NEW

ADULT
COURSE

Open Mind
opens doors
Course brochure
and unit walk-through

Students like the

pronunciation and
grammar sections...
The life skills lessons
are interesting and
relevant.
What is Open Mind?
Open Mind encourages students to become independent learners and
analyse their own progress through the functional language and grammar
syllabus built into the course.
This, combined with a unique life skills theme running through the course,
helps them become well-rounded individuals as well as confident speakers
of English.
The philosophy behind Open Mind is that in order to answer the needs
of 21st century students, a language course needs to engage with them
on many levels. Open Mind targets students language needs but also
provides them with the professional, academic and personal skills they
need for all-round success.
Vibrant, well-rounded and engaging the course is packed with high-quality SBL and ELTC Algiers in Algeria
authentic video material, strong visuals and topics that get students talking. Rabie Oumoussa School owner and director
The course is flexible with options for digital delivery, and the strong life At SBL and ELTC Language Schools in Algiers,
skills strand underpins the course. weve been using using all levels of Open Mind and
You can find out more about life skills and how they are developed in the Mind series.
Open Mind over the next pages.
Tell us about your classes and your
students.
Key features
Our students range from under 20 to over 50 year-
Integrated and flexible online components give users access to everything olds, and are mixed groups of mostly females. In Why does the course work for
they need in one place. The Online Workbook provides consolidation
of the language and skills and includes video and audio activities, as
addition to Algerian students, we have students your classes?
from other parts of Africa, Syria, and Asia including
well as full markbook functionality with student and teacher access. The Most of our teachers like the easy-to-use
China and Korea.
Presentation Kit is an interactive version of the Students Book for IWBs, methodology and the instructions, which are
designed to engage students and teachers with its interactive,heads-up We offer weekend and evening classes, as well well laid out.
delivery options. And the Students and Teachers Resource Centres, as our weekday classes, consisting of six hours of
containing downloadable audio and video and lots more material, add to study per week. We use the coursebook and the
the range of dynamic components.
What are your favourite parts of
audio CDs and DVDs provided with the Teachers
Life skills are a core feature prominent in the syllabus, with the different Book Premium Pack and Resource Centres. All our
the course, and what influenced
skills organised into three key domains: Self and Society, Work and classrooms have plasma screens and DVD players. your decision to use Open Mind
Career, Study and Learning.
Most of our students need English for work, and
with your classes?
A strong focus on functional language helps learners with their fluency
also their studies in Algeria and abroad. Others My favourite features are the inductive grammar
and their speaking skills.
are interested in English because its the most widely and life skills section from the series. Overall,
Grammar sections focus on meaning, form and function.
used foreign language in the world. Classes are the course material is very well presented and
A grammar reference section provides clear grammar explanations
of mixed ability, but all students are interested in easy to follow through the short notices, which
and exercises.
learning and curious. Most of them want to improve are very helpful. The books are colourful and
Support for speaking tasks with clearly-labelled functional language.
their speaking so anything with speaking is popular visually attractive and pleasant to teach from.
Speaking and Writing workshops offer self- and peer-assessment features. Of everything, the life skills and the inductive
with them. They also like the pronunciation and
Authentic video content and video worksheets. grammar sections. grammar inspired me the most.
See a full unit walk-through from Open Mind Intermediate Level at the end of
this brochure to find out more about these features. Download other levels with
audio samples at www.macmillanopenmind.com/sample-print-content

2 www.macmillanopenmind.com www.macmillanopenmind.com 3
Meet the Open Mind authors What do you get with Open Mind?
Steve Taylore-Knowles Joanne Taylore-Knowles The flexible range of component packs makes it easier than ever to choose the combination of material for your teaching
situation. Easily accessible packs for both students and teachers give you everything you need in one place.
Steve has been involved in ELT After completing her Masters
for over 20 years as a teacher, Degree in English, Joannes
examiner, trainer and author. Steve teaching career took her to Greece, For students
is co-author of the highly-successful where she worked as an English
American English Mind series, now language teacher. She taught a Students Book Print Workbook
published in its second edition, as range of students there, from young Premium Pack + Audio CD Pack
well as Open Mind. learners to adults, specialising Print Students Book Print Workbook and
He has also written a number of other in exam preparation classes. W
 ebcode access to Workbook audio CDs
successful courses including Laser and Destination. Joanne now focuses on writing classroom materials. Online Workbook (available with or
and Students Resource without key)
Steve has served on the Executive Board of TESOL Greece
and regularly speaks on various aspects of English Language Its not always easy to engage adults in Centre
Teaching at conferences and events around the world. learning English. The trick is to find the right
topics and ways of making them accessible.
A students experience of learning English has The topics in Open Mind range from the
to be seen in the wider context of their whole familiar to the more thought-provoking, and
learners get lots of opportunities to express their Students Book Pack Online Workbook
education. In developing Open Mind, we have
opinions and relate them to their own lives. Print Students Book Booklet with webcode
carefully integrated two aspects of this:
W
 ebcode access to access to Online
1) learning English needs to be personalised, Workbook
Students Resource
and 2) the student needs to develop life skills in Centre and Class audio
preparation for using English in the real world Dorothy E. Zemach MP3s
beyond the classroom. DVD with video
Dorothy specialises in writing
and editing ELT materials and
conducting teacher training
workshops. Her areas of interest
Mickey Rogers For teachers
are teaching reading and writing,
Mickey graduated from the university business English, academic English
of Texas and went on to teach there and testing. Teachers Book Premium Pack
after gaining a Masters in TEFL. Since Print Teachers Book
then, she has taught in Colombia, Class Audio CD
Spain, America and Mexico. Mickey
Whats exciting to me about Open Mind is that
students can not only see how language skills DVD
has worked as a teacher trainer, a
sales rep, an editor, a managing apply to their learning of English, but how that W
 ebcode access to the Teachers Resource Centre,
editor and an academic services applies to life skills, and how those life skills Online Workbook and Students Resource Centre
manager. Her other titles include Style, Skyline and apply to their education, career, and personal P
 resentation Kit
Attitude, all published by Macmillan. and social lives. Their studies are both
interesting and relevant.
In todays world, you will succeed only if your Open Mind CEFR levels
mind is open to new ideas and ways of doing
things. Open Mind is about learning more Other authors: Open Mind Beginner A1 Open Mind Intermediate B1+
about the world and your place in it, as well as Tim Bowen Chris Valvona
learning English. Robyn Brinks Lockwood Lindsay Warwick Open Mind Elementary A2 Open Mind Upper Intermediate B2
Yvonne Maruniak Ingrid Wisniewska
Vinodini Murugesan Adam Worcester Open Mind Pre-intermediate B1 Open Mind Advanced C1
Anna Osborn

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Open your mind to a wealth of flexible online resources Including:
O
 nline Workbook for practice, consolidation H
 igh-quality video matched to the Students
The Open Mind components are packaged to provide the best combinations of print and and progress checks Book themes and language areas
digital a truly flexible solution to ensure every classroom and self-study situation is covered. A
 ccessible on any device that can view the F ull support for testing through the Teachers
internet, including tablets and mobile phones Resource Centre
Teachers and students will enjoy working with the fresh and rich online material, which also Downloadable
 options so that materials A dditional lessons and activities all linked to
helps free up teaching time, so teachers can focus more time on the students and their needs, can be used offline the themes of the course
instead of spending it all on preparation and marking.

Online Workbook and Teachers Resource Centre

Markbook Accessible through the Teachers Book Premium Pack, the Teachers Resource Centre
Available as part of the Students Book Premium includes class and workbook audio, streamable video and video worksheets with
Pack, Teachers Book Premium Pack or as a extensive teachers notes, additional Life Skills lessons, communicative wrap-ups and
stand-alone component, the Online Workbook CEFR checklists.
provides interactive workbook activities that Teachers can access a wide variety of testing materials including unit, mid-course and
support the Students Book material and provide end-of-course tests in PDF and editable Word formats, as well as a course placement test.
instant feedback. As part of the Teachers Premium Pack, teachers get access to the Students Resource
An integrated gradebook captures the scores Centre as well as the Teachers Resource Centre, which helps them to plan lessons more
and can also be viewed by the teacher who can effectively using these additional resources.
assign targeted exercises and see reports and
data on their students progress and performance.

Students Resource Centre Presentation Kit

Accessible through the Students Book Uniquely available with the
Pack and Students Book Premium Pack, Teachers Book Premium Pack, the
the Students Resource Centre includes Presentation Kit offers a page-
the class and Workbook audio as MP3 files. faithful digital version of the Students
High-quality video, matched to the Students Book with embedded audio, video,
Book themes and language areas, is pop-up answers and interactive
available online with downloadable tools. This makes it perfect as a class
video worksheets. presentation tool and is ideal for
heads-up teaching. You can use it
through an Interactive Whiteboard
or by using a laptop with projector.

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UNIT 12 JUST THE JOB! Clear, vibrant and visual unit openers set out
to the CEFR. Simple questions give students
the opportunity to leaf through the unit and
familiarise themselves with the topic.
IN THIS UNIT YOU
learn language to talk about work
and jobs A Match the pictures to the unusual jobs.
read job advertisements LISTENING A B
listen to a lecture about work taking notes
When do you need to
talk about your ideal job take notes? Do you
write a description of a workplace usually write full
sentences? Or just
learn to prepare for a job interview key words?
watch a video about careers

WRITING
descriptions C D E
What keeps our
interest when we hear
or read a description of
something?

The two on skills of the

unit, which are developed
through sub-skills, are Useful functional
highlighted here. The two language is
off skills (in this case highlighted.
listening and writing) are F
only being practised in this
unit. The units alternate
their on and off skills.

HOW TO SAY IT
Talking about unusual jobs
I think it would be fun to
be a because
1 ice cream taster: tastes different ice cream flavours to see which ones people The most interesting job is
being a
will buy
Another unusual job is
2 laughter therapist: helps other people become happier by making them laugh
being a
3 golf ball diver: finds the golf balls that have landed in the lakes on golf courses
Some people work as ,
4 cartoon mascot: wears a cartoon costume at a theme park or fair which is very unusual.
5 snake milker: extracts venom from snakes

LIFE preparing for a job interview

6 fortune cookie writer: writes the fortunes inside the cookies you get with
Chinesefood
Think of five things you need to
SKILLS do before going to a job interview.
B Work in pairs and compare your answers. Which is the strangest job?
Which is the most interesting job? What other unusual jobs do you know?

WORK Why is it important to prepare? A:

B:
I think the strangest job is golf ball diver.
Really? I think it would be fun to be a laughter therapist.

& CAREER
A: Yes, but the most interesting job is ice cream taster!

Just the job Unit 12 141

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 VOCABULARY: the world of work GRAMMAR: so, such, too, enough Grammar is presented using
an inductive approach and
A Read the sentences and match the phrases in bold with these phrases. A LANGUAGE IN CONTEXT Read this conversation. What is Grace employs a step-by-step
applyforajob
1 Id love to work in advertising when I 5 To apply for a job, you need to write down finding difficult? structure to understanding
leave university. have a career information about yourself. and learning.
beunemployed Ella: Grace, hows your first week with the company been? Do you like the job?
getonwithyour 2 If you are a lawyer, you can be very 6 When I finish university, Id like to ask Grace: Hmm. Its too early to say, really. I mean, its really interesting here. I love the
colleagues well paid. for the chance to work in the army. company. And the people are so friendly! But theres a lot to learn and there isnt
earnagoodsalary 3 Do you have a good relationship enough time to do everything. Its such a big job that Im not sure where to begin.
getapart-timejob with the people you work with? 7 Would you like to have a job in a place like Ella: Dont worry. I think youre doing really well.
haveacareer Apple, for example? Grace: Oh, thanks. But Im worried that Im not learning quickly enough. And everyone
workforacompany 4 John will not have a job if the 8 Why dont you work for a few hours a day else in the department is always too busy to help me. I feel bad asking them.
writeaCV company closes down. as a hairdresser? Ella: Its not always like this. Everyone has too much work this week.
Grace: Talking of that The figures arent ready for the presentation.
B Work in pairs. Ask and answer these questions.
1 Have you ever applied for a job? 2 What career do you hope to have?
Clear sign-posting They were so complicated that I couldnt understand them! NOTICE!
and unit structure Ella: Dont worry. Ill help you with those. Underline so, such, too, enough in
throughout. Grace: Thanks, Ella. Youre such a great colleague! the conversation. What part of speech
follows so, a noun or an adjective?
READING: job adverts B ANALYSE Read the conversation in Exercise A again.

A Read these adverts for jobs. Write A or B to answer the questions. Function Match the two halves of the sentences to complete theexplanations.
1 We use so a) with (adjectives +) nouns to mean very, really or extremely.
Which job requires someone who
2 We use such b) with adjectives and adverbs to say that there is more of something than we need.
1 is a good listener? 4 can make decisions?
3 We use too c) with adjectives and adverbs to mean very, really or extremely.
2 enjoys being alone? 5 has a good sense of style?
4 We use not enough d) with adjectives and adverbs to say that there is less of something than we need.
3 has travelled a lot? 6 has the ability to write well?
5 We use a that clause e) after too and (not) enough to show results or consequences.
A 6 We use an infinitive clause f) after so and such to show results or consequences.
WA NT E D : I S L AN D C A R E TA K ER Form Complete the table with examples from Exercise A.
Were looking for someone fit, active and ambitious to do the best job in the
Examples
world! Youll live on a tropical island, with just the fish and birds for company!
Youll blog about your adventures, and keep the world up to date on what a
WHATS RIGHT?
so + adjective/adverb The people are (1) ! Its such hot!
fantastic area the island is in. Apart from informing the public, youll also inform
us, by keeping an eye on the wildlife and reporting on the levels of fish in the area. such + adjective + noun Youre (2) colleague! Its so hot!
We are offering a great salary and free accommodation, with the best view in the
so/such that Its such a big job (3) where to begin.
world! The successful applicant will have a CV full of adventure and will be an
They were so complicated (4) them! Common errors
experienced traveller. He or she will also have an interest in the natural world and
are highlighted
the environment, as well as excellent communication skills.
too + adjective/adverb Its (5) to say, really. through Whats
Contact us at bestjob@totaltropics.com and well send you an application form. Right? boxes.
What are you waiting for? not + adjective/adverb + enough Im not learning (6) .
too/(not) enough to Everyone else is always too busy (7) me.
B There isnt enough time (8) everything.
P e r s o n a l S hop pe r R e q uir e d
Our clients are busy people who dont always have time to go shopping. Thats where C PRACTISE Correct the mistakes in the sentences.
you come in! The successful applicant will work for an individual client in order to Students learn grammar
1 Hes too young that he works here. through the clear
understand their personal style, in terms of clothes, furniture, decoration or whatever
step-by-step approach
else the client desires! You will then go shopping for your client, selecting items that 2 You arent working enough fast.
with plenty of chances
you think will match their style. 3 This is such great job. to practise in the Now
We welcome applications from people from a broad range of backgrounds. You might 4 All my colleagues are such helpful. you do it stage.
currently work in a boutique or have a proven interest in designer brands and high-end 5 Im so tired to work today.
fashion. Experience in the fashion industry is an advantage but not essential. In return,
6 We dont have time enough to finish the job.
we offer training, a good salary and the opportunity to travel to meet clients.
Send a CV, together with a personal statement explaining why you think you would D NOW YOU DO IT Roleplay a conversation like the one in Exercise A.
make a great personal shopper, to jobs@personalshoppers.co.uk.
Use the information below to help you.
Student A Student B
B Work in small groups. Discuss these questions. You work in an office. You meet Student B during a This is your first day in your new job. You
1 Which things you would like or dislike about each job? break. You want to make them feel welcome and find meet Student B during a break. You want to
out how the new job is going. Ask questions about make friends. Answer their questions about
2 Would you be interested in doing one or both jobs? 3 Which job you would prefer, and why?
their first day on the job and answer any questions they your day so far, and ask Student B questions
A: One thing Id like about the first job is that youd get away from it all. may have about the job, the office or your colleagues. about the job, the office or your colleagues.
B: Really? Im not sure. It sounds a bit lonely to me but I suppose Id have the internet.
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 LISTENING: taking notes page 122 SPEAKING: talking about ideal jobs
When you listen to a lecture, concentrate on understanding the speaker rather A 2.37 Listen to two men, Oscar and Daniel, talking about
than on taking detailed notes. Keep notes short and simple by using their ideal jobs. Match each man to an appropriate job below.
abbreviations and symbols like + instead of the word and, or incl instead of
theword including. You can also invent your own abbreviations.

A Match these common abbreviations to their meanings.

1 b/c a) for example
The sub-skills sections are an
2 b) more than / greater than indicator of the units on skill. They
3 c) with offer tips and advice, and support
4 e/ d) is the same as / is equal to students in the development of this
5 b4 e) is different from / is not equal to particular language skill in addition
to practising it.
6 w/ f) because computer
7 = g) approximately programmer zoo-keeper lawyer pilot farmer
8 e.g. h) every
9 > i) before B Who said each phrase? Tick the correct column. Then listen again
10 approx j) causes and check.
Oscar Daniel
B 2.35 You are going to listen to the first 1 I couldnt work in an office.
part of a lecture whose title is No one should 2 Earning a high salary isnt really important to me.
ever work. Listen and complete the notes below. 3 The thing Im looking for is adventure.
4 The key thing for me would be relationships with people.
1 The abolition of work 5 It would be good to be outside.
6 I think my ideal job would probably include that.
a) theory
essay US lawyer, Bob Black Speaking is fully supported
(1) C Work in pairs. Describe what your ideal job would be like. Ask with functional language
were not (2) b/c we work and answer questions to find out more information. Together, make a and lexical chunks.
only way to be free is (3) list of two or three jobs that would be close to your ideal.
b) workers = (4)
(5) in control
free time isnt really free b/c (6)
VOCABULARY: phrasal verbs for talking about work
C Work in pairs. Use the outline to tell each A Read the sentences. Match the meanings of the phrasal verbs in bold
otherthe main points of the lecture. with their definitions in the box.

answer completewithinformation dosomethingthatshouldhavebeendonebefore

D 2.36 Listen to the final part of the lecture. Take notes investigate makelessprogress participate in returnsomeonesphonecall
under the following headings, using abbreviations where possible. sendacopyofanemailorletter
Then compare your notes with a partner and combine them to make
1 Dont forget to copy in Jake when you send the email.
them more complete.
2 Could you just fill in this form, please?
Plenty of opportunities 3 Can you pick up the phone? Im talking to Mr Jones on the other line.
c) work kills for personalisation. 4 Im trying to catch up with all the work I didnt get done yesterday.
(7) 5 Id like to join in with your meeting, if thats OK.
(8) 6 Ill ask Kyle to look into this problem further.
7 Did you call Mr Wilkinson back?
2 Criticism of theory
8 Im worried that Im going to fall behind with my work.
a) Schleuning,
(9) B Work in groups. Discuss these questions.
1 How often do you send emails? Do you usually have to copy other people in?
E Work in small groups. Read the notes you took and talk 2 What are some ways to catch up with your work when you start to fall behind?
aboutwhether you agree or disagree with the key ideas that the For example, one way might be not to pick up the phone every time it rings.
speakermentioned. 3 Do you tend to join in with conversations in class or at work? Why or why not?
A: I agree with the idea that people shouldnt have to work.
B: I disagree. I think that working is important because

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 GRAMMAR: separable and inseparable phrasal verbs PRONUNCIATION: stress patterns with phrasal verbs
A LANGUAGE IN CONTEXT Read this review of the reality TV series A 2.38 Listen and repeat these sentences. With each phrasal verb,
Job Swap.. Which of the women enjoyed her experience on the show? is the stress on the main verb or on the particle?
1 When youve filled in the form, please hand it in to reception. Pronunciation is focused on
2 Ive fallen behind with my work a bit, but Im hoping to catch up next week. throughout the unit and
Tuesdays Job Swap (8:30pm, Channel 9) was fantastic! Zoe, a 3 I copied Helen in when I sent the email but she didnt get back to me. gives particular emphasis
hairdresser from Edinburgh, swapped jobs with Jemma, a part-time on different areas.

office secretary from Brighton. Zoe was very positive about the B 2.39 Practise saying these sentences with the correct stress.
experience and said shed learnt new skills. At the salon, I dont have to write Then listen and check.
had
information down or fill in forms, so that was new for me. In contrast, Jemma 1 We need to look into the poor sales figures and come up with solutions.
she said.
problems with some of the other hairdressers. I didnt get on with them,
2 When you call Rob back, ask him to come up to my office.
of them, I didnt pick the phone up because I was writing up my notes from the meeting.
They talked about famous celebrities all the time. Id never heard of any
3

either.
so I didnt join in with their conversations. She didnt like the customers,
Dealing with them was so boring! she said. Boring maybe, but it did make
WRITING: descriptions page 123
great TV!
NOTICE! To make your descriptions interesting, use adjectives which tell the reader how
1 Underline all the phrasal verbs in the review. something feels, sounds, tastes, looks or smells. Try to create a picture in your
B ANALYSE Read the text in Exercise A again. 2 How do these two phrases differ in terms of word readers mind.
order? write information down and fill in forms?
Form Choose the correct option to complete A Which of the adjectives in the box can you use to describe these
the sentences. Then completethe table with examples from Exercise A. different workplaces? Write four adjectives for each picture. Then
With separable phrasal verbs, you (1) can / cant put a noun between the verb Phrasal verbs with a compare your answers in pairs. Strong writing syllabus in
and the particle. With inseparable phrasal verbs, you (2) can / cant. particle plus a preposition every unit and in the Writing
bright busy chaotic colourful comfortable dirty Workshop sections at the
With separable phrasal verbs, we (3) always / never separate the verb and the are always inseparable. end of alternate units.
fun noisy repetitive smelly stressful unsatisfying
particle when the object is a pronoun (you, it, them, etc). I didnt get on with them.
Form Example

Separable verb + particle + noun

(4) Notice! boxes encourage
phrasal verbs verb + noun/pronoun + particle
independent learning as
Inseparable verb + particle (+ preposition) + I didnt get on with the stylists. part of the courses
phrasal verbs noun/pronoun inductive approach.
(5)

C PRACTISE Choose the correct answer to complete the

sentences. Choose both answers if they are both correct.
1 A: Did you remember to turn off the lights before you left the office? B Read this description of a workplace. Underline the adjectives. What
B: No, I forgot to turn them off / off them. Sorry. does the writer like and dislike about their workplace?
2 Peter called. I said youd call him back / back him.
3 The people I work with are really nice. I get along with them / them with. About me! | My photos | My friends | My groups
4 A: What should I do with this form?
I work in a busy office. It can be quite stressful at times, but its also a fascinating place to work. My
B: Just write your information down / write down your information and sign it.
colleagues and I all work together in one huge room, so we can easily share interesting ideas.
5 I ran into John Carver / John Carver into at a meeting today. The thing I enjoy the most is that we have a fun, relaxing area where we can take a break, play
6 A: Have you heard of the company called Nike?
games, talk to people from other departments and get new ideas. Its unusual, but it really works.
B: Yes, of course Ive heard it of / of it!
On the down side, the staff restaurant is quite old-fashioned, dark and depressing, and not many
of us eat there. Its such a shame because the rest of the place is bright, colourful and modern.
D NOW YOU DO IT Work in pairs. Think of a business that youd like
to set up. Tell your group about the things youd like and dislike about
having your own business. C If you work, write a description of your workplace. If you dont work,
A: Setting a clothing shop up would be cool. write a description of your ideal workplace. Use a variety of descriptive
B: Maybe, but I dont think Id like dealing with angry customers. adjectives.

D Work in groups. Read your description to your group. When

everyone has finished, vote on the description which created the best
picture in your mind.

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 Self and Society
LifeSkills The Life Skills pages
form an integral part
Work and Career
Study and Learning
Each unit presents a life skill within one of
three domains. However, they are
transferable across all domains and the same
of the unit using life skill is presented within the other two

PREPARING FOR A JOB INTERVIEW language the

students have just C Read the careers advice. Which of the questions do
domains in the Teachers Resource Centre.

been developing. you think is the most difficult to answer?

Think about questions you may be asked.
Prepare answers that emphasise the key points you want to make.
Practise your responses.

A Look at these pictures. How do you think the people who are
Three-step summary
of the approach to the
CAREERS ADVICE [149.01 design; set as
realia: website see original
life skill in the lesson. edn for ref p125]
being interviewed feel and why? Tell a partner.
1 INTERVIEW QUESTIONS
Whatever type of job youre applying for, its always a good idea to be prepared.
Here is a list of FAQs in job interviews and advice on how to answer them.
Tell me about yourself.
This is your chance to say who you are. Find out about the company to get an idea of the skills, experience and
personalities theyre looking for. In the interview, talk about things that show you would be the best person for the
job!
What do you do in your current job?
Be positive about what you do in your current (or previous) job. Try to link your past experience to the job you are
being interviewed for.
What are your strengths and weaknesses?
You can talk about your ability to stay calm, your prioritising skills, problem-solving skills, how good you are as a
team player, how confident/reliable/motivated, etc, you are. Give real-life examples! Be honest about a weakness,
but dont focus on it. Say what you are doing to change it.
Why do you want to work for this company?
Be positive. Find out about the company and explain how what they offer is connected to your ambitions and
hopes for the future.
When can you start?
Be enthusiastic! Say Immediately or I need to give x weeks notice to my current employer.
Have you got any questions?
2 Before the interview, always prepare one or two questions to ask at the end of the interview which show youre
interested in the company, for example:
How many people work in the department?
Do you offer training?
How is performance evaluated and rewarded?
HOW TO SAY IT
Good luck! Describing work experience
I have experience in
One of my main strengths is
D 2.41 Now listen to a woman being interviewed for the I really enjoy
same job as the man in Exercise B. As you listen, think about Working as part of a team
whether you would give her the job, and why / why not. interests me because
Id like to work for your company
E Work in pairs. Talk about whether you would give the because
job to the man or the woman, and why.

F Think of a job you would be interested in applying for. Then work

on your own to prepare complete and positive answers to the interview
questions in Exercise C.

B 2.40 Now listen to the interview with the man from picture 1. G Work in pairs. Take turns roleplaying a job
interview. Student A, ask the questions from REFLECT How can the
Would you give him the job? Why or why not? skill of preparing for an interview
KeyExercise
reflection boxes get students
C. Student B,togive
think the
aboutanswers you
the transferability of the life skill and how it can be useful to you in Self and Society
prepared.
be effectively Then
applied switch
in the other tworoles.
domains. and Study and Learning?

148
148 Just the job Unit 12 149
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 Language wrap-up Key review of
the grammar
SPEAKING WORKSHOP talking about ideal jobs
and vocabulary
of the unit.

1 VOCABULARY A Read and complete this conversation with the phrases from the box.

Icouldntwork isimportanttome myidealjobwouldbeone myidealjobwouldhavetoincludethat

A Choose the correct phrases. (7 points) thekeythingforme thethingImlookingfor wouldloveto
If youve (1) been unemployed / applied for a job for some time one of the most important things you should do
is (2) earn a good salary / write a good CV. Its also important to make sure you are (3) applying for a job / having a Rees: Im so bored working here that I might start looking Speaking or Writing
for another job. Workshops alternate
career that is right for you. Theres no point (4) getting on with your colleagues / working for a company if you want every unit and use the
to run your own business. If you need to be at home to look after children, its probably more important to (5) get a Hamish: Really? Thats interesting.
model, analysis and
part-time job / have a career than work all the time. If (6) earning a good salary / applying for a job is important to Rees: Yes, (1) where I can be production structure.
you, you will need to work hard and be prepared to work long hours, too. Whatever job you get, you should make creative.
an effort to (7) work for a company / get on with your colleagues. We cant choose the people we work with! Hamish: What would you like to do?
Rees: I like to make things, so (2) .
B Complete the sentences with the phrasal verbs from the box. (8 points) Hamish: Oh, I know what you mean! I find it very satisfying
callback 1 Could you please this form with your information? when I make things with my own hands. Would you
catchup 2 Always be polite when you the phone. like to be your own boss or work for someone else?
copyin 3 Please could you the customer who left a message? Rees: A good salary (3) , so I
fallbehind 4 I dont want to with my work while Im away on holiday. think Id want to work for a company. I think
fillin 5 Dont worry. Jenny will help you with your work when you get back. (4) would be to look forward
joinin 6 Can you the accounts department when you send this message? to going to work every morning. Job satisfaction is
lookinto 7 I need to the problem in some more detail. very important.
pickup 8 Are you going to with tomorrows meeting or not? Hamish: I agree. Id like to get a new job, too something
completely different. (5) is working with the general
11 15 correct: I can talk about the world of work and use phrasal verbs for talking about work. public, instead of being stuck in an office all the time.
0 10 correct: Look again at the vocabulary sections on pages 142 and 145. SCORE: /15 Rees: Oh, thats not for me. (6) with the public all the time. I
need peace and quiet! I prefer working on my own, or in a small team.
Hamish: Oh, I (7) help people if I could. Maybe something like
Consolidation
2 GRAMMAR area with further
practice of the Rees:
nursing would suit me.
Yes, I can see you as a nurse. Anyway, I guess its time to get back to work.
Self-assessment section
to check progress and
units grammar. Hamish: Yeah, for now. Who knows? One day, we might find our ideal jobs! understanding
A Complete the sentences with so, such, too or enough and the adjective throughout the course.
in brackets. (7 points) B Read the conversation again and find these things.
1 It was (good) idea to have the meeting in a caf. 1 a phrase to encourage the speaker to say more 3 a phrase to agree with someone
2 Was my report (detailed)? 2 two questions to ask for more information 4 a phrase to disagree with someone
3 This meeting has been going on (long). It should have finished at three.
4 Its (difficult) to get a job in TV. But Im not going to give up. C Look at this list of aspects of a job. Choose the four that are most important
5 Ella is (brilliant) teacher. All her students love her. to you and number them from 1 (most important) to 4 (least important).
6 Its (nice) working here. Everyone is very friendly.
being creative job satisfaction working in an office working with children
7 The room isnt (big) for the meeting. Well have to find a bigger one.
earning a high salary job security working outside working with computers
B Tick the sentences that are correct. Rewrite the incorrect sentences. (8 points) helping people using practical skills working with animals working with the public
1 I was listening to my MP3 player, but a colleague asked me to turn off it.
D Work in pairs. Imagine you work
for the same company and you are both HOW ARE YOU DOING?
2 John Brown phoned. Can you call back him?
3 Filling in forms is a large part of my job. thinking about a change of career. Think about your speaking and tick the statements that
Roleplay a conversation like the one in are true.
4 If you dont want to forget something, write down it.
Exercise A. Ask and answer questions I feel confident
5 Some colleagues were having a discussion, but I didnt join in.
about your ideal jobs. Use the phrases describing my ideal job.
6 Ive never heard of this new company.
7 As a doctor, I have to be very good at getting on patients with. from the box in Exercise A to help you. agreeing and disagreeing with someone.
using questions to ask for more information.
8 If you go to the theatre, you might run Mary into. E Find another partner and repeat How do you feel about your speaking generally?
your conversation.
11 15 correct: I can use so, such, too and enough, and separable and inseparable phrasal verbs to talk about work. Very confident Not sure Need to practise
0 10 correct: Look again at the grammar sections on pages 143 and 146. SCORE: /15

150
150 Just the job Unit 12 151
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