON 2: ARRIVING AT A JOB INTERVIEW 112
LESSON 3: ANSWERING INTERVIEW QUESTIONS 114
LESSON 4: PRACTISING ANSWERING INTERVIEW QUESTIONS 116
LESSON 5: FEEDBACK ON PROJECT 4: WRITING COVER LETTERS, MAKING 118
PHONE CALLS AND WRITING EMAILS TO GIVE INFORMATION ABOUT AN
INTERVIEW
MODULE 11: TUTORIALS AND PORTFOLIO WEEK 120
MODULE 12: SKILLS AND FUTURE PLANS 123
LESSON 1: TALKING ABOUT HARD AND SOFT SKILLS 124
LESSON 2: TALKING ABOUT YOUR OWN HARD AND SOFT SKILLS 126
LESSON 3: FUTURE PLANS 128
LESSON 4: TALKING ABOUT PLANS 130
LESSON 5: PROJECT 5: TALKING ABOUT PLANS 132
MODULE 13: PRESENTATION SKILLS 134
LESSON 1: PROJECT 5: FEEDBACK ON TALKING ABOUT PLANS 135
LESSON 2: ANSWERING INTERVIEW QUESTIONS ABOUT SKILLS 137
LESSON 3: PRACTICE INTERVIEW PREPARATION 139
LESSON 4: PRACTICE INTERVIEWS 141
LESSON 5: FEEDBACK ON PRACTICE INTERVIEWS 143
MODULE 14: PROBLEM-SOLVING AND TEAM BUILDING 145
LESSON 1: COMMUNICATION PROBLEMS 146
LESSON 2: DEALING WITH PROBLEMS 148
LESSON 3: A SOLUTIONS-FOCUSED APPROACH TO SOLVING PROBLEMS 150
LESSON 4: FINDING SOLUTONS TO PROBLEMS 152
LESSON 5: WORKING AS A GROUP TO SOLVE PROBLEMS 154
MODULE 15: FINDING WORK (THAT SUITS ME) 156
LESSON 1: LOOKING FOR WORK 157
LESSON 2: GIVING ADVICE ON LOOKING FOR WORK 159
LESSON 3: MAKING A PERSONAL ACTION PLAN TO FIND A JOB 161
3
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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
LESSON 4: GETTING A JOB OFFER 163
LESSON 5: DEALING WITH REJECTION 165
MODULE 16: CONSOLIDATION WEEK 167
MODULE 17: TALKING ABOUT THE COMPANY 168
LESSON 1: TALKING ABOUT THE COMPANY 169
LESSON 2: ASKING QUESTIONS ABOUT A COMPANY 171
LESSON 3: ASKING QUESTIONS ABOUT A COMPANY 2 173
LESSON 4: ASKING ABOUT WORKING HOURS, PAY AND BENEFITS 175
LESSON 5: PROJECT WORK: DEALING WITH DISTRACTIONS 177
MODULE 18: BUSINESS AND SOCIAL EVENTS 179
LESSON 1: FOOD: LIKES AND DISLIKES 180
LESSON 2: DESCRIBING DIFFERENT TYPES OF FOOD 182
LESSON 3: ORDERING FOOD IN A RESTAURANT 184
LESSON 4: BUSINESS SOCIAL EVENTS 186
LESSON 5: WHAT TO TALK ABOUT AT BUSINESS SOCIAL EVENTS 188
MODULE 19: REVIEW AND CONSOLIDATION 190
MODULE 20: CONSOLIDATION WEEK 191
APPENDICES: HANDOUTS 193
Module 1, Lesson 1 194
Module 1, Lesson 2 196
Module 1, Lesson 3 201
Module 1, Lesson 4 202
Module 1, Lesson 5 204
Module 2, Lesson 1 206
Module 2, Lesson 2 207
Module 2, Lesson 3 209
Module 2, Lesson 4 210
Module 2, Lesson 5 212
Module 3, Lesson 1 215
Module 3, Lesson 2 218
Module 3, Lesson 3 220
Module 3, Lesson 4 222
Module 3, Lesson 5 224
Module 4, Lesson 1 226
Module 4, Lesson 2 228
Module 4, Lesson 3 231
Module 4, Lesson 4 233
Module 4, Lesson 5 235
Module 5, Lesson 1 237
Module 5, Lesson 2 239
Module 5, Lesson 3 242
Module 5, Lesson 4 246
Module 6, LES MATERIALS MODULES 1, 2 & 3 249
Module 6, Lesson 3 258
Module 6, Lesson 4 261
Module 6, Lesson 5 264
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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Module 7, Lesson 1 267
Module 7, Lesson 2 269
Module 7, Lesson 3 272
Module 7, Lesson 4 274
Module 7, Lesson 5 276
Module 8, Lesson 1 278
Module 8, Lesson 2 279
Module 8, Lesson 3 281
Module 8, Lesson 4 283
Module 8, Lesson 5 287
Module 9, Lesson 1 288
Module 9, Lesson 2 290
Module 9, Lesson 3 293
Module 9, Lesson 4 295
Module 9, Lesson 5 298
Module 10, Lesson 1 300
Module 10, Lesson 2 302
Module 10, Lesson 3 304
Module 10, Lesson 4 308
Module 10, Lesson 5 312
Module 11, LES MATERIALS MODULES 4 & 5 315
Module 12, Lesson 1 321
Module 12, Lesson 2 324
Module 12, Lesson 3 326
Module 12, Lesson 4 328
Module 13, Lesson 1 330
Module 13, Lesson 2 331
Module 13, Lesson 3 333
Module 13, Lesson 4 335
Module 13, Lesson 5 336
Module 14, Lesson 1 339
Module 14, Lesson 2 341
Module 14, Lesson 3 343
Module 14, Lesson 4 345
Module 14, Lesson 5 346
Module 15, Lesson 1 349
Module 15, Lesson 2 352
Module 15, Lesson 3 354
Module 15, Lesson 4 357
Module 15, Lesson 5 360
Module 16, LES MATERIALS MODULE 6 363
Module 17, Lesson 1 367
Module 17, Lesson 2 369
Module 17, Lesson 3 371
Module 17, Lesson 4 373
Module 17, Lesson 5 376
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Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Module 18, Lesson 1 379
Module 18, Lesson 2 380
Module 18, Lesson 3 381
Module 18, Lesson 4 382
Module 18, Lesson 5 386
Module 19, LES MATERIALS MODULES 7 & 8 390
ANSWER KEY TO LES MATERIALS MODULES 398

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© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

Learn English Select face-to-face course Level A1– Elementary

COURSE OBJECTIVES

 To contextualize and deepen students’ understanding of the key language learnt


in the Learn English Select Elementary course
 To practise this language in meaningful situations
 To raise awareness of and to develop key employability and soft skills

Learning Outcomes
By the end of the course students will be better able to:
 speak English confidently in a workplace and employability setting
 use specific key employability skills
 learn autonomously and use online learning resources effectively
 analyse job descriptions and ask questions about a job
 give a short presentation about themselves
 describe personal and professional skills
 describe the importance of developing effective communication skills
 match their skills and experience with job advertisements
 write a basic CV
 write a cover letter or email
 prepare for an interview effectively
 describe future plans
 describe effective problem-solving techniques and approaches
 describe how to work effectively within a team
 describe how to look for a job that suits their skills and strengths
 research information about a company
 explain basic social etiquette in a business setting
 read basic emails in work context

The course comprises 100 x 45-minute sessions aligned to the 8 modules within Learn
English Select. Some modules complement online sessions with a specific focus on soft
skills and employability skills.

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© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

INTRODUCTION
Welcome to your new Learn English Select (LES) face-to-face course! We are delighted
to introduce this exciting interactive course focusing on employability and soft skills to
complement the Learn English Select online modules. We hope that you enjoy the
course.
This introduction provides a brief overview of the following:
1) Your learner booklet
2) Your portfolio
3) Mid-course tutorials
4) A note on project and experiential learning activities

The course is divided into 20 modules which each have 5 x 45-minute classroom
sessions. Each session has an accompanying set of materials for you, the learner, to use
and apply. The sessions are also linked with your online LES course and so it’s a good
idea to schedule your online sessions in your own time and the face-to-face sessions will
really help to bring these to life. The course is linked with the LES online through the LES
links given in each session. Students should ideally spend 4 hours per week on the
online course and 5 hours on the face-to-face course.

1. Your Learner Booklet contains the following for each session:


 A set of useful tips or learning points to help you with that lesson’s theme/focus
 Web links that you can use to find out more information
 Space for you to reflect on your learning

The course is very interactive and you are encouraged to take part in everything your
teacher introduces to you. There will be plenty of opportunities for discussions, role
plays, presentations and team work.
2. You are also advised to keep a separate portfolio to collect examples of
work.

PORTFOLIO TASKS AT LEVEL A1


Students will be asked to collect the following items in a separate portfolio folder.
Most of these will be from course activities:

 A CV
 1 or 2 examples of cover letters
 Evidence of research into finding jobs
 My skills – there are lots of opportunities during the course for you to think about
your hard and soft skills. You should have a record of these from some of the
exercises and reflection points in your learner booklet as well as from some
classroom exercises
 Areas to develop – a list of areas you would like to improve
 A list of websites you have found useful organised under different headings eg.
 Finding Jobs
 Writing cover letters
 Writing a CV
 Attending Interviews
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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
 Developing skills (working in teams, active listening)
 Improving English grammar, vocabulary and pronunciation

3. Midway through the course you will have an opportunity for a one-to-one
tutorial with your teacher.

NOTES ON TUTORIALS
One-to-one tutorials take place during Module 11 of the course. Don’t worry if you have
never attended one before. They are really useful for your personal and professional
development.
What is a tutorial?

A tutorial is a one-to-one conversation with your teacher lasting about 5–10 minutes.
You may have some questions and your teacher might make suggestions or give you
advice. You can also use this time for your teacher to check your portfolio progress.
As you approach Module 11, it’s a good idea to start thinking about some questions you
might want to ask or discuss with your teacher during your tutorial.
Here are some suggestions but you can ask anything you like:

1. What are you enjoying about the course? Why? What do you like about it?
2. Which activities have you found really helpful?
3. What do you still need to get better at in the second half of the course?
4. What do you find difficult on the course? Why?
5. Do you take part in all the group activities? Could you do more to take part?
5. Which LES modules have you finished? When do you do them?
6. What do you do outside the classroom to work on the activities you do in the classes?
7. Is there anything you would like to talk about in this tutorial?

NOTES ON EXPERIENTIAL LEARNING AND PROJECT WORK


Your face-to-face course includes student project work and experiential learning
exercises designed to raise awareness of soft skills such as team work or confidence
when presenting.

1) Project work
 Student project work is intended to take place on a Friday – this will be at specific
points in the course and you can read more detailed guidance about it within the
Module

9
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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
 Typically, students will conduct some research or prepare a presentation with the
results of that project presented at some point the following week
 In these lessons the teacher will act more as facilitator in the sense of setting up
the activity and then allowing students to work in small groups to fulfil the task
 Instructions for project work will be very clear and straightforward for you to
implement
 Some of this project work will be collated in a portfolio with a simple checklist –
for example a CV or research into finding a job

2) Experiential learning activities


 In a few lessons teachers will run simple experiential learning activities.
 The purpose of these is to help raise students’ awareness of softer skills such as
their ability to actively listen or their contribution to a team task or understanding
how to present themselves more confidently.
 The teacher will be required to set up the activity – for example building a tower
out of paper or playing a game – stand back whilst the activity takes place and
then facilitate a simple reflection process.
 These lessons can be conducted in L1 (home language) if wished and students
should also be allowed to reflect in L1.

Have fun and enjoy the course!

10
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

MODULE 1: INTRODUCTION

By the end of Module 1 students will:

 Know the topics they will be studying during the course and how they connect to
the Learn English Select online course
 Know how to develop good study skills to help them during the course
 Have a basic understanding of employability skills and soft skills

11
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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

MODULE 1 LES Link –


Elementary 1.1, 1.2
LESSON 1: INTRODUCING YOURSELF AND
OTHER PEOPLE

INTRODUCTION
This lesson is about
 Introducing yourself and other people in a variety of situations

KEY LEARNING POINTS OR KEY TIPS

 In English, we often say the same thing in slightly different ways. It’s a good
idea to get to know the different ways of saying the same thing and notice
how people use them. For example you can say ‘It’s nice to meet you’ and
also ‘it’s a pleasure to meet you’. They have the same meaning.

 When people speak in real conversations, they often leave out words e.g.
they say ‘nice to see you again’ instead of ‘it’s nice to see you again.’ or
‘Good and you?’ instead of ‘Things are good with me and how are things with
you?’

 When you are taking part in a conversation, think about how you are saying
things. Remember to use the tone of your voice to sound interested. You
can practise this by going back to LES 1.2.14.

 After you have studied something in class, think about how you can practise
it in your daily life and try to listen to other people using the language and
try to use it yourself whenever possible.

USEFUL LANGUAGE

Vocabulary Introducing yourself and


others
familiar (adj.) = easy to identify because you
have seen or met this person before My name’s Gagan, it’s a
pleasure to meet you.
E.g. You look familiar.
Nice to meet you, I’m Devi.
to recognise (verb) = to know somebody
because you have seen or met before It’s good to meet you.
based in (adj.) = the place you currently live or How do you do.
work in
I’d like to introduce you to
E.g. She is based in Madrid.
Rakesh
to celebrate (verb) = to do something special for

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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
a birthday or important occasion This is Mala.
e.g. we are going to celebrate her birthday in a Hi, how are you?
restaurant
Hello, how are things with you?

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

13
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Some helpful resources:

 https:goo.gl/h50iwJ - a short You tube video which introduces different ways of


introducing yourself and others
 http://dictionary.cambridge.org/dictionary/english/elementary - Cambridge
Online Dictionary which gives simple definitions of vocabulary
 https://goo.gl/Yo8VQd - a 2nd You tube video with ways of introducing yourself
and your job

14
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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

MODULE 1

LESSON 2: THINKING ABOUT YOUR LEARNING

INTRODUCTION
This lesson is about

 using the online course Learn English Select


 how, when and where you study

KEY LEARNING POINTS OR KEY TIPS

 As this is the beginning of the course it’s a good idea to think about how,
where and when you study and make some plans so that you are organised.

 When you do the online course, make a note of the activities you found very
useful so you can go back and do them again.

 When you agree with someone remember to say ‘I agree’ or ‘I agree with you’
not ‘I am agree’ or ‘I am agree with you.’

 It’s important to make a note of language in whole sentences or expressions


so you can see how it is used. Instead of writing ‘I really enjoy’ write a full
sentence like “I really enjoy working in groups’ and notice what happens to
the second verb in the sentence. You could use a highlighter pen to do this
or underline it.

USEFUL LANGUAGE

To talk about how you feel about things:


I prefer to …
I really enjoy …
I’m good at …
I’m worried about …
I often ….
I want to get better at …
I think it’s a good idea to …

To agree with what someone is saying:

I agree with you.

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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
I like that too.
That’s a good idea.
Me too.

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

16
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Some helpful resources:

 https://goo.gl/NIwMY - a website which tells you which verbs are followed by –


ing and which verbs are followed by the base form of the verb
 https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/how-
improve-your-memory - a British Council video with ideas for improving your
memory

17
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

MODULE 1

LESSON 3: INTRODUCTION TO EMPLOYABILITY SKILLS

INTRODUCTION
This lesson is about

 The difference between experience, qualities and skills


 Talking about the skills needed for different jobs

KEY LEARNING POINTS OR KEY TIPS

 Some people do not like telling others what they are good at but when you
are applying for a job it is important you can do this well.

 Try not to just say ‘I am good at…’ or ‘ I have good…’ Learn different words
and phrases that can be used to say what you are good at. For example,
someone who has good timekeeping is ‘punctual’ and someone who can use
computers well is ‘computer literate’.

 Make a note of how words are used together. For example, ‘manage a
project’ and ‘give a presentation’.

 Look at job advertisements and make a note of the different skills employers
are looking for.

USEFUL LANGUAGE

Vocabulary independent (adj.) = can work on their


own
skills are something you do well that is
useful in a job for example speaking to patient (adj.) = doesn’t get angry if they
customers, using a computer. have to wait a long time

experience is ‘something you have done fit (adj.) = healthy and able to work and
in the past’ e.g. worked in your father’s carry a lot
shop.
Talking about your skills and qualities
qualities are part of your personality
I am good at working with other people
punctual (adj.) = always arrives before / maths / speaking to other people
or at the correct time
I am good at maths / writing /
reliable (adj.) = you can trust this person
I am organised / hard-working /
to do what they say
punctual

18
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Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/ZYiTQP - a You Tube video which tells you how to describe


yourself

19
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

MODULE 1

LESSON 4: AN INTRODUCTION TO SOFT SKILLS

INTRODUCTION

 This lesson is an introduction to soft skills.

KEY LEARNING POINTS OR KEY TIPS

 When applying for work it is important to have an understanding of what your


soft skills are. It is sometimes harder to talk about these than your hard skills.
That is why it is a good idea to make a note of your soft skills and think of
situations when you have used these skills either at university or at work.

 Employers say they give jobs to people who have good soft skills. Soft skills are
people skills. Think about how you can develop your soft skills so you can talk
about them in an interview.

 There are lots of useful websites that describe soft skills and explain how you
can talk about them in an interview. Have a look at them to help you have a
better idea of what soft skills are.

 Remember when you move from one job to another job or from one industry to
another industry you can take your soft skills with you. You need them to work
successfully with different people in different industries.

USEFUL LANGUAGE

 Soft skills- these are people skills you  Problem solving skills- these are
need in different jobs skills you use to find solutions to
 Teambuilding skills- these are skills difficulties or problems
you use to help a group of people  Leadership Skills-these are the skills
work together as a team you need to be a leader)
 Communication skills- these are
skills you use to say what you want or
feel to other people

20
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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Student’s Book: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/T6Pgnh Wiki How Play the Human Knot Game
 https://goo.gl/vwBeNW You Tube How To Play the Human Knot Game
 https://goo.gl/qpS9Rh UK Newspaper Article - 7 Soft Skills Graduates Need

21
© The British Council, 2017

The United Kingdom’s international organisation for educational opportunities and cultural relations.
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MODULE 1

LESSON 5: HOPES AND EXPECTATIONS FROM THE COURSE

INTRODUCTION
 This lesson is about talking about your hopes for the course.

KEY LEARNING POINTS OR KEY TIPS

 When you speak remember to use contractions to sound more natural.


e.g. I am I’m worried about giving presentations in English.

 When you speak give examples. This will help you speak for longer and make
you sound more fluent e.g. I hope to improve my speaking skills because I think I
will need to make lots of phone calls in English.

 It is important to show that you are interested in what your classmates are
saying. You can do this by using your voice. To sound interested you need to
raise or lower your voice. We call this intonation.

 When you learn new verbs, make a note of what they mean and what comes
after the verb.
e.g. hope to + infinitive. This will help your accuracy in English.

USEFUL LANGUAGE

Ways of talking about hopes and Ways of showing interest


plans
 Really?
To talk about future hopes that are  Oh I see.
not definite  That’s interesting!
Wow! That’s amazing!
 I hope to…
 I plan to…
 I would like to (+ infinitive)…
 I want to…
 I’m going to…
To talk about things that you have
already decided to do

 I’m going to (+ verb)…

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/xrhP0u British Council - ways of showing Interest in what other
people say
 https://goo.gl/lKwFkx You Tube video about talking about the future in English

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MODULE 2: JOBS AND DAILY ROUTINES

By the end of Module 2 students will:

 Be able to describe different types of jobs and job roles and routines
 Be able to discuss their strengths
 Know some basic steps for finding out about a particular job

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MODULE 2 LES Link –


Elementary 2.2
LESSON 1: UNDERSTANDING INFORMATION
ABOUT A JOB

INTRODUCTION
This lesson is about

 asking and answering questions about jobs


 work related vocabulary

KEY LEARNING POINTS OR KEY TIPS

 Link do + you together in spoken questions instead of saying each word


separately e.g. "Where do‿you work?"

 Don't repeat all the question in answers, use short answers.


e.g. "How many people work in your company?" - "About 200" (not
"About 200 people work in my company")

 Remember the 3rd person form: I like - he likes. I don't like - she doesn't like

USEFUL LANGUAGE

What do you do?


What's your job title?
Who do you work for?
Where do you work?
How many people work in your team/company?
Do you like your job?
What do you like about your job?
What don't you like about your job?

25
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/UnRv7I - a You Tube video with different ways of asking and talking
about a job

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MODULE 2 LES Link –


Elementary 2.2
LESSON 2: JOB DESCRIPTIONS AND
UNDERSTANDING JOB ROLES

INTRODUCTION
This lesson is about
 expressions for describing jobs
 job roles

KEY LEARNING POINTS OR KEY TIPS

 Use ‘an’ before nouns beginning with a vowel sound (e.g .an engineer, an
accountant). Use ‘a’ before nouns starting with a consonant sound e.g. (a
nurse, a university teacher)

 Make a note of any verb and noun combinations (e.g serve food, answer the
phone, keep records)

USEFUL VERB AND NOUN COMBINATIONS

I ask/help/show/tell people …
I serve food
I design/build/…..
I keep records
Wear a uniform
Answer the phone
Reply to emails
Spend time working/walking/using ….
Working hours
Work at night
Good with numbers

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 Look in the Android Playstore or IOS App store to find a vocabulary notebook you
can download onto your phone to keep a list of any new vocabulary you learn in
your lessons

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MODULE 2 LES Link –


Elementary 2.2
LESSON 3: MY SKILLS, MY STRENGTHS

INTRODUCTION
This lesson is about

 asking and answering questions about job preferences


 hard and soft skills

KEY LEARNING POINTS OR KEY TIPS

 'Hard' skills can be taught/learnt and often measured

 'Soft' skills are more related to personality and character but can be
developed over time

 For many employers, soft skills are more important, as they can train people
in hard skills

USEFUL LANGUAGE

Vocabulary Keep accurate records


well-dressed (adj.) = smart Focus on details

accurate records = a correct note of Manage your time (time management)


things without any mistakes
Communicate ideas
good concentration = think carefully
Be creative
about something and nothing else
creative (adj.) = have a lot of interesting
ideas Talking about what you like doing
Would you like/prefer to + inf …?
Expressions Do you like/prefer + -ing …?
Be part of a team
Work regular hours
Be well-dressed and tidy

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/WMl6wL - You Tube video talking about the difference between ‘Do
you like?’ and ‘Would you like?’

30
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MODULE 2 LES Link –


Elementary 2.3
LESSON 4: DISCUSSING DAILY ROUTINES

INTRODUCTION
This lesson is about

 asking and answering questions about daily routines


 adverbs and phrases to describe order and frequency

KEY LEARNING POINTS OR KEY TIPS

 Adverbs of frequency: never, sometimes, usually, always. We use these adverbs


between the subject and verb (e.g. I usually eat lunch.)

 Times and other two-word expressions go at the end of the sentence (e.g I eat
breakfast at 7.00/every day. Not: I every day eat breakfast) .

 We use words like first, then, next , finally to put actions in order e.g. First I have
breakfast, then I have a shower …

 We use the present tense for routines. Remember to use (e)s with he/she (I
take/she takes, I go/he goes)

USEFUL LANGUAGE

Catch/take the bus/train


Arrive at work
Get to work but get to home
Have lunch
Leave home/work
Have meetings
Meet manager/boss/customers/colleagues
Check email
Check phone/social media for messages

31
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/hBSaAy - a website which gives more information about talking


about your daily routine

 http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-
exercises/daily-routine - some online activities to practise talking about daily
routines

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MODULE 2 LES Link –


Elementary 2.2 & 2.3
LESSON 5: PROJECT 1- RESEARCH

INTRODUCTION
This lesson is about researching different jobs and talking about the different places to
find jobs.

KEY LEARNING POINTS OR KEY TIPS

 It is important to look at different ways of finding jobs. Most jobs are advertised
online. Make sure you also look in local or national newspapers or on company
websites.

 When you find a job that you like think about the skills that you need to do the
job. Make a list of your hard and soft skills and see if you have the right skills for
the job.

 It’s a good idea to a keep list of useful websites for finding jobs. You can share
your lists with your classmates.

USEFUL LANGUAGE

Making Suggestions

 Shall we+ verb?


 Let’s + verb
 Why don’t we + verb

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 http://www.careerbuilder.co.in/jobs/keyword/fresher/
 http://www.careerbuilder.co.in/
 https://india.gov.in/apply-jobs-national-career-service-portal

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MODULE 3: FREE TIME AND INTERESTS

By the end of Module 3 students will:

 Be able to describe their family


 Be able to discuss their interests and hobbies
 Know how to give a simple presentation

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MODULE 3 LES Link –


Elementary 2.4
LESSON 1: FREE TIME ACTIVITIES
INTRODUCTION

This lesson is about


▪ talking about what you like or don’t like doing in your free time

KEY LEARNING POINTS OR KEY TIPS

▪ There are lots of different activities people do in their free time. When talking
about the ones you enjoy doing, try to learn the vocabulary you need to talk
about how you do the activity, any equipment and clothing you need and
where you do the activity.

▪ Try to remember how words are used together; for example, ‘we do the
gardening’ NOT ‘go gardening’

▪ Also remember ‘go’ can be used in three different ways; ‘go + -ing activity’, ‘go
for a + noun’ and ‘go to a + place’

▪ When someone invites you to do an activity, you do not need to give them an
answer immediately. It is quite normal to ask questions to find out more
information; for example, when and where

USEFUL LANGUAGE

Vocabulary Asking about Free Time Activities


What do you do in your free time?
Listen to music Where do you do it?
Watch a film at the cinema When do you do it?
Play cricket Who do you do it with?
Do the gardening How much does it cost?
Go to the park
Go for a swim Making Arrangements
Go jogging. ‘Would you like to go to the cinema?’
Meet my friends ‘What are you going to see?’
Read books ‘I am going to see…’
Take photographs ‘When are you going?’
‘I am going (tonight/ tomorrow/Saturday)
to (name of cinema)
OK. Let’s meet outside 15 minutes before
it starts.

36
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/W95eUj: You Tube video on hobbies

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MODULE 3 LES Link Elementary


2.4
LESSON 2: HOW YOU SPEND YOUR FREE
TIME
INTRODUCTION
This lesson is about
▪ Some of the advantages of free time activities.
▪ Planning and organising a mini presentation.

KEY LEARNING POINTS OR KEY TIPS

▪ The free time activities you do can help you get a job. Remember you can
use these to talk about some of the ‘soft skills’ you have. For example, your
ability to work in a team or your communication skills

▪ Remember the main idea of each paragraph is usually in the first sentence.
When trying to find out what a paragraph is about, read the first sentence to
get an idea of what it is about. Then, read the rest of the paragraph to check
your ideas

▪ Presentations are difficult so it is important to think carefully about the order


and structure of your presentation. It is a good idea to make notes and plan
your presentation.

USEFUL LANGUAGE

Vocabulary Talking about a Free Time Activity

equipment (n) = the things you need to I play / do this with…


do an activity For this activity you need…
competition (n) = an event where The rules for this are…
people try to be the best by winning In the future I plan to…
racket (n) = a piece of equipment you
use to hit a ball e.g. tennis racket
advantage (n) = something good about
a situation or activity

38
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/21oeGA: Vocabulary and spelling practice of free time activities


 https://goo.gl/Pd3BR: A list of free time activities with definitions

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MODULE 3 LES Link


Elementary 2.5
LESSON 3: DESCRIBING FAMILY
INTRODUCTION
This lesson is about
▪ talking about members of the family

KEY LEARNING POINTS OR KEY TIPS

▪ Remember some words can be used for males only (for example, uncle,
nephew, grandson), some can be used for females only (for example, aunty,
niece, granddaughter) and some can be used for both (for example, cousin)

▪ When you say the different members of the family, think about which part of
the word is stressed e.g. grandmother not grandmother

▪ Presentations are difficult so think carefully about the order (what will be first,
second, and so on) and the structure. It is a good idea to make notes and plan
your presentation.

USEFUL LANGUAGE

Vocabulary mother-in-law = your wife/husband’s


mother
uncle = the brother of one of your father-in-law = your wife/husband’s
parents, or the husband of your aunt
father
aunt = the sister of one of your parents, cousin = a child of your uncle or aunt
or the wife of your uncle grandfather = your mother or father’s
middle child = a person who has one father
older brother/sister and one younger grandmother = your mother or father’s
brother/sister mother
only child = a person who does not have grandson = the son of your son or
any brothers or sisters daughter
nephew = your brother or sister’s son, or granddaughter =the daughter of your
the son of your wife/husband’s brother or son or daughter
sister
niece = your brother or sister’s daughter, Asking about Members of the Family
or the daughter of your wife/husband’s
brother or sister How is your…?
He is fine.
She is fine.
They are fine

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/tfM4De: Different family members explained


 https://goo.gl/ao1OWX: Vocabulary to talk about families
 https://goo.gl/gGISvl: You Tube video with conversations about family member

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MODULE 3 LES Link


Elementary 2.4 &
2.5
LESSON 4: TALKING ABOUT FAMILY-
PRESENTATION SKILLS
INTRODUCTION
This lesson is about
▪ giving presentations about families

KEY LEARNING POINTS OR KEY TIPS

 Presenting is very difficult but you can make it easier for yourself by
planning and preparing beforehand.

 Remember to make notes to help you remember your ideas but try not to
read them.

 Also remember to look at the people you are talking to them and use your
hands to help you explain your ideas.

 It is also very important to speak clearly and show you are interested in what
you are talking about. You can use your voice to do this.

USEFUL LANGUAGE

Vocabulary Talking about Your Family


visuals (n) = things you can see My name is ….. and I am going to talk
pace (n) = the speed of something about my family
I have a big/small/ medium-sized family.
enthusiasm (n) = having lots of interest I have .... brothers and .... sisters.
and excitement about something I am the only/middle child.
My (older/younger) brother/sister is…
preparation (n) = what you do when years old.
you get ready for something My brother/sister live...
My brother/sister is a (job)
eye contact (n) = looking at a My
person/people in their eyes father/mother/grandfather/grandmother
was/is (job)
body language (n) = communicating by My parents/grandparents lived in (place)
the movements you make I am married/single/divorced/widowed
I have a son/(number) sons and a
humour (n) = things that are funny daughter/(number) of daughters
widowed (adj) = a person whose
husband or wife has died

42
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/about-my-
family; Writing about your family
 https://goo.gl/fbrgfd; You Tube video talking about different family members

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MODULE 3 LES Link – Elementary


2.2 & 2.3
LESSON 5: PROJECT 1- FEEDBACK ON
RESEARCH

INTRODUCTION

 This lesson is about sharing the information you found from your research in
Module 2, Lesson 5

KEY LEARNING POINTS OR KEY TIPS

 We can say ‘adverts’ or ‘advertisements’. ‘Advertisements’ is more formal. The


word stress changes. When we say these words, the word stress changes.
When we say ‘advert’, the stress is on the first syllable. When we say
‘advertisement’, the stress is on the second syllable.

 Different people like to use different ways of finding jobs. You should decide
where you think is the best place to look for you.

 Keep looking at job advertisements to get an idea of what sort of jobs are
available and what they employers are looking for. Start making notes about the
skills or experience they want and think about how you will develop these skills
so you are ready to apply for different jobs at the end of your course.

 Talk to people you know who have jobs to find out how and where they got
their job.

USEFUL LANGUAGE

Talking and Likes and Dislikes

I liked using the XXX because …

I didn’t like using the XXX because …

I thought it was difficult to use the XXX because …

It was easy to use the XXX because …

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/AIQlI7: You Tube video on understanding job adverts
 https://goo.gl/rr5j0S: BBC Skills wise lesson on understanding job adverts
 https://goo.gl/Xt6Sil: Ways of talking about likes and dislikes

Portfolio task

 List of useful websites to find job advertisements

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MODULE 4: JOBS AND SKILLS

By the end of Module 4 students will:

 Be able to describe an advertised job


 Know what skills are needed for a particular job
 Be able to discuss what communication skills are needed for a particular job

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MODULE 4 LES Link –


Elementary 3.1
LESSON 1: DESCRIBING AN ADVERTISED JOB

INTRODUCTION
This lesson is about

 understanding job adverts

KEY LEARNING POINTS OR KEY TIPS

 Remember a company can be thought of as one organisation or as a group


of employees. So you can use both singular and plural verbs (e.g. Where is it
based? or where are they based?)

 When putting things in order (and for dates) we use 'ordinal' numbers; first,
second, third, fourth, fifth etc. These can be written; 1st, 2nd, 3rd, 4th, 5th etc

 When saying large numbers, remember to use 'and' after hundred, but not
after thousand or million (e.g. One thousand, two hundred and fifty)

 Do not use a plural s on hundred, thousand or million when saying exact


numbers (e.g. two thousand, three hundred and forty)

USEFUL LANGUAGE

Vocabulary How big is it?


How many employees does it (do they)
have?
Employer = company
How old is the company?
Employee = person working for a
company Where is the head office?
Graduate = person who has completed Where do they operate?
university degree
What are they looking for?
based in = location of head office
What's the salary?

Asking about a Company


What's the company?
What does it/do they do?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/QUmhMf: typical pay scales in India

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MODULE 4 LES Link – Elementary


3.1
LESSON 2: THE SKILLS NEEDED FOR
DIFFERENT JOBS

INTRODUCTION
This lesson is about
 identifying what qualifications, skills and experience are needed for a particular
job

KEY LEARNING POINTS OR KEY TIPS

 Note the different position of the apostrophe in one year's experience and
two years' experience. The pronunciation is the same.

 Learn to separate; qualifications (courses taken and passed), experience


(time spent doing a job), skills (abilities) and personal qualities (time
management) in job adverts

 When you go to a job interview, ask specific questions to identify what an


employer is asking for if you don’t really understand it from the job advert

 Make a list of all your qualifications, skills and experience so you can use
them in job applications or covering letters

USEFUL LANGUAGE

General Enquiries About Jobs Skills

What's the job?, What sort of person are Using spreadsheets


they looking for?
Time management
Keyboard skills (e.g. type 50 wpm)
Specific Questions
Give instructions
What qualifications/skills/experience do
Solve problems
they want/I need?
What do I need to be good at?
Personal Qualities

smart appearance, polite, friendly and


Vocabulary
helpful,
To have a certificate/diploma in …

Experience/qualifications preferred /an


advantage = not required but helpful

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/WuCUi: The top ten skills that employers want (University of Kent)
 https://goo.gl/vv7xst: An introduction to soft and hard skills employers look for

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MODULE 4 LES Link –


Elementary3.2
LESSON 3: TALKING ABOUT
COMMUNICATION SKILLS

INTRODUCTION
This lesson is about

 thinking about strengths and weakness in spoken and written communication


 talking about the importance of non-verbal communication

KEY LEARNING POINTS OR KEY TIPS

 Good spoken communication includes good listening skills, giving other


people a chance to speak, and checking you understand what they have said.

 Good communication uses non-verbal ways to help express meaning. These


include thinking about the speed of your voice and how high or low you are
speaking (the pitch of your voice). You should also think about your facial
expressions and the movements you make with your body (gestures).

 It can be harder to understand people in writing or on the phone because you


can see the non-verbal communication they are using.

USEFUL LANGUAGE

Vocabulary posture (n) = the position of your back,


shoulders and body when you are
standing or sitting
non-verbal communication (n) =
to make/keep eye contact (v) = to look
communication with people without using
at somebody’s eyes when you are talking
your voice – using your body, eyes etc.
to them
to show how you are feeling
to interrupt (v) = to stop somebody
facial expression (n) = using your face
talking before they finish by talking
to show what you want to say
yourself
gesture (n) = a movement you make with
stressed (adj.) = worried about
your arms or body to show how you are
something and not able to relax
thinking or feeling
formal (adj.) = used in work not between
friends or family

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/xDtrA5 - You Tube clip explaining non-verbal communication

 https://goo.gl/OyC3wZ - You Tube video on the importance of non-verbal


communication in a job interview.

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MODULE 4 LES Link –


Elementary 3.2
LESSON 4: TALKING ABOUT THE JOB YOU
WANT

INTRODUCTION
This lesson is about
 discussing what you like or dislike about jobs

KEY LEARNING POINTS OR KEY TIPS

 Think about what aspects of the job are most important for you when you
decide which jobs to apply for.

 When you look at job advertisements; research everything about the job e.g.
the hours, the location, the duties, the possibility of promotion. Don’t just
think about the salary.

 Think about the different types of organisations that you can work for. As
well as companies there are many government departments, a charities or
NGOs you could work for.

 It’s important to use the correct preposition with the verb ‘to work’; ‘work in’,
‘work with’ and ‘work for’ have different meanings.

USEFUL LANGUAGE

Vocabulary a national company (n) = in India only


an NGO (n) = Non-Governmental an international company (n) = in more
Organisation than one country

a charity (n) = an organisation that gives


food or money to people who really
Talking about what you want/don’t want
need it
in a job
overtime (n) = extra hours you work
I (don't) want to…/I'd like (wouldn't like)
over your usual hours to get more pay
to…
additional (adj.) = extra
work for + company name or type
a permanent job (n) = a job continuing
work in + location or department
for a long time
work with + colleagues
a temporary job (n) = a job for a short
time

fixed hours (n) = the same hours of work


every day

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/kxy6QJ: Vocabulary related to looking for work

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MODULE 4 LES Link


Elementary 3.3
LESSON 5: PROJECT 2: INTRODUCTION TO
SOFT SKILLS
INTRODUCTION
This lesson is about
▪ The soft skills needed for different jobs. These are skills like communication skills.
Unlike work experience and educational qualifications these skills are not as easy
to measure.

KEY LEARNING POINTS OR KEY TIPS

▪ It is not easy to see what your soft skills are from your qualifications and
experience so it is important you can explain the soft skills you have.

▪ There is quite a lot of difficult vocabulary so it is a good idea to make a note


of it and learn it as the vocabulary here is used a lot and will be useful for the
world of work.

▪ Do not just remember individual words. Try to remember how words are
used together for example, be creative, solve problems, make decisions,
manage time, meet deadlines and work under pressure.

▪ Try to practise the skills good speakers and listeners use. Watch videos of
good speakers and look at what they do.

USEFUL LANGUAGE

Vocabulary creative (adj) = able to think of lots of


to solve problems = find solutions to ideas
something difficult pause (v) = to stop for a short time
to work under pressure = to work in a to rephrase (v) = to say in a different
difficult situation way
to deal with complaints = to try to find to nod (v) = to move your head up and
an answer to something somebody is not down (usually done when you say ‘yes’)
happy with
to manage time = to use your time well Talking about your soft skills
to meet deadlines = to complete a job I am creative
by the time it needs to be done I can solve problems/work under
to have a good imagination = to have pressure
lots of ideas I am good at dealing with
complaints/making decisions/managing
time/meeting deadlines
I have a good imagination

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/EVfPYU - a video which explains useful adjectives you can use in a


job interview
 https://goo.gl/vv7xst - A website which explains the difference between soft and
hard skills
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MODULE 5: MY SKILLS

By the end of Module 5 students will:

 Have an understanding of their own skills and strengths


 Be able to describe personal and professional skills
 Know the requirements of a job application

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MODULE 5 LES Link


Elementary 3.3
LESSON 1: TALKING ABOUT WHAT YOU ARE
GOOD AT
INTRODUCTION
This lesson is about
▪ Talking about things you like, are good at or can do.

KEY LEARNING POINTS OR KEY TIPS

▪ When we use more than one verb in a sentence we need to make sure we
use the correct form of the second verb e.g. after ‘like’ we need –ING and
after ‘can’ we need the VERB. You should make a note of this and learn it.
These are called ‘verb patterns.’

▪ Sometimes it can be difficult to say what you are good at but it is important
to do this when you are trying to get a job.

▪ We often need to be good at different things in different situations. It’s good


to think about different situations and what skills are needed in those
situations. Then think about what you are good at in those situations.

USEFUL LANGUAGE

Vocabulary Talking about what skills are useful or


needed
to repair something = make something
broken work again .e.g. repair a car It’s useful to be good at +ING (speaking
more than one language)
to solve problems = find answers to
problems

colleagues (n.) = the people you work You need to be able to + VERB (speak
with more than one language)

to break down = when a machine stops


working e.g. the car broke down on the
motorway

to spend time with somebody = to be


together with somebody for some time

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://learnenglishkids.britishcouncil.org/en/grammar-practice/modals-can-and-
cant: Website which explains ‘can’ and ‘can’t’
 https://goo.gl/4FcZBi: Verb patterns practice

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MODULE 5 LES Link


Elementary 3.3
LESSON 2: TALKING ABOUT PERSONAL AND
PROFESSIONAL SKILLS

INTRODUCTION
This lesson is about
▪ Matching skills to jobs

KEY LEARNING POINTS OR KEY TIPS

▪ When native speakers speak English, they often link words together
differently to how they are written. For example ‘I am good at’ looks like 4
words but when we say it, we put ‘I am’ together and say ‘I’m’. I’m is a
contraction. We also join ‘good‿at’ together and say ’goodat’.

▪ In this lesson, there is some new vocabulary about companies and different
departments in companies e.g. Head Office, Human Resources. Think about
how you will organise this new vocabulary in your notebook.

▪ When you talk about your skills and the things you are good at, it’s useful to
think about real times in your life when you showed that you are good at
something. Start making a note of these examples because you will be able
to use them when you start applying for jobs.

USEFUL LANGUAGE

Vocabulary Talking about jobs you could do


I would be a good … because
Head Office = the most important office
e.g. I would be a good waiter because I
of a company or organisation
like serving people and have good
a branch (of a company) = one of the people skills
offices of a company

numeracy skills = maths skills

Human Resources = the department in


a company that finds new people, keeps
records about them and helps them with
any problems they have

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/VTltKm: examples of contractions


 https://goo.gl/Ta1sw3: an activity about different departments in a company

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MODULE 5 LES Link


Elementary 3.3
LESSON 3: MATCHING PERSONAL AND
PROFESSIONAL SKILLS TO JOBS
INTRODUCTION
This lesson is about
▪ Thinking about personal and professional skills and matching them to jobs

KEY LEARNING POINTS OR KEY TIPS

▪ There are a lot of prepositions in English. It’s a good idea to learn them with
the word they go together with e.g. ‘talk to’, ‘good at’ etc.

▪ In this lesson, you will take part in some discussions. Think about your role in
discussions, do you make sure you say something or do you usually just
listen to what other people say? Always try to say something in a discussion.
This will help you to get more confidence speaking in English.

▪ When you are in an interview, you may be asked a question which can be
answered ‘yes’ or ‘no’ but you should always give a longer answer. Start by
saying ‘yes’ or ‘no’ then give more information.

▪ Think about some of the interview questions in today’s lesson. How would
you answer them yourself?

USEFUL LANGUAGE

Deciding the Best Person for the Job Interview Questions about Skills
Have you got any experience of …+ING?
I think XXX is a good person for the job Are you good at…?
because… Can you…?
Do you have good…?
S/he can / is good at / has … Can you give me an example of
+ING/noun?
XXX is a good candidate but s/he isn’t
/can’t / hasn’t got experience of …

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/7CoK3k: an activity to practise prepositions with adjectives


 https://goo.gl/GFIiQt: You Tube video of a practice job interview

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MODULE 5 LES Link


Elementary3.4
LESSON 4: MATCHING PERSONAL AND
PROFESSIONAL SKILLS TO JOBS 2
JOB APPLICATION FORMS
This lesson is about
▪ The different sections of a Job Application Form and filling in a Job Application
Form.

KEY LEARNING POINTS OR KEY TIPS

▪ Not all job application forms are the same so you should look at a lot of them
so you know the type of information you need to include.

▪ It’s important to check all the details you write on an application form to make
sure you don’t make any mistakes.

▪ When you ask somebody to be a reference for you, it should not be a member
of your family. You should try to find someone who was your manager at work
or a teacher who knows you and how you work.

▪ When people ask you questions about yourself, you don’t need to answer in full
sentences. For example Question: How long did you work there? Answer: I
worked there for 3 years or 3 years.

USEFUL LANGUAGE

Asking and Answering Personal and Answers


Work Related Questions
I was a XXX.
Questions
(I worked there) for XXX years.
Could/can you tell me about your
I had to XXX.
Employment History?
(I left) because …
What did you do?

How long did you work there?

What were your duties?

Why did you leave?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/ZMTWa7: Quiz about filling in forms correctly


 https://goo.gl/V3MDBp: You Tube video with advice on job application forms

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MODULE 5

LESSON 5: PROJECT 2: FEEDBACK ON CASE STUDIES

INTRODUCTION
This lesson is about
▪ The difference between hard and soft skills.

KEY LEARNING POINTS OR KEY TIPS

 Some people find it hard to say what they are good at but you need to do it
to get a job. Make a list of the things you are good at but make sure you
think about soft skills as well as hard skills.

 When you make a list of your soft skills, try to think of examples of times in
your life when you showed that you have these skills.

 Look at job adverts and find examples of soft skills that employers ask for

USEFUL LANGUAGE

Vocabulary

Making Suggestions
Shall we +VERB? e.g. Shall we put soft
skills on this side of the poster?
Let’s +VERB e.g. Let’s use red pen for
the title

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

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c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/kjESI0: Some soft skills explained

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MODULE 6: CONSOLIDATION WEEK

By the end of Module 6 students will:

 Have conducted some of the LES end-of-module tests (check ‘Appendices:


Handouts” LES Materials Module tests 1-3)
 Have reviewed their learning from Modules 1 - 5
 Know how to write their CV
 Have raised their awareness of building resilience

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MODULE 6 LES Link –


Elementary 3.4
LESSON 3: UNDERSTANDING THE LANGUAGE
OF A CV

INTRODUCTION

 This lesson is about the information to include on a CV.

KEY LEARNING POINTS OR KEY TIPS

 Not all CVs are the same. Look online to see examples of different CVs.

 Don’t put your referees name on your CV without asking them if they are happy
for you to do this. Some people get angry if they are asked to write a reference
and were not asked first.

 Try to find referees who are not related to you e.g. a teacher who knows you well
or someone you know from a work situation.

USEFUL LANGUAGE

Ways of describing your language ability

Native speaker - use this term to talk about your first language and any other
languages you have not learned as a foreign language. (If your mother tongue is
Telugu, you are a native speaker of Telugu)
Fluent – use this term to talk about languages you can use without stopping and
without mistakes
Good - use this term to talk about languages that you can communicate with at a
basic level

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/h07sOU: Wiki Jobs How to write a CV
 https://goo.gl/lvU4sh: British Council Podcast on writing CVs

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MODULE 6 LES Link –


Elementary 3.4
LESSON 4: WRITING A CV

INTRODUCTION
 This lesson is about writing your own CV.

KEY LEARNING POINTS OR KEY TIPS

 Remember the introductory statement at the top of your CV is to impress an


employer. You should change it every time you apply for a different job so that
it is related to the job you are applying for.

 Remember to keep your CV short. One page is fine. Employers do not want to
read CVs that are longer than two pages. Remember you do not need to write
in full sentences in your CV.

 Don’t forget to check your English in your CV. Check your spelling, grammar
and punctuation.
Read your CV carefully before your send it to anyone. Make sure your CV is
clearly presented and check that you have included all the necessary
information e.g. dates of education or work experience; details of two referees.
You could ask a classmate or family member to read through your CV and
check the information.

 When you look for a job you might look for different types of jobs. You will need
to change your CV so it is relevant to the job you are applying for.

USEFUL LANGUAGE

Vocabulary

an introductory statement = a sentence or two at top of a CV to introduce you to


an employer
increasing sales = more sales than before

to impress somebody (v) = to give somebody a positive idea of you by doing or


writing something good

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/lIo6lD: An example CV
 https://goo.gl/XME10D: A simple template for writing a CV

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MODULE 6 LES Link –


Elementary 3.5
LESSON 5: FINDING A JOB

INTRODUCTION
 This lesson is about what you need to do to find a job.

KEY LEARNING POINTS OR KEY TIPS

 Remember there are always a lot of people looking for work so you will probably
need to apply for a lot of jobs before you get an interview. You will also need to
go to a lot of interviews before you get a job.

 When you look for a job, look in different places. You can look in newspapers,
online and you can also ask different people you know.

 You can go to companies to ask them about jobs instead of waiting to see jobs
advertised.

 When you answer a question, you can use a long or a short answer. E.g.
Question: ‘Which university did you go to?’ Answer: ‘I went to KL University’ or ‘KL
University’

 It’s a good idea to learn verbs and the prepositions to use with them at the same
time e.g. speak to, wait for. You should also think about the words you can use
them with e.g. ‘speak to an employer/ friend’, ‘wait for a week/ answer’

USEFUL LANGUAGE

Vocabulary How many interviews did you go to?


Questions about Finding a Job How many job applications did you
write?
Which university did you go to?
Have you got a job now?
What did you study?

Where did you look for jobs?


Giving Advice
How many jobs did you apply for?
S/he /You should +VERB
Did you go to any job fairs?
S/he /You can +VERB
What jobs did you apply for?
S/he /You needs to + VERB

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://learnenglish.britishcouncil.org/en/quick-grammar/verbs-prepositions: a
list of verbs and prepositions

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MODULE 7: PREPARING FOR AN INTERVIEW

By the end of Module 7 students will:

 Know how to use their critical thinking and research skills to help prepare for an
interview
 Know how to respond to interview questions
 Have at least two strategies for dealing with nerves and building confidence

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MODULE 7 LES Link – Elementary


4.1
LESSON 1: PREPARING FOR JOB
INTERVIEWS

INTRODUCTION
This lesson is about
 asking about how to prepare for a job interview
 making suggestions about how to prepare for a job interview

KEY LEARNING POINTS OR KEY TIPS

 It is very important to prepare for a job interview. You should find out as much
as possible about the company before you attend the interview.

 Read the job advert and the job description to learn more about the job. Think
about the different responsibilities of the job.

 It is useful to use any facts you learn about the company when you answer
questions in the interview. The interviewer will be happy that you know about
the company.

 Make sure you are not late for the interview. Find out about how to get to the
interview before the day of the interview.
USEFUL LANGUAGE

Vocabulary to find out = get information about


something
job description (n) = list of things you
do at work to be on time = arrive at the correct
time (not late)
responsibility (n) = something you are
in charge of or must do as part of the
job
Giving Advice and Suggestions
social media (n) = Internet sites for
You can +VERB = it is possible
communication e.g. Facebook
You should +VERB = it is a good idea
interviewer (n) = person who asks most
of the questions when you attend an You have to/must +VERB = it is very
interview important, you have no choice
facts (n) = true information

notes (n) = short written record of


information or ideas to help your
memory
to prepare (n) = do work before
something to be ready later

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/wFiZ2n: 7 Steps to prepare for an interview from Princeton
Careers Service

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MODULE 7 LES Link –


Elementary 4.3
LESSON 2: DESCRIBING A COMPANY OR
EMPLOYER
INTRODUCTION
This lesson is about

 preparing for an interview by getting information about the company

KEY LEARNING POINTS OR KEY TIPS

 Remember it is important to prepare. If you ask a question about information


that is on the company's website it will show that you have not prepared by
looking at the website

 You should find out everything the company does and where they do it so you
can talk about it in the interview

 Before you attend an interview, find about where the head office is and where
they have other offices or factories

 You should also find out which states or countries they sell their products in.

USEFUL LANGUAGE

Vocabulary Talking about a Company


employee (n) = a person who works for a
company
It employs over/about ........... people
job benefit (n) = things a company gives
It has over/about ............ employees in
staff that is not money
.........
paid holidays (n) = time off from work
It has ........ offices including the one
when you get paid although you are not at
here in this city
work
It has .......factories in
over = more than this number
......cities/states/countries
modern (adj.) = new design and not old
The head office is in ...........................
including = this and others
It has offices/factories in .................
to employ = to give someone a job
They are ........... manufactures
factory (n) = a place where things are
They manufacture....
made
Employees get ...... days paid holiday
salary (n) = the money you earn each
per year

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month or year It has modern offices and the salaries
are good
about = close to a number, maybe more
or less

manufacturer (n) = a company that


makes things

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/B4V9qh: A website with information about how to find out about a


company
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MODULE 7 LES Link –


Elementary 4.1,4.2
LESSON 3: RESEARCH SKILLS

INTRODUCTION
This lesson is about

 doing internet research to find information about advertised jobs and the
company

KEY LEARNING POINTS OR KEY TIPS

 It’s a good idea to look at a company's official website because it will give you
lots of information about the company

 You should also find out whether the company has a Facebook page and a
Twitter account as these might give more up-to-date information about the
company

 Other websites will give you other information, for example what other people
think about the company so look at them as well

 Social networking sites like LinkedIn might give you background information
about people that work there

USEFUL LANGUAGE

Reporting on research

We found…

e.g. we found a lot of information about the company on their website.

We didn’t find …

e.g. we didn’t find Facebook very useful because it didn’t have any information
about the company.

LinkedIn was very useful because …

It was hard to …+VERB

It was easy to …+VERB

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://www.naukri.com/ : a job search website advertising jobs in India
 http://www.monsterindia.com/ : another job search website advertising jobs in
India

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MODULE 7 LES Link –


Elementary 4.1
LESSON 4: HOW TO ANSWER INTERVIEW
QUESTIONS

INTRODUCTION
This lesson is about
 thinking about the questions you might be asked in a job interview and how to
prepare for them

KEY LEARNING POINTS OR KEY TIPS

 Interviewers often ask the same questions so you can guess some of the
questions you will be asked at an interview

 You can therefore prepare what you want to say to tell the interviewer about
your strengths (the things you are good at)

 Remember to include details of the job (that you have seen in the job
description) in your answers

 Use your answers to show that you did some research on the company and the
job

 Remember, in the interview, talk about what you can give the company not what
they can do for you

USEFUL LANGUAGE

Vocabulary ambition (n) = wanting to be successful


at something

career plans (n) = your future plans


strengths / weaknesses (n) = the
related to work
things you are very good / bad at
promotion (n) = moving to a more
hobbies and interests (n) = what you
important / higher position in a company
do in your free time, what you like
to guess = to give an answer to a
favourite (adj.) = the one / thing you
question when you don’t really know or
like more than all others
haven’t got all the information
medical history = information about
to believe = to think something is true
your health and sickness problems now
although you don’t know for sure
and in the past

male / female (adj.) = relating to men /


women

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/vzo7k1:10 most common questions asked at graduate interviews,
University of Kent
 https://goo.gl/qriqXi : Top 10 Interview questions and best answers

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MODULE 7 LES Link –


Elementary, 4.1, 4.3
LESSON 5: PRESENTATIONS: PREPARING
FOR JOB INTERVIEWS

INTRODUCTION
This lesson is about

 working independently in a team to prepare a presentation about preparing for a


job interview

KEY LEARNING POINTS OR KEY TIPS

 Remember that preparation before a job interview is very important. There are
lots of different things you can do to prepare

 Employers are interested in your soft skills as well as your experience and
education. Working in a team is a soft skill. Doing team work projects helps you
to be a better team member

 Use this lesson to think about what makes a good team member e.g. listening
carefully to what other people in the group say

USEFUL LANGUAGE

Vocabulary
participation (n) = doing an activity with other people
opinion (n) = thoughts and ideas people have about something
Talking about Teamwork Skills
Leadership who in the group wanted to be the leader?
were they a good leader?
Communication did people explain their ideas clearly?
did people follow other people's ideas?
Listening did people listen to the other people in the group?
did people listen to other people's opinions?
Participation did everyone talk for the same amount of time?
did people help each other?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/wKyVcS: 7 skills for teamwork

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MODULE 8: INTERVIEW SKILLS PART 1

By the end of Module 8 students will:

 Understand basic job interview etiquette


 Be able to use at least two strategies to help if they feel nervous during an
interview
 Be able to ask questions about job responsibilities

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MODULE 8 LES Link –


Elementary 4.2
LESSON 1:PRESENTATION AND INTERVIEW
ETIQUETTE

INTRODUCTION
This lesson is about
 what to wear and what not wear at job interviews
 how to behave at an interview

KEY LEARNING POINTS OR KEY TIPS

 Preparation for an interview is always important including thinking about what to


wear and how to act in an interview

 You must be smart but also comfortable. Don't wear anything that you’ve never
worn before.

 If you are not sure what to wear look at employees pictures on LinkedIn or wait
outside the offices and see what staff are wearing

 Too much perfume or jewellery is not a good idea

 Remember that anything you carry (eg. a bag or umbrella) needs to be smart too
and match what you are wearing

USEFUL LANGUAGE

Vocabulary Advice about what to do in an


interview
sandals (n) = a light shoe with straps that
you usually wear in warm weather wear a suit and tie / casual clothes

perfume (n) = a liquid with a nice smell wear formal shoes / sandals

jewellery (n) = things that you wear wear only earrings / a lot of jewellery
around your neck, on your fingers / wrist
wear a little / a lot of perfume -
/ ears to look nice often made from silver
or gold have a haircut / untidy hair

earrings (n) = jewellery that you in your be on time / late


ears to look nice often made from silver
look at the interviewer / look at the floor
or gold
wait for the interviewer to finish speaking
to interrupt = to talk before another
/ interrupt
person has finished talking
be confident / nervous

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Giving Strong Advice sit up straight / back in the chair
You must = Do this

You mustn't = Don't do this

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/eF94KJ: Advice on what to wear for an interview


 https://goo.gl/4afd10: What to wear at an interview

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MODULE 8 LES Link –


Elementary 4.2
LESSON 2: WHAT TO DO ABOUT FEELING
NERVOUS AT AN INTERVIEW

INTRODUCTION
This lesson is about
 understanding what happens to your body when you feel nervous
 thinking about different ways to stop feeling nervous

KEY LEARNING POINTS OR KEY TIPS

 If you are very nervous, it will be difficult for you to do well at the interview and
the interviewer will probably see that you are nervous. For this reason you should
think about what you can do to stop feeling so nervous.

 Remember it is normal to be a bit nervous before something important but


nerves often disappear as soon as you start doing the thing you were worried
about.

 People are usually nervous about doing something new or unknown. So if you
practise saying what you what to tell interviewer, you might feel less nervous
when you do it

 Different ideas work for different people so try a lot of different ways to stop
feeling nervous

USEFUL LANGUAGE

Vocabulary to think positive = be confident about


what will happen, imagine a good result
mirror (n) = glass object that you can
see yourself in

musician (n) = a person who plays music Questions to ask somebody about a
in public situation
muscles (n) = parts of the body that What was the situation?
make you move
Where were you?
to perform = to do something like sing
What happened?
or act in front of other people
How did you feel?
to breathe = to take air in and out of the
body What did you do about it?
to shake = to move parts of the body
quickly and without control

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/2MAhu1: Ideas about staying calm during an interview

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MODULE 8 LES Link –


Elementary 4.5
LESSON 3: DESCRIBING JOB
RESPONSIBILITIES

INTRODUCTION
This lesson is about

 asking about and describing job responsibilities

KEY LEARNING POINTS OR KEY TIPS

 Before you apply for a job you will need to find out more information about it.
You need to do exactly what you will have to do in this job. The job
responsibilities will give you this information

 If you are not sure what the job responsibilities are, you can ask ‘What are the
job responsibilities?’ or ‘What will I have to do?’ before the interview. This will
help you to give relevant answers in the job interview

 When you make a note of words in your notebook, also say what words are
used with them. You should learn these verbs with the nouns that commonly
follow them (e.g. welcome + guests/visitors) not as separate words.

USEFUL LANGUAGE

Vocabulary Verbs and nouns often used with


them
to arrange = to make plans for
something to happen at a known time to arrange -
meetings/appointments/interviews
to deal with = to take action to solve a
problem to deal with -
problems/complaints/angry customers
to look after = to take care of
something or someone to look after -
customers/passengers/children
to manage = to lead or control a team
or department to manage - a team/a department/staff
to train = to teach someone skills or to train - staff/team/employees
how to do something
to update - a database/information/a
to update = to add new recent website
information to something
to welcome - guests/visitors/customers
to welcome = to say hello in a friendly
to organise - an office/a
way
conference/files
to organise = to change something so it

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is more organised or works better to report to - a manager/a team
leader/a director
to report to = to have someone as
your manager Asking about job responsibilities

What does a XXX do?

What are the responsibilities of a XXX?

What else does a XXX do? (to get more


information)

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

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Some helpful resources:


 https://goo.gl/UdKzrc: Job descriptions including responsibilities for 100s of jobs

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MODULE 8 LES Link – Elementary


4.1, 4.2, 4.5
LESSON 4: PROJECT 3: PLANNING AN
END OF TERM PARTY

INTRODUCTION
This lesson is about organising an end of term party
KEY LEARNING POINTS OR KEY TIPS

 When you are working in a group, you need to think about how much you
speak and how much other people speak. When there are quiet people in the
group, try to include them in the discussion e.g. ‘Monish – what do you think?’

 It’s a good idea to praise other people for what they say e.g. ‘I think that’s a
really good idea Rubiah.’

 When you work in a group, you are often given a time limit so have to work
quickly. Make sure you don’t spend a lot of time talking about one thing.

 Remember in a group discussion, listening is as important as speaking. Listen


carefully to what other people in the group say before you say something so
that everyone can speak in the activity.

USEFUL LANGUAGE

Vocabulary Making Suggestions


to praise somebody = to tell Let’s +VERB
somebody what they do well or are
We could + VERB
good at
Shall we +VERB?
to interrupt somebody = to stop a
person from speaking by speaking Agreeing with Suggestions
yourself before they finish
That’s a good idea.
to take part in an activity = to do an
Yes, let’s do that.
activity
Okay
to stay calm = to stop yourself getting
angry Disagreeing with Suggestions
to hire a room = to pay to use a room I don’t think that’s a good idea
for a short time because…
to vote for somebody or something = to Talking about Decisions

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give your choice about something by We are going to +VERB-ING
raising your hand
She / he is going to +VERB-ING

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/ASEsV1: A website which gives advice on organising a party

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MODULE 8

LESSON 5: PROJECT 3 FEEDBACK - THE SKILLS INVOLVED IN


ORGANISING AN EVENT

INTRODUCTION

This lesson is about thinking about the different skills involved in organising a party so
that in an interview an employer can see how you work with other people

KEY LEARNING POINTS OR KEY TIPS

 Employers sometimes ask you to take part in an activity before you attend an
interview to see how you work in different situations. They might send you a
writing activity to do at home and bring to the interview or they might ask you to
take part in an activity with other people.

 When you are taking part in an activity, think about what the employers are
looking for and do these things during the activity e.g. being a good member of
a team, listening to other people as well as speaking yourself.

 When you are taking part in activities in the classroom, imagine that someone is
watching you and think about what you are doing well and what you need to get
better at.

USEFUL LANGUAGE

Vocabulary Giving Feedback

You were very good at +VERB-ING e.g.


‘You were very good at praising people.’
feedback (n) = opinions about
something that tell you if it is successful You listened very carefully to the other
or liked people in the group.
to give feedback = to tell somebody You stayed very calm in the discussions.
what you think about something so that
they know if it was successful or liked You should + VERB e.g. ‘Sometimes you
interrupted people, you should listen first
before you say anything.’

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/oynRFO: A website which talks about the type of activities you
might have to do before an interview

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MODULE 9: COVER LETTERS AND INTERVIEW SKILLS

By the end of Module 9 students will:

 Understand the purpose of writing a cover letter


 Know how to write a cover letter to go with their CV
 Develop a basic understanding of email etiquette

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MODULE 9 LES Link –


Elementary 5.1
LESSON 1: HOW TO WRITE A COVER LETTER

INTRODUCTION
This lesson is about how to write a cover letter

KEY LEARNING POINTS OR KEY TIPS

 A CV is a list of all your education and work experience. A cover letter is more
personal and gives an employer more information about you related to the
job you are applying for.

 You use full sentences and paragraphs in a cover letter but only notes in a CV.

 There are a lot of fixed formal expressions you can use in covering letters
(see useful language box in Module 9, Lesson 2. You can learn them and use
them again and again in different cover letters.

 Cover letters are sometimes called covering letters but it is the same
document.

USEFUL LANGUAGE

Vocabulary in due course = in the future

fluent (adj.) = very good at speaking a attached CV = the CV that is included


language without mistakes or stopping with the letter or email
when you speak
to discuss further = to talk more about
delighted (adj.) = very happy about something
something

an opportunity (n) = a situation which


is possible for you

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/2XBZLp: Advice about what to include in a cover letter


 https://goo.gl/ZwCYD7: Language to include in a cover letter

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MODULE 9 LES Link –


Elementary 5.1
LESSON 2: WRITING A COVER LETTER

INTRODUCTION
 This lesson is about writing a cover letter

KEY LEARNING POINTS OR KEY TIPS

 A cover letter can be sent in the post or can be an email but it is always
formal.

 There are many fixed formal expressions you can use in cover letters (see
useful language box below).

 The information in a cover letter should be organised into paragraphs. Look


at the models and use these to see how to do this.

 Don’t use contractions in a cover letter. e.g. ‘I am a very organised person.’


not ‘I’m a very organised person.’

 When you write numbers in a formal document, write the number in words
e.g. ‘four years’ not ‘4 years’.

USEFUL LANGUAGE

Fixed expressions in cover letters  I am fluent in XXX and XXX.


 I have excellent XXX skills
 I am writing to apply for the job of…  I am very …
 As you can see from my/the  I would be delighted to discuss this
attached CV, I studied/worked… opportunity further in due course.
 I think I have the right experience  I hope that the information here and
and skills to work for you. in my CV is interesting to you.

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/vPKl2U: Example cover letters
 https://goo.gl/aTrMCC: Youtube video with advice on writing cover letters

Portfolio task checklist

 Cover Letter from advert in >HO3

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MODULE 9 LES Link –


Elementary 5.2
LESSON 3: PHONING TO ARRANGE AN
INTERVIEW

INTRODUCTION

 This lesson is about arranging an interview on the phone

KEY LEARNING POINTS OR KEY TIPS

 When you speak to someone on the phone, you can’t see their face or any
body language so you need to be clear about everything you say

 Sometimes when we speak we don’t use whole sentences eg. instead of


saying ‘it’s nice to hear from you’, we say ‘nice to hear from you’. Instead of
saying ‘This is Tariq speaking’, we say ‘Speaking’ as a response to “May I
speak to Mr. Tariq?”

 There are many fixed expressions you can use when you make phone calls
(see useful language box below). It’s a good idea to learn them and listen to
how people use them

 It’s a good idea to check all the information someone gives you on the
phone to check you heard them correctly eg. Did you say 14 or 40?

USEFUL LANGUAGE

Vocabulary Speaking (to confirm who you are when


head office (n) = most important office somebody asks)
of a company
I’m calling about XXX (to say why you
to attend an interview = to go to an are phoning)
interview
Right / I see (to show the other person
to give somebody directions = to tell you are listening to what they are
someone how to get from one place to saying)
another
So that’s xxx (to check that you have
to look forward to something = to wait the correct information
for something with a positive feeling
Yes, that’s fine (to say you are happy
to make an arrangement = organise an about an arrangement)
event in the future
Yes, that’s right (to confirm that the
a native speaker (n) = a person who information is correct)
speaks a language as their first language

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Telephone Expressions Questions to ask about an interview

Is that xxx? (to check you are speaking Can you attend an interview next
to the right person) Tuesday morning at our Head Office?

This is xxx (to introduce yourself on the Is 11.30 OK for you?


phone)
Do you know where our Head Office is?

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/SkEzQ5: YouTube video with common telephone expressions

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MODULE 9 LES Link –


Elementary 5.2
LESSON 4: ARRANGING AN INTERVIEW BY
EMAIL

INTRODUCTION

 This lesson is about the difference between giving information in an email and on
the phone

KEY LEARNING POINTS OR KEY TIPS

 Remember, you can write Wednesday 5 or 5th December, but say Wednesday
the fifth of December or Wednesday December the fifth

 It’s important to be very clear when you are giving information on the phone or
in an email.

 When you write an email; use the subject to say exactly what the email is about

 Organise different pieces of information into different paragraphs to make it


easier to understand

USEFUL LANGUAGE

Talking about Time and Dates


Place
ten thirty – when you and the other
at – use for a street number and name –
person know it's morning or evening at 105 Broad Street
a.m. or p.m. – to show morning (am) or at – use for some fixed location
afternoon (pm) if this is unclear expressions – at our office
midday = 12 am next to – use to indicate a location is
midnight = 12 pm beside another location – the office is
13.00/14.00 (the 24-hour clock) – next to the police station
instead of am or pm on – use with the corner of – on the
corner of Sanstad Marg
Prepositions
Checking Information on the phone
Time
Could you repeat that please?
next – use for days in the week after this
Could you spell that please?
week – next Tuesday
at – use for a time – at 11:30 Could you say that more slowly
please?
on – use for a day – on Tuesday
on – use with a date – on 14 June

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/3gkcbB: Advice about emails to arrange an interview
 https://goo.gl/FzUG3p: Saying dates and times in English

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MODULE 9 LES Link –


Elementary 5.2
LESSON 5: PROJECT 4 - WRITING COVER
LETTERS, MAKING PHONE CALLS AND WRITING EMAILS TO
GIVE INFORMATION ABOUT AN INTERVIEW

INTRODUCTION

 This lesson is about writing a cover letter and writing emails and making phone
calls to arrange an interview

KEY LEARNING POINTS OR KEY TIPS

 Working in a team to produce work can be very helpful. You can try doing it
for this project by doing the writing activities together. Decide whether you
find it easy or difficult to write with another person.

 When you are doing some writing. It’s a good idea to write something in the
beginning. This is your draft. Then look at your draft and then decide what you
are happy about and what you need to change. Sometimes you need to write
a lot of drafts before you are happy with your piece of writing.

 When you are speaking on the phone, you can’t change what you say like you
can on a piece of writing so you have to be careful that you are saying the
right thing. If you think the other person doesn’t’ understand what you said,
you should check that they did by asking questions.

USEFUL LANGUAGE

Vocabulary informal language = more personal


and used with friends, family and people
we know well
to invent information = when you don’t
a draft (n) = the first time you write
know the information or facts, you can
something before you change it is your
use your imagination to think of the
draft.
information

enthusiastic (adj.) = very excited about


Talking about how confident you feel
something
about something
formal language = not very personal I feel very confident / okay / not very
and used in work situations or with confident about…
people we don’t know very well I don’t feel very confident about…

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/jhoY3: Information about prepositions of place

Portfolio task checklist


 Cover Letter from advert on >HO2 Module 9, Lesson 5
 Email invitation to an interview on >HO2 Module 9, Lesson 5

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MODULE 10: INTERVIEW SKILLS PART 2

By the end of Module 10 students will:

 Have practised what they will talk about at an interview


 Know what is important at the beginning of an interview
 Be able to answer interview questions

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MODULE 10 LES Link –


Elementary 5.4
LESSON 1: MEETING PEOPLE FOR THE FIRST
TIME

INTRODUCTION

 This lesson is about what you can do when you meet people for the first time

KEY LEARNING POINTS OR KEY TIPS

 A lot of people get nervous when they meet people for the first time, it’s
useful to remember this if you find it difficult

 Sometimes it is useful to plan what you will talk about to people before you
meet them. You can learn some different ways of starting a conversation.

 People like it if you say something nice about the clothes or jewellery they
are wearing; it’s a good way to start a conversation

 Practise looking people you know well in the eye so it is easier to do it with
new people

USEFUL LANGUAGE

Vocabulary jewellery (n) = things you wear on your


body often made of gold and silver
to look somebody in the eye = to look
directly at somebody and into their eyes

nervous (adj.) = worried about Giving Advice


something They / you/she / he could + VERB
to give someone some advice = to It’s a good idea to + VERB
give somebody some ideas about what
they should or shouldn’t do They / you / he / she could try + VERB-
ING
in the distance = not close

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/ZWMJZx: things to say to people when you meet them for the first
time
 https://goo.gl/4F6kE8; some conversations you can have when you meet people
for the first time

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MODULE 10 LES Link –


Elementary 5.4
LESSON 2: ARRIVING AT A JOB INTERVIEW

INTRODUCTION
 This lesson is about what happens when you arrive at a job interview

KEY LEARNING POINTS OR KEY TIPS

 It’s a good idea to take a drink if you are offered one at an interview
because it’s polite and gives you something to do at the start of the
interview

 We can sometimes answer one question with another question e.g. ‘Would
you like a drink?’ ‘Have you got anything cold?’

 When somebody offers you a drink, you can give a short answer e.g. ‘How
do you take it?’ ‘With milk and one sugar’ not ‘I take it with milk and sugar’

 In English, there is often a lot of different ways of saying the same thing e.g.
there are a lot of different ways of offering somebody a drink. You need to
learn all of them so you can understand what people are saying and when
to use them.

 ‘Would you like a drink?’ is more formal (used with people you don’t know
very well or in a business situation) than ‘Anything to drink?’. We need to
think about the situation we are in before we decide how to say it.

USEFUL LANGUAGE

Vocabulary Anything to drink?


small talk = informal conversation How do you take it?
about general subjects
Responding to the offer of a drink
take a seat= sit down
Yes please, I’d love a coffee/tea/glass of
How do you take your tea / coffee? = water
How do you like your tea / coffee?
Milk, no sugar.
Offering somebody a drink Two sugars and milk, please.
Black, one sugar, thanks
Would you like something / anything to
drink? A cup of tea / coffee would be lovely.
Would you like a drink?
Have you got anything cold like coca
Can I get you something / anything to
cola?
drink?
No thanks, I’m fine.
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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/uWIJ6Y: You Tube video on offering something to somebody

 https://goo.gl/LCqukY: You Tube video explaining the difference between ‘Do


you want…?’ and ‘Would you like…?”

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MODULE 10 LES Link –


Elementary 5.5
LESSON 3: ANSWERING INTERVIEW QUESTIONS

INTRODUCTION
This lesson is about giving good answers to interview questions

KEY LEARNING POINTS OR KEY TIPS

 When you answer interview questions, it is important to give full answers so


you give the interviewer as much information as possible

 Remember the interviewer only knows what you tell them so give them a lot
of information about yourself

 Sometimes it is difficult to say positive things about yourself but it is very


important to do this when you attend a job interview

 You want to show the interviewer you are the right person for the job so only
give them positive information about yourself. Don’t talk about experience
you don’t have, only talk about experience you do have!

USEFUL LANGUAGE

Vocabulary Typical Interview Questions

relevant (adj.) = connected with what Why do you want this job?
is being talked about What experience do you have of
relevant experience = experience management?
which is connected with the job not all What relevant qualifications do you
your experience have?
enthusiastic (adj.) = positive or excited Why do you think you’re the right person
about doing something for the job?
promotion (n) = a higher or more What do you think you are particularly
important position in a company
good at?
top selling sales assistant = the sales
Questions to get more information
assistant who sells the most in the team
Right?

Yes?

Could / can you give me more

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information?

For example?

What do you mean?

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/vsN1P0: You Tube video on answering interview questions
 https://goo.gl/vC4yVm: Ideas for answering interview questions

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MODULE 10 LES Link –


Elementary 5.5
LESSON 4: PRACTISING ANSWERING
INTERVIEW QUESTIONS

INTRODUCTION

 This lesson is about practising answering interview questions

KEY LEARNING POINTS OR KEY TIPS

 Interviewers often ask the same questions e.g. ‘Why do you want the job?’
‘What are you good at?’ so it’s a good idea to plan some answers and think of
examples to give extra information

 Make sure the answers you give the interviewer are relevant to the job. Don’t
tell the interviewer everything about yourself.

 When you are doing an interview, always look the interviewer in the eye

 When you answer interview questions, you don’t always have to give
examples of work situations, you can also talk about things you did at school,
university and in your home life if they are relevant

USEFUL LANGUAGE

Vocabulary Giving Advice

interviewer (n)= the person who is Next time you could + VERB
doing the interview I think you need to + VERB
interviewee /candidate (n) = the
person who is being interviewed by the
interviewer

observer (n) = the person watching


something

feedback (n) = opinions about


something: what was good and what
was not so good

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/9s3Imd: You Tube animated video showing a full interview

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MODULE 10 LES Link –


Elementary 5.2
LESSON 5: FEEDBACK ON PROJECT 4 -
WRITING COVER LETTERS, MAKING PHONE CALLS AND
WRITING EMAILS TO GIVE INFORMATION ABOUT AN
INTERVIEW

INTRODUCTION

 This lesson is about feeding back on Project 4: writing a cover letter and writing
emails and making phone calls to arrange an interview

KEY LEARNING POINTS OR KEY TIPS

 It’s a good idea to ask another person to look at anything you write.
Sometimes it is difficult to see your own mistakes but another person can see
them.

 When you are being given some information on the phone, you should write it
down and then check it. This will give you a record of the conversation.

 Try to use your voice to show how you are feeling. This is called intonation. It
is very important on the phone when you can’t see the other person’s face
because they don’t know what you are thinking and you don’t know what they
are feeling. Your voice can help to give them this information.

 When you are talking on the phone and you think you have the correct
information but you are not sure, you should always check. It’s easy to make
mistakes and you may not hear the other person clearly

USEFUL LANGUAGE

Vocabulary Talking about future plans

a peer review = somebody reading I want to +VERB


and checking what another person says
or writes I plan to +VERB

related information = information I’m going to +VERB-ING


which is connected e.g. information
connected to the job you are applying
for

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/Ev6DhG; You Tube video on the importance of intonation
 https://goo.gl/4S40ig: You Tube video from the BBC on using your voice to show
interest

Portfolio task checklist


 Cover Letter from advert on <HO2 Module 9, Lesson 5
 Email invitation to an interview on <HO2 Module 9, Lesson 5

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MODULE 11: TUTORIALS AND PORTFOLIO WEEK

By the end of Module 11 students will:

 Have been able to discuss your experiences of the course so far with their
teacher
 Have completed some of the examples they need for their portfolio
 Have completed some of the end-of-module LES tests

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One-to-one tutorials take place during Module 11 of the course. Don’t worry if you have
never attended one before. They are really useful for your personal and professional
development.
What is a tutorial?

A tutorial is a one-to-one conversation with your teacher lasting about 5 – 10 minutes.


You may have some questions and your teacher might make suggestions or give you
advice. You can also use this time for your teacher to check your portfolio progress.

As you approach Module 11 it’s a good idea to start thinking about some questions you
might want to ask or discuss your teacher during your tutorial.

Here are some suggestions but you can ask anything you like. Use this space to make
some notes to help you prepare:

What are you enjoying about the course activities? Why? What do you like about
them?

Which activities have you found really helpful?

What do you still need to get better at in the second half of the course?

What do you find difficult on the course? Why?

Do you take part in all the group activities? Could you do more to take part?

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Which LES modules have you finished? When do you do them?

What do you do outside the classroom to work on the activities you do in the
classes?

Is there anything you would like to talk about in this tutorial?

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MODULE 12: SKILLS AND FUTURE PLANS

By the end of Module 12 students will:

 Be able to define hard skills and soft skills


 Know how to create a mind map of their personal and professional achievements
 Be able to discuss their future plans and the steps they will take to achieve them

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MODULE 12 LES Link –


Elementary 6.1
LESSON 1: TALKING ABOUT HARD AND SOFT
SKILLS

INTRODUCTION

 This lesson is about your soft and hard skills and relating them to job
responsibilities

KEY LEARNING POINTS OR KEY TIPS

 A lot of people only think about hard skills when they apply for a job but now
employers are very interested in your soft skills so it’s useful to know what
soft skills are and think about your own soft skills

 You can develop your soft skills both in work and in other situations. Often
you can develop them when you are at school or university or when you are
with your friends and family

 When you apply for a job, look carefully at the job responsibilities and think
about the hard and soft skills you have that match what the employer is
looking for

USEFUL LANGUAGE

Vocabulary

to motivate people = to make somebody want to do something well

electrical goods = things which use electricity to work e.g. televisions, lights,
computers

to analyse data = to look at numbers and information in detail to understand it

graphs (n) = pictures and charts that show how things are changing

to operate machines = to use machines

job responsibilities (n) = the different things you have to do in a job

correspondence (n) = letters, emails, phone calls

to give directions = to tell somebody how to get from one place to another place

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/bqyUhT: a list of soft skills
 https://goo.gl/FN7MzN: a list of hard skills

Learner Portfolio
 Put the list of hard and soft skills into your portfolio so you can add to it later

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MODULE 12 LES Link –


Elementary 6.1
LESSON 2: TALKING ABOUT YOUR OWN
HARD AND SOFT SKILLS

INTRODUCTION

 This lesson is about your own hard and soft skills

KEY LEARNING POINTS OR KEY TIPS

 It can sometimes be hard to say what soft skills you are good at or need to
develop so it is useful to get feedback from other people. Ask them what
soft skills you are good at and which ones you need to develop

 Although we generally say hard skills can be learnt and soft skills are people
skills, you can learn about soft skills from books and websites or go to
courses to learn about them

 If you can’t find a paid job, it’s a good idea to do some voluntary work
because you will be able to develop your skills doing this work

 You can put posts on social media that show you have certain soft skills e.g.
organization. You could put a post about something you are organising.

USEFUL LANGUAGE

Vocabulary

a mind map (n) = a diagram with lines and shapes for organising information

voluntary work (n) = unpaid work

Talking about your skills


I am good at … VERB+ING

I can… VERB

I know how to… +VERB

I have… + NOUN

I am… +NOUN

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/JDWzjg: A You Tube video on how to improve your soft skills

Learner Portfolio
 Put your skills mind map and paragraph about your skills into your portfolio

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MODULE 12 LES Link –


Elementary 6.2
LESSON 3: FUTURE PLANS

INTRODUCTION
This lesson is about

 talking about future plans

KEY LEARNING POINTS OR KEY TIPS

 When you attend a job interview, the interviewer will probably ask you about your
future plan so it is a good idea to know what they are. Think about what role you
would like in the future, what sort of company you would like to work for and what
courses or training you would like to do in the future

 When you speak in English, try to use contractions to sound natural e.g. say ‘I’d
like to be a pilot.’ not ‘I would like to be a pilot’ and ‘I’m doing a BA in marketing’
not ‘I am doing a BA in marketing’

 The present continuous is used to talk about what you are doing (around) now
and the future. e.g. ‘I’m looking for a job.’ (now) ‘I’m attending a training course
tomorrow.’ (the future). Words like tomorrow, next week, tonight show you that
the speaker is talking about the future

USEFUL LANGUAGE

Vocabulary marketing (n) = a department in a


company that advertises to encourage
work permit (n)= a document which
people to buy or do something
says you can work in a different country
Talking about plans in the future
to improve = to get better at something
I want to +VERB
to take off = when an airplane leaves
the ground and starts to fly I plan to +VERB
to land = when an airplane arrives on I’d like to +VERB
the ground
I’m / am +VERB-ING (present
voluntary work (n) = unpaid work continuous)
personal banker (n) = a banker who She/ he is/ ‘s +VERB-ING (present
works with customers who want continuous)
something special or have a problem
You are / ‘re +VERB-ING (present
with the bank
continuous)
employment agency (n) = a company
What are you doing? (at the moment/ in
that helps people find work
the future?)

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/YDtWDs: A website explaining how to use the present continuous
to talk about the future
 https://goo.gl/jts3sm; A You tube video on using contractions

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MODULE 12 LES Link –


Elementary 6.2
LESSON 4: TALKING ABOUT PLANS

INTRODUCTION
 This lesson is about asking and answering questions about your future plans

KEY LEARNING POINTS OR KEY TIPS

 Some people go to recruitment agencies to help them to find a job. The agency
will ask you a lot of questions about the type of job you want and how you want
to work. You need to be sure you know what you want so you can answer the
questions.

 Interviewers will also ask you about your future plans so it’s a good idea to
make a note of what you want to do before you go for an interview.

 Employers like people who want to do more training and get better at doing
things. Do some research on courses that would be useful for you.

 Remember you won’t always find a job with everything you want so try to think
about what is most important for you. Is it the type of work? Where the work is?
The money?

USEFUL LANGUAGE

Vocabulary Asking questions about future plans


a recruitment agency (n) = a business Yes/No questions
that finds people to work for companies Do + subject + want to / plan to / hope
and organisations to +VERB?
eg. Do you want to work for a big
an NGO (n) = Non-Governmental company?
Organisation Would + subject + like to +VERB?
eg. Would you like to work full time?
a charity (n) = an organisation that
gives food or money to people who Wh questions
really need it Question word/s + do + subject +want
to / plan to / hope to + VERB?
a permanent job (n) = a job continuing
eg. What type of company do you want
for a long time
to / plan to / hope to work for?
a temporary job (n) = a job for a short Question word/s + would + subject +like
time to + VERB?
eg. Would you like to work for a charity?
fixed hours (n) = the same hours of
work every day

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shift work (n) = working at different
times of the day and night
a national company (n) = in India only
an international company (n) = in
more than one country

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/wDjH30: A list of recruitment agencies in India


 http://learnenglishteens.britishcouncil.org/skills/speaking-skills-
practice/interview: a British Council video of a job interview with subtitles

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MODULE 12 LES Link –


Elementary 6.2
LESSON 5: PROJECT 5 - TALKING ABOUT
PLANS

INTRODUCTION

 This lesson is about planning what you will do in the future to improve your skills.
You will work in a group to do this.

KEY LEARNING POINTS OR KEY TIPS

 If you want to improve your hard or soft skills you need to think about how
you will do this. It’s also a good idea to give yourself a time by which you will
do it. e.g. ‘I want to do a soft skills course. I’m going to do it when I finish my
university studies.’

 Sometimes it’s hard to think about how to improve your soft skills so it’s
useful to talk about this in groups because other people may have some good
ideas.

 When you decide to do another course, it’s a good idea to do some research.
Read about what other people say about the course and don’t choose it just
because it is near your home or it is the cheapest course available.

 You may be able to improve some of your skills by doing an online course.

 Remember a lot of the activities you do on this course help you to improve
your soft skills. You can talk about them when you go to an interview.

USEFUL LANGUAGE

Vocabulary

to improve = to get better at doing something

Asking questions about skills


What skills do you want to get better at / improve?
What can we do to get better at / improve our IT skills?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/flR6cd: How to improve your soft skills

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MODULE 13: PRESENTATION SKILLS

By the end of Module 13 students will:

 Be able to give a presentation


 Be able to discuss the results of an interview

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MODULE 13 LES Link –


Elementary 6.2
LESSON 1: PROJECT 5 - FEEDBACK ON
TALKING ABOUT PLANS

INTRODUCTION

 This lesson is about telling the other people in your group about the mind map
you made in Module 12, Lesson 5

KEY LEARNING POINTS OR KEY TIPS

 In the last lesson and this lesson, you worked in a group to produce a mind
map and deliver a presentation on your mind map. By doing this, you are
developing your team work skills. You can talk about this project and the
others you do on the course in a job interview. You can talk about what you
did in this activity.

 When you talk about the future, you can use ‘I / we want / plan to’ or you can
say ‘we are going to +VERB’. You use ‘going to’ when you have already decided
what you plan to do.

USEFUL LANGUAGE

Vocabulary The majority of us want /plan to improve


our IT skills.
personal improvement plan = a
document which gives details of what Some of us plan to do a soft skills
you are going to do to get better at course.
doing certain things
A lot of us want to get better at
the majority (n) = nearly everyone / speaking in English.
most of the people
A few of us want to learn to drive.
a few = not many
Talking about the future
Reporting back on a group activity
I / she / he / we want to / plan to /are
All of us want to improve our people
going to +VERB
skills.

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://learnenglish.britishcouncil.org/en/english-grammar/verbs/talking-about-
future: different ways of talking about the future in English
 https://goo.gl/ccvTvs: You Tube video about different ways of talking about the
future in English

Learner Portfolio

 Put your personal improvement plan in your portfolio

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MODULE 13 LES Link –


Elementary 6.1
LESSON 2: ANSWERING INTERVIEW QUESTIONS
ABOUT SKILLS

INTRODUCTION

 This lesson is about asking and answering interview questions about your skills

KEY LEARNING POINTS OR KEY TIPS

 When you attend an interview, the interviewer will probably ask you some
questions about your soft skills. Be prepared for these questions.

 You should think of examples that show what soft skills you have e.g. if you say
you are organised – explain what you do to be organised

 When you agree with somebody you should say ‘I agree with you’ not ‘I am
agree with you’

 English people sometimes think it is rude to say ‘I disagree with you’ so instead
they say ‘I don’t really agree with you’

USEFUL LANGUAGE

Vocabulary

a quick thinker (n) = somebody who to disagree with somebody/


can make decisions very quickly something = to have a different idea to
somebody / about something
to deal with change (n) = to be positive
about a lot of changes
Agreeing and disagreeing with
advantages (pros) (n) = to good things somebody or something
about a situation
Agree
disadvantages (cons) (n) = the bad
things about a situation I agree with XXX

to panic (n) = to feel very worried about Disagree


something I disagree with XXX
to agree with somebody/ something I don’t (really) agree with XXX
= to have the same idea as somebody /
about something

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/401oz9: Some interview questions about soft skills with suggested
answers

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MODULE 13

LESSON 3: PRACTICE INTERVIEW PREPARATION

INTRODUCTION
 This lesson is about preparing to answer interview questions for a job you have
chosen

KEY LEARNING POINTS OR KEY TIPS

 Before you go to an interview, try to guess what questions the interviewer will
ask you.

 Because you can often guess many of the questions an interviewer will ask
you, you can prepare how you will answer them.

 Remember to make your answers relevant to the job you are applying for.
Don’t simply tell the interviewer everything about yourself

USEFUL LANGUAGE

Possible interview questions 9. What experience do you have of


teamwork? What have you learnt about
1. Tell me about yourself.
working in a team from your
2. Why do you want this job? experience?

3. Tell me about your relevant 10. What communication skills do you


qualifications or courses you have have?
done.
11. How do you make important
4. What relevant experience do you decisions?
have?
12. How well do you work under
5. Why do you think you are the right pressure?
person for the job?
13. What experience do you have of
6. What are you particularly good at? management or leadership?

7. What skills do you have that are 14. What do you do to make sure you
relevant to the job? are organised?

8. What do you do to make sure that 15. What plans do you have to improve
you meet any deadlines? your skills?

16. What are your plans for the next 5


years?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/Hk6ubV: You Tube video giving advice on how to answer the
question ‘Tell me about yourself’

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MODULE 13

LESSON 4: PRACTICE INTERVIEWS

INTRODUCTION
 This lesson is about doing a practice interview for a job you have chosen and
taking notes on what you think other people do well or not so well in their
interviews.

KEY LEARNING POINTS OR KEY TIPS

 You may find it difficult to give people negative feedback as well as positive
feedback but remember this will help them to get better at answering
interview questions

 It’s a good idea to do a lot of practice interviews, as this will help you to get
better at answering questions. Actually doing a practice interview is different
from talking about what you will say.

 Remember to you need to change your answers to make them relevant to the
job you are being interviewed for. You can’t use the same answers for every
job. This is why doing practice interviews for a lot of different jobs is useful

USEFUL LANGUAGE

Language from previous lessons on saying what you have done and what you are
good at

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

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c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/ntcDJx: You tube video giving useful phrases to use when you are
answering interview questions.

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MODULE 13

LESSON 5: FEEDBACK ON PRACTICE INTERVIEWS

INTRODUCTION
 This lesson is about thinking about the interview you did in the last lesson

KEY LEARNING POINTS OR KEY TIPS

 When you give somebody feedback, it’s a good idea to say something
positive and then say something negative. You can then follow this with
something positive again. This is called a feedback sandwich.

 In English, we are often not very direct when we say something negative e.g.
Instead of saying ‘Your answers weren’t related to the job.’ we say ‘I noticed
that some of your answers weren’t really related to the job.’ We use words
like ‘some’ and ‘really’ to make our comments less direct.

 When you think about the practice interview, as well as a general idea of
how it went, you should think about what exactly you weren’t happy with and
then think about what you can do in the future to improve this.

 When you give somebody some negative feedback, it’s a good idea to follow
with a question so they can think about what they can do differently in the
future e.g. ‘I noticed you were a little nervous at the start of the interview.
What could you do in the future to help with this?’

 Employers really like people who listen to feedback and make changes after
feedback.

USEFUL LANGUAGE

Vocabulary e.g. I really liked the way you gave a lot


of examples
to keep doing something = to do
something again and again I noticed that you + PAST SIMPLE /
DIDN’T + VERB
to do your best = to do something as
well as you can e.g. I noticed that you didn’t really look
the interviewer in the eye
Giving feedback
In the future, you could try to +VERB
I really liked the way you + PAST
SIMPLE eg. In the future you could try to think
of more examples from your school
days.

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/zGJXxC: A You tube video explaining feedback

Learner Portfolio

 Put your Interview Development Plan in your Learner Portfolio

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MODULE 14: PROBLEM-SOLVING AND TEAM BUILDING

By the end of Module 14 students will:

 Understand what sources underlie most problems


 Know how to use some basic problem-solving strategies
 Know how to talk about problems

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MODULE 14

LESSON 1: COMMUNICATION PROBLEMS

INTRODUCTION
This lesson is about problems with communication

KEY LEARNING POINTS OR KEY TIPS

 Good communication is very important in the work place. If you can understand
why there is a problem, you can do something about it. Good teams
communicate well.

 When you have a problem with communication, you need to think about the
reason you have the problem. There are often many reasons.

 A lot of people are not very good at discussing communication problems. You
should always try to find a solution because it will help the situation.

 Communicating with people by email or in a text is very different to talking to


them face to face. It can be difficult to explain things clearly in writing.

USEFUL LANGUAGE

Vocabulary

a report = a document which gives information about a situation

to copy somebody into an email = to include somebody in an email although they


are not the person you are sending the email to

a colleague = a person you work with

a venue = the place where an event is happening

to clear a table = to take away the dirty plates, glasses etc. from a table after a
meal

to listen properly to somebody = to listen with your full attention to what


somebody is saying

a disagreement = a situation where one or more people have different opinions

a solution = an answer to a problem

to solve a problem = to find the answer to a problem often by discussing it

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/Nqpnnz: You Tube video about the importance of listening
carefully to other people
 https://goo.gl/bvrBpf: You Tube video about how to ask employees to do
something

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MODULE 14

LESSON 2: DEALING WITH PROBLEMS

INTRODUCTION
 This lesson focuses on how you solve problems.

KEY LEARNING POINTS OR KEY TIPS

 It’s a good idea to think about how you solve problems so you can explain just
how good you are at solving problems in an interview.

 When trying to solve problems in the workplace ask your colleagues for help.
Don’t try and solve problems alone as this can be very stressful.

 Remember we can develop our problem solving skills so think about what you
need to do to get better at solving problems.

USEFUL LANGUAGE

Vocabulary to evaluate = to think about the good


to share a problem = to tell other and bad things of a situation
people about your problem
challenging (adj.) = difficult
to find a solution to a problem = to
find a way to solve your problem Asking about dealing with problems
What do you do when you have a
to deal with a problem = to find a
problem?
solution to a problem
How do you like to solve problems?

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 http://www.wikihow.com/Solve-a-Problem: An introduction to the stages involved
in problem solving

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MODULE 14

LESSON 3: A SOLUTIONS-FOCUSED APPROACH TO SOLVING


PROBLEMS

INTRODUCTION

 This lesson focuses on putting a solutions-focused approach into practice.

KEY LEARNING POINTS OR KEY TIPS

 Remember when solving problems think logically. Describe what is happening now,
describe where you want to be in the future or what you want to happen in the
future, think about how you can do this or make it happen and build an action plan.

 A problem-focused approach to solving problems can be very negative and be a


waste of your time. It is important to be positive and focus on what you can do to
find a solution and make the most of your time.

 When you have a problem ask yourself questions that start with HOW not questions
that start with WHY

E.g. How can I solve this problem?


How can I address this problem?
What steps should I take to solve this problem?
What do I need to do to find a solution?
NOT
Why is this happening to me? Why do I have this problem?

USEFUL LANGUAGE

 A torch-a small electric lamp that uses  To address a problem= to


batteries and that you can hold in your hand solve a problem
 A beam of light-a line of light  A bean bag- a small bag
 Narrow- measuring a short distance from made of cloth filled
one side to the other with beans used as a ball
 Wide - measuring a lot from one side to the
other
 Adjustable - something that can be moved
to different positions or changed in shape or
size

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/UgMV9q A Solution Focused Model
 https://goo.gl/cklM3f You Tube Solutions Focused Questions
 https://goo.gl/uXaN1S You Tube More Solutions Focused Questions

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MODULE 14

LESSON 4: FINDING SOLUTIONS TO PROBLEMS

INTRODUCTION
 This lesson focuses on helping people find solutions to problems by asking
questions

KEY LEARNING POINTS OR KEY TIPS

 People can often find the solution to their problem themselves. Ask them
questions to find their own answers instead of telling them what you think
they should do

 It’s often better to give people suggestions e.g. ‘You could contact companies
to ask them about jobs’ instead of telling them what to do ‘You should contact
companies to ask them about jobs’

 It’s very helpful to imagine your future without the problem. Think ahead and
ask yourself ‘how will my life be different without the problem?’

 Although you may not have any work experience at the moment, there are a
lot of things you can do about this now and when you leave university. Don’t
think about the problem, think about what you can do about it

USEFUL LANGUAGE

Giving advice and making Asking about a present problem


suggestions

You could +VERB (to make a How would your life be without the
suggestion) problem? What can you do to change
the situation?
You should +VERB (to give strong
advice)
Asking about a past problem
Asking for more information about a
problem What did you do about it?
How would your life have been different
Why do you think you have the without the problem?
problem?
What did you do to change the
How could the situation be different? situation?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/8iHs24: You Tube video talking about using questions to help
people think more positively about their problems

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MODULE 14

LESSON 5: WORKING AS A GROUP TO SOLVE PROBLEMS

INTRODUCTION
 This lesson focuses on working as a group to find solutions to problems

KEY LEARNING POINTS OR KEY TIPS

 It is very useful to find solutions to problems with other people because they
have a lot of different ideas. It’s easier than doing it on your own

 When you have meetings, you should write some notes so that you can
remember what you talked about. You should decide what you are going to do
but also who is going to do it. You can also think about when they are going to
do it

 Some people think it’s rude to disagree directly with somebody in English.
When somebody makes a suggestion, you should say ‘I’m not sure about that, I
think we should …’ or ‘I don’t really like that idea, I think we should….’ not ‘I don’t
agree with you.’

USEFUL LANGUAGE

Vocabulary Making suggestions

to export = to send things to I think we should +VERB


another country to sell We could +VERB
a supplier = a company that makes
the things another company is Shall we +VERB?
selling
Agreeing with suggestions
a role (in a company) = a position
in a company /business e.g. (That’s a) good/ great idea!
manager, sales assistant, accountant
Yes, let’s do that.
Asking about the future Disagreeing with suggestions
How will things be different in one Hmm, I’m not sure about that, I think we
year’s time? should +VERB

I don’t really like that idea, I think we should


+VERB

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 http://learnenglishteens.britishcouncil.org/exams/speaking-exams/suggestions:
Language for making suggestions
 https://goo.gl/nz9yNP: You Tube video on the language used to make
suggestions

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MODULE 15: FINDING WORK (THAT SUITS ME)

By the end of Module 15 students will:

 Know where and how to look for different types of work


 Know how to develop a personal plan of action for looking for work

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MODULE 15 LES Link –


Elementary 8.2
LESSON 1: LOOKING FOR WORK

INTRODUCTION
This lesson is about

 different ways to look for a job

KEY LEARNING POINTS OR KEY TIPS

 Some people look for jobs the same way all the time but jobs are advertised in a
lot of different places so you shouldn’t always look in the same place. It’s good
to know the different ways to find a new job and use all of them.

 Remember to tell your friends when you are looking for a job. They can tell you
about jobs they see or hear about.

 It’s a good idea to sign up to websites that advertise jobs because they will send
you emails with information about new jobs that might be good for you

USEFUL LANGUAGE

Vocabulary Do you send your CVs to companies?


Do you call companies?
to sign up (v) = to join/ register with a Do you look at/check…?
website
How often do you look at/check?
an advantage (n) = a good point

a disadvantage (n) = a bad point Possible answers


Yes. I do sometimes.
Questions for asking about how Yes. I do it every week.
somebody looks for work
I do it twice a week.
Do you ask your friends about jobs
where they work I do it two or three times a month.
No. I don’t do it very often

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/VbJIYm: A You Tube video with a listening about how to find a job
 https://goo.gl/O2n7SY: A You Tube video on asking about job vacancies

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MODULE 15 LES Link –


Elementary 8.2
LESSON 2: GIVING ADVICE ON LOOKING
FOR WORK

INTRODUCTION
This lesson is about

 giving advice on how to find work

KEY LEARNING POINTS OR KEY TIPS

 When learning new vocabulary, make a note of the words that are used with
them (for example, with the word ‘apply’ we use ‘to’. Also remember that some
vocabulary can be used with different words (for example, with the word ‘hear’
we can use ‘from’ or ‘about’. Try to remember how they are used differently.
Make a note in your notebooks

 With ‘should’ and ‘Why don’t you’ we use only the VERB but with ‘It is a good
idea’ you need ‘ TO+VERB’

 Remember when you use ‘Why don’t you…?’ to give advice; you need to use a
question mark.

USEFUL LANGUAGE

Vocabulary Ways to give advice

Collocations You should + VERB

to apply to a company Why don’t you + VERB?

to hear from a company/person It’s a good idea + TO + VERB

to hear about a job/some news Ideas for finding work

to look for = try to find ask your friends.

to look at something (e.g. a send your CV to companies.


newspaper) call companies
look at the newspaper
check websites

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/lHHK3h: You Tube video on using ‘should’ for advice
 https://goo.gl/iAAp3: An online practice activity for ‘should’ and ‘shouldn’t’

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MODULE 15 LES Link –


Elementary 8.2
LESSON 3: MAKING A PERSONAL ACTION
PLAN TO FIND A JOB

INTRODUCTION
This lesson is about
 planning how you will find work

KEY LEARNING POINTS OR KEY TIPS

 When you are writing your plan to get a job, think carefully about how much time
you need for each thing you are going to do. You do not want to rush and make
mistakes

 Make sure when you are planning you have things in the correct order. For
example, if you are planning to make changes to your CV, you need to do this
before you start sending your CV to companies

 Ask a friend to read through your CV and cover letters to make sure there aren’t
any mistakes in it

USEFUL LANGUAGE

Vocabulary

task (n) = something you have to do

urgent (adj) = something that needs to be done immediately and is very important

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

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c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/cbWF5H: A website with 10 clear steps on how to write a job
search plan
 https://goo.gl/mr6THQ: You tube video with information on what you need to
have in your plan to find a job

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MODULE 15 LES Link – Elementary


8.4
LESSON 4: GETTING A JOB OFFER

INTRODUCTION
This lesson is about

 getting a job offer

KEY LEARNING POINTS OR KEY TIPS

 When you receive a job offer, before you accept it, you should ask for a written
copy of the job offer so you can check all the details.

 It’s not a good idea to make a company wait for a long time before you give
them a decision. They might think you are not interested in the job.

 When you are offered a job over the phone, show the company that you are
pleased by using expressions such as ‘That’s great’ or ‘I’m really pleased.’ You
should also thank the person you are speaking to.

 You should use your voice to show that you are pleased. This is called
‘intonation’. Intonation is about the way we say things more than what we say.

USEFUL LANGUAGE

Vocabulary an employment contract = a


document which describes the job and
a job offer = an invitation to start a new
conditions of the job
job from the company

to accept a job offer = to say ‘yes’ to


the invitation to start a new job Responding to a job offer
to reject a job offer = to say ‘no’ to the Wow, that’s great!
invitation to start a new job
That’s fantastic! Thank you so much
to put something in writing = to make
a written copy of something you say Talking about a start date

to discuss a start date = to talk about We have to agree a start date.


when you will start the new job Can you start on Monday 9th June?
to check the details = to make sure When does my new job start?
that everything that is written is correct
When do you want me to start?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/ST5Dox: You Tube video giving advice on accepting a job offer

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MODULE 15

LESSON 5: DEALING WITH REJECTION

INTRODUCTION
This lesson is about

 responding to good or bad news and dealing with rejection

KEY LEARNING POINTS OR KEY TIPS

 You can use your voice to show that you are happy or sorry about something
that has happened to another person. Practise using intonation when you speak.

 When something bad happens in your life, it is natural to feel upset or even
angry but after some time it is useful to try to think of something positive that
has happened as a result of the situation.

 Some interviewers will give you feedback about your interview; they can tell you
what you did well and what you could do differently next time. It’s a good idea to
ask whether you can have feedback after an interview if you are unsuccessful.

 Sometimes you will be interviewed by a panel of interviewers, not just one


person. It’s a good idea to contact the company before the interview to ask
them what will happen at interview.

USEFUL LANGUAGE

Vocabulary Responding to good news


rejection = the negative feeling that Wow, that’s great / fantastic /
someone doesn’t want you wonderful!
a pay rise = an increase in the amount of Congratulations
money you earn
That’s great news
annoyed (adj.) = angry
Well done
a waste of time = not a good use of
somebody’s time I’m really pleased for you.

upset (adj.) = sad Responding to bad news

an interview panel = a group of people who Oh no!


ask questions in an interview That’s a shame / pity.
to react negatively to something that I’m sorry to hear that.
happens = to act in a negative way to a
situation That sounds awful / terrible.

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/Blgs7B: Ways of responding to good news
 https://goo.gl/bTcJQg: Ways of responding to bad news

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MODULE 16: CONSOLIDATION WEEK

By the end of Module 16 students will:

 Have conducted some of the LES end-of-module tests


 Have reviewed their learning from Modules 12 – 14
 Have completed some more of their portfolio work

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MODULE 17: TALKING ABOUT THE COMPANY

By the end of Module 17 students will:

 Know how to ask questions about the company


 Be able to talk about working hours and pay
 Have some strategies for dealing with distraction

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MODULE 17 LES Link –


Elementary 6.4
LESSON 1: TALKING ABOUT A COMPANY

INTRODUCTION
 This lesson is about talking about a company

KEY LEARNING POINTS OR KEY TIPS

 Most companies have the same departments, it’s a good idea to learn the
names of the different departments in a company in English

 Manufacturing and producing are very similar. You produce something from
something else e.g. you can produce plastic from oil. Manufacturing is putting
different things together to make something else e.g. you manufacture a car.
We often use ‘make’ for both manufacturing and producing

 There are 3 main types of companies: retail – the company sells things,
manufacturing – the company makes things, service industries e.g. finance,
training

USEFUL LANGUAGE

Vocabulary a profit = the money you get for selling


goods or doing something which is
typical (adj.) = usual for a place or
more than the cost of making or doing it
person
a competitor = another company which
the day to day running of a company
is doing the same as you in competition
= what happens every day as a regular
part of the job Playing a game

the CEO of a company = Chief a dice = a six sided object with small
Executive Officer (person with the most dotes (1-6) used to play games
important role in the company)
a counter = a small coloured circle
Human Resources Department = the used in board games – each player has
department that finds staff and looks their own counter
after them in the company
to miss a turn = not allowed to make a
Customer Services Department = the move at that time
department that answers customers
questions and deals with their
complaints

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/fgsWtL: Vocabulary about the different departments in a company
 https://goo.gl/Ta1sw3: A quiz on the different departments in a company
 https://goo.gl/LrRGNI: You Tube video on manufacturing

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MODULE 17 LES Link –


Elementary 6.4
LESSON 2: ASKING QUESTIONS ABOUT A
COMPANY

INTRODUCTION

 This lesson is about asking questions about a company in an interview

KEY LEARNING POINTS OR KEY TIPS

 When you go to an interview, it’s a good idea to show the interviewer that you
have done some research on the company. You can say ‘I saw on your website
that …’ or ‘I see that you are planning to …’

 One way of asking a question is to make a statement to check the information


and show you have done some research and then ask a question e.g. ‘I saw in
the company newsletter that the company plans to open new hotels ... How many
hotels is the company going to open?’

 There is a difference between ‘more’ and ‘more than’. ‘More’ shows something is
growing e.g. ‘open in 3 more cities’, ‘employ 200 more people’. ‘More than’
means higher than a particular number e.g. ‘more than 5000 employees’

 If you want to know approximately when something will happen, you can ask
‘When / where will you open the new factories?’ But if you want to be more
exact, you can ask ‘When / where exactly are you going to open the new
factories / them?’

USEFUL LANGUAGE

Vocabulary Questions to ask about a company

shares in a company = ownership of a How many employees do you have?


percentage of a company
Where is your head office?
expanding (adj.) = getting bigger e.g.
Where / when are you going to open
the company is expanding
new offices?
job vacancy = a job for a new person in
Where / when are you going to employ
a company
more people?
to merge = when 2 companies join
Where are your factories?
together e.g. Aircel is going to merge
with Telenor Which countries are you planning to
start working in?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/hN00ie: A long list of business related vocabulary with definitions
 https://goo.gl/ZClH2a: You Tube video giving language to talk about a company

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MODULE 17 LES Link –


Elementary 6.4
LESSON 3: ASKING QUESTIONS ABOUT A
COMPANY 2

INTRODUCTION

 This lesson is about practising asking questions about a company in an interview

KEY LEARNING POINTS OR KEY TIPS

 When you say a number in English, you need to add ‘and’ after ‘hundred’ e.g.
150 = one hundred and fifty, 1, 768 = one thousand, seven hundred and sixty
eight

 Remember when you ask a past simple question, the main verb is not in the
past simple e.g. ‘Where did the company start?’ not ‘Where did the company
started?’

 Sometimes the instructions for an activity you do in the class are confusing.
Before you start the activity, ask your teacher questions to check that you
know what you need to do and how to do it.

 To sound natural in English you can use contractions e.g. ‘Where’re the other
branches?’ not ‘Where are the other branches?’ and ‘Where’s the head office?’
not ‘Where is the head office?’

USEFUL LANGUAGE

Questions to ask about a company in Where is the head office?


this lesson
Where are the other branches?
What is the company called?
Are you going to open any more
What does it make or sell? branches?

When did the company start? How many employees work for the
company?
Where did the company start?
How many employees are going to work
Who is the CEO?
for the company from next year?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/tYPZJd: How to make Past Simple questions
 https://goo.gl/W5Eue3: Using contractions to sound natural

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MODULE 17 LES Link – Elementary


6.5
LESSON 4: ASKING ABOUT WORKING
HOURS, PAY AND BENEFITS

INTRODUCTION
This lesson is about
 asking questions about working hours, pay and benefits in an interview

KEY LEARNING POINTS OR KEY TIPS

 Remember that at the end of a job interview you will usually have a chance to
ask questions. You should prepare the questions you want to ask about in
advance

 The employer knows that you will want to know about the working hours, pay
and benefits but it’s not a good idea to ask too many questions about this.
Decide what is most important to you and only ask a few questions

 You may be able to find the answer to some of your questions from the job
description or from the Human Resources Department before you go to the
interview. You can then show that you have done some research by giving
information like you practised in Module 14, Lesson 2

USEFUL LANGUAGE

Vocabulary How many paid holidays do staff get?


a bonus = more money from an When is the lunch break?
employer for doing good work e.g.
Can staff work from home or do they
getting high sales
have to be in the office every day?
a starting salary = the pay you get Do all staff have to do overtime?
when you start a job
Pay
a discount = money taken off the full
price of something What is the starting salary?

half price = 50% of the normal price Do all staff get a bonus at the end of
the year?
overtime = extra hours in addition to
Benefits
the normal working hours
Does the company put any money into
shift work = a system where
a pension for staff?
employees work at different times of
the day and night Is there a staff restaurant for lunch?

company products = things made by Can staff get a discount when they buy

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company products the company makes?

Questions to ask about working Does the company have a gym which
hours, pay and benefits staff can use after work?
Working hours Do staff get any training when they
start working for the company or after
What are the normal (office) working
they have been at the company for a
hours?
while?
Do employees ever have to work
overtime?

Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/IVFbEy: Article on asking questions about benefits at the end of an
interview

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MODULE 17

LESSON 5: PROJECT WORK: DEALING WITH DISTRACTIONS

INTRODUCTION
This lesson is about

 thinking about distractions when working and studying and thinking of possible
solutions

KEY LEARNING POINTS OR KEY TIPS

 These days there are a lot of distractions that can stop us from working or
studying. Sometimes other people distract us but we often make our own
distractions.

 Try to think about the things that distract you and what solutions you can find so
that you can concentrate for longer

 Most of us waste a lot of time on our phones. Try turning your phone off for a
few hours to see whether you do more when you are not looking at your phone

USEFUL LANGUAGE

Vocabulary

a distraction = something that stops you from focusing/concentrating on something

distracted (adj.) = unable to concentrate

regularly = often

to concentrate = give all your attention to something

to waste time = to spend a lot of time doing something useless i.e. which is not a
good use of your time

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/h4MBIv: Top 5 distractions for students


 https://goo.gl/cDvPz: Distractions in the work place

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MODULE 18: BUSINESS AND SOCIAL EVENTS

By the end of Module 18 students will:

 Know how to order food at the workplace


 Be able to participate in business social events

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MODULE 18 LES Link –


Elementary 7.2
LESSON 1: FOOD - LIKES AND DISLIKES

INTRODUCTION
 This lesson is about talking about your eating habits and the food you like and
dislike

KEY LEARNING POINTS OR KEY TIPS

 Food is a very easy topic to talk to other people about and everyone likes to
talk about it so it’s useful to learn vocabulary which you can use to talk about
it

 When you go out for a meal with a foreign visitor, it’s a good idea to check
what sort of food they like to eat. You should also try to find out whether they
are on a diet.

 Some people are allergic to certain foods, it is also useful to find out what
food they can’t eat

USEFUL LANGUAGE

Vocabulary savoury food = salty or spicy food with


no sweetness
a survey = questions asked by
somebody to find out about something fried (adj.) = cooked in oil in a frying
pan
to eat in = to eat at home
to have something in common with
to eat out = to eat in a restaurant or at
somebody = to share interests or likes
a street stall
and dislikes with other people
to go on a diet = to eat less food to
allergic to something = it makes you
get thinner or more healthy
ill e.g. some people are allergic to nuts
still water = water without bubbles
Talking about the results of a survey
sparking water = water with bubbles
A lot of people + VERB
spicy food = food with strong flavours
Some of us + VERB
from spices and often chilli
A few of us + VERB
plain food = food with nothing added
without a strong flavour Hardly any of us + VERB

One person / one of us + VERBs

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/7FVxmU: A You Tube video talking about food likes and dislikes in
English
 https://goo.gl/eu5LMB: Food Adjectives

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MODULE 18 LES Link –


Elementary 7.2
LESSON 2: DESCRIBING DIFFERENT TYPES
OF FOOD

INTRODUCTION

 This lesson is about describing typical Indian food to a visitor

KEY LEARNING POINTS OR KEY TIPS

 When a visitor from another country visits India, they may not understand the
menu when you go out to eat. You need to be able to explain the different
things on the menu to them

 When you explain food to somebody, you can talk about what it is made of,
what it is similar to and what you eat it with. You can also talk about what it is
usually eaten with

 A lot of people don’t like spicy food so it is important to tell them when food is
going to be spicy

 Some foods are difficult to explain so you should make a list of them in English
and learn them

USEFUL LANGUAGE

Vocabulary flour (n) = powder made from wheat or


rice which is used to make cakes,
okra (n) = a small green vegetable
breads, pancakes etc.
gravy (n) = a wet sauce
Explaining food to somebody
lentils (n) = a small dried pulse that is
It’s a kind / sort of + NOUN
used to make dishes like dal
It’s like + NOUN (this means it is similar
yogurt (n) = a thick liquid made from
to)
milk. It can be sweet with fruit or salty.
It’s made with + NOUN
cucumber (n) = a long green salad
vegetable It’s (usually) served with + NOUN

mild (adj.) = not very strong flavour It’s in + NOUN (usually a sauce, bread
etc.)
coconut milk= the milk from coconut
It’s quite / really + ADJECTIVE
toss a coin = throw a coin to make a
decision

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/303hpH - Popular Indian food with pictures and descriptions

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MODULE 18 LES Link –


Elementary 7.3
LESSON 3: ORDERING FOOD IN A RESTAURANT

INTRODUCTION
 This lesson is about ordering food in a restaurant

KEY LEARNING POINTS OR KEY TIPS

 There are a lot of fixed phrases which you will hear and which you can use
when you go out for a meal. Make sure you know them and how to say them.

 Try to use contractions when you speak so that you sound natural e.g. ‘I’d like
some water’ not ‘I would like some water’ and ‘I don’t like fish’ not ‘I do not like
fish’

 When you talk to people about the food from their country, it is rude to say
you don’t like something. It’s better to say ‘I’m not very keen on XXX’ or ‘It’s
interesting but I prefer …’ not ‘I don’t like this’

USEFUL LANGUAGE

Vocabulary Ordering food


Asking what people want to eat/ drink

seafood (n) = animals from the sea Are you ready to order?
which can be eaten
What would you like to eat/drink?
eggplant (n) = a purple vegetable
How would you like your steak?
rare (adj.) = used to talk about meat
Placing your order
which is not cooked very much
I’m going to have + NOUN
to recommend = to suggest that
something is good to eat I’ll try + NOUN

the specials = dishes that the chef I’d like + NOUN


recommends each day Can I have…?
Asking for recommendations
What do you recommend?

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/0Obva1 - You Tube video ordering food in a restaurant

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MODULE 18

LESSON 4: BUSINESS SOCIAL EVENTS

INTRODUCTION
 This lesson is about different types of business social events

KEY LEARNING POINTS OR KEY TIPS

 A lot of companies organise social events for their staff because it is a good
way of building a team

 When visitors from overseas come to visit, it’s a good idea to plan a
combination of work-related events such as meetings or tours of the offices
and factory and social events so you can get to know them better.

 You could find out what your visitors like doing before they arrive so you can
organise events that they will really enjoy. Happy clients are good for
business!

 Before you organise an event, make sure you know who will be paying and
how they will be paying

USEFUL LANGUAGE

Vocabulary a film screening = a showing of a film


for a special audience
business clients = the people you do
business with a tour of local sights = a visit to the
places of interest in the local area
a combination = a mix of two or more
things a prize-giving ceremony = an event
where prizes e.g. a cup, certificate or
Social and business events
money is given to people for good
social events = things you do with things that they have done
other people for enjoyment e.g. going
a talent show = an event where people
out for a meal, to a sports match etc.
do things they are good at e.g. singing,
a karaoke bar = a place where music dancing and sometimes other people
from popular songs is played without judge them
singing so people can do the singing
a casino = a building where games are
themselves
played to win money
a river cruise = a journey down a river
traditional dancing = dancing which
on a boat (could be an hour or a few
has been popular in the area for a long
days)
time and is typical of the local culture

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/MQumas: Advice about entertaining business clients
 https://goo.gl/N2YvuS: You Tube video about welcoming a visitor to your
company

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MODULE 18

LESSON 5: WHAT TO TALK ABOUT AT BUSINESS SOCIAL


EVENTS

INTRODUCTION

 This lesson is about what to talk about at business social events

KEY LEARNING POINTS OR KEY TIPS

 When you attend a business social event, it is important to think carefully


about what you should and shouldn’t talk about. Some of the topics you can
talk about depend on where people come from. You should find out what you
can talk about

 Remember it is important to be professional at all times even when you are


socialising for work. Don’t say bad things about your boss, your colleagues or
the company you work for. This is very unprofessional.

 When you attend business social events, it’s important to remember that you
are representing your company. You must be polite and treat everyone with
respect including the restaurant staff.

 When you are talking to somebody, it’s important to show him or her that you
are listening and responding to what they say. You can do this by saying
‘Really?’ or ‘How interesting / exciting / nice!’ or by asking a follow up
question. You can also use your voice to sound interested in what somebody
is saying.

USEFUL LANGUAGE

Vocabulary a safe topic = a topic of conversation


that is not going to upset anyone
gossip = conversation about other
people’s private life which is often a personal relationship = a relationship
unkind and sometimes not true you have with someone that is not
professional
achievements = things in your life that
you are proud of Showing an interest in what someone
is saying
professional (adj.) = that makes other
people think positively about you and Really?
your company
How nice / interesting / exciting!
unprofessional (adj.) = the opposite of
professional

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Reflection: Answer the following questions to reflect on your learning from this lesson.

a) What did you learn in this module?

b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:


 https://goo.gl/2MtLQ3: How to act at a Business Lunch
 https://goo.gl/SdNu6k: The Art of the Business Lunch

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MODULE 19: REVIEW AND CONSOLIDATION

By the end of Module 19 students will:

 Have reviewed activities and learning from Modules 17 and 18


 Be able to reflect on their own learning from the course

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MODULE 20: REVIEW AND CONSOLIDATION

By the end of Module 20 students will:

 Be able to discuss and present their key learning from the course
 Have completed their course portfolio

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Congratulations on completing your face-to-face Learn English Select course! We hope
you have thoroughly enjoyed it.

This is, of course, only the beginning of your personal development, language learning,
employability and soft skills. These are all skills that we carry with us throughout life and
continue to develop both in the workplace and in our personal lives.

You will have plenty of opportunities to put what you have been learning through your
Learn English Select course into practice in the workplace. Use every opportunity to do
so! Take advantage of any new learning opportunities that come your way, keep trying
out new things and new approaches.

We wish you every success in your journey.

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APPENDICES: HANDOUTS

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MODULE 1, LESSON 1
HANDOUT 1 (Module 1, Lesson 1)
Circle the underlined parts of the sentences so they are true for you.

1. I learnt/didn’t learn new ways of greeting someone from the LES course.
2. I worry/don’t worry about what to say to people in English when I meet them for
the first time.
3. I know/don’t know a lot of different ways of introducing myself and other people
in English.
4. I feel confident/don’t feel confident speaking about myself in English.

HANDOUT 2 (Module 1, Lesson 1)


Part 1
1. Look at the sentences below and decide when you would use them.

a) to introduce somebody to another person

b) to greet someone new

c) to introduce yourself to somebody

d) to greet somebody you already know

1) Nice to meet you, I’m Devi.

2) How do you do.

3) Hi, how are you?

4) I’d like to introduce you to Rakesh. a)

5) My name’s Gagan, it’s a pleasure to meet you.

6) This is Mala.

7) It’s good to meet you.

8) Hello, how are things with you?

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Part 2

[Discussion] Discuss these questions with a partner.

Which of the sentences have you used before?

Which of the sentences did you see in the LES unit?

HANDOUT 3 (Module 1, Lesson 1)

1. Read the conversations and answer the questions.

a) Which conversation is taking place in a formal (work) situation?

b) Which of the people already know each other?


Conversation 1:

Conversation 2:

Conversation 1
Ajay: Bhuvi, I’d like to introduce you to Chinta.

Bhuvi: Hello, it’s a pleasure to meet you. How do you know Ajay?

Chinta: We worked together on a project last year. Where did the two of you meet?

Bhuvi: Actually we only met each other earlier today. We are going to be working
together for a few months.

Ajay: Yes, I’m looking forward to it.

Conversation 2

Leela: Hello Krisha, how are things with you?

Krisha: Good and you? You’re looking well.

Leela: I’m fine. By the way, this is Juhit.

Krisha: Hi, nice to meet you Juhit but I think I’ve met you before.

Juhit: Yes, you look familiar too. I think we met at Leela’s birthday party last year.

Krisha: You’re right. I remember now. Well nice to see you again!

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2. Work in groups of 3 and practise the conversations. Take it in turns to be the
different people in each of the conversations.

3. Turn over your paper. Try to repeat the conversations without looking at the
paper.

4. Choose one of the situations below and have a conversation using the language
you have practised in the lesson. Decide which of the people you will be in the
conversation.

Situation 1 Situation 2

Hrithik, Kaali and Ria are all at a Prabal went to school with Falgu and
company conference in Delhi. Hrithik has come to visit him to celebrate his
and Kaali went to university together. birthday. Falgu and Nomit are cousins
Ria does the same job as Kaali but she but haven’t seen each other for a few
is based in Mumbai and Kaali is based months because they don’t live in the
in Hyderabad. Ria and Hrithik have same city. Prabal and Nomit have
never met. never met.

MODULE 1, LESSON 2
HANDOUT 1 (Module 1, Lesson 2)
[Discussion]

Your teacher will give you one of the questions below. Ask as many people as possible
your question and tick (✓) the answer they give.

1. How often do you look at the LES


course?
a) every day
b) a few times per week
c) once a week
d) other

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2. What do you use to do the online


course?
a) your phone
b) a laptop
c) a tablet
d) other

3. Where do you do the online course?


a) in a quiet place at home
b) in a library
c) at university
c) other e.g. on a train, in a café

4. When do you do the online course?


a) in the morning
b) during the day
c) in the evening
d) special no time

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[Discussion] Share the information you found out with your class. e.g.

 Most students look at the LES materials once a week.


 Hardly any students do the online course in a library.
 Some students …
 A lot of students …

HANDOUT 2 (Module 1, Lesson 2)


[Information] How useful are the different parts of the online course for you? Circle the
number that is true for you. e.g
Not useful Quite useful Very
useful
useful language examples 1 2 3 4 5 6 7 8 9 10

audio and video 1 2 3 4 5 6 7 8 9 10


tapescripts

listening activities 1 2 3 4 5 6 7 8 9 10

information about 1 2 3 4 5 6 7 8 9 10
pronunciation e.g. word
stress, intonation
pronunciation practice 1 2 3 4 5 6 7 8 9 10
activities
recording and listening to 1 2 3 4 5 6 7 8 9 10
yourself
grammar information and 1 2 3 4 5 6 7 8 9 10
practice
vocabulary information 1 2 3 4 5 6 7 8 9 10
and practice

[Discussion] Discuss your answers with the other people in your group.
Do you all find the same activities useful? Give reasons for your answers e.g. I find the
pronunciation practice activities useful because …’

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HANDOUT 3 (Module 1, Lesson 2)

[Information] Read the statements some students have made about the way they work.

a) Underline any good study habits e.g. I do a few exercises a day.

Nilaya “I usually really enjoy working with other people but when I study online, I prefer
to work on my own. This course is perfect for me because I can work on my own and with
some classmates.”

Madhav “I’m good at finding out how to do things on my own so I started the online
course a while ago and I do a few exercises every day. I love doing it where and when I
want.”

Tajdar “I’m worried about my English pronunciation so I spend a lot of time doing the
pronunciation exercises. I do them all more than once to help improve my
pronunciation.”

Haashim “I’m not very organised so I find it difficult to study. I want to get better at
organising myself. I now have a new notebook and I plan to write everything in one place
instead of on a lot of different pieces of paper.”

Devaki “I do all my studying on my bed; but I often fall asleep with all my books around
me. I need to think about how I can change this.”

Wajeeha “I think it’s a good idea to look at the activities we do in class when I go home
and then again a few days later.”

Sayeed “I turn my phone off when I’m studying because if I don’t, I look at it all the time.”

b) Complete the sentences below to make them true for you. Check the examples above
to see whether you need to use –ing (working) or the base form of the verb (work).

I prefer to …

I really enjoy …

I’m good at …

I’m worried about …

I often ….

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I want to get better at …

I think it’s a good idea to …

[Discussion] Work in groups of four and talk about your own study habits using the
statements you have written.

Useful Language:

I agree with you.


I like that too.
That’s a good idea.
Me too.

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MODULE 1, LESSON 3

HANDOUT 1 (Module 1, Lesson 3)


[Information] Match the words on the left to the definitions.

Answer
1. Prasad is a good team a. knows how to use a 1 ___
player… computer.
2. Bina has excellent b. can work well 2___
communication skills… alone.
3. Suresh is reliable and c. has good speaking 3___
punctual… and listening skills
4. Kalpana is IT literate d. you can trust and is 4___
never late.
5. Arjan is a responsible, e. works well with 5___
independent worker… others

HANDOUT 2 (Module 1, Lesson 3)


[Information] Match the sentences on the left to the examples.

Example
1. I am a good team player a. I can use Microsoft Office and many
other software packages.
2. I have excellent b. I always do what I say I will do and I
communication skills am always on time.
3. I am reliable and punctual. c. I managed many projects on my own
including our last staff training
project.
4. I am IT literate d. I gave over 30 presentations for our
company last year
5. I am a responsible, e. I won employer of the month award
independent worker. 3 times last year because of the help
I gave to my colleagues.

HANDOUT 3 (Module 1, Lesson 3)

[Information] Choose 3 of the skills from the above and give your own examples to
show that you are good at these skills.

Example
1.

2.

3.

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HANDOUT 4 (Module 1, Lesson 3)
[Information] Look at this job application and complete the gaps.
For this job, I know I need to be able to work on my own and in a 1) _________. I enjoy
working both alone and with others. My last manager was very happy with my work.
Because I was very 2)_________, she asked me to manage several 3)_________. In
my last year at the company I moved to the sales department. I did a lot of work on
computers so it was important to be 4)_________ _________. I also had to talk to
customers. I got this job because I have excellent 5)_________ and 6)_________
skills. I can use several different 7) _________ _________ including Microsoft Office.

a) computer
b) reliable
c) communication
d) software packages
e) projects
f) IT literate
g) team

MODULE 1, LESSON 4
HANDOUT 1 (Module 1, Lesson 4)

[Information] What do you think of your soft skills? Do you think your soft skills are
good , ok, or not very good ? Put a tick ✓ in the right column for you.

What do you think of your soft skills?   

Teambuilding Skills

(Skills you use to help a group of people work


together)

Communication Skills

(Skills you use when you want to say what you


think or feel to other people)

Problem Solving Skills

(Skills you use to find solutions to difficulties or


problems)

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Leadership Skills

(Skills you need to be a leader)

[Discussion] Compare your table with your partner and explain your ticks.
HANDOUT 2 (Module 1, Lesson 4)

[Information] Think about how your group worked to untangle the knot. Read through
the three sets of questions and discuss them in your groups.

A 1. What did you do?


2. How did you feel?
3. What did you like? What was fun?
4. How do you think your group worked? Did you work together?

B 1. What did your group do to solve the problem?


2. How did you communicate? Was it easy to communicate?
3. Do you think you all worked together as a team?
4. Did your group have a leader? Did you lead?

C 1. Why do you think you did this activity?


2. What did you learn about your soft skills in this activity?
3. Did you learn from other people in your group?
4. Do you think you will solve problems in the same way in the
future?

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MODULE 1, LESSON 5
HANDOUT 1 (Module 1, Lesson 5)

[Information] Look at the list of different topics you will study on the course

 English vocabulary related to employment


 Talking about your experience, qualifications and skills
 Understanding job descriptions
 Talking about daily routines at work
 Discussing free time activities
 Presentation skills
 Writing job applications, CVs and cover letters
 Preparing for job interviews
 Practising interview skills
 Communicating with colleagues at work
 Describing roles and responsibilities at work
 Preparing for the future

[Information] How confident do you feel about the different topics today? Very
confident ✓, not sure ? not very confident ✗

✓ ? ✗

English vocabulary related to employment

Talking about your experience, qualifications


and skills

Understanding job descriptions in English

Presentation skills

Writing job applications, CVs and cover letters

Preparing for job interviews and general


interview skills

Communicating with colleagues at work in


English

[Discussion] Now talk to your classmates about how you feel at the start of the course.

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HANDOUT 2 (Module 1, Lesson 5)
[Information] Complete the information in the shapes below.

In the square, write what language skills In the circle, say how long you plan to
you hope to improve. study English each day or each week.

In the rectangle, say what employability In the triangle, say what you’re planning to
skills you want to develop. do at the end of the course.

[Discussion] Discuss the information in your shapes with your group.

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MODULE 2, LESSON 1
HANDOUT 1 (Module 2, Lesson 1)

[Information] The following phrases were used on LE Select (2.2.2) for talking about
jobs.
[Discussion] Compare the phrases and explain the difference between each pair.

Job title - Job role


Head office - Overseas office/local office
IT manager - IT assistant
Shop assistant - Customer services assistant
Sales department - Sales manager

HANDOUT 2 (Module 2, Lesson 1)


Match answers on the right to the following questions

1. What do you do? a. In the company's head office in


Chennai
2. What's your job title?
b. I like my manager. She's very kind
3. Who do you work for?
and helpful
4. Where do you work?
c. Yes, I love it
5. How many people work in your
d. About 20
team/company?
e. I work in an IT department
6. Do you like your job?
f. I live far from the office
7. What do you like about your job?
g. Fresh Drinks Ltd
8. What don't you like about your job?
h. I'm the IT manager

HANDOUT 3 (Module 2, Lesson 1)


Can you name these jobs?

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Listen and match the job name to the pictures.

* travel agent * engineer * secretary * nurse * flight


attendant
* receptionist * accountant * real estate agent * police officer

MODULE 2, LESSON 2

HANDOUT 1 (Module 2, Lesson 2)


[Information] The following phrases were used on LES (2.2.2) for talking about jobs.
Work in pairs. Student A picks a job and gives clues using phrases below.
Student B guesses which job it is

I ask people …

I help people …

I serve food to people …

I sell …

I design/make …

I tell people …

I keep records …

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I show people …

HANDOUT 2 (Module 2, Lesson 2)

Listen to the teacher talking about the different jobs. For each job tick () the things
you hear.

Activity 1 2 3 4 5 6

 works a lot on a
computer

 answers the phone

 wears a uniform

 works in an office

 works outside

 does a lot of walking

 works at night

 works overseas

 is good with
numbers

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MODULE 2, LESSON 3
HANDOUT 1 (Module 2, Lesson 3)

Shop assistants wanted Book Keeper needed

 Do you enjoy helping customers and giving We are looking for a new
_______? graduate to train.
 Do you like to work _______ hours?
 Are you smart, tidy and reliable? We need someone who
 Do you want to be _______ of a team in the  is good with _______
city's most famous department store?  can _______ accurate
records
Come and join us  has good IT skills
 likes to learn new skills
Uniform provided  has good concentration
and can _______ on details
Good salary. City centre location
All training provided.

Estate agent required Do you want to be a Journalist?

 Do you want to be successful? We need young people to


 Are you well-dressed and _______? become journalists, writing news
 Do you like trying difficult things? stories for a new website
 Can you _______ your time well?
 Do you like working on your _______?  Can you write well and
quickly?
 Are you creative?
If yes, come and join a fast-growing company  Can you communicate
selling apartments in the city _______ easily?
 Do you _______ other
languages?
Salary dependent on sales  Do you like _______ new
people?

You will need to travel a lot for


this job and work from home

Put the following words into the gaps

manage team well-dressed


keep advice regular
speak part own
focus ideas meeting

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HANDOUT 2 (Module 2, Lesson 3)
[Discussion] Put an X where you are on the line
I like to work I like to work
on my own with people in
always a big team

It's hard to I'm good at


say what I explaining my
think ideas

I'm never I like to work


late, I like when I want
regular
hours

I like things I like different


to be the things, and
same at change
work

I like to I like to use my


follow own ideas
instructions

MODULE 2, LESSON 4
HANDOUT 1 (Module 2, Lesson 4)
In the boxes, write words that say how often you do something e.g. sometimes
0% 100%

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HANDOUT 2 (Module 2, Lesson 4)
[Activity] Complete the page from a diary for a typical work day

Me My partner

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

22.00

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MODULE 2, LESSON 5
HANDOUT 1 (Module 2, Lesson 5)
[Information] Choose a job role from the list below to research.
Nurse Engineer Police Officer
Accountant Call Centre Agent Teacher
Retail Manager Bank Cashier Office Clerk
You are going to find two different advertisements for this job role. Your teacher will
tell you where you will find the job advertisements
Complete the information about the jobs.

Job Title 1:

Duties (what
you have to
do)

Experience
Needed

Skills
Needed

Job Title 2:

Duties

(what you
have to do)

Experience
Needed

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Skills
Needed

HANDOUT 2 (Module 2, Lesson 5)


[Information] You need to think about how you will share the information you found
with the other people in your class. Look at the sentences below and complete them for
your research

Names of group members:


Introducing your area of research

Our team
used_____________________________________________________
________ (say what you used to do your research e.g. a newspaper, an
online job agency, a company website)

Saying what helped or didn’t help


____________________________________ was very helpful because
_________________________________________________________

__________________________________ wasn’t very helpful because

_________________________________________________________

Explaining what jobs you researched and why

We looked for jobs for


_________________________________________ (name the
profession) because we
_________________________________________________________

_________________________________________________________

Talking about the advertisements

We thought the advertisements we looked at were


_____________________________________

(e.g. useful, easy to understand, confusing) because


__________________________________

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We learnt that to be a _______________________ (name of job) you
need to have
good_____________________________________________________
______________________ (skills). You also need to be good at
______________________

Extra information

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

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MODULE 3, LESSON 1
HANDOUT 1 (Module 3 Lesson 1)
Match the words on the left to the words on the right.

1) Listen to a) books.
2) Watch b) the park.
3) Play c) a swim.
4) Do d) my friends.
5) Go to e) music.
6) Go for f) photographs.
7) Go g) jogging.
8) Meet h) a film at the cinema.
9) Read i) cricket.
10) Take j) the gardening.

HANDOUT 2 (Module 3 Lesson 1)

Look at the pictures. Which activity does not go with the beginning of the sentence?

1) We like to go to

2) After work Kumar usually plays

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3) At the weekend I

4) In the evening I

HANDOUT 3 (Module 3 Lesson 1)


[Information] Complete the table below with activities and places you dislike, like and
love.

I dislike… I like… I love…

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Find out what activities and places your partner dislikes, likes and loves. Complete the
table.
(name) dislikes… (name) likes… (name) loves…

 Are there any activities you both dislike?


 Are there any activities you both like?
 Are there any activities you both love?

Choose an activity that your partner does and find out more information. Use the words
in the box below to help you.

When…? Where…? How often…? Who with…? How much…?

HANDOUT 4 (Module 3 Lesson 1)

Work in pairs. One person takes the role of Student A and the other Student B. Follow
the instructions below. When you finish, change roles.

Student A Student B
Invite student B to the cinema

‘Would you like to go to the


cinema?’
Ask student A what film they are
going to see

‘What are you going to see?’


Tell student B the name of the film

‘I am going to see…’
Find out when

‘When are you going?’

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Tell student B the times of the film
and where you are going

‘I am going (tonight/
tomorrow/Saturday) to (name of
cinema)’
Say you will go and arrange to meet.

OK. Let’s meet outside 15 minutes


before it starts.

MODULE 3, LESSON 2
HANDOUT 1 (Module 3, Lesson 2)
Read the texts below and match the paragraphs with the headings.

1. Where I play 2. How you play 3. The equipment 4. My future plans 5. Who I
play with
Paragraph A
In my free time I enjoy playing chess. I play with my father or my sister. At the weekends
I play with my friend Vimil.
Paragraph B
You don't need any special clothing or shoes so it is not expensive to play. You do need
a special board and the black and white pieces you play with.

Paragraph C
You do not need a board if you have a computer. Many people play online. I sometimes
play online but I prefer ‘real’ games when the person you are playing is sitting in front of
you. On Thursdays I go to my school chess club and play with other people there.

Paragraph D
The rules are a little difficult at the beginning but the idea is to put the other player’s
king in a position where he cannot move. This is called ‘checkmate’.

Paragraph E
Next month I am playing in our school competition. I came second last year but this year
I hope to win.

HANDOUT 2 (Module 3, Lesson 2)

Now make notes about a free time activity you enjoy

Notes
Introduce the activity you like and I like...
say who you play with. Do not just
say the names of people. Say who
they are – family, friends,
classmates.

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Say what you need for your activity – For this activity you need…
special clothing, equipment.

Say where you do the activity. I do/play this...

Explain what you need to do. You The rules for this are…
can explain the rules if they are not
too difficult.

Describe any future plans with this In the future I plan to…
activity

HANDOUT 3 (Module 3, Lesson 2)

Look at the example.

Activity Advantages
Playing chess  You improve your thinking skills
 You need to focus on what you are
doing
 You need to think about the other
person and not just yourself

Playing cricket

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MODULE 3, LESSON 3

HANDOUT 1 (Module 3, Lesson 3)

Read the text below.

My name is Ramesh and I am married. I have two brothers. My older brother is married
and my younger brother is single. My older brother has two children - a son and a
daughter. Last year my wife and I had our first child. We had a baby girl. My wife is an
only child. Her parents are very happy they have a granddaughter. They love looking
after her. They live in the same city so it is very easy for them to see her. My parents live
far away in another city so they don’t see their granddaughter so often. My daughter is
very happy when people come to see her. She loves playing with her cousins.

Are the sentences True or False? Why?


1. Ramesh is single. (True / False)
2. Ramesh is the middle child. (True / False)
3. Ramesh has two nephews. (True / False)
4. Ramesh has a son. (True / False)
5. Ramesh’s wife does not have any brothers or sisters. (True / False)
6. Ramesh’s mother and father live in the same city as Ramesh. (True / False)
7. Ramesh’s parents have three grandchildren. (True / False)
8. Ramesh’s daughter has two cousins. (True / False)

HANDOUT 2 (Module 3, Lesson 3)

Now use the following information to complete Ramesh’s family tree.


 Vijay and Indira are Ramesh’s father-in-law and mother-in-law.
 Ramesh’s parents Prakash and Aisha.
 His brothers are Abhay and Prabhu.
 His nephew is Shakti and his niece is Meena.
 His wife is Jaya and his daughter is Saneeta.

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HANDOUT 3 (Module 3, Lesson 3)

grandparents uncle niece cousin uncle and aunt sister

father-in-law husband cousins brothers grandmother grandson

Which words in the box above can be used for the questions below?

1. How is your ____________________________________________________? She


is fine.
2. How is your ____________________________________________________? He
is fine.
3. How are your _________________________________________________? They
are fine

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MODULE 3, LESSON 4
HANDOUT 1 (Module 3 Lesson 4)

Think about the last presentation you saw and complete the table below.

What was the presentation


about?

When was the presentation?

Who was the presenter?

Why did you go?

What did you like about the


presentation?

What didn’t you like about the


presentation?

HANDOUT 2 (Module 3 Lesson 4)

Complete the mind map below.

an interesting
speaker

What makes a good


presentation

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HANDOUT 3 (Module 3 Lesson 4)

Match the words in A with the words in B.

A B
a) visuals 1) saying funny things
b) pace 2) looking at the people you are talking to
c) enthusiasm 3) using your hands to communicate
d) preparation 4) planning carefully
e) eye contact 5) speaking clearly and in interesting way
f) body language 6) not speaking too slowly or too quickly
g) voice 7) using pictures when it helps
h) humour 8) showing you are interested and enjoy what
you are talking about

HANDOUT 4 (Module 3 Lesson 4)

Use the table below to plan a short presentation on your family.

Useful language Notes

Introduction: say who My name is ….. and I am


you are and what going to talk about my
your presentation is family
about.

Start with the size of I have a big/small family.


your family I have a medium-sized
family.

Talk about your I have .... brothers and ....


brothers and sisters sisters.
- say how old I am the only child.
they are I am a middle child.
- say where they My (older/younger)
live brother/sister is… years
- say what they old.
do My brother/sister lives...
My brother/sister is a (job)

Talk about your My


parents and father/mother/grandfathe
grandparents r/grandmother was/is
- say what they (job)
do/did My parents/grandparents
- say where they lived in (place)

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live/ lived

Talk about your I am


husband/wife and married/single/divorced/
children if you have widowed
them I have a son/(number)
sons and a
daughter/(number) of
daughters

Finish with questions Does anyone have any


questions?

MODULE 3, LESSON 5
HANDOUT 1 (Module 3, Lesson 5)

Talk to your classmates in different groups and find out what they like or don’t like
about the method they used to research different jobs.

Like Don’t Like

Newspaper
advertisements

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Online job agencies

Company websites

[Information] Useful Language


I liked using the XXX because …

I didn’t like using the XXX because …

I thought it was difficult to use the XXX because …

It was easy to use the XXX because …

[Discussion] Look at these questions and discuss them with your group.
It is easy to find jobs?
It is easy to understand the information?
Do you have all the information you need?
Can you understand the information?

[Discussion] When you look for jobs in the future, which method will you use?

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MODULE 4, LESSON 1
HANDOUT 1 (Module 4, Lesson 1)

Company A B C D

Name of
company

Type of
company

Number of
employees

Age of
company

Head Office

Countries it
works in

[Discussion] Work in groups. Put the companies in order, by size, age and number of
countries it works in

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HANDOUT 2 (Module 4, Lesson 1)
[Information]

Company A Company B

Are you an IT graduate? Customer Services Assistant required.

Sen Systems are looking for qualified Punjab Sports is looking for hard-working
Software Engineers. The salary starts at graduates with good communication skills
Rs 220,000 pa, and will be Rs 300,000 to join the customer services team.
after two years Salary: ₹Rs120,000 (no experience) -
₹Rs180,000 (with good experience)

Our 760 employees give IT help to


businesses in 12 countries from offices
around India.
Punjab Sports, based in New Delhi, makes
Contact head office in Bengaluru for and supplies sports equipment to India,
more details. Australia and the UK. In business for more
than 30 years. We have a total of 230
employees in the company.
Sen Systems. Since 2002

Company C Company D
Do you want to train to be a Store Vijay Industries are looking for
Manager?
Graphic Artists/Designers

Full training offered to good applicants.


Come and join our team designing and
As a trainee you will earn Rs150,000 a making jewellery, watches and glasses
year. since 1992. We have 545 employees in
different locations in India

Deepika Designs, sells fashionable


women's clothes. We started with one You can earn Rs15,000 per month with 2
shop in Mumbai in 1998 and now have years' experience.
515 employees in 50 shops across India
Send CV and covering letter to our head
and in Dubai.
office in Kolkata

Quote reference: DD761/TM27

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MODULE 4, LESSON 2

HANDOUT 1 (Module 4, Lesson 2)


[Information]

Qualifications Skills

1. Confident using MS Office


2. HSLC (High School Leaving
Certificate)
3. Good spoken English
4. Diploma in Engineering
5. Teamwork and leadership
experience
6. MBA
7. Typing 50 words per minute
8. Using spread sheets e.g.
Excel
9. Driving Licence
10. ICSE (Indian Certificate of
Secondary Education)
11. B.Sc.
12. Good Time Management
13. ISC (Indian School Certificate)
14. Able to communicate clearly
in writing
15. Post Graduate Certificate in
Marketing
16. Can programme using Java /
C++

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HANDOUT 2 (Module 4, Lesson 2)
Student A

1. Assistant Hotel Manager 2. ............................

Do you have a degree in Hotel We want a ................ person, with..........


Management? experience of selling, to ..................... in
the local area.
Do you have 2-5 years' experience
working in hotels? Candidates must have:
Are you polite and helpful?  ........................... experience
 good ........................... skills
Do you enjoy working in a team?
 smart .........................
Are you confident at giving instructions  a ........................... licence
and managing colleagues?

Do you have good IT skills? A .................. qualification will help

If you said "yes" to all of the above, give


us a call!

3. ................................... 4. Data Entry Operator


We are looking for applicants who
Do you have a ..........................?  have very good keyboard skills
 don't make mistakes
Do you enjoy .................work and
 are good with numbers
........................ ?
 can manage their time and work on
Are you able to work .......................? their own
Can you work ..............?
No experience necessary
We like candidates with more than
........... experience

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HANDOUT 3 (Module 4, Lesson 2)
Student B

1. ....................................... 2. Area Sales Manager

Do you have a degree in We want a confident person, with 3


...............................? years' experience of selling, to manage
sales in the local area.
Do you have ............... experience
working in hotels? Candidates must have

Are you polite and ........................?  administration experience


 good communication skills
Do you enjoy working .....................?
 smart appearance
Are you confident at giving .......................  a clean driving licence
and ....................... colleagues?

Do you have good ................. skills? A marketing qualification will help

If you said "yes" to all of the above, give


us a call!

3. Lift Maintenance Technician 4. ...................................

Do you have a technical diploma? We are looking for applicants who

Do you enjoy practical work and solving  have very good .............. skills
problems?  don't make ..............
 are good with ............
Are you able to work flexible hours?
 can .................. and work .....................
Can you work alone?

We like candidates with more than 1 No experience necessary


year's experience

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MODULE 4, LESSON 3
HANDOUT 1 (Module 4, Lesson 3)
[Information]

Spoken communication I have this I need to


skill improve
this skill

explain ideas clearly and confidently

change voice in different situations and to help listeners


understand

use face and gestures to help communicate ideas

give other people time to reply or speak

listen to what other people are saying

check or repeat the important things that other people


say

politely stop other people speaking so you can speak


(interrupt)

know how to change the topic of a conversation

Written communication

write ideas clearly so it is easy for other people to read


and understand

write in different styles in different situations

know how to make writing more or less formal

plan and organise ideas before starting to write

put ideas in a clear order

write the main points of an idea in short notes

write without using use many difficult/technical words

HANDOUT 2 (Module 4, Lesson 3)


[Discussion]
Read each statement and decide if it is true (T) or false (F)

T or F

1. What you say is more important than how you say it

2. It is important to speak loudly and quickly to show you are confident

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3. A deep voice shows confidence, a high voice shows you are a
nervous person

4. Crossing your arms in front of you, can show you are nervous or
stressed

5. Touching your face when speaking shows you are nervous or not
telling the truth

6. Moving your body a lot shows that you have a lot of energy

7. Keep eye contact with the person you are speaking to at all times

8. Smile when you meet people and then as much as possible

9. Some gestures with hands are the same in every country in the world

10. A very strong handshake shows you will be good at business

11. When shaking hands, it's friendly to hold the other person's hand for
a long time

12. Personal appearance (e.g. clothes, hair) are very important when you
first meet

Now discuss your opinions with your classmates.

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MODULE 4, LESSON 4
HANDOUT 1 (Module 4, Lesson 4)
[Information]
Compare the ideas in A and B and say which you want

A. Do you want to work .... B. Or do you want to work ....

in your home town/city in another town/city

for a small friendly company for a large serious company

for a relative for a different company to your family

full-time part-time

regular hours e.g. 9.00-6.00 M-F (Mon-


long hours / overtime
Fri)

for a national company for an international company

in India in another country

for a private business for the government

in a low-paid easy job in a high-paid difficult job

with a few colleagues in a small team with many colleagues in a big team

with higher pay now but no chance of with low pay but promotion and higher
promotion salary soon

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HANDOUT 2 (Module 4, Lesson 4)
[Information]
Interview another student and complete the form using his/her answers

Job choice questionnaire


Name .............................. age .......................

 tick your choice


1. Employment wanted

 first job (go to Q3.)  second job  third job  additional job
2. Reason for change

 higher salary  more experience  promotion  more interesting work


3. Hours wanted

 full-time  part-time  day time only  Monday-Friday only


4. Type of job

 permanent  temporary  fixed hours only  extra hours


5. Employer location
 Current town/city  a bigger city  another state  another country (go
to Q6.)
6. Country
 India  Middle East  Canada  other ....................
7. Employer type

 a business  the government  an NGO/charity  your family


8. Employer size

 a small business  a large company  a national company  an international


company
9. Location type
 desk job at a PC  office job  work outside  combination
10. Teamwork

 work alone  in a small team  in a large team  colleagues changing


regularly
Notes

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MODULE 4, LESSON 5
HANDOUT 1 (Module 4, Lesson 5)
Look at Rajesh’s statement below.
a) You have one minute to find as many different jobs as you can.

I started work when I was 18. My first job was with my uncle. He has a building company.
I helped the builders and the plumbers. I liked learning about water and heating so I
decided to do a plumbing course. I finished the course but then I hurt my back so I
changed jobs. I got a job in a restaurant and worked as a waiter. I enjoyed meeting
different people but there were a few times when customers were not happy. I am a
good listener and I was good at dealing with complaints. I loved the food there and I
learnt a little about cooking from the chef. I knew it was a difficult job but I decided this
is the job I wanted. In the evening I worked in the restaurant and in the day I studied to
be a chef. I now work in KT’s Vegetarian restaurant. I have a good imagination and have
made lots of new dishes. These are very popular and the restaurant is very busy but I
like working under pressure.

b) Now read the text more carefully. Put the different information in the text under the
headings.
Education / Training Experience Hard Skills Soft Skills

HANDOUT 2 (Module 4, Lesson 5)


[Information] Match the beginnings and ends.
1) Being a) time
2) Solving b) decisions
3) Making c) under pressure
4) Managing d) deadlines
5) Meeting e) problems
6) Working f) creative

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HANDOUT 3 (Module 4, Lesson 5)

Find out from your partner which of the soft skills below they can do well. Tick the ones
they are good at. e.g. Are you good at …?

Speaking and listening Solving problems

Working alone Making decisions

Working with others Managing time / meeting deadlines

Being creative (using your imagination) Working under pressure (staying


relaxed in difficult situations)

HANDOUT 4 (Module 4, Lesson 5)


[Information]
a) Match the words and phrases on the left to the definitions on the right.

1) Pause a) Move your head up and down to show


you agree with somebody
2) Repeat b) Move in nearer to who you are with
3) Rephrase c) Stop for a short time
4) Nod d) Say again
5) Lean towards the person e) Say again in a different way
[Discussion]
b) Decide which of these you should do when speaking (S), listening (L) or both (B). e.g.
if you think you should smile both when you speak and when you listen put * smile (B)

* smile * pause * repeat

* say ‘Yes’/’Mmm hmm * look at the person

* rephrase when somebody doesn’t understand * nod

* lean towards the person * use your hands

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MODULE 5, LESSON 1
HANDOUT 1 (Module 5, Lesson 1)

a) Which sentences are wrong? Why? Correct them.

1. I’m good at deal with complaints.


2. I can writing quickly.
3. I like working under pressure.
4. I have excellent communication skills.
5. I enjoy talk to a lot of different people.

b) Put the skills in the correct column in the table

speak to working
good people in a team
people on
skills
the phone

can enjoy/ like /good at have

HANDOUT 2 (Module 5, Lesson 1)


Work in teams of 3. You have 3 minutes to make as many correct sentences as possible
using the beginning of the sentence from column 1 and the end of the sentence from
column 2. Use all the verbs in column one at least once. The sentences do not have to
be true.

I can/can’t Cook

I have work in a team

clean
I’m good at /not good
at manage people

I like /don’t like speak to new people

type fast
I enjoy /don’t enjoy
good IT skills

serve people

organise people

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speak more than one language

help people to make decisions about things

solve problems

drive

maths

good people skills

repair things

work under pressure

HANDOUT 3 (Module 5, Lesson 1)


Now make 3 statements about yourself using: ‘I can…’ and ‘I am good at…’

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Your statements do not have to be true.

Your teacher will read out a situation. You will tell the other people in your group the 3
things you can do / are good at and then in your group you will decide who is the best
person in the situation.

HANDOUT 4 (Module 5, Lesson 1)

Situation 1

You and your colleagues are all on a long journey in a bus. The bus breaks down and
cannot continue.

Situation 2

A group of people went to a party to celebrate a colleague’s birthday at your friend’s


house. Her parents were not there. The house is now very dirty and untidy. Her parents
are coming home in 2 hours.

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Situation 3

You work in an international company. There are some overseas visitors coming next
week and the company needs somebody to spend time with them.

Situation 4

It’s 17:45 and you and the people in your office finish work at 18:00. Your boss comes
into the office and says he really needs a lot of letters and emails to be sent before the
office closes.

[Discussion] What skills are useful in these different situations?

MODULE 5, LESSON 2
HANDOUT 1 (Module 5, Lesson 2)
Your teacher will say a number, Look at the skill in the box, talk to the people in your
group about yourself and this skill.

Use:

I’m good at / not good at

I can / can’t

I like / don’t like

I have / don’t have

I enjoy / don’t enjoy

[Information] Remember to think about whether you need verb+ING or verb

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1 2 3 4

speak to new help people to work in a team maths


people make decisions
about things

5 6 7 8

repair things type fast speak more than keep accurate


one language records

9 10 11 12

cook manage people good IT skills organise people

13 14 15 16

solve problems good people skills work on your own help people

[Discussion]

What jobs would you be good at with your skills?

What jobs would be good for people with the different skills in the boxes?

Useful Language:
I would be a good ……………. because

HANDOUT 2 (Module 5, Lesson 2)


Job fair – half the class have job descriptions and the other group go to visit them – with
a role card. The manager decides which person to give the job to.

Candidate 1 Candidate 2

✓ organise people ✓ good IT skills

✓ speak to new people ✓ type fast

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✓ work in a team ✓ repair computers

✓ manage people ✓ managing people

✗ numeracy skills ✗ working on own

Candidate 3 Candidate 4

✓ good people skills ✓ speak more than one language

✓ work in a team ✓ good people skills

✓ keep accurate records ✓ drive

✓ repair computers ✓ numeracy skills

✗ drive ✗ manage people

Infosys Technologies wants an IT Co- State Bank of India is looking for a


ordinator to work for our Hyderabad department manager.
Office.
You must be good at maths. You will
manage people so you need to have
You must have good IT skills and experience of management and you need
experience of working in a team. On some to have good people skills. Many of the
days you need to work on your own. You customers speak different languages.
need to visit customers around the area by
car to repair their computers.

Bharat Petroleum needs a book-keeper to Wipro wants a secretary for a busy office.
work in a busy office.
You need to be good at working on your
own. You need to have good IT skills and
You must have experience of working in a type quickly. You will talk to a lot of new
team and have good people skills. You people so good people skills are
need to keep accurate records. You will important.
sometimes need to travel to other
branches of the company.

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MODULE 5, LESSON 3
HANDOUT 1 (Module 5, Lesson 3)

Read the descriptions of 2 people talking about their jobs.

[Discussion] a) What jobs do they do?

b) Put these words in the gaps.

at – with – to – in - on

Gurpreet Kamal

I work 1. _____ a busy office with a lot I work 7. _____ computers. I spend a lot
of different people. I have to speak 2. of time 8. _____ my own but sometimes
_____ lots of people when I’m 3. I work 9. _____ an office. I am very
_____ work but I also do a lot of good 10. _____ working 11. _____
listening 4. _____ colleagues and numbers and need to keep accurate
customers. This is not a problem for records. Some days I have to deal 12.
me because I am good 5. _____ _____ complaints from customers. I
communicating 6. _____ people. don’t like doing that.

HANDOUT 2 (Module 5, Lesson 3)


[Information] Read the job description. Would you like to apply for this job? Why? Why
not?

COME AND WORK FOR US

The National Hindustan Hotel in the centre of


Nellore is looking for a team of receptionists.

Do you enjoy working in a team?

Do you have good communication skills?

Can you work under pressure?

Do you have experience of dealing with customer


complaints?

If you can answer ‘yes’ to all these questions we


want you!

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[Information] a) Your teacher will tell you what the candidates said about themselves in
their interview. Put yes (✓) or no (✗) in the column.

Candidate 1 (Rajeev) likes/ can good at has


enjoys

speak more than one language

dealing with complaints

good communication skills

speaking and listening to customers /


people

working in a team

working under pressure

solving problems

Candidate 2 (Karishma) likes/ can good has


enjoys at

speak more than one language

dealing with complaints

good communication skills

speaking and listening to customers /


people

working in a team

working under pressure

solving problems

Candidate 3 (Advik) likes/ can good has


enjoys at

speak more than one language

dealing with complaints

good communication skills

speaking and listening to customers /


people

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working in a team

working under pressure

solving problems

Candidate 4 (Ira) likes/ can good has


enjoys at

speak more than one language

dealing with complaints

good communication skills

speaking and listening to customers /


people

working in a team

working under pressure

solving problems

b) [Discussion] Discuss the different candidates with the other people in your group
then decide which of the people should get the job. You can give the job to 2 people
because the hotel needs a team of receptionists.

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HANDOUT 3 (Module 5, Lesson 3)

Read the information about the different candidates for the job. Decide who are the
best people. You can give the job to 2 people because the hotel needs a team of
receptionists.

Candidate 1 (Rajeev)

I work as a sales assistant in a department store. I love my job and really like working in
a team. I can work under pressure which I often need to do when the shop is busy. I
spend a lot of time speaking and listening to customers. Sometimes they are unhappy
but I am good at dealing with complaints so my colleagues often ask me to speak to the
angry customers when there are problems. I think my experience of working in a shop
will be useful for working as a receptionist but at the moment I don’t have any
experience of working in a hotel.

Candidate 2 (Karishma)

My job involves working as a receptionist in a small hotel. There are only 2 receptionists
so I don’t have much experience of working in a team but I can solve problems on my
own because I work on my own so I have to! Working on my own is not a problem
because I enjoy working under pressure. I don’t like having nothing to do. In the future I
want to work in a bigger place. I have good communication skills and really enjoy
speaking to customers.

Candidate 3 (Advik)

I am a receptionist in an office so have experience of working as a receptionist but not


in a hotel. I can speak 3 languages and I think this is really useful in a hotel. I really enjoy
talking to people so working as a hotel receptionist is the perfect job for me. I can solve
problems on my own but actually I prefer to discuss problems with other people before
deciding what to do.

Candidate 4 (Ira)

I am working in a hotel but in the back office not as a receptionist. I’m not happy with my
job because I really like speaking to people and I think I am good at it. but at the
moment I work on my own so don’t really meet or talk to other people. I answer the
phone and it’s often people who are unhappy with something so now I am very good at
solving problems. I think because of my experience of answering the phone, I have very
good communication skills. All of these things make me a strong candidate for the job.

Useful Language

I think XXX is a good person for the job because…

S/he can / is good at / has …

XXX is a good candidate but s/he isn’t /can’t / hasn’t got experience of …

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MODULE 5, LESSON 4
HANDOUT 1 (Module 5, Lesson 4)

[Information] With a partner explain the difference between the words in column A and
the words in Column B. e.g. Job Application and CV

A B

Job Application CV (Curriculum Vitae)

Reference Referee

Full time Part Time

Job Title Duties

Present Employer Previous Employer

HANDOUT 2 (Module 5, Lesson 4)


[Information] Look at the completed application form. What mistakes did the applicant
make when he filled in his form?

Name: Padma Narayan Telephone Number: +91-97-26-046927


Address:
3017/3 Penumaka Road Email Address: padman12@hotmail.com

Velagapudi

Andhra Pradesh Position Applied for: 1/305571

522503
Full time / Part time (tick ✓)

Date of Birth: 13 September


Date of application: 22 July 2017

Employment History

Job Title: Technical Support Engineer Duties: answering the phone, solving
computer problems for colleagues,
Company: repairing software, buying new IT
Dates (to and from) equipment

2009 - 2012
Reason for Leaving:
Didn’t enjoy the job

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Job Title: Duties: designing software programmes,
talking to customers, calculate cost of
Company: Metalab different jobs, managing a small team,
Dates (to and from) keeping customer records

June 2012 – April 2015


Reason for Leaving:

Job Title: Software Engineer Duties: designing software programmes

Company: Technolite

Dates (to and from) Reason for Leaving:

May 2015 – present

Referee: prafullagada_84@gmail.com

Relationship to applicant: uncle

Useful Language
He should/shouldn’t… e.g. he should also write the year in his date of birth / he shouldn’t
give a negative reason for leaving his previous job

HANDOUT 3 (Module 5, Lesson 4)


[Information] Ask your partner questions to complete an application form for them.

Name: Telephone Number:

Address:
Email Address:

Position Applied for:

Date of Birth: Full time / Part time (tick ✓)

Date of application:

Employment History

Job Title: Duties:

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Company:
Reason for Leaving:

Dates (to and from)

Job Title: Duties:

Company:

Dates (to and from) Reason for Leaving:

Job Title: Duties:

Company:

Dates (to and from) Reason for Leaving:

Referee:

Relationship to applicant:

Useful Language

How do you spell that?

Could/can you repeat that?

Questions

Could/can you tell me about your Answers


Employment History?
I was a XXX.
What did you do?
(I worked there) for XXX years.
How long did you work there?
I had to XXX.
What were your duties?
(I left) because …
Why did you leave?

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MODULE 6, LES (TEST MATERIALS)

LES MODULE 1
Conversation 1

Circle the best word to complete the conversation.

Grace: 1. Excuse/Hi me? Is your name Jack

Jack: 2. Yes/No, it is. Jack Lee. Do I know you?

Grace: Yes, we met on holiday last year. My 3. name/word is Grace.

Jack: Now I remember! 4. Who/how are you, Grace?

Grace: I’m fine, 5. thanks/pleased. And you?

Jack: I’m 6. nice/fine too. Nice to see you again.

Grace: 7. Nice/Thanks to see you again too.

Jack: Ah, this is my train. 8. Welcome/Bye.

Grace: 9. Sorry/Goodbye.

Conversation 2

Complete each sentence with one word.

A: Do you work in a hotel?


B: Yes, I 1. __________.

A: Are you from Poland?


B: Yes, I 2. __________.

A: Do you work?
B: 3. __________, I don’t.

A: Are you from Australia?


B: No, I’m 4. __________.

We met 5. __________ holiday last year.

I live 6. _________ London.

I come 7. __________Beijing.

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Grammar 1

Match the response to the correct question.

1. Where were you born? a. I come from Sydney, in Australia


2. Where are you from? b. That machine is called a
dishwasher.
3. Where do you work? c. I’m fine thanks and you?
4. What do you do? d. I was born in Krakow, Poland.
5. What’s the word in English for the e. I’m a receptionist
machine that cleans dishes?
6. How are you? f. I work in the Grand Hotel in London

Reading 1

Read part of Kasper’s blog. Are the sentences true or false?

Home | About me | Blog

KASPER'S BLOG
Hi! My name is Kasper. Welcome to my blog. This is where I talk about my life. I
hope you like it.
I live in Manchester, with my brother Marek. We also live with our friend Geoff. He
is British, but Kasper and I were born in Warsaw, in Poland. We are in Britain to
work.
I work in a hotel in Manchester. My brother works at a school. He is an English
teacher. Geoff works in an office. Geoff and I sometimes get the same bus to work,
but often we go to work at different times.
I like the hotel where I work. There are a lot of people working there from Poland.
There are also a lot of people working there from Australia, and some from China.

1. Geoff works in a hotel. True / False


2. Kaspar and Geoff sometimes travel to work at the same time. True / False
3. Kaspar doesn’t work with Polish people. True / False
4. Kaspar works with Chinese people. True / False

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Reading 2
Read part of an interview at a recruitment agency. Choose right answers to the
questions.
Daniel: Hello, and welcome to The Recruitment Company! I'm Daniel Lee. It's good to
meet you, Sofia.
Sofia: Nice to meet you too.
Daniel: Where are you from, Sofia? Are you British?
Sofia: No, I'm not. I'm Italian. I was born in Florence, in Italy. But my father is Australian.
Daniel: I'm Australian too! So, where do you live?
Sofia: I live here in Birmingham. It's great!
Daniel: Yes, it is! What do you do? Do you have a job?
Sofia: I'm an assistant sales manager for an Italian company.
Daniel: And what sort of job do you want?
Sofia: I want a sales manager job. And I want to work for a British company.
Daniel: What sort of company do you want to work for?
Sofia: A clothes company.

1.Sofia is Italian / Australian.


2. Sofia was born in Florence / Birmingham.
3. Daniel is British / Australian.
4. Sofia and Daniel don’t like / like Birmingham.
5. Sofia works for an Italian company / British company.
6. Sofia wants to be an assistant sales manager / a sales manager.
7. Sofia wants to work for an Italian company / a British company.

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LES MODULE 2
Grammar 1

Circle the best word to complete the sentence.

1. He leaves / leave home at 8 a.m.

2. They travels / travel to work by train.

3. She go / goes to work by bus.

My brother is very / a very tall.

My sister is very / a very tall girl for her age.

It’s really / a really good film.

A: Which do you prefer: football or cricket?


B: I like all / both of them.

A: There are so many pizzas on the menu. Which one do you like?
B: I don’t know. I like all / both of them.

Reading 1
Read the statements. Are they true or false?
Hi Mum!
You want to know about my routine in the UK. Here it is!

I work from Monday to Friday. I leave home at 7.30 a.m. every day. I always travel
to work by train. I arrive at work at 9 a.m. and check my emails. Next, I have
breakfast. There is a cafe near my office and I usually have coffee and fruit from
there. Then I work until 1 p.m. I usually have lunch at the cafe, but on Fridays we
go to a restaurant. After work I travel home by train, but on Fridays I get the bus
because I work late.

In the evenings I watch TV or read. At the weekends, I play football on Saturday,


and then go to a karaoke bar. I love singing! On Sundays I watch football at the
local stadium. There are two local teams and I like both of them.

Love, Sergio

1. Sergio always goes to work at 7.30 a.m. True / False

2. He has breakfast and then checks his emails. True / False

3. He sometimes has something different from coffee and fruit for breakfast. True /
False

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4. He always has lunch at the cafe near his office. True / False

5. He always gets the train home. True / False

6. He likes football and singing. True / False

7. There is only one football team in his city. True / False

Vocabulary 1

Look at Andreia’s family tree and answer the questions. Note that (m) means male
and (f) means female.

1. Domingo is Andreia’s husband / son / father.


2. Maria is Andreia’s wife / mother / daughter.
3. Maria and Domingos have one child / two children / three children.
4. Andreia has one daughter / two daughters / three daughters.
5. Who is Andreia’s husband? Mateus / Felipe / Domingos
6. Who is Adriana’s brother? Mateus / Felipe / Jorge
7. Who is Andreia’s sister? Adriana / Flavia / Maria
8. Who is Andreia’s son? Domingos / Felipe / Jorge
9. Who is Domingos’ wife? Maria / Andreia / Gabriella

LES MODULE 3

Vocabulary 1

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Choose the correct phrase to complete each sentence.
1. I like ____________________________ computers. a. take part in

2. I am ________________________ speaking in public. b. work for

3. Can you ____________________this job advert, c. dealing with


please?
4. I want to __________________the job of sales d. good at
manager.
5. I want to ______________________ a bigger company. e. apply for

6. I don’t like ______________________ complaints. f. work for

7. I _____________________________a lot of meetings. g. working with

Vocabulary 2
Choose the correct words to complete the sentences.
1. If you are interested in this job, please complete the online application /
covering form.

2. Please send a covering / CV letter saying why you would like this job.

3. Remember to include a list of your educational and professional salaries /


qualifications.

4. The job title / employer is Sales Manager.

5. We had over 50 adverts / applicants for this job but we are only interviewing five
people.

6. For this job you will need a driving letter / licence.

7. I have great IT skills / corporations. I can use lots of different software.

8. It’s important to include key information in a qualification / CV.

Grammar 1

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Complete the sentences with the past form of the verbs in bold.
1. I ____________________ for that job you emailed me about. (apply)
2. I ____________________ a promotion at work last week. (get)

3. I ____________________ really happy in my last job. (be)


4. I ____________________ seven days last week! (work)

5. I ____________________ your brother on the train home yesterday. (meet)

6. I ____________________ for an interview this morning. (go)

7. I ____________________ to over 20 companies before I managed to get an


interview. (write)

8. I ____________________ the English exam last week. (pass)

Grammar 2

Are the sentences making comparisons correct or incorrect?


1. I am the oldest of three children. Correct / Incorrect

2. The Burj Khalifa is the taller building in the world. Correct / Incorrect

3. I am younger my wife. Correct / Incorrect

4. That is nearest station to my house. Correct / Incorrect

5. My younger brother is going to university. Correct / Incorrect

6. I need a newer car. My current car is old and unreliable. Correct / Incorrect

7. My sister is youngest than me. Correct / Incorrect

Reading 1
Read the job advert. Are the statements about the receptionist job true or false?

Job Title: Receptionist


Company: Workington Corporation
Salary: £20,000, plus bonus
We are looking for an experienced receptionist.
The job is a full-time position, from Monday to Friday. The working hours are
from 9 a.m. until 5 p.m., during the week only.
Applicants must have good IT and communication skills, and speak English and
Spanish.
No qualifications are necessary.
To apply, send your CV and a covering letter to the email address below, or fill
in the online application form at our website.

1. You must have experience as a receptionist. True / False

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2. The job is part-time. True / False
3. You sometimes have to work weekends. True / False
4. You don’t have to know how to use a computer. True / False
5. You only need to speak English. True / False
6. You have to have qualifications. True / False
7. There are two ways to apply for this job. True / False

Reading 2
Complete the answers to the questions about Luis Garcia’s CV.
CURRICULUM VITAE: Luis Garcia

Date of Birth: 18 June 1991


Telephone Number: +44 161 4767493
Email: Luis.Garcia@imail.com
Employment
Sales representative, Mansfield Corporation, 2014–present
Spanish teacher, Hablemos Language School, 2013–2014
Education
Degree in International Business, 2:1, University of Hull, 2012
The International School, Madrid: IB Diploma
Qualifications
Certificate in Project Management, 2013
Skills
Languages: Spanish, English
Good IT skills
Interests
Football, music, cooking
Referees
Anne Breen, HR Manager, Mansfield Corporation
Professor Will Keegan, University of Hull

1. When was Luis Garcia born?


18 _______________________1991.

2. Which university did he go to?


The University of _______________________.

3. What was his degree in?


His degree was in International _______________________.

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4. What qualification did he get in 2013?

_______________________ in Project Management.

5. How many languages does Luis speak?

He speaks _______________________ languages.

6. What are his interests?


Football, music and _______________________

7. Where does Luis’ referee Anne Breen work?


At the Mansfield _______________________.

8. What is Luis’ job at the moment?


He is a _______________________representative.

MODULE 6, LESSON 3
HANDOUT 1 (Module 6, Lesson 3)

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[Information] Look at the information in the box below. What should / shouldn’t
you include in your CV? Write the numbers under each column. If you are not sure,
put the number in the column with a (?)

1. a photograph 6. interests 11. marital status

2. your age 7. home address 12. religion

3. nationality 8. email address 13. telephone


number

4. current salary 9. qualifications 14. languages


spoken & level

5. details of parents 10. place of birth 15. name of all


schools attended

✓ ✗ ?

[Discussion] Share your answers with your partner. Do you agree with each other?
Is there anything else you think you should include in your CV?

HANDOUT 2 (Module 6, Lesson 3)

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[Information] Look at the different sections of a CV. Put the section in the correct place
in Namita’s CV below.

a. Skills b. Personal Details c. References d. Interests e. Employment f.


Education

CURRICULUM VITAE
NAMITA ROY
I am a hard-working maths graduate. I am looking for a job with a financial company.

1….
Address: 27a Block B12 Lower Kailash, New Defence Colony, Delhi
Mobile: +9198470618741 Email address: roy@namita.com
Date of Birth: 25 August 1992 Nationality: Indian

2….
2015 Present: Sales Manager, FAB India, Karol Bagh Mall, Delhi
2012-13 Voluntary tutor, (Mathematics), CGS Delhi

3….
Central University of Delhi, BSC Accountancy and Finance (2015)

4…
Full driving licence
Languages: Hindi (native speaker), Bengali (fluent), English (good)

5…
Cinema, yoga

6…
Dr. K Singh – Lecturer in Business Studies
Senior Tutor, Central University of Delhi
k.singh@mail2in.com

HANDOUT 3 (Module 6, Lesson 3)


[Discussion]
Which section should Namita put the information below? Use the section numbers.

a) Mr P Samad, (Floor Manager FAB Mall), p.g.samad@fabmall.co.in Section


____________

b) Good IT skills (working knowledge of Excel and Word) Section __________

c) Central Girls School, International Baccalaureate (2012) Section _________

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d) 2013 – 2015 Sales Assistant, Pantaloons, Soul City Mall Section _________

e) Travel Section ____________

HANDOUT 4 (Module 6, Lesson 3)

[Discussion] Look at the rules for writing a CV. Put a tick (✓) next to the ones you
agree with and put a cross (✗

1. You should include a lot of information on your CV. For example, you
can give details of any prizes you won at school, college or university.
2. You need to use full sentences in your CV.

3. You should organise your CV into different sections. Include the name
of each section.

4. You need to list the qualifications you have in the order that you took
them.

5. You should include your present job as well as previous jobs on your
CV.

6. You should start with your first job in the section about employment.

7. You should include the names and contact details of three referees.

8. You can use the same CV for any job you apply for.

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MODULE 6, LESSON 4
HANDOUT 1 (Module 6, Lesson 4)

[Information] When an employer receives your CV they want to get a lot of information
about you very quickly. It’s a good idea to put an introductory statement at the top of
your CV. This gives the employer a good idea of who you are and what you do well.

[Discussion] Look at the statements below. Which ones do you think would impress an
employer? Why? Why not?

A qualified web
I’m a hardworking
developer. I am
sales manager
able to work on my
with six years’
own or as a
experience in
member of a team
increasing sales in
and experienced in
four different
problem-solving.
companies.
Ravi
Ayesha
Aye
I am an experienced office
administrator. I am good at
I am IT literate and can working under pressure and
type very quickly. I have meeting deadlines.
four years’ experience.
Anish
Pradeep

An IT literate, creative computer


A caring, science graduate. I’m looking for a
organised first job with a small organisation..
nurse.
Sunil
Indu

HANDOUT 2 (Module 6, Lesson 4)


a) Write your own introductory statement to introduce yourself to an employer. If you
have no work experience, write about what sort of person you are. e.g. I am a hard-
working maths graduate. I am looking for a job with a financial company.

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Introductory Statement

I am …

A…

b) Make notes under the different headings.

Education (Start with your most recent qualification. Put the date, the name of the place
and then the qualification)

Employment History (Start with the job you are doing now. Put the date, your position
and then the name of the company. If you have no work experience, think about things
you have done that show what you can do e.g. work in your uncle’s business)

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Skills (e.g. languages with level, management experience, good IT skills, ability to work
on own, clean driving license, good problem-solving skills)

Interests (Things you like doing in your free time not at work)

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MODULE 6, LESSON 5
HANDOUT 1 (Module 6, Lesson 5)
[Information] Read Rahul’s story about finding a job.
a) Match the two halves of the sentences.
b) Put the story in the correct order.
1. He attended a. to get a qualification in computer
engineering.
2. He went b. the job.

3. He talked c. for 2 weeks.

4. At school Rahul was very interested d. the interview.

5. He waited e. in IT.

6. He applied f. to a job fair.

7. He got g. for 12 different jobs.

8. He passed all his exams h. for any interviews.

9. He didn’t get invited i. at a lot of newspaper adverts to try to find


a job.

10. He looked j. in his last year of university.

11. He decided k. to an employer there who offered him an


interview.

CLUE – look at the prepositions in the second column and match them to the verbs in
the first column to help you match the two halves of the sentence.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

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5. ________________________________________________________________

6. ________________________________________________________________

7. ________________________________________________________________

8. ________________________________________________________________

9. ________________________________________________________________

10. ________________________________________________________________

11. ________________________________________________________________

HANDOUT 2 (Module 6, Lesson 5)


[Information] Put the words in the questions into the right order.

1. Where university did go you to?

________________________________________________________________

2. did What you study?

________________________________________________________________

3. Where for did jobs you look?

________________________________________________________________

4. jobs How you many apply for did?

________________________________________________________________

5. any Did go you to fairs job?

________________________________________________________________

6. What apply did you for jobs?

________________________________________________________________

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7. How many did you go to interviews?

________________________________________________________________

8. How did you many write job applications?

________________________________________________________________

9. now you Have got a job?

________________________________________________________________

HANDOUT 3 (Module 6, Lesson 5)

Falguni Neelam
 Business Administration at KL  Commerce at Krishna University
University  Looked in newspapers
 Looked for jobs online, in  Applied for 5 jobs
newspapers, asked friends and  1 job fair
relatives  Only applied for management jobs
 Applied for 23 jobs  1 interview
 4 job fairs  1 job application
 Applied for lots of different types of ✗ No job
jobs at different levels
 14 interviews
 16 job applications
 Got a job

HANDOUT 4 (Module 6, Lesson 5)


[Discussion]
Discuss these questions with your classmates.

1. Who has got a job now? Why do you think this is?

2. What advice would you give to the person who hasn’t got a job now?

3. What will you do in the future to make sure you get a job?

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Useful Language
S/he should …

S/he has to …

S/he needs to…

MODULE 7, LESSON 1
HANDOUT 1 (Module 7, Lesson 1)
[Information]
Match the words/phrases to the meanings

1. job description a. get information about something

2. responsibility b. short written record of information or ideas to help


memory

3. social media c. arrive at the correct time = not late

4. interviewer d. list of things you do at work

5. facts e. something you are in charge of or must do

6. notes f. person who asks most of the questions at an interview

7. to prepare g. Internet sites for communication e.g. Facebook

8. to find out h. true information or details

9. to be on time i. do work before to be ready for something later

HANDOUT 2 (Module 7, Lesson 1)


[Discussion]
1. Look at the points below. Decide if you should do them before or during an interview

Before During

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1. find out how to get to the interview


2. say what you learnt
3. prepare questions about the company
4. use facts and information about the company in your answers
5. read the job description
6. arrive on time
7. find out what the responsibilities are
8. talk about your qualifications/experience
9. use the internet to research the company
10. look at the company website and make notes
11. find out if the company has social media
12. ask questions about the job/company
13. relax
14. think of questions to ask about the job

2. [Discussion] What order do you think you should do these things in?

HANDOUT 3 (Module 7, Lesson 1)

Student A Student B

Ask for advice about preparing for an Give suggestions about preparing for an
interview interview

 What to prepare  What to prepare


 How to prepare  How to prepare
 Where to get information  Where to get information
 How to use information  How to use information

Give advice about what to do during the

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Ask for advice about what to do during the interview
interview
 Be on time
 Answering question  How to answer questions
 Asking questions  Need to ask questions
 Talking about yourself  Relax

MODULE 7, LESSON 2
HANDOUT 1 (Module 7, Lesson 2)
[Information] Match the words to the definitions.

1. a place where things are made a. employee

2. a company that makes things b. job benefit

3. the money you earn each month or year c. paid holidays

4. to give someone a job d. over

5. a person who works for a company e. modern

6. things a company gives staff that is not money f. including

7. new design and not old g. to employ somebody

8. close to a number, maybe more or less h. factory

9. time off from work with pay i. salary

10. this and others j. about ....

11. more than this number k. manufacturer

HANDOUT 2 (Module 7, Lesson 2)

[Information] Complete the article about the company AP Shoes with its or it's in
each gap

AP Shoes has ten offices across India, and 1. ..... head office is in Visakhapatnam. 2. ..... a
modern building in the city centre. 3...... a large company and 4. ..... famous in the area.
Everyone knows 5. ..... name and that 6. ..... shoes are very fashionable. 7. ..... website
says that it employs over 2,000 people and that 8. ..... the biggest shoe manufacturer in
South India. 9...... owned by a local family and it gives very good benefits, such as high
salaries and lots of paid holidays to 10. ..... employees. My uncle works at 11. ..... factory
in Guntur. He says 12. ..... hard work but he likes working there.

HANDOUT 3 (Module 7, Lesson 2)


[Information]

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Find two ways to answer each question.

1. How many people does the company a. It has........ offices including the one here in
employ? this city

b. Employees get ...... days paid holiday per


year

2. How many offices/factories does it c. They are........... manufacturers


have?

d. It employs over/about........... people

3. Where are its offices/factories? e. It has modern offices and the salaries are
good

f. They manufacture....

4. What does it manufacture/make? g. It has over/about ............ employees in.........

h. The head office is in...........................

5. What are the job benefits? i. It has .......factories in


......cities/states/countries

j. It has offices/factories in.................

HANDOUT 4 (Module 7, Lesson 2)


Student A

Company A B C

Employees About 1600

6 offices and 4
Number of offices factories
and factories

Over 140 shops in


Locations about 60 cities
across India

Head office Mumbai

Type of company Clothes manufacturer

Job benefits Half price clothes

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Student B

Company A B C

Employees 550

Number of offices I factory and 3


and factories offices

India, Pakistan and


Locations
Bangladesh

Head office Kolkata

Manufacturer of
Type of company
Bicycles

Job benefits Free travel to work

Student C

Company A B C

Employees Over 1,000

Number of offices 5 offices and 10


and factories factories

Maharashtra,
Locations Karnataka and
Andhra Pradesh

Head office Pune

Food and drink


Type of company
products

Job benefits Free lunch at work

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MODULE 7, LESSON 3
HANDOUT 1 (Module 7, Lesson 3)
[Information]
Your teacher will give you a job advert. Find out as much information as you can about
the job and the company.

Company name

Type of business

Location of Head Office

Other locations

Number of employees

Other company details

Job title

Salary

Location of job

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Job description

Benefits

Other information

HANDOUT 2 (Module 7, Lesson 3)


[Discussion]
Make some notes about the activity.

1. What information was easy to find?

2. What information was difficult to find?

3. Which websites were the most useful?

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4. Imagine that you have an interview for the job.
Think of two questions you want to ask about the company

1.

2.

Think of two questions to ask about the job


1.

2.

MODULE 7, LESSON 4
HANDOUT 1 (Module 7, Lesson 4)
[Discussion]

Which of these topics do you think you will be asked about at an interview?
() for yes, or () for no, or (?) for maybe

1. your work experience 7. your hobbies / interests 13. your skills

2. languages you can speak 8. reasons for applying 14. your husband / wife

3. people that you know 9. your strengths / 15. your qualifications


weaknesses

4. why you want to work for 16. your medical history


the company 10. if you smoke

17. your future career plans


5. your ability to solve 11. your favourite actress
problems
18. if you can work for a
12. times you have worked female manager
6. if you have children in a team

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HANDOUT 2 (Module 7, Lesson 4)
[Information] Look at the table about what to talk about in an interview. Complete the
table with sentences below

Question Why interviewer What to talk about What not to


asks this say/talk about

Can you tell me To get a general 4. Personal details


something about idea about you about home, family,
yourself? marriage, etc.

Why do you want 1. Love of the 7.


this job? product and doing
things mentioned
in the job
description and
why it is a good
first job or
promotion for you

What are your To find out about 5. Anything not true


strengths? your soft skills and or hard to believe
a little about your
personality

What do you know 2. Your research. 8.


about the Why the company
company? is successful, its
future plans or
something special
e.g. training
programme

Where do you To see if you have 6. That you would like


want to be doing ambition and to do the
in five years? career plans interviewer's job

Why should we 3. Your skills, 9.


employ you? experience, that
you are confident

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that you can do
the job well and
have the soft skills
to work with other
members of the
team

a. In a job with more skills, d. That you need a job g. To see if you did any
experience and preparation
responsibility. Talk about
possible promotion in the
company e.g. in
management

b. The salary and the e. To see if you understand h. What you are doing
number of paid holidays the job details and now, your education /
responsibilities qualifications and
interests related to the
job but mainly what you
want to do in the future

c. To give you a chance to f. Soft skills that you have i. Only what the company
talk about what you can e.g. time management, makes or does
give to the company communication, leadership, (something everyone
with examples of good knows)
things you did

MODULE 7, LESSON 5
HANDOUT 1 (Module 7, Lesson 5)
[Information]
You are going to do a presentation to the other people in your class. Look at the
information you can include in your presentations.

Presentations
Here are some ideas to think about for your presentations:
Details of the job
Where is it advertised?
What does the advert say?
Does it include a job description?
Research about the job
What more did you learn about the job?

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Do you have the right qualifications and experience?
How does the salary compare with other similar jobs?
Research about the company
What did you learn about the company?
What does it do? Is it local? National? International?

What will you do to prepare for an interview in the future?


What questions do you expect to be asked?
How will you answer them?

What extra information do you want to ask for?

HANDOUT 2 (Module 7, Lesson 5)


[Discussion] One of the soft skills employers are interested in is teamwork. They want to
know how you work in a team.
Look at these questions about Teamwork. Discuss how well your group worked as a
team.

Teamwork Skills
Leadership who in the group wanted to be the leader?
were they a good leader?
Communication did people explain their ideas clearly?
did people follow other people's ideas?
Listening did people listen to the other people in the group?
did people listen to other people's opinions?
Participation did everyone talk for the same amount of time?
did people help each other?

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MODULE 8, LESSON 1

HANDOUT 1 (Module 8, Lesson 1)


[Information]
Find the opposites and link them with a line.

..... the floor


to wait ..... formal shoes ..... nervous

..... lots of
..... casual clothes ..... on time ..... up straight
jewellery

..... back in the


..... a hair cut ..... the interviewer ..... just earrings
chair

..... a suit and tie ..... late ..... confident ..... untidy hair

..... strong
..... sandals to interrupt ..... a little perfume
perfume

Which verb do we use with each pair of words? e.g. wear sandals / formal shoes

wear ___________________________________________________

be _____________________________________________________

have ___________________________________________________

sit _____________________________________________________

look at __________________________________________________

HANDOUT 2 (Module 8, Lesson 1)


[Discussion]

Do Don't

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MODULE 8, LESSON 2
HANDOUT 1 (Module 8, Lesson 2)
[Information]
1. Think of a time when you felt nervous. Make some notes about it.

Where you and what were you doing?

Why were you nervous?

How did you feel? Do you think other people could see that you were nervous? Why?

Were you still nervous after you started? Or only before?

What did you do to feel better? What helped? What didn't help?

How did you feel afterward? Will you be nervous next time you are in the same
situation?

2. Tell your partner about it.

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HANDOUT 2 (Module 8, Lesson 2)
[Information]

Look at the 10 ideas that might help stop you feeling nervous before an interview. How
much do you think each will help? Score each one from 1 (not helpful) - 5 (a very good
idea).

Idea Reason Score 1 - 5

1 Go to bed early Have a good sleep the night before. You


will not be tired and will think quickly

2 Plan and Prepare Plan and prepare as much as possible


in advance before: what to wear, how to get there,
what to say, how to behave

3 Practise what to Practise saying what is important or


say answering questions in front of a mirror
or a friend so you can answer
confidently

4 Eat a banana just Studies show bananas can stop you


before feeling nervous. Many musicians and
actors eat one just before they perform

5 Breathing Learn and practise how to breathe


exercises slowly and deeply to relax yourself

6 Do some exercise A little exercise relaxes the body.


Afterwards, you will feel and look calm
but feel full of energy and look healthy

7 Think positive, be Remember that they asked you to come


confident for the interview. The company read
your CV, they like you!

8 Do muscle Learn how to stop shaking by exercising


exercises big muscles (e.g. legs or bottom). You
can do this without anyone seeing.

9 Take and drink If you are nervous and your mouth


water becomes dry, it is difficult to speak
normally. Water helps you speak well

1 Talk to yourself Tell yourself that this is not the only job
0 you can do. There are other jobs. Don't
think you must get this one

Compare your opinions with other students in the class.

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MODULE 8, LESSON 3
HANDOUT 1 (Module 8, Lesson 3)
[Information]
Find the verb that means the following:

1. To make plans for something to happen at a


a. train
known time

2. To take action to solve a problem b. welcome

3. To take care of something or someone c. manage

4. To lead or control a team or department d. arrange

5. To teach someone skills or how to do something e. report to

6. To add new recent information to something f. organise

7. To say hello in a friendly way g. deal with

8. To change something so it is more organised or


h. update
works better

9. To have someone as your manager i. look after

HANDOUT 2 (Module 8, Lesson 3)


[Information]
Look at the verbs below. Which nouns can we use with each verb? Cross out the one in
each line that is not possible.

b.
1. arrange a. meetings c. qualifications d. interviews
appointments

d. angry
2. deal with a. skills b. problems c. complaints
customers

3. look after a. customers b. positions c. passengers d. children

4. manage a. a team b. staff c. a department d. confidence

5. train a. staff b. a meeting c. a team d. employees

6. update a. a database b. information c. time d. a website

7. welcome a. guests b. visitors c. customers d. documents

8. organise a. a career b. an office c. a conference d. training

9. report to a. a manager b. a job c. a team leader d. a director

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HANDOUT 3 (Module 8, Lesson 3)
[Information]
Student A

Job 1 Job 2
Airport Customer Services Clerk

 Welcome customers at the airport


 Update information on company
database
 Look after people travelling with
children
 Deal with angry passengers that
have lost suitcases

Job 4 Job 3
Personal Assistant

 Report to the Managing Director of


the company
 Organise her office
 Arrange appointments and
meetings with senior staff
 Welcome visitors to the office and
introduce them to staff

Student B

Job 1 Job 2
Sales Manager

 Look after the company's best


customers
 Manage the sales department
 Train sales team in how to find
new customers
 Update the website with
information about new products
and prices
Job 4 Job 3
HR Manager

 Arrange interviews when


advertising for new staff
 Train new employees
 Deal with problems that employees
have in the office
 Organise a conference for all
employees once a year

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MODULE 8, LESSON 4
HANDOUT 1 (Module 8, Lesson 4)

[Information] You are going to plan an end of course party with your group. You will
have 20 minutes to do this. Read through the different things you need to think about
when planning an end of course dinner party.

End of Course Party

You need to decide:


1. DATE AND TIME OF THE PARTY
Agree on a date so everyone can write it in their diary.
2. BUDGET
Find out how much people want to spend because you will all have to pay for
food and drinks.
3. PLACE
Choose somewhere that everyone knows and that everyone can get to. You
could have the party in a function room in a local hotel or a local restaurant.
4. FOOD AND DRINK
You need to find out what food people would like at the end of course party.
5. DECORATIONS-
Think about the decorations you want.
6. MUSIC
Decide what music you are going to play. You could have some musicians or just
play music.

7. ORGANISATION: You need to decide what everyone will do to plan the


party. Make sure that everyone has something to do.

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HANDOUT 2 (Module 8, Lesson 4)
[Information] Use the table to write down what you decide. One person in the group
should take notes on what you decide.

In the DECISION column, write what the group decides. In the WHO IS DOING WHAT
column, write the name of the person who is responsible and what they are going to do
before the party.

WHAT DECISION WHO IS DOING WHAT

Date and time


of party

Place

Food and drink

Decorations

Music

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Other

Useful Language:

Making Suggestions Agreeing with Disagreeing with


Suggestions Suggestions
Let’s +VERB
That’s a good idea. I don’t think that’s a good
We could + VERB
idea because…
Yes, let’s do that.
Shall we +VERB?
Okay

Talking about Decisions


We are going to +VERB-ING e.g. We are going to have the party in a restaurant.

She / he is going to +VERB-ING e.g. She is going to ring the restaurant to book a table.

HANDOUT 3 (Module 8, Lesson 4)


[Information]

Watch the other people in your group doing the activity and make some notes so you
can report back to the other people in the group at the end of the activity. Don’t just
write ‘yes’ or ‘no’ in the boxes.

Observer’s Feedback Form

Did everyone say


something?

Did one person talk more


than the other people in
the group?

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Did anyone interrupt when


other people were talking?

What did any of the group


members do to help
quieter people in the
group to talk?

Who said they liked what


other people said? (i.e.
praise other people for
their ideas)

Did everyone stay calm?

Who organised the people


in the group?

Useful Language
Giving Feedback

You were very good at +VERB-ING e.g. ‘You were very good at praising people.’

You listened very carefully to the other people in the group.

You stayed very calm in the discussions.

You should + VERB e.g. ‘Sometimes you interrupted people, you should listen first before
you say anything.’

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MODULE 8, LESSON 5
HANDOUT 1 (Module 8, Lesson 5)
[Information] A lot of employers want to see how you work in different situations
because they can learn a lot about you from watching you with other people. Sometimes
they ask you to take part in an activity with other people they are going to interview so
they can watch you.

In column 1, tick the things you think an employer can learn about you from the party
activity.
In column 3, tick the things you think you showed you are good at in the activity.

The skills What you think you


the party showed you ‘can do’ or
activity are ‘good at’ in the
tests. activity.

You are good at listening to other people


without interrupting them.

You can work well in a team.

You have interesting ideas.

You can work well on your own.

You are interested in other people’s


ideas and can praise them for their ideas.

You can stay calm in a group discussion.

You can write clearly.

You can make good decisions.

You can speak confidently in a group.

[Discussion]

Do you think it is a good for employers to ask people to take part in activities like this
before an interview? Why? Why not? Are these soft or hard skills? What can you do to
improve them?

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MODULE 9, LESSON 1
HANDOUT 1 (Module 9, Lesson 1)
[Information] There are some things that people always write in covering letters.
Choose the correct endings for some of the sentences you can include in a covering
letter.

1. I am writing to apply for a. in due course.

2. As you can see from the b. the job of accountants clerk


attached CV,

3. I hope that the information here c. to work for you.


and in my CV

4. I would be delighted to discuss d. I worked as an assistant


this opportunity further accounts clerk
in Mumbai.

5. I think I have the right e. in Telegu and Hindi.


experience and skills

6. I am fluent f. is interesting to you.

HANDOUT 2 (Module 9, Lesson 2)


[Discussion] Tick the information you think you should include in a covering letter.

1. personal details (address, phone number, email address)

2. photograph

3. job application reference number

4. the name of the job you are applying for

5. a list of all your qualifications

6. a list of all your previous and present jobs

7. a reason for writing the cover letter

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8. your interests outside work

9. your skills which are relevant to the job you are applying for

10. information about other jobs you have applied for

HANDOUT 3 (Module 9, Lesson 1)

[Information] Read through Namita’s cover letter. What are the different sections? Put
them in the correct place in the letter.

a. education and previous work experience b. name of job and reference


number c. reason for writing d. closing sentence e. your skills related to this
job f. why you think you are the right person for the job

27a Block B12 Lower Kailash,


New Defence Colony,
11045 Delhi
Head of Account Management
Accountants For You
Nehru Marg
11810 New Delhi
14 May 2017
Dear Ms. Chowdry
1. ________________________________________________________________
3/89ACT Vacancy for Accountancy Clerk

2. ________________________________________________________________
I am writing to apply for the job of accountancy clerk as advertised on the Indeed
website.

3. _________________________________________________________________
As you can see from my CV, I studied accountancy and finance at university and I
worked as an assistant accounts clerk in Mumbai for 2 years.

4. _________________________________________________________________
I have excellent IT and communication skills and I am able to work under pressure.

5. _________________________________________________________________
I think I have the rights skills and experience to work for you.
6. _________________________________________________________________

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I would be delighted to discuss this opportunity further in due course.

Yours sincerely

Ms Namita Roy
Namita Roy

[Discussion]
a) In her cover letter, Namita says she has ‘excellent IT and communication skills’
and that she is able ‘to work under pressure’. Why do you think she mentions
these skills? How will they be useful in the job she is applying for?
b) What other skills might be useful in this job?

MODULE 9, LESSON 2
HANDOUT 1 (Module 9, Lesson 2)
[Information] Covering Letter Checklist
a) Make a list of everything you should do when you write a cover letter e.g. include the
job reference and title of the job

b) Also make a note of things you shouldn’t do e.g. talk about your interests, include a
photograph of yourself

You should You shouldn’t

include the job reference and title include a photograph of yourself


of the job

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HANDOUT 2 (Module 9, Lesson 2)

[Discussion] Look at the example cover letter. Can you see any mistakes? Is there
anything he needs to add?
Dear Pinak

I am writing to apply for the job advertised on the Indeed website.

As you can see from my CV, I studied hospitality at university. I worked as an


assistant restaurant manager for six months in The Gateway Hotel in
Visakhapatnam and then for two years in the Four Points Sheraton Hotel where I
work now.

I am an experienced team leader and have very good people skills. I have a lot of
experience of serving people and enjoy talking to them. I am also good at dealing
with customer complaints. I am fluent in three languages.
I really enjoy reading. My favourite writer is J K Rowling and I am reading Harry
Potter and the Goblet of Fire at the moment. I love it.

I think I have the rights skills and experience to work for you. I am the best
person for the job so please give it to me. I really need a job.
I would be delighted to discuss this opportunity further in due course.

Yours faithfully

Amal Malik

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HANDOUT 3 (Module 9, Lesson 2)
[Information] Read the job advert below then write a cover letter to apply for the job.
You can use your imagination when you write the letter. When you finish your covering
letter, you should put it into your portfolio.

9/56AM72991-4
Area Sales Manager Wanted
SportsforU is looking for a confident person with 3 years or more
experience to manage a large team of salespeople.
Do you have…?
 a business degree
 3 or more years’ management experience
 good people skills
You will be…
 reporting to other teams
 talking to customers
 keeping records of sales
 working overseas and in other states in India
If you think you have the right skills and experience we’d like to
hear from you.
Please send your CV and covering letter to:
kalpita.chowdhary@sportsforU.co.in by 27 December 2017

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MODULE 9, LESSON 3
HANDOUT 1 (Module 9, Lesson 3)
STUDENT A
How often do you… Never Hardly ever Sometimes Often
make a phone call which is all 1 2 3 4 5 6 7 8 9 10
in English?
speak to a native speaker of 1 2 3 4 5 6 7 8 9 10
English on the phone?
Results
make a phone call which is all in English?
o Never
o Hardly ever
o Sometimes
o Often
speak to a native speaker of English on the phone?
o Never
o Hardly ever
o Sometimes
o Often

HANDOUT 2 (Module 9, Lesson 3)


STUDENT B How confident do you feel?

Not very confident Okay Very confident


answering the phone in 1 2 3 4 5 6 7 8 9 10
English?

speaking in English for all the 1 2 3 4 5 6 7 8 9 10


phone call?
understanding native speakers 1 2 3 4 5 6 7 8 9 10
on the phone?
Results
answering the phone in English
o Not very confident
o Okay
o Very confident

speaking in English for all the phone call


o Not very confident
o Okay
o Very confident

understanding native speakers on the phone

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o Not very confident
o Okay
o Very confident

HANDOUT 3 (Module 9, Lesson 3)


[Information]

a) Read the telephone conversation below and answer the questions.


 Is Ananda happy after the phone call? Why? Why not?
 What information does she need to remember?
b) Put the questions into the correct place in the conversation
a. Do you know where our Head Office is?
b. Can you attend an interview next Tuesday morning at our Head Office
c. Is 11.30 OK for you?
d. is that Ananda Shankar?
Ananda: Hello.
Tarak: Hello, 1. ________________________________________________?
Ananda: Yes, speaking.
Tarak: Good morning, Ananda. This is Tarak Sastry from Welcome Heritage Hotels. I’m
calling about your job application.
Ananda: Oh, yes. Good morning, Mr Sastry. Nice to hear from you.
Tarak: It’s good news. We liked your application and we want to meet you. So, I’m
pleased to tell you that we are inviting you to an interview.
Ananda: Wow! That’s great! Thank you.
Tarak: 2. ________________________________________________?
Ananda: Next Tuesday. That’s the 14th, right?
Tarak: Yes, that’s right.
Ananda: Yes, I can.
Tarak: Good. 3. ________________________________________________?
Ananda: Yes, 11.30 is fine.
Tarak: 4. ________________________________________________?
Ananda: I think so. But please can you give me directions?
Tarak: OK, it’s 25 Sangat Marg. It’s next to a take away pizza restaurant and opposite
The State Bank of India.
Ananda: Right, so that’s 25 Sangat Marg at 11.30 on Tuesday the 14th.
Tarak: That’s correct. When you arrive, ask for me at the reception.
Ananda: Right.
Tarak: Good. I’ll send you a confirmation email. I look forward to meeting you on the
14th.
Ananda: Me too. Thank you very much.
Tarak: Goodbye, Ananda.
Ananda: Goodbye.

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[Discussion]
1. What does Ananda say to confirm who she is when Tarak asks?
2. What does Ananda say to show she is listening to Tarak and following what he is
saying?
3. What does Ananda say to check she has the correct information?
4. What does Ananda say to confirm the time of the interview?
5. What does Ananda say when she thinks she knows something but isn’t sure?
6. What does Tarak say to introduce himself?
7. What does Tarak say explain why he is calling?
8. What does Tarak say to confirm that the information is correct?

MODULE 9, LESSON 4
HANDOUT 1 (Module 9, Lesson 4)
[Discussion] Read the statements about giving information in an email and on the
phone. In your opinion are they true or false? Discuss your ideas with the people in your
group.
 It’s easier to give information on the phone than in an email.
 An email giving information is more informal than a phone call giving information.
 You have to say less in an email than on the phone.
 You can only check whether you have received the right information on the
phone.

What are the differences between giving information on the phone and in an email?

HANDOUT 2 (Module 9, Lesson 4)


[Information] Look at the two emails below. Email 2 is much better than email 1. Discuss
why it is better with the people in your group? Think about:
 The subject line of the email
 The beginning and ending of the email
 How formal the email sounds
 How easy it is to find all the information
 What to do when you arrive at the interview
 What to do if you can’t attend the interview
 Clear paragraphs with different information in each paragraph

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EMAIL 1
YAHOO EMAIL

TO: tanvir_Cherukuri@yahoo.co.in

SUBJECT: Interview Invitation

Dear Tanvir

How are you? I hope you are having a good day? I'm really happy to be writing to
you with some very good news. A few weeks ago you sent us an application for the
job of Assistant Project Engineer of the Mumbai Metro Rail. We now have some
good news for you. We liked your application and we want to meet you. So, I’m
pleased to tell you that we are inviting you to an interview. Your interview is going
to be on 14 January at 11.30. Your interview will be at our head office. Do you
know where it is? It's Plot No. R-13, E Block, 1st Block, Namttri Building, Bandra
Kurla Complex, Behind MMRDA, Bandra East, Mumbai, Maharashtra 400051, India.
It's very easy to find us. You can get the metro to Bandra East and we are next to
the station. There’s also a small market across the road. We really look forward to
seeing you.

Best wishes
Sashuita

EMAIL 2
YAHOO EMAIL

TO: tanvir_Cherukuri@yahoo.co.in

SUBJECT: Assistant Project Engineer of the Mumbai Metro Rail: Interview Invitation

Dear Mr Cherukuri
I am writing to tell you we would like to invite you to an interview for the job of
Assistant Project Engineer of the Mumbai Metro Rail. The interview will take place
on Tuesday 14 January 2018 at 11.30 in our head office.
The address of our head office is: Plot No. R-13, E Block, 1st Block, Namttri
Building, Bandra Kurla Complex, Behind MMRDA, Bandra East, Mumbai, Maharashtra
400051. The office is next door to Bandra East Metro Station and Santa Cruz
Market is on the other side of the road.
Please ask for me when you arrive at the reception. If you are unable to attend this
interview and need to change the time, please contact
Rashmita Smeeta on 33 2637 4588 or rashmitasmeeta@mrcl.com
I look forward to meeting you.
Yours sincerely
Girita Gupta

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HANDOUT 3 (Module 9, Lesson 4)
Student A

a) b)

Time: 13:00 Time: 9:30 am

Date: Tuesday 14th April Date: Wednesday 9th August

Where: 1 Brunton Road off MG Road Where: Mafatlal Centre, 9th


Floor
Nariman Point

c) d)

Time: 2.30 pm Time: 8:30

Date: Friday 20th January Date: Monday 3rd September

Where: Thapar House, Western Wing Where: C-40, Okhla Industrial


124, Janpath Area

Useful Language:

Could you repeat that please?

Could you spell that please?

Could you say that more slowly please?

HANDOUT 4 (Module 9, Lesson 4)


Student B

a) b)

Time: 5:00 pm Time: 16:00

Date: Monday 1st March Date: Tuesday 23rd February

Where: 14th Floor, Tower A Where: 14/B Nehru Place


Peninsula Business Park
Senapati Bapat Marg

c) d)

Time: 10:00 am Time: 14:00

Date: Wednesday 11th January Date: Thursday 29th June

Where: Damle Path Where: 2nd Floor, Nanavati Mahalaya


Off Law College Road 18 Homi Mody Street

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Useful Language:
Could you repeat that please?

Could you spell that please?

Could you say that more slowly please?

MODULE 9, LESSON 5
HANDOUT 1 (Module 9, Lesson 5)

At the start of this project, how confident do you feel about ?

Not very
confident Okay Very confident
writing a cover letter? 1 2 3 4 5 6 7 8 9 10

taking part in a telephone call 1 2 3 4 5 6 7 8 9 10


to arrange an interview?
writing an email to arrange an 1 2 3 4 5 6 7 8 9 10
interview?

HANDOUT 2 (Module 9, Lesson 5)


1. Look at the job advert and write a cover letter using your own name. You can invent
the details you put into the cover letter.

DO YOU KNOW A LOT ABOUT YOUR OWN COUNTRY?

WHAT ABOUT THE REST OF THE WORLD?

ARE YOU ENTHUSIASTIC ABOUT TRAVEL?

World Traveller Wants You Now!

We need a team of travel agents to work in our new branch in


Amaravati immediately.
You must have
 a related degree
 three or more years’ experience working in a travel agency
 excellent knowledge of places to visit in India and the rest of
the World
Send your CV and covering letter to:
wardajasti@worldtraveller.com
Closing date 27 February
TRAV/AMAR2776

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HANDOUT 3 (Module 9, Lesson 5)
1. You application is successful and Warda Jasti wants to invite you to come for an
interview.
Work with a partner to arrange the interview on the phone. Practise the conversation
with a partner.

2. Write an email from Warda inviting you for an interview.

EMAIL

TO:

SUBJECT:

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MODULE 10, LESSON 1


HANDOUT 1 (Module 10, Lesson 1)
[Discussion]
Read the comments people make about meeting people for the first time.

[Discussion]

Which of the people do you agree with?

How do you feel when you meet people for the first time?

What makes meeting people for the first time difficult for some people?

HANDOUT 2 (Module 10, Lesson 1)


[Information]

Look at some advice about meeting people for the first time. Some of the advice is
about what you can say and some advice about what you can do. Put the advice in the
correct column.
1. Talk about the weather / temperature e.g. ‘It’s hot in here, isn’t it?’
2. Breathe deeply
3. Read the news before you go out so you can talk about it
4. Remember the person you are talking to is probably as nervous as you
5. Talk about the room you are in e.g. what is on the walls, the different things in it
6. Say something nice about the other person e.g. ‘I really like your shirt, where did
you get it?’
7. Ask lots of questions

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8. Keep telling yourself you can do it
9. Smile a lot
10. Try to look the other person in the eye just for a short time
11. Talk about your journey to the place where you are now
12. Hold something in your hand so you can play with it
13. Look at somewhere in the distance but not at the floor
14. If you are with someone else, don’t stay with them. You can smile at them across
the room.

Things you can talk about Things you can do

[Discussion]
Which of these things have you tried?

Which of these ideas will you try in the future?

What advice would you give to Mary, Suvonil and Priyanka?

Useful Language

Giving Advice

They / she / he / you could + VERB

It’s a good idea to + VERB

They / she / he / you could try + VERB-ING

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MODULE 10, LESSON 2


HANDOUT 1 (Module 10, Lesson 2)
[Information] When you attend an interview, you will probably talk to the receptionist as
well as the interviewer. They will try to make you feel comfortable by talking to you
about general subjects before the serious interview questions start. This informal
conversation is called ‘small talk’.
Read the 2 conversations and answer the questions.

 What does the receptionist talk to Fenil about?


 What does Vema talk to him about before she starts the interview?

Fenil: Hello. I’m Fenil Ponna. I have an interview with Vema Meka at 11:00.
Receptionist: Good morning. I’ll tell her you are here. You’re nice and early, did you
have a good journey?

Fenil: Yes, I came by train and your directions were very helpful. I also have a map on
my phone, so there was no problem finding the office.

Receptionist: Please could you sign the visitors’ book. Thanks. This is your visitor’s
badge. Please wear it at all times.

Fenil: Thank you.

Receptionist: Please take a seat. Would you like a glass of water?


Fenil: Yes please.
Vema: Good morning, Fenil, I’m Vema Meka. Pleased to meet you.
Fenil: Pleased to meet you too.
Vema: Please take a seat.
Fenil: Thank you.
Vema: Thank you for coming today. It’s a hot day isn’t it? Would you like me to open a
window? The air conditioning is working.

Fenil: No, I’m fine thank you. I like hot weather.


Vema: Fine. Well, let’s get started on the interview.

Now practise the conversations. Think about the advice for talking to new people in
Module 10, Lesson 1 e.g. look the person you are talking to in the eye

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HANDOUT 2 (Module 10, Lesson 2)
In many interviews, it's common to offer the candidate a drink and is normally part of the
'small talk'. Complete the conversations using questions and answers from the boxes.
Conversation 1
A: Would you ____________________________________?
B: Yes, please, ___________________________________ a cup of tea.
A: How ___________________________________it?
B: White with one sugar.
Conversation 2
A: Can I ___________________________________?
B: Have you got ___________________________________ like coca cola?
A: Yes, we’ve got some coke.
B: Great, that would be ___________________________________.
Offering Somebody a Drink

Would you like something / anything to drink?


Can I get you something / anything to drink?
Would you like a drink?
Anything to drink?
How do you take it?

HANDOUT 3 (Module 10, Lesson 2)

Put the words in the correct order to make questions.

1. this Is head first your our time office in?


________________________________________________________________
2. you the Did office easily find?
________________________________________________________________
3. have a long you here journey Did?
________________________________________________________________
4. How take you tea your do?
________________________________________________________________
5. you Would something like drink to?
________________________________________________________________

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6. How journey your was?
__________________________________________________________________
7. to me you like Would a window open?
__________________________________________________________________

MODULE 10, LESSON 3


HANDOUT 1 (Module 10, Lesson 3)
[Information] When you answer a question in an interview, the interviewer wants you to
give reasons for your answers with examples. Look at the interview below.
1. Vinat asks Kisa five questions, what are they? Write them in the box below.

Vinat: So, Kisa. Why do you want this job?


Kisa: Well, I think I have the relevant experience. I have experience of sales
administration. I worked for a sales company in Kolkata for four years.
Vinat: We are looking for someone with management experience. What
experience do you have of management?
Kisa: I have two years’ experience of managing a team.
Vinat: And what about your qualifications?

Kisa: I did a BA in Sales Administration which I believe is relevant to the job. We


studied techniques of selling and there was a module on managing teams.
Vinat: So why do you think you are the right person for the job?
Kisa: I’m very hard-working and enthusiastic.
Vinat: Finally what do you think you are particularly good at?

Kisa: I’m very good at selling.

Vinat: Well thank you for coming to see me today. We’ll be in touch in a few days.

2. [Discussion] Look at Kisa’s answers and decide which are good answers. Do they give
extra information or examples?

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Question 1

_______________________________________________________________
________

Good answer? Why? Why not?

Question 2

_______________________________________________________________
________

Good answer? Why? Why not?

Question 3
_______________________________________________________________
________

Good answer? Why? Why not?

Question 4
_______________________________________________________________
________

Good answer? Why? Why not?

Question 5

_______________________________________________________________
________

Good answer? Why? Why not?

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3. Look at the interview again. Underline anything Vinat says to show Kisa that he wants
more information.

Vinat: So, Kisa. Why do you want this job?


Kisa: Well, I think I have the relevant experience. I have experience of sales
administration. I worked for a sales company in Kolkata for four years.
Vinat: We are looking for someone with management experience. What experience do
you have of management?
Kisa: I have 2 years’ experience of managing a team.
Vinat: Can you give me some more information?
Kisa: Well after two years working for Switz Food Pvt Ltd, I applied for promotion and
got it. I did it for two years.
Vinat: Oh I see, and what about your qualifications?
Kisa: I did a BA in Sales Administration which I believe is relevant to the job. We studied
techniques of selling and there was a module on managing teams.
Vinat: So why do you think you are the right person for the job?
Kisa: I’m very hard-working and enthusiastic.
Vinat: For example?
Kisa: I never stop working until I finish what I need to do. I love my job so I am always
very enthusiastic with the customers.
Vinat: That sounds very good. Finally what do you think you are particularly good at?
Kisa: I’m very good at selling.
Vinat: Yes?
Kisa: Yes, before I became a manager, I was the top selling sales assistant in the team.
Vinat: Well I’m pleased to hear that, it’s very useful information. Thank you for coming to
see me today. We’ll be in touch in a few days.

4. What extra information does Kisa give Vinat?

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HANDOUT 2 (Module 10, Lesson 3)
[Information] Look at the table below. Match the questions with the basic information
and the extra information to make good interview answers. For example:

1. Question: Why do you want this job?

Answer: I believe I have the relevant experience. I worked in one design company for three
years and then a different company for two years.

Question Basic Information Extra information e.g.


an example

Why do you want this job? I believe I have the I want to make more decisions.
relevant experience.

I have experience of
Why are you applying for I worked in one design company
working in a large
promotion?
company. for three years and then a
different company for two years.
I am good at working
Why are you the right on my own.
I worked on a lot of design
person for the job?
projects on my own.
I have a BA and Masters
What qualifications do you in Design.
have? We did a lot of work on

computers and I learnt about


different design programmes.
I want more
What are you particularly responsibility.
good at? I know how to work with a lot of
different people and different
departments.
Why are you applying for
I am an enthusiastic
promotion?
and creative person. I think it’s important to be
creative when you are a
designer.

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2. Question:

Answer:

3. Question:

Answer:

4. Question:

Answer:

5. Question:

Answer:

6. Question:

Answer:

MODULE 10, LESSON 4


HANDOUT 1 (Module 10, Lesson 4)

[Information] In Module 10, Lesson 3 you learnt that it is very important to give extra
information when you answer a question in an interview. You don’t always need to talk
about your experience in work, you can also talk about the things that you did at school,
university or in your home life which show you have experience or are good at
something. Think of extra information or examples you can write about in the boxes
below.

 WORK EXPERIENCE (paid work or work you did for a member of your family)

 QUALIFICATIONS (What did you study on the course that was very useful? Did
you do any really good courses which will help you in the future?)

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 SOFT SKILLS (e.g. being part of a team, making decisions, keeping to deadlines,
taking responsibility for something etc. What soft skills are you good at? Give
examples of times in your life when you used these skills well and that show you
are good at them e.g. being part of a team – being a member of a school sports
team and making decisions together with the other people in the team)

 HARD SKILLS (What hard skills do you have? If possible, give examples with
details of when you used them in the past e.g. I can serve people. When I worked in
my uncle’s garage, I served some of the customers.)

HANDOUT 2 (Module 10, Lesson 4)

[Information] You are going to practise taking part in an interview for the job of team
leader of a group of sales assistants.

Interviewer Questions

1. Why do you want this job?


2. What experience do you have of management?
3. What relevant qualifications do you have?
4. Why do you think you are the right person for the job?
5. What do you think you are particularly good at?

Take a few minutes to think about how you will answer the
questions.

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HANDOUT 3 (Module 10, Lesson 4)

[Information] You are going to practise answering interview questions and giving more
information in your answers. You will work in groups of three taking it in turns to be the
interviewer, the candidate and the observer.

REMEMBER …
Candidates
Look the interviewer in the eye

Give extra information and examples in your answers

Use positive adjectives to talk about yourself e.g. enthusiastic, hard-


working, creative

Use your voice to sound interested

Interviewers
If the interviewee doesn’t give you enough information, ask for more using
‘Could you give me some more information?’ or ‘For example?’ or ‘Yes?’
(followed by silence)

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HANDOUT 4 (Module 10, Lesson 4)

[Information] When you are the observer, use the feedback form to make notes on your
classmates.

Interviewer Name: Candidate Name:

Interview Practice Feedback Form ✓


Comments

1. Did the candidate look the interviewer in the


eye?

2. Did the candidate give examples of work


experience both in paid and unpaid work?

3. Did the candidate give examples of what


they learnt at school or university?

4. Did the candidate give examples of skills


they had?

5. Did the candidate talk about their


experience/skills using positive adjectives?

6. Did the interviewer need to ask questions to


get more information? If yes, what questions
did they ask?

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[Discussion]
Use the Interview Practice Feedback Form to tell your classmates what you think they
did well in the interview. Also give them some ideas for how they could get better next
time they do some interview practice.

Useful Language

Giving Advice
Next time you could + VERB
I think you need to + VERB

MODULE 10, LESSON 5


HANDOUT 1 (Module 10, Lesson 5)

Peer Review Form

Cover Letter – Student Name:


 has a clear start and finish
 says the name of the job and has a job reference
 includes related information about education and work history
 Includes related information about skills
 only includes information related to the job
 has no grammar or spelling mistakes
Comments:

Phone Call to Arrange Interview – Student Name:


The Interviewer
 explains why they are ringing
 gives the applicant all the information they need about the job
interview (date, time, address, directions)
 explains what the applicant should do when they arrive
 shows they are listening to what the other person is saying
The Applicant
 checks all the information the interviewer gives them
 sounds interested in what the interviewer is saying
 shows they are listening to what the other person is saying

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Comments:

Email to Give information about an Interview – Student Name:


 has a clear start and finish
 gives the reason for sending the email
 gives the applicant all the information they need about the job
interview (date, time, address, directions)
 has no grammar or spelling mistakes
Comments:

HANDOUT 2 (Module 10, Lesson 5)


At the end of this project, how confident do you feel about……..?

Not very
confident Okay Very confident
writing a cover letter? 1 2 3 4 5 6 7 8 9 10

taking part in a telephone call 1 2 3 4 5 6 7 8 9 10


to arrange an interview?
writing an email to arrange an 1 2 3 4 5 6 7 8 9 10
interview?

[Discussion]
Look back to see how confident you felt at the beginning of the project.
- Which of these areas do you feel more confident in after finishing the project?

 writing a covering letter,


 taking part in a telephone call to arrange an interview
 writing an email to arrange things after finishing the project work?

- What, if anything, helped you to feel more confident?

- What do you need to do now to be more confident doing these things?

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Useful Language:
I want to +VERB

I plan to +VERB

I’m going to +VERB-ING

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MODULE 11- LES ONLINE MATERIALS (MODULES 4 & 5)

Module 11 – Tutorial week


You will have an opportunity to complete some of the Learn English Select
Modules 4 & 5 online end-of-module tests

LES MODULE 4

Vocabulary 1
Choose the correct meaning for each word or expression.

1. Formal clothes to wear at the office – a. manufacturer


usually a jacket, and trousers or a skirt
2. A document that says what you do in a b. confident
job.
3. A building where things are made. c. facts
4. A company that makes things. d. interviewer
5. True information. e. job description
6. The person who asks questions in the f. nervous
interview.
7. Relaxed and sure about your abilities. g. factory
8. Frightened and not feeling relaxed. h. suit

Vocabulary 2
Complete the sentences with the correct words.

* manage * check in * deal * check out * wear * train * welcome

1. You have to ____________________ the guests when they arrive. They should feel
important when they come to the front desk.
2. Then you need to ____________________ the guests. Get their passport details and
give them their room keys.
3. You have to ____________________ new staff. You have the experience and it is
important that they learn from you.
4. You have to ____________________ a suit so that you look professional.
5. You have to ____________________ with any problems the guests have. For
example, they want to change to a bigger room.
6. You have to ____________________ the front-desk team. They report to you.
7. You have to ____________________ guests at the end of their stay, and make sure
that they pay the bill.

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Grammar 1
Reorder the words to make questions.

1. How for I interview can job prepare a?


________________________________________________________________
2. How out can I a find company about?
________________________________________________________________
3. What prepare questions should I?
________________________________________________________________
4. What I my interview can wear for?
________________________________________________________________
5. What benefits the job are?
________________________________________________________________
6. What qualifications can I about my say?
________________________________________________________________
7. Do a car get company you?
________________________________________________________________

Grammar 2
Choose the word that best completes the sentence.

1. He says / tells they’re late.


2. She says / tells them about her experience.
3. Don’t wear / wear casual clothes to a job interview.
4. Don’t ask / ask the interviewer questions at the end of the interview.
5. You must / have to wear a suit.
6. You shouldn’t / must be nervous. It is good to appear confident in an interview.
7. You should / have prepare some questions to ask.
8. You mustn’t / must listen to the interviewer’s questions.

Reading 1
Read the email. Are the statements true or false?
Hi Luciana,

I just wanted to send you a quick email about the job interview. I got a new suit and tie
as you suggested, and also got a haircut!
I felt really confident at the beginning of the interview. They asked me about my
experience and qualifications, and that was easy. The difficult part was at the end when
they gave me some common situations in the job and asked me what I should do. I got
really nervous and didn't answer some of their questions. But they told me not to
worry, because they train all the staff when they start. They said they liked me and
offered me the job!
It is only part-time, but after six months I can choose to go full-time. There are some
good job benefits too, like free lunches at work. The salary is lower than I wanted, but I
took the job and I started yesterday!
Roberto

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1. Roberto bought some new clothes for the interview. True / False
2. Roberto was nervous at first in the interview. True / False
3. The interviewers asked Roberto about his qualifications. True / False
4. Roberto was more confident at the end of the interview. True / False
5. Roberto got the job. True / False
6. It is a full-time job at the moment. True / False
7. Roberto likes the salary. True / False
8. Roberto starts the job next week. True / False

Reading 2
Read the job description. Choose the correct words to complete each sentence
about the Assistant Manager job.

Prince Hotel Group

Job description

Job title: Assistant Manager


Reports to: Hotel Manager
Full or part-time role: Full time
Salary: $35,000
Responsibilities
 Managing a team of five front-desk staff

 Training new staff


 Dealing with guests' complaints and problems
 Checking in / checking out guests

Skills / qualifications needed


 Good communication skills

 Four years' experience of dealing with customers


 Some experience of managing staff
 Good at working in a team
 Must be organized, and confident
 Degree in hotel management

Other requirements

Working hours: must be able to work at weekends


Clothes: Must wear hotel clothes when working

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1. The job is part time / full time.

2. The Assistant Manager manages four / five staff.

3. The Assistant Manager has / doesn’t have to deal with guests’ problems.

4. The Assistant Manager must have a qualification in communication / hotel


management.

5. It is / isn’t necessary to have experience of managing staff.

6. The Assistant Manager can / can’t wear their own clothes when working.

7. The Assistant Manager has / doesn’t have to work at weekends.

LES MODULE 5
Vocabulary 1

Complete each sentence with the correct word.


* look * fluent * seat * journey
* instead * decision * confirm * opportunity

1. Please take a _______________________. Would you like a coffee while you are
waiting?
2. A: How was your _______________________?
B: The train was late, but it was OK.
3. We need to make a _______________________ at this meeting.
4. I speak _______________________ English and Arabic.
5. I think that this is a great _______________________ for me to develop
professionally.
6. Could I have tea _______________________ of coffee?
7. A: Could I just _______________________ your date of birth? Is it 28 April 1966?
B: Yes, that’s right.
8. I _______________________ forward to meeting you.

Vocabulary 2

Match the expressions to the definition.


1. Something you wear when you go to
a company that shows you do not a. friendly
work there.
2. The most important or central
offices of a company. b. relevant experience
3. Nice and kind to people.
c. voicemail

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4. Things that you did in a previous job


that will help you do another job. d. appointment
5. A spoken message recorded on a
phone. e. Head Office
6. A time and date to meet somebody.
f. Colleague
7. A person you work with.
g. visitor’s badge

Grammar 1

Choose the correct word to complete each sentence.


1. Let’s meet at / next / on Wednesday this week.
2. See you at / next / on week.
3. Our office is at / next / on to the station.
4. The Head Office is at / next / on 234 Wellington Street, London.
5. Our next meeting is at / next / on 18 May.

Grammar 2
Complete the sentences with the correct adverb form of the adjective in bold.

1. He speaks English really ________________________. (good)


2. She drives _______________________ when it is raining (careful)
3. He speaks too _______________________. I can’t understand him. (quick)
4. Could you speak more _______________________ please? (slow)
5. She speaks 3 languages _______________________. (fluent)
6. In a crisis you must act _______________________. (calm)
7. I speak Spanish _______________________. I can’t say a lot. (bad)

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Reading 1
Read the emails. Are the statements true or false?

1. Didier and Mark originally planned to meet on Tuesday. True / False


2. Mark’s office is on Baker Street. True / False
3. Mark says he will wait in reception for Didier. True / False
4. Didier wants to change the day of the meeting. True / False
5. Didier wants to change the time of the meeting. True / False
6. Didier can’t have lunch on the Wednesday. True / False
7. The meeting on Wednesday will be for half an hour. True / False
8. Mark can’t meet Didier on Wednesday. True / False

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Reading 2
Read Ben’s covering letter. Choose the correct words to complete each sentence.
Dear Sir or Madam

Reference: REC 25/1

I’m writing to you to apply for the job of receptionist. My CV is attached.

I believe that I have the relevant skills and experience to be successful in this job.
As you can see from my CV, I worked as a receptionist for small companies in two
previous jobs, and I’m working as a receptionist now in an international company.

I speak 3 languages well, and deal with a lot of clients on the front desk and by
phone. I am also friendly, enthusiastic and hard-working.

I can attend an interview at any time. I look forward to hearing from you.

Yours faithfully

Ben Cooke

1. Ben is having an interview / applying for the job of receptionist.


2. He has both the experience / clients and skills for the job.
3. He was a receptionist in two / four previous jobs.
4. He is a receptionist in a small / an international company.
5. He speaks two / three languages.
6. He says he has three / five personal qualities.
7. He can / can’t attend an interview at any time.

MODULE 12, LESSON 1


HANDOUT 1 (Module 12, Lesson 1)
[Information] In Module 4, Lesson 5 we looked at the difference between hard skills and
soft skills.

Soft skills are often called people


skills e.g. how you communicate with
and relate to other people

Hard skills are skills and abilities which you


can easily be taught e.g. typing, computer
programming, cooking, accounting

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Look at the list of skills in the box. Put them into the correct column in the table.

* good keyboard skills * motivate other people * repair things * solve problems
* communicate clearly in writing * time management * speak languages fluently
* use accounting software packages * cook * serve people * solve problems
* use machines * leadership skills * give people clear instructions * think
creatively * communicate with people face to face in different languages * work
under pressure

[Discussion] Was it easy or difficult to decide whether the skills are hard skills or soft
skills?
Do you think some soft skills can be taught? Which ones?

HANDOUT 2 (Module 12, Lesson 1)


[Information] Walk around the room and ask your classmates the different questions. If
your classmate says ‘no’, ask them another question. If they say ‘yes’, write their name in
the Name column. Then ask them for some additional information. Only put each
person’s name in one box.
For example:

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A: Can you motivate other people to do things?
B: Yes,
A: Can you give me an example?
B: I motivate my younger brother to do his homework when he doesn’t want to.
Find someone who… Name

1. is good at typing quickly

2. can speak two or more languages fluently

3. has experience of selling

4. knows how to repair electrical goods

5. can motivate other people to do things

6. is good at analysing data and graphs

7. has experience of working under pressure

8. can drive

9. has experience of being a leader

10. is good at cooking

HANDOUT 3 (Module 12, Lesson 1)


[Information] When you look at a job description, it’s important to decide whether your
skills match the job responsibilities.

[Discussion] Look at the examples of job responsibilities and decide which two skills
(hard or soft) are important. You can use the skills in the box in >HO1 or your own ideas
from other lessons.

1. Increase our sales overseas.


Skills:
2. Work in a tourist office giving advice e.g. giving directions to foreign tourists.
Skills:
3. Produce a weekly report.
Skills:
4. Attend regular meetings.
Skills:
5. Read and respond to correspondence from our clients.

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Skills:
6. Lead a team of receptionists.
Skills:

MODULE 12, LESSON 2


HANDOUT 1 (Module 12, Lesson 2)
[Information] Listen to your teacher reading part of a Mary’s cover letter for a job.
- What is the job?
- What soft and hard skills does Mary say she has? Complete the sentences

She is good at …

She can…

She has…

She knows how to…

She is a…

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HANDOUT 2 (Module 12, Lesson 2)
[Information]

You are going to make a mind map of your soft and hard skills. Mind maps are
useful because you can always add information to them. Make a list of:

 the soft skills you think you already have,


 the soft skills you’d like to develop
 the hard skills you already have
 the hard skills you’d like to develop

My Skills

HANDOUT 3 (Module 12, Lesson 2)


[Information] Read part of Mary’s cover letter, which your teacher read to you at
the beginning of the lesson.

I believe I am the right person for the job because I have over
five years’ experience of working with different people in a
busy office. We often need to respond to requests very
quickly so I am good at working under pressure. I was a team
leader for years and have good leadership skills. I know how
to motivate other people in a team to work hard and enjoy
their work. In my job, I can give the team clear instructions. A
lot of people from different places come into our office and
want information and I can speak three languages fluently
which is very useful. Finally, I am a good communicator, I can
communicate with people both face to face and in writing. I
have good IT skills; I can use Word, Excel and Access.

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Useful Language

I am good at … VERB+ING

I can… VERB

I know how to… +VERB

I have… + NOUN

I am… +NOUN

Write a paragraph about your hard and soft skills.

MODULE 12, LESSON 3


HANDOUT 1 (Module 12, Lesson 3)
[Information] Match the two halves of the sentences. There is sometimes more than
one possibility. Look at the words at the beginning of the phrase in the second column
to help you.

1. I’m studying a. in September.


2. I spend b. to work overseas in the future.
3. I’m doing my final exams c. English films to improve my
listening skills.
4. I’m looking d. to work in a large company.
5. I want e. for a job in marketing
6. I hope f. two evenings a week to help my
family.
7. I work g. to get a work permit to work in
Canada.
8. I’d like h. at university at the moment.
9. I sometimes watch i. to do a Masters when I finish my BA.
10. I plan j. 8 hours a week reading for my
course.

HANDOUT 2

[Information] Read about Tariq, Veema and Balaji and put information about them into
the correct place in the table.

Tariq: I love airplanes. Every weekend, I go to the airport and watch them taking off and
landing. I’m studying Aircraft Engineering because I hope to work in an aircraft factory.

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I’d really like to work in the Boeing factory in America so I’m doing a lot of reading about
how to get a work permit for the States. Before this, I plan to get a job at the Indian
Institute of Aircraft Engineering.

Veema: I love children so I’d like to be a primary school teacher. At the moment, I’m
doing some voluntary work in a school helping children to read. I go twice a week in the
mornings but I want to get a paid job soon. I plan to do a BEd in September. I’m looking
for an online course because I hope to work at the same time.

Balaji: I’m doing a BA in Economics at Dr B. R. Ambedkar University because I want to


work as a personal banker. I like solving problems and dealing with unhappy customers
and I know how to speak to them. I work in a call centre at the weekend and we have to
listen to a lot of angry people This term we are doing a module on International Banking.
I’m really enjoying it because I plan to apply for jobs overseas when my course finishes.

Actions happening Repeated actions Actions in the future


now or around now
Tariq

Veema

Balaji

HANDOUT 3 (Module 12, Lesson 3)


[Information] Look at part of a job interview. Put the words in brackets into the correct
form.
Sunita: So, you finished your job last year. What 1. (do)
__________________________ now?
Atul: Well, I’m working part time in an employment agency. I help them with their
marketing. But I 2. (look) __________________________for a permanent job. I 3. (do)
______________________ a course in marketing. I 4. (go)
__________________________ to college two evenings a week. In fact, I 5. (take)
__________________________my final exams in two weeks.
Sunita: And what are your plans for the future?
Atul: I want to 6. (work) __________________________ in marketing for a big
company. In fact, I hope to 7. (work) __________________________ for this company.
Sunita: Right. But you don’t 8. (live) __________________________in Canada? Our
head office is in Canada.
Atul: No but 9. (try) __________________________ to get a work permit and I know
you have branches in India.

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Sunita: Yes, that’s true so you hope to 10. (start) __________________________
working in India and then move to Canada.

Atul: Yes, that’s what I’d like to 11. (do) __________________________

MODULE 12, LESSON 4


HANDOUT 1 (Module 12, Lesson 4)
[Information] Put the words into the correct order to make questions.
1. would to you What work hours like?

_________________________________________________________________

2. of want for company to What type do you work?

_________________________________________________________________

3. you more plan studying Do to do any?

_________________________________________________________________

4. What want benefits job do you in a?

_________________________________________________________________

5. work you do hope to Where?

_________________________________________________________________

6. do you How work to want?

_________________________________________________________________

7 What of size would like for company to you work?

_________________________________________________________________

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HANDOUT 2 (Module 12, Lesson 4)
[Information] Interview another student and complete the form using his/her answers

Future Job Questionnaire


Name ......................................................................... profession
.........................................................................

 tick your choice


1. Hours wanted

 full-time  part-time  shift work  Monday-Friday only


2. Location
 Current town/city  a bigger city  another state  another country (go
to Q3.)
3. Country
 India  Middle East  Canada  other....................
4. Employer type
 a business  the government  an NGO/charity  a state owned
company
5. Employer size

 a small business  a large company  national company  an international


company
6. Type of work
 desk job at a PC  office job  work outside  combination
7. Teamwork

 work alone  in a small team  in a large team  with lots of different


colleagues
8. Training and Education

 very important  important  not important  not sure


9. Position wanted

 senior manager  middle manager  worker  other


10. Benefits wanted
 a company car  paid holiday  sick pay  health insurance

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HANDOUT 3 (Module 12, Lesson 4)
[Information] Look back at your answers and decide the 4 most important things for
you. Make a note of them by finishing the sentences.

1. I’d like to

_________________________________________________________________

2. I want to

_________________________________________________________________

3. I plan to

_________________________________________________________________

4. I hope to
_________________________________________________________________

MODULE 13, LESSON 1


HANDOUT 1 (Module 13, Lesson 1)

[Information] Look at the statements below and put them in order of the largest
number of people to the smallest number of people.

1. The majority of us want /plan to improve our IT skills.

2. Some of us plan to do a soft skills course.

3. A lot of us want to get better at speaking in English.

4. A few of us want to learn to drive.

5. All of us want to improve our people skills.

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MODULE 13, LESSON 2


HANDOUT 1 (Module 13, Lesson 2)
[Information] Look at the interview and fill in the gaps with words from the box. You
don’t need to use all the words.

* working under pressure * people skills * driving licence * working alone

* database management * work with other people * good leader

* meet deadlines * learning languages * solving problems

* know software packages * deal with complaints * explaining things

* meeting guests * good IT skills

Ranbir: Now, it says on your CV that you speak four languages.


Hrithik: Yes, I do. I’m good at 1. _______________________________.
Ranbir: What languages do you speak?
Hrithik: Well, my first language is Telegu. And I speak Tamil, a little Hindi and some
English.
Ranbir: How well can you speak them?
Hrithik: I speak Telegu fluently. My Tamil is good, and my English and Hindi are OK, I
think.
Ranbir: That’s good! Now, what about IT?
Hrithik: Yes, I have 2. _______________________________.
Ranbir: OK. Can you give me some examples?
Hrithik: Yes. I know Word, Excel and PowerPoint. And I did a course in 3.
____________________. last year.
Ranbir: Good. Can you drive?
Hrithik: Yes, I can. I have a 4. _______________________________.
Ranbir: Do you have a car?
Hrithik: No, I don’t have a car at the moment. I use public transport.
Ranbir: Well, this job is in the office, so that isn’t a problem. You might need a car in the
future though. And what about your 5. _______________________________?
Hrithik: I’m sorry, I don’t understand.
Ranbir: How well do you 6. _______________________________? Do you like
working with other people, or do you like 7. _______________________________?
Hrithik: Oh, I always like working with lots of other people. That’s why I want to work
here. It’s because this is a big company. It’s much bigger than Da Cruz, the company
where I worked in Coimbatore.
Ranbir: Finally, this is a busy office so we want someone who can 8.
_______________________. How do you manage your time?
Hrithik: I am good at 9. _______________________________. I had to in my last job
and I think I work harder when I know I have a deadline to meet.
Ranbir: I think that’s it for now. Thank you very much for coming to see me.

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What soft skills does Ranbir ask questions about?

What hard skills does Ranbir ask questions about?

HANDOUT 2 (Module 13, Lesson 2)


[Information] Read through the statements below and put yourself on each line
depending on how much you agree with the statements. Indicate where you stand on
the line using a ‘x’ sign.

1. I’m good at dealing with change because I am a quick thinker.

Disagree 100% Agree100%

2. I love learning new things.


3.
Disagree 100% Agree 100%

3. It’s takes me a long time to make a decision because I think about all the
advantages and disadvantages before I decide what to do.
Disagree 100% Agree 100%

4. I am always on time for everything I do.


Disagree 100% Agree 100%

5. I keep everything in the same place, it helps me to feel organised.


Disagree 100% Agree 100%

6. I like to work in a tidy workspace.


Disagree 100% Agree 100%

7. I keep a diary with everything I am doing so I never forget anything I am


doing.
Disagree 100% Agree 100%

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8. Change makes me nervous.
Disagree 100% Agree 100%

9. I work well under pressure because I don’t panic.


Disagree 100% Agree 100%

10. I usually know the right decision very quickly. I don’t need to think about it.
Disagree 100% Agree 100%

[Discussion] Discuss your answers with the other people in the group.

HANDOUT 3 (Module 13, Lesson 2)


[Information] Look at the interview questions below. Which statements in >HO2 do they
relate to?
How would you answer them?

1. How well do you work under pressure?

2. How do you feel about change?

3. How do you make important decisions?

4. What do you do to organise yourself?

MODULE 13, LESSON 3


HANDOUT 1 (Module 13, Lesson 3)
Job I am being interviewed for:

Job responsibilities:

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HANDOUT 2 (Module 13, Lesson 3)
[Information] You are going to be interviewed for the job in Handout 1. Make notes in
your notebook to help you answer some of the questions below.
Remember:

 You must include examples to show the interviewer what you have done and how
you are good at something.
 Remember you can use examples from paid or unpaid work, school or college,
your home life and this course

1. Tell me about yourself.

2. Why do you want this job?

3. Tell me about your relevant qualifications or courses you have done.

4. What relevant experience do you have?

5. Why do you think you are the right person for the job?

6. What are you particularly good at?

7. What skills do you have that are relevant to the job?

8. What do you do to make sure that you meet any deadlines?

9. What experience do you have of teamwork? What have you learnt about working in a
team from your experience?

10. What communication skills do you have?

11. How do you make important decisions?

12. How well do you work under pressure?

13. What experience do you have of management or leadership?

14. What do you do to make sure you are organised?

15. What plans do you have to improve your skills?

16. What are your plans for the next 5 years?

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MODULE 13, LESSON 4


HANDOUT 1 (Module 13, Lesson 4)
[Information] You will work in groups of 3. One person will be the interviewer, one
person will be the candidate and one person will be the observer and use the interview
feedback form. There will be 3 interviews. Each interview will be about 10 minutes.

You should rate each candidate you observe from 1-5. You should also make comments
on what they did well and what they need to improve on.

(1=poor 2= fair 3=average 4= good 5=excellent)

Name:

Start of interview

(greeting, eye contact,


handshake)

Answers relevant to the


job

Use of examples when


answering the questions

Voice and Speech

(clear, too fast or

too slow)

Confidence

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Quality of the Interview

(would the person get


the job?)

MODULE 13, LESSON 5


HANDOUT 1 (Module 13, Lesson 5)
[Information] How did you feel about doing the interview in the last lesson? Do you
agree, disagree or neither agree or disagree with the statements?

1. Although it was only a practice interview, I felt very


nervous before the start of the interview
2. When I started talking, I stopped feeling nervous.

3. During the interview I kept forgetting what I


wanted to say.

4. I was confident with my answers.

5. Preparing the questions before the interview


helped me to answer the questions.
6. I enjoyed talking about myself in the interview.

7. Doing the interview helped me to get an idea of


what I need to get better at in the future.
8. I felt I did my best in the interview.

9. I think I could do better if I did the interview again.

10. I’d really like to do more practice interviews for


different jobs because it was very helpful.

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HANDOUT 2 (Module 13, Lesson 5)

[Information] Read through the different ways of giving feedback. Use these phrases
when you give the candidate feedback about their interview.

I (really) liked the way you…

e.g. I liked the way you answered the questions about what you are good at. You
gave lots of examples.

I noticed that you…

e.g. I noticed that you were a little nervous at the start of the interview. What could
you do in the future to help with this?

In the future you could…

e.g. In the future you could try to look the interviewer in the eye more often.

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HANDOUT 3 (Module 13, Lesson 5)
[Information]

MY INTERVIEW DEVELOPMENT PLAN

What I need to work on. How I can work on this.

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MODULE 14, LESSON 1


Handout 1 (Module 14, Lesson 1)
[Discussion] Read about some problems people have had with communication. Why do
you think they had the problems?

Rajesh: My boss asked me to write a report about printing costs. I didn’t tell him that I
didn’t know how to write a report. I spent hours looking on the Internet and I found some
information about how to do it. I wrote the report and gave it to him but he was unhappy
with it and said it wasn’t what he wanted.

Jyoti: I received an email from a colleague Arun complaining about something I wanted
him to do. He copied all the team into the email. I was angry and replied immediately. I
told him that I didn’t think he was a good colleague. I copied everyone into the reply!
Vandana: I asked my colleague for some advice about a problem at work. While I was
talking, she was looking at her phone. Her suggestions weren’t very helpful. I don’t think
she really understood the problem.

Roshan: One of my colleagues in the restaurant never cleared the tables when the
customers leave so the rest of us have to do it. After a few days, I asked him why he
didn’t do it and he said he thought his job was just to serve customers. He thought other
people cleared the tables.

Kalpita: My boss has asked me to work 3 Saturdays every month. I want to spend time
with my family at weekends but I don’t think I can say no to him; he’s my boss.
Nalani: I was working on a project with a colleague and I didn’t agree with some of his
ideas. I emailed him to tell him I was unhappy and that we needed to talk about it. He
was very upset and thought I was angry with him but I wasn’t.
Kaushik: I was in a team meeting last week to discuss a conference we are organising.
Before the meeting, I did some research about possible venues. During the meeting, a
few people did all the talking but most of us didn’t have a chance to say anything. I
wasn’t able to tell them about my research and I don’t think they have made a good
decision about the conference venue.

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Handout 2 (Module 14, Lesson 1)
[Discussion] Read the list of reasons why people have problems with communication.
Match them with the situations in Handout 1. You don’t need all of them

1. People are scared to say that they are unhappy about things and say
nothing.
2. People don’t check they have all the information they need before they
do something.
3. You can’t see the other person’s face or body language when you use
emails and text messages so you don’t always know what the other
person is thinking.
4. A lot people don’t really listen properly, they are often thinking or doing
something else.
5. There are no clear rules about who can speak so one or two people do
all the talking and always interrupt others. The others have no chance to
speak.
6. Sometimes people do things too quickly when they are angry and don’t
take time to calm down before they do anything.
7. People often ask others to do things for them without checking they
understand what they need to do and know how to do it.
8. A lot of people worry about disagreeing with someone who is in a higher
position.
9. Managers don’t always explain things very well or check that the
employee understands what they have to do.
10. Some people don’t listen to advice and always do what they think is
right.
11. People are often afraid to say they can’t or don’t know how do
something.
12. Sometimes people have disagreements which they don’t discuss so they
don’t communicate with each other at work.

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Handout 3 (Module 14, Lesson 1)
[Discussion] Work with your group to produce a list of the things you should do to make
sure you communicate well with people.

GOOD COMMUNICATION

MODULE 14, LESSON 2


Handout 1 (Module 14, Lesson 2)

[Information] How do you solve problems? Score yourself on a scale of 0 – 5

(0 = never 5 = always)
My Problem Solving Skills At the start of At the end of
the lesson the lesson

1. I don’t really know what to do when I have a


problem.

2. I am creative and can easily find solutions to


problems.

3. I need to work with other people to solve


problems.

4. The best way for me to solve a problem is to


solve it by myself.

5. I never share problems I have at work or at


university/college with other people.

6. I like to find quick ways to solve problems.

7. It takes me a long time to solve problems. I


need to think about what to do before I do
anything.

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8. I enjoy finding solutions and think I’m good
at really understanding what the problem is.

9. I’m good at finding solutions to problems so


people ask me for advice on problem solving.

[Discussion] Find out about your partner’s problem solving skills. Are your skills similar
or different

Handout 2 (Module 14, Lesson 2)

[Information] Read through the seven problem solving steps you can take when solving
problems at work on your own or with teams. They are not in the right order. Can you
put them in the right order?

Seven Problem Solving Steps

a) Make a list of all the solutions.


b) Write down what you decide to do so you
won’t forget.
c) Decide what the positive and negative things
are about each solution.
d) Think about how to evaluate the solution you
decide to use.
e) Understand what the problem is.
f) Make sure you listen to what everyone wants.
g) Choose a solution

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

Handout 3 (Module 14, Lesson 2)


[Discussion] Think about how you worked together and solved the problem. Read
through the questions below and discuss what you think in your teams.

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1. How easy or difficult did you find this problem solving


exercise? Why?
2. Do you feel your group worked together to solve the problem?
3. Did everybody share their ideas on how to solve the
problems? If not, why was this?
4. Did anyone feel like stopping the activity? Why do you think
they felt like this?
5. What was the most challenging part of this activity? Why?
6. How did you find solutions to your team’s problems?

MODULE 14, LESSON 3


Handout 1 (Module 14, Lesson 3)
[Information] Read through the situation below and think about what you would do to
solve the problem?

You’re lost in the middle of the countryside in a place


you don’t know. It’s very dark. There’s no moonlight.
You need to get back to where you’re staying safely.
You can’t see anything.. You have a torch with an
adjustable beam. What do you do to get home safely?

[Discussion] Tell your partner what you would do to get home safely. How would you
use your torch? Discuss the three questions.

1. Would you use a narrow beam and shine the torch right in front of you on the path so
you can see what’s there as you walk?

2. Would you light up the path ahead by adjusting the beam and making it wider so you
can see the path in front?

3. What would you do to save the battery on your torch.

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Handout 2 (Module 14, Lesson 3)
[Information] Read the email, Ramina (the Head of Department), sent to all staff about a
training event they went to about a solution-focused approach to problem-solving for
teams.

a) One suggestion is problem focused not solution focused. Which one?

b) The steps are not in the right order. Put them in the right order

New Message
To: ALL STAFF
Subject: SOLUTIONS FOCUSED APPROACH TO PROBLEM SOLVING
Dear all,

Thank you for coming to the training event on a solutions-focused approach to problem-
solving for teams. These are the steps we talked about in a solution focused approach to
problem solving.

1. Think of all the possible solutions


2. Explain what the problem is
3. Talk about why the situation is difficult and why it is a problem
4. Decide how you will evaluate the situation after some time
5. Make a note of what you decide to do
6. Think about what will be better in the future.
7. Evaluate the different solutions
8. Ask questions about the problem to get more information and to help think of
solutions
9. Agree on a solution

If you have any questions, please come and see me to discuss this further.

Ramina

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MODULE 14, LESSON 4


Handout 1 (Module 14, Lesson 4)
[Discussion] Read the situation below. What is Fahim’s problem?
Student A should take the role of Fahim and Student B should be a friend helping him to
find a solution to his problem. Student B should try to ask him questions so he can think
of his own ideas rather than telling him what to do. Use the ideas in the diagram or your
own ideas.

Fahim

I really want to get a job after I finish my university


course but at the moment I don’t have any work
experience so I don’t think anyone will give me a job.

Apply for
Start at the lots of
bottom and different
show jobs Volunteer
employers what whilst you
you can do are still at
university

Getting
work Network
Join experience with
LinkedIn
everyone
and look
you know
for jobs

Contact
Do more
companies and
courses
ask about work
experience

[Discussion] When you finish the activity, think about these questions:

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- Did it feel different to ask questions instead of them just giving some advice?
- Was it difficult?
- In the future, do you think you might ask somebody questions about their
problem instead
of simply telling them what you think they should do?

MODULE 14, LESSON 5


Handout 1 (Module 14, Lesson 5)

[Information] You and your friends want to start a new business while you are still at
university. You hope you will then all have work when you leave. Look at the notes
below.

You want to start a company exporting


(……………………………………………………………….) overseas.

Positives

 You will all work without pay while you are at


university
 You know a few suppliers in India who want to
work with you
 You all have friends and relatives overseas.
They will help you sell your products
 You all have laptop/computers
 One person in the group is studying
accounting, another person is doing a course in
business management

Problems

 You don’t have a name for the company


 At the moment, none of you has much money
to spend on the business
 You don’t have an office to work from
 You have had a lot of meetings about the new
business but you didn’t write anything down so
you can’t really remember what you decided
 At the moment, you don’t have different roles
 You don’t know what to do to become a
company
 You don’t have a website for the company

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Handout 2 (Module 14, Lesson 5)
[Discussion] You are going to have a meeting to find some solutions to your problems.
Use the table below to make notes on your meeting.

Name of the
company

What we want in
one year’s time

ACTION PLAN

What we need to do What we are going to do Who is going to do


it

1.

2.

3.

4.

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5.

6.

Useful Language
Making Suggestions

I think we should +VERB

We could +VERB

Shall we +VERB

Agreeing with suggestions

Yes, let’s do that.

(That’s a) good / great idea!

Disagreeing with suggestions

Hmm, I’m not sure about that, I think we should + VERB

I don’t like that idea, I think we should + VERB

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MODULE 15, LESSON 1


Handout 1 (Module 15, Lesson 1)
[Information] Read about Sanjay, Gupta and Meena and complete the table below.
Sanjay: When I left university, I started looking for a job. I was not sure where to look or
what to do. I thought my university might help but they did not do a lot. They gave me a
list of websites and told me to look for jobs there. I did that for a while but did not find
anything. I then spoke to a friend and he told me about a job at his workplace. Now when
I am looking for work, I talk to friends.

Gupta: Last year I sent my CV to about 50 companies but I didn’t get many replies. I told
my brother and he said I should call the companies. He said companies get lots of CVs
but they never reply. Most of the time the manager does not see them. When you call,
you can ask to speak to the manager. This is much better. You can tell him what you can
do. Now I call companies when I am looking for a job.

Meena: When I was at school, our teacher told us to look in the newspapers for jobs. I
did this for a long time but now I don’t. This is because I think most companies advertise
their jobs on the Internet. There are lots of very good websites where you can find jobs.
I think this is a much better way to find a job.

Job Phoning Looking at Writing to Talking to


websites companies newspapers companies friends

Sanjay Past

Now

Gupta Past

Now

Meena Past

Now

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Handout 2 (Module 15, Lesson 1)
[Information] Discuss in groups the advantages and disadvantages of the different ways
of finding work. Write down what you discuss in the table.

Advantages Disadvantages

Job websites

Phoning companies

Looking at newspapers

Writing to companies

Talking to friends

[Discussion] What do you think is the best way to find a job? Write 1 under the best way.
Then 2 under the second. Continue to 5.

Job Phoning Looking at Writing to Talking to


websites companies newspapers companies friends

Ranking
(Write 1-5. 1
= best

Handout 3 (Module 15, Lesson 1)

[Information] Two friends are talking about how to get a job. Put the conversation in the
correct order.

a) Narinder: Every day. I also look at some job websites. They have lots of jobs but
not the type of job I want.
b) Narinder: Thank you very much. That is very kind of you.
c) Narinder: A sales job.
d) Narinder: Yes. I am. Last week I sent my CV to 30 companies. I also called about
10 or 15 but there was nothing.
e) Narinder: Yes but there is nothing in them either.
f) Bhupendra: What are you looking for?
g) Bhupendra: Are you still looking for a job Narinder?
h) Bhupendra: That’s a lot! Do you also look in the newspapers?
i) Bhupendra: Daljeet works in a big department store. I am seeing her tonight. I
can speak to her.

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j) Bhupendra: How often do you look?

1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___

Handout 4 (Module 15, Lesson 1)


[Information] Student A should ask Student B about how they look for work. You can
use the language below to help you.
Useful language
Questions
Do you ask your friends about jobs where they work?
Do you send your CVs to companies?
Do you call companies?
Do you look at/check…?
How often do you look at/check?
Possible answers
Yes. I do sometimes.
Yes. I do it every week.
I do it twice a week.
I do it two or three times a month.
No. I don’t do it very often

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MODULE 15, LESSON 2


Handout 1 (Module 15, Lesson 2)
[Information] Look at the sentences below about applying for jobs. Two are correct and
eight have mistakes. Tick the correct sentences and correct the sentences with
mistakes.
1. There are lots of jobs but you need to look at the right places.
2. I saw one job advertised on the newspaper.
3. There was another one in a website.
4. One was a job to a big IT company in Mumbai.
5. I sent my CV for them.
6. The other job was at a bank.
7. I filled up the application.
8. I attached it with my email.
9. They are interviewing in the end of the month.
10. I hope they ask me to come for an interview.

Handout 2 (Module 15, Lesson 2)


[Information] Look at part of a conversation between two friends. Cross out the wrong
word in brackets ( ).
1. Keya: Did you hear (from/about) the job at Paresh’s company?
2. Pushpa: No, but I applied (for/to) a job there last month.
3. Keya: I remember. Did you hear (from/about) them?
4. Pushpa: I didn’t. I’m still looking (for/at) a job?
5. Keya: Did you look (for/at) today’s newspaper?

What words do we use with …

Hear look

from about for at

Handout 3 (Module 15, Lesson 2)


[Information] Now look at the next part of the conversation.
Pushpa: I did but there weren’t many jobs.
Keya: You should try some of the job websites.
Pushpa: That’s a good idea. Do you know of any?
Keya: Yes. There’s Workworld.com. Why don’t you sign up with them?

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Pushpa: I am just checking their website now.
Keya: It’s a good idea to sign up with a few websites. Not just one.

[Information] How does Keya give Pushpa advice? Write down the three ways below.

1.

2.

3.

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MODULE 15, LESSON 3


Handout 1 (Module 15, Lesson 3)
[Information] Rashmita is telling her friends what she is going to do to find a job.

“Well, I have a few ideas on how I plan to find a job. Of course, I’ll look at the job
advertisements in the newspapers but first I want to make some changes to my CV. I saw
an interesting article on the Internet. It was about CVs and job applications and there
was some good advice in it. When I am happy with my CV, I am going to start sending it
to some companies I would like to work for. A week later I am going to phone them to
check they have received my CV and to ask them if they have any jobs. Then, I am going
to talk to Kamal and Suresh to see if there are any jobs at their company. I think after
that I am going to start spending some time looking for jobs on-line and then in the
newspapers. I’m not going to stop until I find a job”.

What is Rashmita planning to do to help her find a job? Write down what she plans in the
order she plans to do it.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
6. __________________________________________________________________
What else could she do to find a job?
Handout 2 (Module 15, Lesson 3)
[Information] Look at the 4 tips below about finding a job. Match them to the boxes A -
D.
1. Make a list of everything you need to do
2. Put the tasks in the order you need to do them (e.g. you need to make changes
to your CV before you send it to different companies)
3. Decide which ones are most important and need to be done first. Make a list of
them.
4. Decide on when you need to do them
A) B) C) D)

URGENT 1. Make changes to Sign up to websites By tonight


CV
Sign up to websites Send CV to By Monday morning
2. Send CV to
companies
Make changes to CV companies By Monday
3. Sign up to companies
Send CV to websites By Thursday
companies 4. Look at Make changes to CV
By Friday
newspapers
Speak to friends
5. Phone

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companies Look at newspapers By next weekend


6. Speak to friends
Phone companies

Handout 3 (Module 15, Lesson 3)


[Information] Use the diagram below to start writing your personal plan of action.
Remember you do not need to only use the tasks from the Handouts 1 and 2. You can
include other tasks.

List of all things you need Order in which tasks will


to do be done

Most important tasks

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Research needed Deadlines

Handout 4 (Module 15, Lesson 3)


[Information] Watch two students talk about their plans and make notes below.

Presentation One

Comments Ideas I like Questions

Presentation Two

Comments Ideas I like Questions

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MODULE 15, LESSON 4


Handout 1 (Module 15, Lesson 4)
[Information] Look at the advice given about what to do when you receive a job offer.
Which piece of advice do you think is bad advice?

 Say how pleased you are to receive the offer.


 Don’t accept the job immediately without checking
the details.
 Tell the person you are speaking to that you will
think about it and let them know in a week’s time.
 Ask for the offer to be put in writing.
 Wait until you receive the offer in writing before
accepting the job.
 Read the employment contract carefully to check
the details of the job e.g. salary, benefits etc.
 Send thank you emails to anyone who you talked to
when you were preparing for the interview.
 Discuss the start date.

Handout 2 (Module 15, Lesson 4)


Read the conversation and decide what advice from Handout 1 Sunita forgets to follow.
Anil: Hello, Sunita. This is Anil Kapoor from The Southpoint Corporation. I’m calling about
your job application.
Sunita: Oh, hello Anil. Nice to hear from you.
Anil: Well. As you know, there were a lot of applicants, and it was a very difficult decision
but we think that you are the right person for the job. So, it’s good news. We’d like to
offer it to you.
Sunita: Wow! That’s great! I’m very happy to accept it. Thank you very much.
Anil: Your interview was very good, Sunita. And you have the right skills and experience
for us.
Sunita: That’s fantastic! Thank you so much! I’m really pleased.
Anil: I’m going to send you the employment contract. Look at the contract carefully, and
ask me if you have any questions.
Sunita: OK. And when do you want me to start?

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Anil: Can you start on Monday the 11th of May?
Sunita: Yes. That’s fine.
Anil: Great. I look forward to working with you.

Handout 3 (Module 15, Lesson 4)


Work in pairs. One person takes the role of Student A and the other Student B. Follow
the instructions below. When you finish, change roles.

Student A Student B
Ring Student B to tell him/her
he’s/she’s got the job.

Tell Student A how pleased you are.

Tell Student B that his/her interview


was very good.

Thank Student A. Ask Student A to let


you have the job offer in writing.

Tell Student B that you will send an


email and that you will attach the
employment contract to the email.
Tell Student B that he/she should
read the contract carefully and get
in touch if he/she has any questions.
Thank Student B again. Ask Student
A about the start date for the job.

Suggest a start date.

Agree with the start date.

Tell Student B that you look forward


to receiving the signed contract and
to working together in the future.

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Handout 4 (Module 15, Lesson 4)

Tell your own story or a friend/family member’s story of looking for a finding work.
Choose a verb from Box 1 and noun from Box 3 and sometimes one or two words from
Box 2. Remember the story is in the past! e.g. ‘I looked for a job on a job’s website.
Then …’
Box 3
Box 1 employment
discuss Box 2 contract

fill about job

confirm for application form

start somebody start date

offer in job offer

attend about new job

ask a / an interview

sign the salary

look
reject
accept

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MODULE 15, LESSON 5


Handout 1 (Module 15, Lesson 5)
[Information] Look at the expressions below. Put them into the correct box.

 Wow, that’s wonderful!  Congratulations  That sounds awful.  Well done!

 I’m sorry to hear that.  What a shame!  That’s great news.  Oh no!

 That’s fantastic.  I’m really pleased for you.  That’s a pity.

Responding to good news Responding to bad news

Handout 2 (Module 15, Lesson 5)

[Information] Look at the conversation below. How could Padma respond to Arjun’s
good news?

- Padma: Hello Arjun, it’s great to see you. We haven’t seen each other for ages. What’s
new?

- Arjun: Well the big news is I’ve just got engaged.

Work with a partner to have mini conversations about the situations below. Think about
how to respond to the good or bad news.
having a baby

not getting promotion

air conditioning not working for over a week

failed driving test

passing all the end of year exams

given a pay rise

getting a new job overseas

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Handout 3 (Module 15, Lesson 5)
[Information] Look at the comments below made by some people who were
unsuccessful in a job interview. Answer the questions.

‘I’m really annoyed I didn’t ‘I think the preparation I ‘Actually, now I have had
get the job. I did a lot of did for this job, will be time to think about it, I
preparation. They useful in the future. don’t think it was the right
probably knew who they Although I didn’t get the job for me. But I am
wanted for the job before job, the experience of pleased I went to the
they did the interviews. answering questions in an interview because it
Attending the interview interview was very helpful. helped me to understand
was a waste of my time.’ I realised sometimes my what type of job I really
answers were too long.’ want to do.’
Navya
Diya Kyra

‘There were a lot of ‘I think the reason they ‘I was surprised that we
applicants for the job so didn’t give me the job was had to do a group task
I’m sure it was a difficult because they didn’t like before the interview and
decision to make. One of me. I thought I answered then I was interviewed by
my friends told me that the questions really well a panel of 4 people. That
sometimes the and I came out of the was very difficult. Next
interviewers will give you interview feeling very time I will ask for
feedback on your confident. I’m so upset. I information before I
interview. I’m going to don’t know how I will find attend an interview.’
contact the company and the confidence to apply
Vivaan
ask them for some for any more jobs.’
feedback so that I can do
Dhruv
better next time.’

Advik

1. Which candidates have learnt something from attending the interview? What have

they learnt?

2. Which candidates reacted negatively to not getting the job? What reasons do they

give for not getting the job?

3. How likely are the candidates to do better next time they attend an interview?

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Handout 4 (Module 15, Lesson 5)
[Discussion]

 Think of a time in life when you were unsuccessful. (e.g. failing an exam, not
getting onto the course you wanted to do, doing badly in coursework, not getting
a job/interview for a job)
 What was the situation?
 When was it?
 How did you feel at the time?
 What did you do at the time?
 Do you think you might act differently now? Why?

Tell your classmates your story and what you learnt from it.

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MODULE 16 - LES ONLINE MATERIALS (MODULE 6)

MODULE 16 - CONSOLIDATION

You will have an opportunity to complete the Learn English Select Module 6 online
end-of-module test

LES Module 6

Vocabulary 1

Complete each sentence with the correct word.

1. I think I’m a ___________________ 38.


a. current

2. You should wear a suit and


___________________ for your interview. b. smart

3. I’m going to get a haircut and a new suit for my


interview. I want to look ___________________. c. Attached

4. At the hotel we wear a ________________, not our


own clothes. d. Size

5. Please sign your employment _______________


and send it back to me. e. Experience

6. Please find the job description _______________


to this email. f. Contract

7. The person we interviewed yesterday had the


most _______________ of all the candidates g. Tie

8. My _______________ manager started two weeks


after my previous manager left. h. Uniform

Vocabulary 2

Match the words to the correct definition.


1. get something from someone with the plan of giving
it back later a. job offer
2. an invitation to work in a company or organisation
b. borrow
3. someone who applied for a job but didn’t get the job
c. Congratulations!
4. to be cheaper than the usual price
d. be pleased for

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5. be happy about something good happening to
somebody e. unsuccessful

candidate
6. what you can say when someone gets offered a job
f. be very grateful
7. to feel very pleased when someone helps you
g. in a sale

Grammar 1

Choose the correct word to complete the sentences.


* to * ‘s * going * ‘m * won’t * Are * Will * ‘ll

1. He ____________ going to meet them tomorrow.


2. The traffic is bad, but don’t worry. I ____________ be late.
3. I’m ____________ to be late tomorrow. I have an appointment.
4. She ____________ be here in a few minutes. She called to say she was in reception.
5. They’re going ____________ have lunch and then go to the airport.
6. I ____________ going to go on holiday at the end of the month.
7. ____________ you going to let them know?
8. ____________ you let me know when they arrive?

Grammar 2

Choose the correct word to complete the sentences.


* My * mine * Our * ours * Their * yours * theirs

1. This bag isn’t __________. My bag is blue, not black.


2. This food isn’t __________. We ordered soup, not salad.
3. Oh no! __________tie has some tomato soup on it.
4. __________ food was cold and the service was terrible. We didn’t like it.
5. We travelled with Kenji and Tony part of the way. Our last train was on time,
but __________was cancelled.
6. Jacek and Magda are busy tonight. __________ father is visiting and they’re going
out to eat.
7. I brought my phone with me but I think you left __________ in the office.

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Reading 1
Read Gilles’s and Jan’s emails. Are the sentences true or false?
Jan
I have some great news! I got the job as hotel manager. I'm really happy. There
were a lot of candidates for the job, but they chose me because I have the most
experience. They said my experience and my skills made me the right person for
the job.
I'm so grateful to you for helping me prepare for the interview. I took your advice
and had all my questions ready. I also got a new suit and haircut. They were
impressed I had prepared so well.
Many thanks again.
Gilles
***********************************************************************************************
Hi Gilles
Congratulations! I know how much you wanted the job. You can walk to work too,
and it has a great salary.
I'm sure the hotel has made the right decision. I know you were very nervous on
the day of the interview, but I knew you'd get the job. I'm really pleased for you.
Let's go out tonight and celebrate!
Jan

1. Jan has got a new job. True / False


2. There weren’t many candidates for the job. True / False
3. Gilles was the most experienced candidate. True / False
4. Jan helped Gilles to prepare for his interview. True / False
5. Gilles will have to get public transport to work. True / False
6. Gilles decided to wear a new tie to the interview. True / False
7. Jan was confident Gilles would get the job. True / False
8. Jan suggests going out tonight. True / False

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Reading 2
Read Henk’s email to Jos. Are the sentences true or false?
Dear Jos,

I am delighted to be able to offer you the position of Sales Manager. Your


interview went really well. We had a lot of strong internal candidates, but with
your external experience from other organisations you were the best candidate.

Please find attached your job description, employment contract and a form for
you to give us your full contact details. Please sign two copies of the contract
and return it to us. In the job description you will find details of your starting
salary.

As discussed, we would like you to start on the first working day of next month,
which is two weeks from today. Please confirm that this is OK.

If you have any questions before your start date, please let me know.

I look forward to working with you.

Regards
Henk Katuin [Senior Sales Manager]

1. Jos has a job offer. True / False


2. There were lots of candidates for the job. True / False
3. Jos was an internal candidate. True / False
4. Henk emailed Jos the job description and employment contract. True / False
5. Jos needs to send two signed copies of the job description to Henk. True / False
6. Information about the salary is in the job description. True / False
7. Jos will start work next week. True / False

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MODULE 17, LESSON 1


Handout 1 (Module 17, Lesson 1)
[Information]
a) How many different company departments do you know? Make a list then read the
passage about Rita’s Bridals. Tick the departments that are mentioned?
b) Read the passage again and put the words from the box into the gaps.

Rita’s Bridals, is a 1. _____________________________ that 2.


_________________________ and sells typical British wedding dresses for the Indian
market. Today it would probably be called ‘a start-up’. Rita started the company fifty
years ago in her living room. The business was very popular so she quickly had to find a
bigger place to work from. She bought a 3. _____________________ where the
dresses were manufactured and this became the 4. __________ of the company where
the different departments are based. They have a Human Resources Department (which
finds new staff and helps them with any problems they have at work), an Accounts
Department, a Customer Services Department, a Marketing Department and because the
dresses are popular overseas they have a large Export Department.
The company is now one of the biggest 5. __________________ in the area. These
days her children 6. ____________________ the day to day running of the company
although Rita is still the 7. _______. The company has expanded and they have
seventeen factories and thousands of
8. _____________. They also have several shops where they sell the dresses. The
majority of the factories are in India but she recently opened two factories in Vietnam.
These factories make wedding dresses for other companies. In fact, they make more 9.
_____________________from making dresses for their 10.
______________________than from selling their own dresses in their shops.

* CEO * employees * competitors * profit * manage


* employers * factory * head office * makes * family business

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Handout 2 (Module 17, Lesson 1)
You are going to work in small groups. You need a dice and each person needs a
counter or coin. Throw the dice and move your counter according to the number you
throw. Answer the question in the square. If you can’t answer the question, you have to
miss a turn.
The winner of the game is the first person to reach the last square but you have to throw
the exact number to land on this square so it may take some time!

1. Pantaloons is 2. What does a 3. What’s the 4. What is a


an example of a Human difference multi-national
retail / Resources between an company?
manufacturing / Department do? employer and an
services employee?
company?
5. GO THREE 6. What or who is 7. Name 3 8. What does a
SQUARES a CEO? popular Indian supplier do?
FORWARD retail companies.

9. Where is 10. What is a 11. GO TWO 12. What does a


Tata’s Head start up SQUARES BACK receptionist do?
Office? company?

13. What does 14. What is a 15. What is an 16. What does an
the technical competitor? NGO? export
support team department do?
do?

17. MISS A 18. If you want to 19. Name 3 20. When you
THROW complain about famous make a profit
something which manufacturing you make more /
department do companies in less than you
you contact? India. spend?

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MODULE 17, LESSON 2


Handout 1 (Module 17, Lesson 2)
[Information] ‘More’ or ‘more than’? Circle the correct form.
1. HDFC has more than / more 3,000, 000 employees.

2. The family have more than / more 50% of the shares of the company.

3. McDonalds plan to open 1500 more than / more branches in China this year.

4. I work more than / more 40 hours a week but my contract says I should work 35
hours a week.

5. General Motors is going to close 3 more than / more factories in India.

6. Coca Cola has factories in more than / more 200 countries.

Handout 2 (Module 17, Lesson 2)


[Information] You don’t always have to ask a direct question about a company, you can
begin by stating a fact and then ask a question. What question could you ask after these
statements?

1. I saw on your website that you have more than 5000 employees.

How many ______________________________________________________?

2. It says on your website that you currently have 2 offices but you’re going to open
more later this year.

Where _________________________________________________________?

3. I read that you’re going to employ 2000 more people this year.

When _________________________________________________________?

4. I saw that the company has 17 factories.

Where ________________________________________________________?

5. I saw that you have plans to start working in South America.

Which countries ________________________________________________?

[Discussion] Can you think of any more questions to ask about a company?

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Handout 3 (Module 17, Lesson 2)
[Information] Read part of an interview for a job at Rita’s Bridals. Complete the table
with information about now and the future.

Gopal: There are lots of companies with job vacancies. Why do you want to work
for Rita’s Bridals, Rakesh?
Rakesh: I want to work for this company because it’s a big company. I saw on your
website that you have more than 5,000 employees. My last company was small.
But I like working with lots of different people.
Gopal: OK, I understand.
Rakesh: And I want to work for a successful international company. It says on your
website that at the moment you have offices in two countries but you are going to
open more later this year.

Gopal: Yes, that’s right. We have an office in Vietnam as well as in India. We are
also going to open an office in Cambodia in a few months.
Rakesh: I also read that you are going to employ 2000 more people this year.
Gopal: Yes, we hope so.
Rakesh: So I can see that this is a successful, expanding company.
Gopal: Well, yes, it is successful. Very successful. It’s a good company to work for.
Do you know it is still a family business? Now, do you have any questions for me?
Rakesh: Yes, I saw that you have 17 factories. Where are they?
Gopal: Most of them are in India and there are two in Vietnam. But we’re going to
open two factories in Cambodia this year. We would also like to open some
factories in Thailand but we don’t have any actual plans to do this at the moment.
Rakesh: Right. And I saw that you have plans to start working in South America as
well as Asia.
Gopal: Yes, we are planning to open factories and offices in Brazil, Argentina and
Chile. By the end of next year, we hope we will have 25 factories. The company is
growing. It’s good news for everyone in the company. There are going to be a lot
more jobs.
Rakesh: That’s great. I’m really interested in working overseas so it sounds very
exciting to me.

Now The future

Number of employees

Location of offices

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Number of factories

Location of factories

MODULE 17, LESSON 3


Handout 1 (Module 17, Lesson 3)
Student A

Now (candidate) The future (interviewer)

Number of more than a million 750


employees

Location of offices Chennai, Coimbatore Romania, Bulgaria

Number of 12 14
factories

Location of Coimbatore, Tirupur, Albania, Bulgaria, Slovenia


factories Erode

Handout 2 (Module 17, Lesson 3)


Student B

Now (candidate) The future (interviewer)

Number of 2500 250,000 in the next 5


employees years

Location of Poland Bengaluru


offices

Number of 8 20
factories

Location of Poland, Romania Karur, Gobichettipalayam


factories

Handout 3 (Module 17, Lesson 3)

[Information] Look at the list of questions you can use to ask about a company. Which
questions are wrong? Correct any errors you find.

1. What the company is called? 2. What does it make or sell?

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3. When the company started? 8. Are you go to open any more branches?
4. Where did the company started? 9. How many employees work for the
5. Who is the CEO? company?
6. Where is the head office? 10. How many employees are going to work
7. Where is the other branches? for the company from next year

Handout 4 (Module 17, Lesson 3)


[Information] Look at the text below about your company. Complete any information
that is missing.

(Name of company?) __________________________________ makes / sells

(product?) _______________________. The company started in (place?)


_____________ in (year?) ________________________. The CEO is (name?)
_____________________________.

The head office is in (town/city/country?) __________________________ and there


are also branches in (towns/cities/countries?)
_____________________________________________.

Next year (Name of company?) plans to open (number?) ___________more branches


in (towns/cities/countries?) _____________________________________________.
At the moment, there are more than (number?) _____________________ employees
working for the company but from next year there will be (number?)
______________________ more employees working in the new branches.

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MODULE 17, LESSON 4


Handout 1 (Module 17, Lesson 4)
[Information] Complete the questions about working hours, pay and benefits with words
from the box.

Working hours

1. What are the normal ___________________________________?


2. Do employees ever have to work at _______________________?
3. How many paid ___________________________________ days do staff get?
4. When is the ___________________________________ break?
5. Can staff work from _________________________________or do they have to be
in the office every day?
6. Do all staff have to do _____________________________?

Pay

7. What is the starting __________?

8. Do all staff get a ______________at the end of the year?

Benefits

9. Does the company put any money into a ___________________ for staff?

10. Is there a staff _________________for lunch?

11. Can staff get a ________________when they buy products the company makes?

12. Does the company have a ___________________________________ which staff


can use after work?

13. Do staff get any ___________________________________ when they start


working for the company or after they have been at the company for a while?

 bonus  holiday  lunch  gym  home  salary

 pension  weekends  restaurant  overtime  discount 


office working hours  training

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Handout 2 (Module 17, Lesson 4)
[Information]
Use the questions from Handout 1 to ask about working hours, pay and benefits to
complete the information about three companies.
Company A Company B Company C

Office working
hours?

Overtime?

Work from
home?

Days paid
holiday?

Training

Lunch?

Discounts?

Pension?

Other benefits?

[Discussion] Which company would you like to work for? Why?

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Handout 3 (Module 17, Lesson 4)

Company A Company B Company C

Working week Working week Working week

40 hours/week (no 9.00-6.00 five days/per M-F 9.00-4.00


overtime) week
Sat 9.00-1.00 + overtime
on different days each + 210 hours overtime per (optional)
week week
No working from home
shift work. Can work from No working from home
home on 2 days.

Starting Salary Starting Salary Starting Salary


₹ 2,245,500.00 ₹ 2,560,000.00 ₹ 2,300,700.00

5% bonus for sales over 10% bonus at the end of


the year for sales over ₹
₹ 2,200,000 in year 1
5,000,000

Training Training Training


One day per month at 1 week in head office Free online courses
work twice a year employees can take in
their own time

Holidays Holiday Holiday


20 days 20 days – can only take 5 15 days - taken when you
together at the same want
time

Pension Pension Pension


Company puts 5% of Company put 7% for staff No work pension
salary into a pension and 10% for managers

Lunch Lunch Lunch


1 hour lunch from 12 – 2 Free meal delivered to 30 minutes lunch in the
in the staff restaurant your desk each day but staff restaurant (half
only 15 minutes to eat it price for office staff)

Staff discount Staff discount Staff discount


No discount 20% discount on 50% discount on some
everything items

Other benefits Other benefits Other benefits


Free mobile phone half price gym Free bus travel to work
membership

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MODULE 17, LESSON 5


Handout 1 (Module 17, Lesson 5)
[Discussion]
Do you agree or disagree with the statements below?

1. When I am working, I can concentrate for a long time without stopping.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

2. I waste a lot of time on the Internet when I am working.

1.Disagree 2.Partially 3.Not Sure 4. Partially 5.Agree 100%


100% disagree agree

3. Being with other people helps me to work better.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

4. I need to do something with my hands when I am working. It helps me to concentrate.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

5. I need to eat and drink regularly when I am working. It helps me to work better.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

6. I work much better if I am away from home where there are too many distractions.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

7. These days my phone is the main reason I am distracted.

1.Disagree 2.Partially 3.Not Sure 4.Partially 5.Agree 100%


100% disagree agree

Now match each statement with the follow up questions below.

a. How does being with other people help you to work or distract you?
b. What could you do to stop getting distracted by your phone?
c. How long can you work without stopping?
d. What do you do to help you to concentrate when you are working?
e. What distractions are there at home?

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f. How often do you eat and drink when you are working?
g. What do you use the Internet for during the day? Is it all useful?

Handout 2 (Module 17, Lesson 5)


[Discussion] Work in groups of four to think of problems and solutions for one of the
situations.

 Working/studying at home
Problems Solutions

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 Working/studying in public
places e.g. a café, library Solutions
Problems

 Working in an office
Problems Solutions

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MODULE 18, LESSON 1


Handout 1 (Module 18, Lesson 1)
[Information] Find out about your classmates’ eating habits. Your teacher will give you a
number. Ask 4 or more classmates your question and make notes on their answers.

1. Find out who does most of the 2. Find out what your classmates like
cooking in your classmates’ homes. to eat when they go on a picnic.

3. Find out how often your classmates 4. Find out whether any of your
eat out. classmates have been on diets?

5. Find out what non Indian food your 6. Find out what your classmates eat
classmates like to eat. between meals?

7. Find out your classmates’ favourite 8. Find out what your classmates
restaurants? usually have for breakfast.

[Discussion] Share what you found out with the rest of the class.

Handout 2 (Module 18, Lesson 1)


[Information] Look at the statements and make them true for you.
1. I never / often eat meat.
2. I prefer to drink still / sparkling water.
3. I don’t usually / usually like eating street food.
4. I really like boiled / fried rice with Chinese food.
5. I like / don’t like anything with eggs.
6. I really love spicy / plain food.
7. I eat / don’t eat fish from time to time.
8. I prefer north / south Indian food.
9. I drink / don’t drink enough water every day.
10. I prefer savoury / sweet snacks.
[Discussion]
Talk to other people in the class, who do you have the most in common with?
Do you like the same food now as when you were a child?

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MODULE 18, LESSON 2


Handout 1 (Module 18, Lesson 2)
Brigitte, from France, is in India for business. She has gone out for a meal with Sangita
but she doesn’t know what to order. Read the conversation and answer the questions
a) What food does Brigitte want to know about?
b) What does she decide to order?

Sangita: Are you ready to order?


Brigitte: Not yet. I have a few questions because I don’t know a lot of the food on the
menu.
Sangita: No problem. What would you like to know?
Brigitte: What’s okra masala?
Sangita: Well okra is a kind of vegetable. Okra masala is quite dry. Do you want a dry
dish or something wet in a gravy?
Brigitte: Probably something dry but I’m not sure what I want yet. What’s dal?
Sangita: It’s like soup made with lentils.
Brigitte: And raita?
Sangita: It’s a side dish made with yogurt and cucumber.
Brigitte: Ah, I see. One more thing, what are they eating over there?
Sangita: That’s masala dosa. It’s like a pancake and it often has potato inside.
Brigitte: What’s it usually served with?
Sangita: Chutneys and sambar. You should try it. It’s very popular here in south India.
Brigitte: Is it very spicy?
Sangita: No it’s quite mild.
Brigitte: Ok, I think I’ll have masala dosa. What about you? What are you going to eat?

Handout 2 (Module 18, Lesson 2)


[Information] Look at the conversation and decide which of the three things in the
second column is not possible:
It’s a kind/sort of  spicy  fruit  bread

It’s made with  coconut milk  dry  flour

It’s like  soup  delicious  a type of bread

It’s (usually) served with  rice  flour  bread

It’s in  a creamy sauce  yogurt  mild

It’s quite / really  gravy  mild  spicy

Handout 3 (Module 18, Lesson 2)


Work in small groups; take it in turns to explain the food or drink in the square to a
foreign visitor. You will each need a counter or coin. Toss the coin, if you get a head
move your counter to the next grey box and if you get a tail, move your counter to the
next white box.

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1. Chicken korma 2. Stuffed paratha 3. Lamb ghost 4. Idlis

5. Pakora 6. Mango lassi 7. Mutton biryani 8. Gulab jamun

9. Chole bhature 10. Kati roll 11. Kulfi 12. Chai

13. Pani puri 14. Tandoori 15. Samosas 16. Falooda


chicken

MODULE 18, LESSON 3


Handout 1 (Module 18, Lesson 3)
[Information] Fill in the gaps using:

Would you like I’d like I like Do you like I don’t like

1. ____________________ spicy food. Plain food is boring.


2. ____________________ a side dish?
3. I ____________________ still water. I ____________________ sparkling water; it
goes up my nose.
4. I never eat eggs. ____________________ the taste of them.
5. ____________________ a salad please.
6. ____________________ to order now?
7. ____________________ seafood. I never eat it.
8. How ____________________ your steak?
9. A: ____________________ cheese? B: No, I hate it.
10. ____________________ rice with my main dish.

Handout 2 (Module 18, Lesson 3)

[Information] Sachin is having dinner in Tirupati with, Tony Webber, from a company in
the USA. Complete the conversation using the sentences below.

a. It’s a kind of drink made with yogurt. b. I’m going to have that

c. It’s quite mild. d. I’d like a mango lassi please.

e. Are you ready to order. f. What would you like to eat?

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Waiter: 1. ___________________________________________________.
Sachin: Yes, I think so.
Waiter: Would you like to order drinks?
Sachin: 2. ___________________________________________________.
Tony: What’s a mango lassi?
Sachin: 3. _______________________________You can have a sweet lassi or a salty
lassi.
I’m going to have a salty lassi.
Tony: I think I’ll try one too.
Waiter: 4. ____________________________________________ Today’s special is
the eggplant curry. It’s served with nan bread and raita.
Sachin: Sounds good. I think 5. _________________________________. I like
eggplant.
Tony: Is it mild or spicy?
Waiter: 6. ___________________________________________________.
Sachin: That’s good for me because I don’t really like spicy food!
Tony: As I’m in India, I’d like to eat something spicy. What can you recommend?
Waiter: Do you like meat?
Tony: Yes.
Waiter: The lamb ghost is spicy. It’s served with rice.
Tony: Great. I’m going to have that.

MODULE 18, LESSON 4


Handout 1 (Module 18, Lesson 4)
[Information] You have two minutes to think of as many different social events as
possible. Write them in the bubble.

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Handout 2 (Module 18, Lesson 4)
[Information] Match the social events to the pictures.

1. 2. 3.

4. 5. 6.

7. 8. 9.

 a film screening  a river cruise  traditional dancing

 a tour of local sights  a prize-giving ceremony  a casino  a picnic

 a breakfast meeting  a sports event

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Handout 3 (Module 18, Lesson 4)
[Information] Your teacher will read out a list of events. Decide which circle to put them
in.

Entertaining clients
Socialising with
colleagues

Both

[Discussion] Do you and the other people in your group agree? Which events do you
have in different circles? Explain why.

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Handout 4 (Module 18, Lesson 4)
[Information] You work for Bramhani Industries Limited, a large iron and steel company.
Your manager has just told you that there will be a group of 10 important overseas
visitors next month. They will stay for 2 days. They come from companies in China and
Germany who are important clients. You manager wants you to organise 2 days of
events (things for them to do). Work in groups to plan their visit.

You should:

 Plan a combination of social events and events to give them information about
the company and people who work for the company
 Plan between 2-3 day time events and an evening event on both days
 Make sure the visitors are busy all the time
 Give approximate times for events
 Give as much detail as possible about the event

Day 1 Day 2
Morning

Lunch

Afternoon

Evening

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MODULE 18, LESSON 5


Handout 1 (Module 18, Lesson 5)
[Information] Look at the list of topics. Which of the topics can you talk about during a
business lunch or dinner?
Choose 1, 2 or 3. (1=yes it is always ok; 2= it depends; 3=No, it is never ok)

Topic of Conversation 1 2 3

Colleagues (office gossip)

Culture (differences between cultures)

Family (family life, children, family events)

Food (what you think of different food and


dishes)
Politics (your opinion of national/international
politics)

Problems at work (financial, employees leaving


etc.)
Religion (your beliefs and opinion of other
religions)
Sport (your favourite sports player, team etc.)

Your career (your plans, your achievements


etc.)

[Discussion] Share your ideas with your group.


a) Can you think of any other topics that you could talk about?
b) Are there any other topics you think you shouldn’t talk about?

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Handout 2 (Module 18, Lesson 5)
Look at the following questions heard at a business dinner. Do you think the dinner
guests felt comfortable or uncomfortable answering them?

 
1. What do you usually do at the weekend?

2. Are you happy with your salary?

3. Do you like your boss? Is he/she good at his/her job?

4. What’s the best place to go on holiday in your country?

5. Are you happy with the political leader of your country?

6. Do you socialise with your colleagues?

7. What do you do in your free time?

8. Have you got a girlfriend/boyfriend? Do you live together?

9. Have you ever thought about working in another country?

10. How old are you?

11. How often do you go out during the week?

12. Where do you live?

Handout 3 (Module 18, Lesson 5)

[Information] You are going to talk to some of your classmates about some of the
topics below. Choose one of the questions from Handout 2 to put in the box. Your
teacher will tell you which topic to look at. Think of more questions you could ask
somebody on these topics.

1 SPORTS

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2 WHERE YOU LIVE

3 FREETIME WEEKENDS/ EVENINGS

4 SOCIALISING WITH FRIENDS AND FAMILY

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5 FILMS/TV PROGRAMMES/BOOKS/MUSIC

6 HOLIDAYS

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MODULE 19 - LES ONLINE MATERIALS (MODULE 7, 8)

MODULE 19 - CONSOLIDATION

You will have an opportunity to complete the Learn English Select Module 7 and
Module 8 online end-of-module tests.

LES MODULE 7

Vocabulary 1
Complete each sentence with the correct word or expression.
* sandwiches * public * newsletter * starting * present * half price
* evenings

1. I never drive to work. I always go by ____________________ transport; either bus


or train.

2. My salary isn’t high enough in my ____________________ job.

3. The company ____________________ is emailed to all staff at the end of every


month.

4. I study at college two ____________________ a week after work.

5. Everything in the shop is ____________________ for staff. That’s a great discount.

6. I don’t eat in the staff restaurant. I bring ____________________ from home.

7. What is the ____________________salary?

Vocabulary 2
Match the expression to the meaning.
1. A place where you watch films. a. keep fit

2. A place where you watch actors in b. cinema


plays.

3. A play or film with singing and c. passport


dancing.

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4. To move faster than walking, as a d. theatre
sport.

5. To do sport for your health. e. driving licence

6. A document to show which country f. go running


you are from.
7. A document to show you can drive g. work permit
a car.

8. A document you need to work in a h. musical


different place or country.

Grammar 1
Put the words in the correct order to make questions and sentences.
1. What like type cooking food of do you?

2. What of like films kind you do?

3. What like doing do you else?

4. I am asking advice good for at.

5. The employs a factory more people hundred than.

6. When get do we bonus our?

7. What starting is the salary?

8. What your free do you time doing like in?

Grammar 2
Choose the correct option to complete each sentence.
1. I’m good at work / working with other people.

2. A: Where are you?


B: I ‘m having / have a coffee in the cafe!

3. We love go / going to the theatre.

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4. A: What do you do / are you doing?
B: I’m a receptionist.

5. I meet / am meeting my manager every Monday morning.

6. More than / more 500 people work for the company.

7. I heard that the company is opening two more / more than offices this year.

Reading 1

Read the email. Are the sentences true or false?


Dear Roni
As I said after the interview yesterday, I'm delighted you're coming to work with
us.
I'm sending you some more details about the job and the employment contract,
attached. To confirm, the starting salary is £24,000, and there's a bonus for all
staff at the end of each year. You get 25 days' holiday a year. You can also stay
at any of our hotels anywhere in the world for half-price.
I can also confirm we're happy to let you leave work early twice a week for you
to continue your hotel management studies at college.
It's a good time to be joining our company. As I told you during the interview,
we're opening a new hotel every three months.
I look forward to seeing you next Monday for your first day with us.
Regards
Manuel
1. Roni has a new job. True / False
2. Only managers get a bonus. True / False
3. Staff get 24 days’ holiday a year. True / False
4. Staff get a 50% discount on the company’s hotel rooms. True / False
5. It’s an international company. True / False
6. Roni has to stop studying at college to start work. True / False
7. The company is growing. True / False
8. Roni starts work this week. True / False

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Reading 2
Read part of a conversation between James and Marie. Choose the correct option
to complete each sentence.

James: Hi Marie, I'm James! Welcome to the company.


Marie: Thanks! Do you like working here?
James: Oh yes, it's a great company to work for, and everyone is very friendly.
We often go out after work. We also have some company sports teams –
there's a football team, and a running club. What kinds of things do you like
doing in your free time?
Marie: I like going to the cinema and cooking.
James: Oh, what type of food do you cook?
Marie: I love cooking Mexican and Indian food. I often visited both countries in
my previous job. So I know a lot about the food.
James: That's great! What else do you like doing?
Marie: I like watching football when I have time.
James: Do you play football too?
Marie: I'm sorry, I don't. So I can't be on the football team!
James: Don't worry!

1. James works/ doesn’t work at the company.

2. James often / never goes out after work.

3. Marie likes / doesn’t like films.

4. Marie likes cooking Indian / Italian food.

5. Marie went / didn’t go to Mexico and India in her previous job.

6. Marie likes playing / watching football.

7. Marie is / isn’t going to be on the football team.

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LES MODULE 8
Vocabulary 1
Complete the sentences with the correct word.

* Medium * delicious * sparkling * confident * order * internal

* traffic

1. I’m sorry I’m late. The _______________________ was bad.

2. A: How would you like your steak?

B: _______________________, please.

3. Would you like still or _______________________ mineral water?

4. There are two _______________________ and three external candidates.

5. Are you ready to _______________________ now, sir?

6. This restaurant is really good. The food is _______________________!

7. I’m nervous about the interview! I don’t feel very _______________________.

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Vocabulary 2
Match the food words with the correct pictures.

1. 2. 3. 4.

5. 6. 7. 8.

* a cheese sandwich * tomato soup * salad * omelette

* steak * prawns * eggs * rice

Grammar 1
Choose the correct words to complete each sentence.
1. I’d like a rice / some rice please.

2. I’m going to have a glass / glass of water.

3. Can you buy breads / some bread on your way home, please?

4. I love apple / apples.

5. Could I have a cheese / some cheese, please?

6. I’ll have a cheese / some cheese sandwich.

7. Would you like a water / some water with your meal?

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Grammar 2
Choose the correct words to complete each sentence.
1. A: How is this / that bread? B: It’s delicious, thanks!

2. This / These eggs are not cooked.

3. A: How are those / these prawns? B: They’re good, thanks. How is your steak?

4. That / those steak looks great.

5. That / Those sandwiches are too small.

6. This / Those fish is very good.

7. This / These soup isn’t hot enough.

8. That / This apple isn’t very nice. I’m not going to finish eating it.

Reading 1
Read Karen’s email to Alison. Are the sentences true or false?
Hi Alison
Just a quick email to let you know how my two interviews were.
Well, the first wasn't good at all. I was late for the interview! It wasn't my fault. My
train was cancelled and I didn't have enough money for a taxi, so I had to wait for
the next train. I called and left a message, but the interviewer didn't get it. They
thought I wasn't interested! They didn't want to interview me at another time.
The second one went better. I was nervous at first, but they were really friendly.
And they gave me time to think about my answers. By the end of the interview I
was feeling confident, and I think I have a good chance with that job.
They're going to email me tomorrow to let me know.
Anyway, see you on Saturday at 9 p.m. at the restaurant, and I'll tell you all
the details.
Karen

1. Alison had an interview. True / False

2. Karen missed an interview because of problems with transport. True / False

3. Karen got a taxi to her first interview. True / False

4. Karen’s first interview went well. True / False

5. Karen liked the people from the second interview. True / False

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Learner Booklet: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project
6. Karen felt more confident at the end of the second interview. True / False

7. Karen will hear from the interviewers tomorrow. True / False

8. Karen and Alison are going to meet on Saturday. True / False

Reading 2
Read Chris and Fiona’s text messages. Choose the correct words to complete
each sentence.

Chris: Hi Fiona! How are you? I got a new job today!


Fiona: Chris, that's great! What's the job?
Chris: It's a sales manager job in my current company. It's a promotion. The
interview yesterday went really well, and they called me at 5 p.m. today to say I
got the job. a
Fiona: Let's go out tonight to celebrate!
Chris: Thanks Fiona, but I'm out with my team now! We're in the new Indian
restaurant near the station.
Fiona: Oh yes, I know it. How is it?
Chris: Really good. We had some delicious starters, and the prawn curry is very
good.
Fiona: Let's go another time, then.
Chris: Yes! Speak to you tomorrow, and we can organise a meal here sometime
next week.
Fiona: Great!

1. ____________________ is going to be a sales manager.

2. Chris had an interview ____________________ .

3. Chris had a call ____________________ .

4. Chris is going to work in ____________________ company.

5. ____________________ asks about the restaurant.

6. Chris ____________________ the curry.

7. Chris and Fiona are going to meet ____________________.

ANSWER KEY TO LES END-OF-MODULE TESTS

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The United Kingdom’s international organisation for educational opportunities and cultural relations.
Learn English Select
Learner Booklet: Face-to-Face (A1)
Andhra Pradesh Higher Education English Communication Skills Project

LES Module 1
Conversation 1
1. Excuse 2. Yes 3. name 4. How 5. thanks 6. fine 7. Nice 8. Bye 9. Goodbye

Conversation 2
1. do 2. am 3. No 4. not 5. on 6. in 7. from

Grammar 1
1 – d, 2- a, 3 – g, 4 – e, 5 – b, 6 - c

Reading 1
1 false 2 true 3 true 4 true

Reading 2
1.Sofia is Italian. 2. Sofia was born in Florence. 3. Daniel is Australian. 4. Sofia and
Daniel like Birmingham. 5. Sofia works for an Italian company. 6. Sofia wants to be a
sales manager. 7. Sofia wants to work for a British company.

LES Module 2
Grammar 1
1. He leaves home at 8 a.m. 2. They travel to work by train. 3. She goes to work by
bus. My brother is very tall. My sister is a very tall girl for her age. It’s a really good
film. A: Which do you prefer: football or cricket? B: I like both of them. A: There are
so many pizzas on the menu. Which one do you like? B: I don’t know. I like all of them.

Reading 1
1. True 2. False 3. True 4. False 5. False 6. True 7. False

Vocabulary 1
1. Domingo is Andreia’s father.
2. Maria is Andreia’s mother.
3. Maria and Domingos have three children.
4. Andreia has two daughters.
5. Who is Andreia’s husband? Mateus
6. Who is Adriana’s brother? Felipe
7. Who is Andreia’s sister? Adriana
8. Who is Andreia’s son? Jorge
9. Who is Domingos’ wife? Maria

LES Module 3
Vocabulary 1
1. working with 2. good at 3. look at 4. apply for 5. work for 6. dealing with 7. take
part in

Vocabulary 2
1. application 2. covering 3. qualifications 4. title 5. applicants 6. licence 7. skills 8.
CV

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Learner Booklet: Face-to-Face (A1)
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Grammar 1
1. applied 2. got 3. was 4. worked 5. met 6. went 7. wrote 8. passed

Grammar 2
1. correct 2. incorrect ( the tallest) 3. incorrect (younger than) 4. incorrect (the
nearest) 5. correct 6. correct 7. incorrect (younger)

Reading 1
1. True 2. False 3. False 4. False 5. False 6. False 7. True

Reading 2
1. June 2. Hull 3. Business 4. Certificate 5. 2 6. cooking 7. Corporation 8. Sales

LES Module 4
Vocabulary 1
1. h 2. e 3. g 4. a 5. c 6. d 7. b 8. f

Vocabulary 2
1. welcome 2. check in 3. train 4. wear 5. deal 6. manage 7 check out

Grammar 1
1. How can I prepare for a job interview?
2. How can I find out about a company?
3. What questions should I prepare?
4. What can I wear for my interview?
5. What are the job benefits?
6. What can I say about my qualifications?
7. Do you get a company car?

Grammar 2
1. says 2. tells 3. don’t wear 4. ask 5. must 6. shouldn’t 7. should 8. must

Reading 1
1. true 2. false 3. true 4. false, 5. true 6. false 7. false, 8. false

Reading 2
1. full time 2. five 3. has 4. hotel management 5. is 6. can’t 7. has

LES Module 5
Vocabulary 1
1. seat 2. journey 3. decision 4. fluent 5. opportunity 6. instead 7. confirm 8. look

Vocabulary 2
1. g 2. e 3. a 4. b 5. c 6. d 7. f

Grammar 1
1. on 2. next 3. next 4. at 5. on

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Grammar 2
1. well 2. carefully 3. quickly 4. slowly 5. fluently 6. calmly 7. badly

Reading 1
1. true 2. false 3. true 4. true 5. false 6. false 7. true 8. false

Reading 2
1. applying 2. experience 3. two 4. an international 5. three 6. three 7. can

LES Module 6

Vocabulary 1
1. d 2. g 3. b 4. h 5. f 6. c 7. e 8. a

Vocabulary 2
1. b 2. a 3. e 4. g 5. d 6. c 7. f

Grammar 1
1. ‘s 2. won’t 3. going 4. ‘ll 5. to 6. ‘m 7. Are 8. Will

Grammar 2
1. mine 2. ours 3. my 4. Our 5. theirs 6. Their 7. yours

Reading 1
1. false 2. false 3. true 4. true 5. false 6. false 7. true 8. true

Reading 2
1. true 2. true 3. false 4. true 5. false 6. true 7. false

LES Module 7
Vocabulary 1
1. public 2. current 3. newsletter 4. evenings 5. half price 6. sandwiches 7. starting

Vocabulary 2
1. b 2. d 3. h 4. f 5. a 6. c 7. e 8. g

Grammar 1

1. What type of food do you like cooking?


2. What kind of films do you like?
3. What else do you like doing?
4. I am good at asking for advice.
5. The factory employs more than a hundred people.

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Learner Booklet: Face-to-Face (A1)
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6. When do we get our bonus?
7. What is the starting salary?
8. What do you like doing in your free time?

Grammar 2

1. working 2. ‘m having 3. going 4. do you do 5. meet 6. more than 7. more

Reading 1
1. true 2. false 3. false 4. true 5. true 6. false 7. true 8. false

Reading 2

1. works 2. often 3. likes 4. Indian 5. went 6. watching 7. isn’t

LES Module 8
Vocabulary 1
1. traffic 2. Medium 3. sparkling 4. internal 5. order 6. delicious 7. confident

Vocabulary 2
1. omelette 2. steak 3. a cheese sandwich 4. tomato soup 5. salad 6. prawns 7. rice .
8. eggs

Grammar 1
1. some rice 2. a glass 3. some bread 4. apples 5. some cheese 6. a cheese 7. some
water

Grammar 2
1. that 2. These 3. those 4. That 5. Those 6. This 7. This 8. This

Reading 1
1. false 2. true 3. false 4. false 5. true 6. true 7. true 8. true

Reading 2
1. Chris 2. yesterday 3. today 4. the same 5. Fiona 6. liked 7. next week

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Learner Booklet: Face-to-Face (A1)
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