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LEVEL A1
STUDENT’S BOOK
1
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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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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
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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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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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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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COURSE OBJECTIVES
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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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.
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.
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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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?
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
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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
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MODULE 1: INTRODUCTION
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
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INTRODUCTION
This lesson is about
Introducing yourself and other people in a variety of situations
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
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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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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Some helpful resources:
14
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MODULE 1
INTRODUCTION
This lesson is about
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.’
USEFUL LANGUAGE
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I like that too.
That’s a good idea.
Me too.
Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
16
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Some helpful resources:
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MODULE 1
INTRODUCTION
This lesson is about
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
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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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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MODULE 1
INTRODUCTION
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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MODULE 1
INTRODUCTION
This lesson is about talking about your hopes for the course.
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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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INTRODUCTION
This lesson is about
Remember the 3rd person form: I like - he likes. I don't like - she doesn't like
USEFUL LANGUAGE
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
https://goo.gl/UnRv7I - a You Tube video with different ways of asking and talking
about a job
26
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INTRODUCTION
This lesson is about
expressions for describing jobs
job roles
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)
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
27
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
'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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
https://goo.gl/WMl6wL - You Tube video talking about the difference between ‘Do
you like?’ and ‘Would you like?’
30
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INTRODUCTION
This lesson is about
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-
exercises/daily-routine - some online activities to practise talking about daily
routines
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INTRODUCTION
This lesson is about researching different jobs and talking about the different places to
find jobs.
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
Reflection: Answer the following questions to reflect on your learning from this lesson.
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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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▪ 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
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▪ 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
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b) How did you learn these things? (was it group discussions, or doing LES, or
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▪ 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.
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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
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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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INTRODUCTION
This lesson is about sharing the information you found from your research in
Module 2, Lesson 5
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
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Portfolio task
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INTRODUCTION
This lesson is about
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)
USEFUL LANGUAGE
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
identifying what qualifications, skills and experience are needed for a particular
job
Note the different position of the apostrophe in one year's experience and
two years' experience. The pronunciation is the same.
Make a list of all your qualifications, skills and experience so you can use
them in job applications or covering letters
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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
USEFUL LANGUAGE
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b) How did you learn these things? (was it group discussions, or doing LES, or
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INTRODUCTION
This lesson is about
discussing what you like or dislike about jobs
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
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▪ 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.
▪ 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.
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MODULE 5: MY SKILLS
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▪ 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.
USEFUL LANGUAGE
colleagues (n.) = the people you work You need to be able to + VERB (speak
with more than one language)
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INTRODUCTION
This lesson is about
▪ Matching skills to jobs
▪ 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
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▪ 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.
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b) How did you learn these things? (was it group discussions, or doing LES, or
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▪ 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.
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MODULE 5
INTRODUCTION
This lesson is about
▪ The difference between hard and soft skills.
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.
b) How did you learn these things? (was it group discussions, or doing LES, or
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c) How is this learning useful for you?
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INTRODUCTION
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
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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b) How did you learn these things? (was it group discussions, or doing LES, or
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INTRODUCTION
This lesson is about writing your own CV.
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
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INTRODUCTION
This lesson is about what you need to do to find a job.
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’
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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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INTRODUCTION
This lesson is about
asking about how to prepare for a job interview
making suggestions about how to prepare for a job interview
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.
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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.
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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
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INTRODUCTION
This lesson is about
doing internet research to find information about advertised jobs and the
company
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…
We didn’t find …
e.g. we didn’t find Facebook very useful because it didn’t have any information
about the company.
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INTRODUCTION
This lesson is about
thinking about the questions you might be asked in a job interview and how to
prepare for them
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
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INTRODUCTION
This lesson is about
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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
what to wear and what not wear at job interviews
how to behave at 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
Remember that anything you carry (eg. a bag or umbrella) needs to be smart too
and match what you are wearing
USEFUL LANGUAGE
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
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Giving Strong Advice sit up straight / back in the chair
You must = Do this
Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
understanding what happens to your body when you feel nervous
thinking about different ways to stop feeling nervous
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.
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
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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about
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
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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
Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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.
USEFUL LANGUAGE
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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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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MODULE 8
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
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about how to write a cover letter
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
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INTRODUCTION
This lesson is about writing a cover letter
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).
When you write numbers in a formal document, write the number in words
e.g. ‘four years’ not ‘4 years’.
USEFUL LANGUAGE
Reflection: Answer the following questions to reflect on your learning from this lesson.
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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
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
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
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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?
Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about the difference between giving information in an email and on
the phone
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
USEFUL LANGUAGE
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about writing a cover letter and writing emails and making phone
calls to arrange an interview
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about what you can do when you meet people for the first time
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about what happens when you arrive at a job interview
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
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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about giving good answers to interview questions
Remember the interviewer only knows what you tell them so give them a lot
of information about yourself
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
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?
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information?
For example?
Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
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
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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?
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?
What do you still need to get better at in the second half of the course?
Do you take part in all the group activities? Could you do more to take part?
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What do you do outside the classroom to work on the activities you do in the
classes?
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INTRODUCTION
This lesson is about your soft and hard skills and relating them to job
responsibilities
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
electrical goods = things which use electricity to work e.g. televisions, lights,
computers
graphs (n) = pictures and charts that show how things are changing
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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
Learner Portfolio
Put the list of hard and soft skills into your portfolio so you can add to it later
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INTRODUCTION
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
I can… VERB
I have… + NOUN
I am… +NOUN
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
Learner Portfolio
Put your skills mind map and paragraph about your skills into your portfolio
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INTRODUCTION
This lesson is about
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about asking and answering questions about your future plans
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?
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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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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.
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
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INTRODUCTION
This lesson is about telling the other people in your group about the mind map
you made in Module 12, Lesson 5
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
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INTRODUCTION
This lesson is about asking and answering interview questions about your skills
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
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MODULE 13
INTRODUCTION
This lesson is about preparing to answer interview questions for a job you have
chosen
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
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?
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MODULE 13
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.
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
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c) How is this learning useful for you?
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MODULE 13
INTRODUCTION
This lesson is about thinking about the interview you did in the last lesson
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.
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MODULE 14
INTRODUCTION
This lesson is about problems with communication
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.
USEFUL LANGUAGE
Vocabulary
to clear a table = to take away the dirty plates, glasses etc. from a table after a
meal
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MODULE 14
INTRODUCTION
This lesson focuses on how you solve problems.
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
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MODULE 14
INTRODUCTION
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.
When you have a problem ask yourself questions that start with HOW not questions
that start with WHY
USEFUL LANGUAGE
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MODULE 14
INTRODUCTION
This lesson focuses on helping people find solutions to problems by asking
questions
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
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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MODULE 14
INTRODUCTION
This lesson focuses on working as a group to find solutions to problems
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
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INTRODUCTION
This lesson is about
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
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INTRODUCTION
This lesson is about
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
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INTRODUCTION
This lesson is about
planning how you will find work
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
urgent (adj) = something that needs to be done immediately and is very important
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INTRODUCTION
This lesson is about
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
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MODULE 15
INTRODUCTION
This lesson is about
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.
USEFUL LANGUAGE
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INTRODUCTION
This lesson is about talking about a company
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
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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INTRODUCTION
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 …’
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
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INTRODUCTION
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
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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INTRODUCTION
This lesson is about
asking questions about working hours, pay and benefits in an interview
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
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?
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MODULE 17
INTRODUCTION
This lesson is about
thinking about distractions when working and studying and thinking of possible
solutions
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
regularly = often
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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b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about talking about your eating habits and the food you like and
dislike
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
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
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.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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INTRODUCTION
This lesson is about ordering food in a restaurant
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
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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MODULE 18
INTRODUCTION
This lesson is about different types of business social events
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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MODULE 18
INTRODUCTION
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
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Reflection: Answer the following questions to reflect on your learning from this lesson.
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
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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.
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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.
6) This is Mala.
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Part 2
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.
Conversation 2
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.
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[Discussion] Share the information you found out with your class. e.g.
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.
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 often ….
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I want to get better at …
[Discussion] Work in groups of four and talk about your own study habits using the
statements you have written.
Useful Language:
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MODULE 1, LESSON 3
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
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.
[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.
Teambuilding Skills
Communication Skills
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Leadership Skills
[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.
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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
[Information] How confident do you feel about the different topics today? Very
confident ✓, not sure ? not very confident ✗
✓ ? ✗
Presentation skills
[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.
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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.
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MODULE 2, LESSON 2
I ask people …
I help people …
I sell …
I design/make …
I tell people …
I keep records …
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I show people …
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
wears a uniform
works in an office
works outside
works at night
works overseas
is good with
numbers
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MODULE 2, LESSON 3
HANDOUT 1 (Module 2, Lesson 3)
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.
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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
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
Our team
used_____________________________________________________
________ (say what you used to do your research e.g. a newspaper, an
online job agency, a company website)
_________________________________________________________
_________________________________________________________
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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.
Look at the pictures. Which activity does not go with the beginning of the sentence?
1) We like to go to
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3) At the weekend I
4) In the evening I
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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…
Choose an activity that your partner does and find out more information. Use the words
in the box below to help you.
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
‘I am going to see…’
Find out when
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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.
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.
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.
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
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
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.
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HANDOUT 3 (Module 3, Lesson 3)
Which words in the box above can be used for the questions below?
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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.
an interesting
speaker
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HANDOUT 3 (Module 3 Lesson 4)
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
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live/ lived
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.
Newspaper
advertisements
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Online job agencies
Company websites
[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
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)
Company C Company D
Do you want to train to be a Store Vijay Industries are looking for
Manager?
Graphic Artists/Designers
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MODULE 4, LESSON 2
Qualifications Skills
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HANDOUT 2 (Module 4, Lesson 2)
Student A
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HANDOUT 3 (Module 4, Lesson 2)
Student B
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?
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MODULE 4, LESSON 3
HANDOUT 1 (Module 4, Lesson 3)
[Information]
Written communication
T or F
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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
9. Some gestures with hands are the same in every country in the world
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
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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
full-time part-time
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
first job (go to Q3.) second job third job additional job
2. Reason for change
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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
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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 …?
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MODULE 5, LESSON 1
HANDOUT 1 (Module 5, Lesson 1)
speak to working
good people in a team
people on
skills
the phone
I can/can’t Cook
clean
I’m good at /not good
at manage people
type fast
I enjoy /don’t enjoy
good IT skills
serve people
organise people
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speak more than one language
solve problems
drive
maths
repair things
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
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.
Situation 1
You and your colleagues are all on a long journey in a bus. The bus breaks down and
cannot continue.
Situation 2
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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.
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 can / can’t
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1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
solve problems good people skills work on your own help people
[Discussion]
What jobs would be good for people with the different skills in the boxes?
Useful Language:
I would be a good ……………. because
Candidate 1 Candidate 2
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✓ work in a team ✓ repair computers
Candidate 3 Candidate 4
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)
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.
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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.
working in a team
solving problems
working in a team
solving problems
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working in a team
solving problems
working in a team
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)
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
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
Reference Referee
Velagapudi
522503
Full time / Part time (tick ✓)
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
Company: Technolite
Referee: prafullagada_84@gmail.com
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
Address:
Email Address:
Date of application:
Employment History
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Company:
Reason for Leaving:
Company:
Company:
Referee:
Relationship to applicant:
Useful Language
Questions
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LES MODULE 1
Conversation 1
Grace: 9. Sorry/Goodbye.
Conversation 2
A: Do you work?
B: 3. __________, I don’t.
I come 7. __________Beijing.
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Grammar 1
Reading 1
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.
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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.
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LES MODULE 2
Grammar 1
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.
Love, Sergio
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
Vocabulary 1
Look at Andreia’s family tree and answer the questions. Note that (m) means male
and (f) means female.
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
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.
5. We had over 50 adverts / applicants for this job but we are only interviewing five
people.
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)
Grammar 2
2. The Burj Khalifa is the taller building in the world. Correct / Incorrect
6. I need a newer car. My current car is old and unreliable. Correct / Incorrect
Reading 1
Read the job advert. Are the statements about the receptionist job true or 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
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4. What qualification did he get in 2013?
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 (?)
✓ ✗ ?
[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?
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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.
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
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d) 2013 – 2015 Sales Assistant, Pantaloons, Soul City Mall Section _________
[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
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Introductory Statement
I am …
A…
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.
5. He waited e. in IT.
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. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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7. How many did you go to interviews?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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
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 …
MODULE 7, LESSON 1
HANDOUT 1 (Module 7, Lesson 1)
[Information]
Match the words/phrases to the meanings
Before During
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2. [Discussion] What order do you think you should do these things in?
Student A Student B
Ask for advice about preparing for an Give suggestions about preparing for an
interview interview
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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.
[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.
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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
3. Where are its offices/factories? e. It has modern offices and the salaries are
good
f. They manufacture....
Company A B C
6 offices and 4
Number of offices factories
and factories
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Student B
Company A B C
Employees 550
Manufacturer of
Type of company
Bicycles
Student C
Company A B C
Maharashtra,
Locations Karnataka and
Andhra Pradesh
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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
Other locations
Number of employees
Job title
Salary
Location of job
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Job description
Benefits
Other information
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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.
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
2. languages you can speak 8. reasons for applying 14. your husband / wife
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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
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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?
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
..... lots of
..... casual clothes ..... on time ..... up straight
jewellery
..... 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 __________________________________________________
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.
How did you feel? Do you think other people could see that you were nervous? Why?
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?
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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).
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
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MODULE 8, LESSON 3
HANDOUT 1 (Module 8, Lesson 3)
[Information]
Find the verb that means the following:
b.
1. arrange a. meetings c. qualifications d. interviews
appointments
d. angry
2. deal with a. skills b. problems c. complaints
customers
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HANDOUT 3 (Module 8, Lesson 3)
[Information]
Student A
Job 1 Job 2
Airport Customer Services Clerk
Job 4 Job 3
Personal Assistant
Student B
Job 1 Job 2
Sales Manager
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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.
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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.
Place
Decorations
Music
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Other
Useful Language:
She / he is going to +VERB-ING e.g. She is going to ring the restaurant to book a table.
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.
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Useful Language
Giving Feedback
You were very good at +VERB-ING e.g. ‘You were very good at praising people.’
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.
[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.
2. photograph
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8. your interests outside work
9. your skills which are relevant to the job you are applying for
[Information] Read through Namita’s cover letter. What are the different sections? Put
them in the correct place in the letter.
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
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[Discussion] Look at the example cover letter. Can you see any mistakes? Is there
anything he needs to add?
Dear Pinak
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
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o Not very confident
o Okay
o Very confident
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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?
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EMAIL 1
YAHOO EMAIL
TO: tanvir_Cherukuri@yahoo.co.in
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)
c) d)
Useful Language:
a) b)
c) d)
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Useful Language:
Could you repeat that please?
MODULE 9, LESSON 5
HANDOUT 1 (Module 9, Lesson 5)
Not very
confident Okay Very confident
writing a cover letter? 1 2 3 4 5 6 7 8 9 10
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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.
TO:
SUBJECT:
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[Discussion]
How do you feel when you meet people for the first time?
What makes meeting people for the first time difficult for some people?
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.
[Discussion]
Which of these things have you tried?
Useful Language
Giving Advice
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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.
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
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6. How journey your was?
__________________________________________________________________
7. to me you like Would a window open?
__________________________________________________________________
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
_______________________________________________________________
________
Question 2
_______________________________________________________________
________
Question 3
_______________________________________________________________
________
Question 4
_______________________________________________________________
________
Question 5
_______________________________________________________________
________
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3. Look at the interview again. Underline anything Vinat says to show Kisa that he wants
more information.
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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:
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.
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
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2. Question:
Answer:
3. Question:
Answer:
4. Question:
Answer:
5. Question:
Answer:
6. Question:
Answer:
[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.)
[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
Take a few minutes to think about how you will answer the
questions.
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[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
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.
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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
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Comments:
Not very
confident Okay Very confident
writing a cover letter? 1 2 3 4 5 6 7 8 9 10
[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?
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Useful Language:
I want to +VERB
I plan to +VERB
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LES MODULE 4
Vocabulary 1
Choose the correct meaning for each word or expression.
Vocabulary 2
Complete the sentences with the correct words.
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.
Grammar 2
Choose the word that best completes the sentence.
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.
Job description
Other requirements
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3. The Assistant Manager has / doesn’t have to deal with guests’ problems.
6. The Assistant Manager can / can’t wear their own clothes when working.
LES MODULE 5
Vocabulary 1
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
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Grammar 1
Grammar 2
Complete the sentences with the correct adverb form of the adjective in bold.
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Reading 1
Read the emails. Are the statements true or false?
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Reading 2
Read Ben’s covering letter. Choose the correct words to complete each sentence.
Dear Sir or Madam
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
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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?
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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
8. can drive
[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.
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Skills:
6. Lead a team of receptionists.
Skills:
She is good at …
She can…
She has…
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:
My Skills
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 have… + NOUN
I am… +NOUN
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.
Veema
Balaji
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Sunita: Yes, that’s true so you hope to 10. (start) __________________________
working in India and then move to Canada.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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HANDOUT 2 (Module 12, Lesson 4)
[Information] Interview another student and complete the form using his/her answers
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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
_________________________________________________________________
[Information] Look at the statements below and put them in order of the largest
number of people to the smallest number of people.
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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%
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8. Change makes me nervous.
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.
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
5. Why do you think you are the right person for the job?
9. What experience do you have of teamwork? What have you learnt about working in a
team from your experience?
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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.
Name:
Start of interview
too slow)
Confidence
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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.
e.g. I liked the way you answered the questions about what you are good at. You
gave lots of examples.
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?
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]
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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
(0 = never 5 = always)
My Problem Solving Skills At the start of At the end of
the lesson the lesson
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8. I enjoy finding solutions and think I’m good
at really understanding what the problem is.
[Discussion] Find out about your partner’s problem solving skills. Are your skills similar
or different
[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?
1. 2. 3. 4. 5. 6. 7.
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[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?
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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.
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.
If you have any questions, please come and see me to discuss this further.
Ramina
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Fahim
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?
[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.
Positives
Problems
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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
1.
2.
3.
4.
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5.
6.
Useful Language
Making Suggestions
We could +VERB
Shall we +VERB
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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.
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.
Ranking
(Write 1-5. 1
= best
[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. ___
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Hear look
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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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“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)
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Presentation One
Presentation Two
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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.
Student A Student B
Ring Student B to tell him/her
he’s/she’s got the job.
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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
ask a / an interview
look
reject
accept
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I’m sorry to hear that. What a shame! That’s great news. Oh no!
[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?
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
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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
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 - CONSOLIDATION
You will have an opportunity to complete the Learn English Select Module 6 online
end-of-module test
LES Module 6
Vocabulary 1
Vocabulary 2
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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
Grammar 2
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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
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Reading 2
Read Henk’s email to Jos. Are the sentences true or false?
Dear Jos,
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.
Regards
Henk Katuin [Senior Sales Manager]
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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!
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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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.
1. I saw on your website that you have more than 5000 employees.
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 _________________________________________________________?
Where ________________________________________________________?
[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.
Number of employees
Location of offices
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Number of factories
Location of factories
Number of 12 14
factories
Number of 8 20
factories
[Information] Look at the list of questions you can use to ask about a company. Which
questions are wrong? Correct any errors you find.
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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
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Working hours
Pay
Benefits
9. Does the company put any money into a ___________________ for staff?
11. Can staff get a ________________when they buy products the company makes?
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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?
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Handout 3 (Module 17, Lesson 4)
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5. I need to eat and drink regularly when I am working. It helps me to work better.
6. I work much better if I am away from home where there are too many distractions.
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?
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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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.
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1. Chicken korma 2. Stuffed paratha 3. Lamb ghost 4. Idlis
Would you like I’d like I like Do you like I don’t like
[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
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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.
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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.
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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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Topic of Conversation 1 2 3
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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?
[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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5 FILMS/TV PROGRAMMES/BOOKS/MUSIC
6 HOLIDAYS
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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
Vocabulary 2
Match the expression to the meaning.
1. A place where you watch films. a. keep fit
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4. To move faster than walking, as a d. theatre
sport.
Grammar 1
Put the words in the correct order to make questions and sentences.
1. What like type cooking food of do you?
Grammar 2
Choose the correct option to complete each sentence.
1. I’m good at work / working with other people.
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4. A: What do you do / are you doing?
B: I’m a receptionist.
7. I heard that the company is opening two more / more than offices this year.
Reading 1
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Reading 2
Read part of a conversation between James and Marie. Choose the correct option
to complete each sentence.
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LES MODULE 8
Vocabulary 1
Complete the sentences with the correct word.
* traffic
B: _______________________, please.
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Vocabulary 2
Match the food words with the correct pictures.
1. 2. 3. 4.
5. 6. 7. 8.
Grammar 1
Choose the correct words to complete each sentence.
1. I’d like a rice / some rice please.
3. Can you buy breads / some bread on your way home, please?
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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!
3. A: How are those / these prawns? B: They’re good, thanks. How is your steak?
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
5. Karen liked the people from the second interview. True / False
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6. Karen felt more confident at the end of the second interview. True / False
Reading 2
Read Chris and Fiona’s text messages. Choose the correct words to complete
each sentence.
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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
398
© The British Council, 2017
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
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
399
© The British Council, 2017
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
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
400
© The British Council, 2017
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
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
Reading 1
1. true 2. false 3. false 4. true 5. true 6. false 7. true 8. false
Reading 2
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
401
© The British Council, 2017
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
402
© The British Council, 2017
The United Kingdom’s international organisation for educational opportunities and cultural relations.