Myenglish Workplace Upper Intermediate 2 Language Reference Book

myEnglish Workplace
LANGUAGE HANDBOOK
Upper Intermediate 2
© British Council
The British Council is the United Kingdom’s international organisation for cultural relations and education opportunities.
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Contents
How to use this book ............................................................................................................. 3

Class 5A ............................................................................................................................... 5
Class 5B ............................................................................................................................... 7
Progress and Reflection: Week 1 .......................................................................................... 9
Class 5C ............................................................................................................................. 11
Class 6A ............................................................................................................................. 12
Progress and Reflection: Week 2 ........................................................................................ 15
Class 6B ............................................................................................................................. 17
Class 6C ............................................................................................................................. 19
Class 7A ............................................................................................................................. 23
Class 7B ............................................................................................................................. 25
Class 7C ............................................................................................................................. 29
Class 8A ............................................................................................................................. 31
Class 8B ............................................................................................................................. 36
Class 8C ............................................................................................................................. 39
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How to use this book
This book contains language from the course that you will use for speaking practice in your
live online classes. You must study the modules online before you come to class so you
learn and practise before you communicate.
Use this book as a review of the language you need for communication in your classes and
as a record of what you have learned.
The online activities on this course have even more language for you to learn and practice,
so you can also use this book to keep notes on all other language you learn.
This book also has some reflection questions for each week of study to help you better
manage your learning.
If you are looking for further language study or to find answers to your language questions,
our free British Council website will help you: learnenglish.britishcouncil.org
© British Council
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WEEK 1
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Class 5A
Topic Self-study Modules Objectives

5.1: Outlining plans
Outlining • I can introduce a presenter.
and • I can outline and summarise main points.
5.2 Presenting a
presenting • I can draw attention to key points.
concept • I can wrap up a presentation.
Language
• Introducing a presenter
• Outlining and summarising main points
• Drawing attention to key points
• Wrapping up a presentation
Pronunciation
• Vowel reduction
Grammar
• Future time (will/going to)
Useful Language
Outlining and summarising a Asking for input and Project management

plan feedback
What we’re trying to achieve I’d welcome your input on the schedule
here is … project plan … deadline
Our overall aim is to … Any thoughts so far? Gantt chart
Basically we're hoping to ... Don't hesitate to make outcomes
The plan is to ... comments. action point
By the end of ... we need to be I'd really appreciate some allocate tasks
... feedback. track
You’ll notice that we’ll only I'd welcome any input from milestones
have two days to … you. risk assessment stakeholder
I've allowed … days for What do you think?
feedback from the client.
Drawing attention to key Numbers and phrases with
Introducing a speaker points numbers
It gives me great pleasure to The most significant thing here 20,000
have … with us today is … Take a look at this … … 80,000
… is now going to present … here on my slide. I’d like to seven figures
… - over to you. point out … I must stress … three to five
Please join me in welcoming four
our guest speaker, … Word-building - suffixes one-to-one
I'd like to introduce … ance/ant 24/7
(noun/adjective ) + ble/bility the fourteenth
Giving presentations important/importance
So let’s start. significant/significance
I'd also be very happy to get relevant/relevance
feedback and comments as we
go.
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I’ve divided the presentation feasible/feasibility
into three parts. flexible/flexibility
Firstly I’ll … possible/possibility
Then I’ll …
Lastly we’ll …
Let’s move on and look at …
That brings me to the end of
my presentation.
In conclusion …
Thanks for your attention.
Grammar
Future time (will/going to)

We can talk about the future in various ways in English. We often use going to when talking
about the future based on a plan we have made and intend to follow:
• I'm going to brief Jessica and Irena later in the week.
We use will when making decisions as we speak:
• I'll email it to you ... I'll start work on that immediately.
We also use planning to and hoping to as other ways of talking about the future. Planning to is
more definite than hoping to:
• We're planning to meet three times a week. (it will probably happen)
• We're hoping to have everything ready by the 16th of November. (more optimistic, and
less definite)
Notes
Use the space below for notes as you go through the self-study modules or in class.
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Class 5B

Confirming • I can ask questions informally.
5.3: Clarifying roles
and • I can emphasise and stress points.
and responsibilities • I can check understanding.
clarifying
information Language
5.5: Asking for
clarification and • Asking informal questions
confirming you’ve • Emphasising and stress points
understood • Checking understanding
Grammar
• Present Simple /continuous: present and
future time
Useful language
Emphasising and stressing points Checking understanding:

Can I just say that …
It’s important to understand that … Speaker
which is why it's really important … Is that all clear so far?
I can’t stress enough how vital … Does that make sense?
… which is another reason … Is there anything I’ve missed?
I'd just like to reiterate … Do let me know if you have any (further)
questions.
Referring to supporting details
Can I move us on to … Listener
If you refer to the … If I’ve understood correctly
… there's a copy of the brief in the project folder Let me see whether I’ve understood.
If you look at the timeline again … So you’re saying …
This is all outlined in the … Can I just check …
You'll see from your calendars … Can I confirm …
Words of emotion and feeling, -ed vs -ing Phrasal verbs - position of object
amazed/amazing move someone on
bored/boring take on a new person/ take a new person on
excited/exciting intimidating/intimidated take someone up on something
stunned/stunning shocked/shocking help someone out (with something)
interested/interesting fascinated/fascinating talk someone through something
get someone in
get back to someone
hand over to someone
look out for someone
look after something
take care of something
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Saying you knew something was Reporting informally on progress
going to happen Just a quick email to ...
Has it changed a lot since you were last So far I’ve managed to…
there? One thing I should mention...
How’s the accommodation? We've covered a lot of ground already
How are you getting on with Simon? Thanks again for the update from your end.
What’s your impression of him? Do send me a quick update
Can I bring anything when I come?
Describing feelings and emotions Expressing emotions
It’s been an amazing experience so far. It’s been an amazing experience so far.
I’ve never felt so… I’ve never felt so…
Sometimes I can’t believe… Sometimes I can’t believe…
It’s great to hear your news. It was great to…
Grammar
Present Simple /continuous: present and future time
We use the present simple and the present continuous tenses to talk about things that are
true, or happening, right now. We can use them to talk about things that happen regularly or in
the future.
Present simple
• I have a nice apartment. (present meaning: things that are true now)
• I meet Simon on a regular basis. (future meaning: fixed, regular plans)
• His plane lands at seven this evening. (future meaning: schedules)
Present continuous
• Are we giving them what they want at the moment? (present meaning: actions
happening at the moment of speaking)
• People are getting quite excited about the launch now. (present meaning: actions
happening around the moment of speaking)
• I am leaving for Singapore in a few days. (future meaning: fixed plans in the near
future)
Notes
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Progress and Reflection: Week 1
Successful learners are independent learners. They reflect on what they have learned
so they can monitor, regulate and plan their own learning.
Take five minutes to think about what you have learned in your online activities and
your online class this week and tick the appropriate box.
Please feel free to share any questions, worries or thoughts you have with your
teacher by email.
Yes No
I can outline plans for a project.  
I can explain specific points on a schedule.  
I can ask for and give feedback.  
I can introduce a presenter.  
I can present a product and concept.  
I can wrap up a presentation.  
I can clarify people's responsibilities.  
I can make sure key points are emphasised and understood.  
I can check understanding.  
I can write informal emails to a colleague.  
I can report on progress.  
I can describe feelings.  
Studying Online
1. What resources helped me develop my language skills?

• How could I use these resources in future?
2. Do I make notes or record what I have learned? How will I do this?
3. What topics will I study next week?
• Is there any preparation I can do before?
• How can I get answers if I have questions?
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WEEK 2
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Class 5C

• I can evaluate my own performance.
Evaluating 5.4 Informal progress
update • I can give reassurance.
performance • I can offer solutions and advice.
Language
• Evaluating my own performance
• Giving reassurance
• Offering solutions and advice
Pronunciation
• Emphasis and intonation
Useful language
Asking for clarification Confirming you’ve understood

Do you mean …? I see
Does that mean …? OK. I understand
Excuse me, but what exactly is / does … Right. I’ve got it now.
Sorry to interrupt, but … Thanks. That’s clear now.
Sorry, could you repeat that please?
Sorry, did you say …
What exactly do you mean by …?
Notes
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Class 6A
Topic Self-study Objectives

Modules
• I can deliver bad news.
Communicating 6.1: Talking things
• I can react appropriately to bad news.
appropriately through • I can use weak forms.
Language
6.2: Giving and
reacting to bad • Delivering bad news
news • Reacting to bad news
Pronunciation
• Weak forms
Grammar
• Present simple and continuous
• Modal verbs in the past
Useful Language
Describing hopes and intentions Giving feedback and suggestions

Our plan is to ... It sounds like a great idea.
... should be a great opportunity for us to ... Interesting. I like it.
This could be our chance to ... I think it works, but ...
I’m hoping that we’ll be able to ... That's a good point.
We intend to ... It’s just a thought, but wouldn’t it be better to ...
Why not ... ?
I notice that
I can see some issues/difficulties with ...
Breaking bad news Reacting to bad news Phrasal verbs / expressions

with ‘put’
There's something we need to It’s very good of you to let me put something off
discuss know. put someone in the picture
Unfortunately (we’re going to I appreciate you telling me. put our heads together
have to come up with a change I’ll have to talk to [my manager], I don’t know how to put this
of plan). but I’m sure we’ll be able to put a lot of effort into something
I’m sorry to drop this on you sort/work something out ...
I need to talk to you urgently It must have been a very difficult
I’m sorry to have to say that … ...
I was hoping that … but … Oh no, …
I’m sorry to hear that.
Try not to worry.
It’s/That’s a shame ...
This is unfortunate.
This isn't what I was expecting.
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Grammar
Present perfect simple and continuous

We use the present perfect simple to talk about a past action that may have an influence on
the present. It can be an action that is still happening or one that has finished.
To form the present perfect simple, use the present tense of have + the past participle of the
main verb:
• I have discussed it with Simon.
The present perfect simple is often used with words like already, yet, up to now, just, so far,
never, etc.
• I've discussed it with Simon already. I haven't discussed it with Simon yet.
We use the present perfect continuous to talk about an action that began in the past and still
continues now, or that recently finished. To form the present perfect continuous, use the
present tense of have + been + the –ing form of the main verb:
• I've been discussing it with Simon. I haven't been discussing it with Simon.
The present perfect continuous is often used with for, since or time expressions such as the
whole day, all morning, all week, etc.
• I've been discussing it with Simon for several hours. I've been discussing it with
Simon the whole afternoon.
Modal verbs in the past
We use modal verbs such as can, can't, could, might, must, should, would, will, need not in many
ways:
• I could come back later if you want? (suggestion/offer)
• We'll need to discuss this with them. (necessity)
• I'm sure we can work it out. (possibility/probability/ability)
• I thought you would appreciate an update. (suggestion/offer)
• He should change the design. (advice/suggestion/duty)
When we use modal verbs to talk about the past, we use the following form: modal verb + have + the
past participle of main verb
This form is used to talk about what possibly happened or how things could have been different:
• You might have told me earlier. I could have done something about it.
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Notes
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your online class this week.
teacher by email.
Yes No
I can ask someone to clarify information.  
I can confirm that I’ve understood something.  
I can understand vocabulary related to health and safety procedures.  
I can describe detailed arrangements for an event.  
I can ask for and give feedback.  
I can discuss suggested changes sensitively.  
I can react to and suggest a change of plan.  
I can announce bad news appropriately.  
I can react to bad news positively.  
Time and Learning Management
1. Did anything prevent you from achieving your study goals?
• How could you avoid this in future?
2. Do you need to catch up with any course work? When will you do this?
3. What are your goals for managing your study time next week?
• Who / what can help you to achieve these goals?
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WEEK 3
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Class 6B

Revising 6.3: Revising plans
• I can keep calm and rational when
plans there’s a problem.
6.4 Discussing the • I can discuss a document in a meeting.
change of plan • I can discuss future outcomes of a
revised plan.
Language
• Keeping calm and rational when there's a
problem
• Discussing documents in meetings
• Discussing future outcomes of a revised
plan
Grammar
• Speculating with modal verbs
Useful language
Discussing a problem Keeping calm and rational Euphemisms

There's something we need It’s very good of you to let me challenging
to discuss … know. intimate
Unfortunately (we’re going to I appreciate you telling me. affordable
have to come up with a I’ll have to talk to … , but I’m less than (impressed)
change of plan). sure we’ll be able to sort/work issue
I’m sorry to drop this on you something out … between jobs
… It must have been a very
I need to talk to you urgently difficult …
… Oh no, …
I’m sorry to have to say that I’m sorry to hear that.
… Try not to worry.
I was hoping that … but … It’s/That’s a shame ...
This is unfortunate.
This isn't what I was expecting.
Discussing a document Discussing future outcomes Writing a follow-up email

You’ll see that in the opening It will mean that we/we’ll have It was good to talk to you
sections I’ve summarised the to ... (just now) …
(situation) It’s going to mean a lot of… I’m writing to confirm ...
The document gives some It really is a great opportunity We were very sorry to hear
ideas about (how we can for us to ... …
approach this … ) We’ll be able to (give our staff I apologise for/that …
I’ve included a … section in the chance to develop). However, …
the … We'll save money by ... As I said on the phone, we’ll
Let's look at the ... ….
That's the right-hand column, … by … our time.
I assume? Kind regards
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Expressions with plan
Verb + plan
make, devise, change, draw up, come up with
Plans in the workplace

financial career strategic action contingency
Other expressions with plan

plan ahead, go as planned, plan in advance, plan to the last detail
Grammar
Speculating with modal verbs

Modal verbs have many different functions and can be used in many ways, including making
speculations. They are future speculations, or guesses, about what outcomes are thought to
be possible, but aren't known yet. The modal verb is always followed by an infinitive without
'to':
• We might even get people wanting to join.
• Our solution may be even better than the original plan.
• I wonder if we could save some costs elsewhere.
We can also use the second conditional with modals to make speculations. The 'if' clause
(before the comma) uses the past simple, and in the second half of the sentence, the modal
verb is always followed by an infinitive without 'to':
If we had more money, we could book a bigger room. If she tried hard, she might succeed.
Notes
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Class 6C

Discussing 6.5: Finalising the
• I can check for approval.
revised launch plans
• I can sum up.
plans with a • I can deal with questions.
client
Language
• Checking for approval
• Summing up
• Dealing with questions
Grammar
• Indirect question forms
Useful language
Summing up Checking for approval

In conclusion, I just wanted to be absolutely sure
Our key concern is ... Are you happy with ... ?
Taking everything into account ... Does that meet with your approval?
All things considered ... I'd really welcome any comments you have.
All in all ... Feel free to suggest an alternative.
On the whole ... I hope you don't mind, but ...
Dealing with questions Expressions with make/ take

That's a good question. Make: amends, certain, (every/an) effort
Let me get back to you on that. Take: photos, (your) time, a break,
I'll need to check with ... responsibility for
That was going to be my next
(question/point).
Grammar
Indirect question forms

Indirect questions ask for the same information as direct questions, but in a more polite way.
We use indirect questions in professional situations, or with people we don’t know very well.
Indirect questions have two parts. The first part is a phrase that lets the listener know the
speaker is being respectful and not demanding. The second part features the information the
speaker wants to know. The verb comes after the subject in indirect questions.
Direct questions Indirect questions

What is the plan? Could you tell me what the plan is?
Is the marketing manager available? Could I ask if the marketing manager is
When is the launch starting? available?
Why is the presenter late? Do you mind if I ask when the launch is
starting?
Can I ask why the presenter is late?
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Notes
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teacher by email.
Yes No
I can communicate a serious and urgent problem.  
I can keep calm and rational under pressure.  
I can present clear ideas for dealing with a problem.  
I can present a revised plan to a manager.  
I can discuss negative and positive aspects of a proposal.  
I can write and present an action plan.  
I can discuss a revised plan with a client.  
I can deal with questions and concerns.  
I can check politely for approval.  
Mid-course reflections
1. Have I used something I’ve learned so far, outside the classroom? Why/Why not?
• When and where could I use what I’ve learned?
2. Is there any more information or support I need with what I’ve learned so far?
• Which skills or topics do I need more help with?
3. What are my goals for the rest of the course?
• Who / what can help you to achieve these goals?
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WEEK 4
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Class 7A

Presentations 7.1: Discussing a
• I can talk about presentations.
presentation
• I can suggest changes and ask for
7.2 Organising clarification.
training plans • I can prioritise tasks.
Language
• Suggesting changes
• Asking for clarification
• Prioritising
Pronunciation
• Emphasis
Grammar
• Articles with abstract nouns
Useful language
Suggesting changes Explaining suggestions

Overall I liked it. The main reason / One reason why ...
There are one or two things I'd like you to What I feel is ...
change. Coming back to what I said earlier ...
It might be an idea to ... In terms of ...
You might like to think about ... Some people feel/believe/think ...
Could you just check ... Another thing to bear in mind ...
At the moment, (I feel) it lacks ... It could be argued that ...
What I'm looking for is ... The feedback shows ...
Asking for clarification Adjectives for an event

What do you mean exactly (by ... )? memorable, meaningful
So are you saying ... ? thought-provoking
Could you explain that in more detail? informative
What's the thinking behind ... ? dynamic
I still don't get ... engaging
dull, confusing
Prioritising
The most important thing ... Allocating roles
First things first. I think you’d make a brilliant (trainer).
I think we need to get ... in place Jessica will be great at ...
straightaway. Could you take over ... ?
... we might need to change priorities ... Can you look at ... ?
... has to take precedence ... It would be good to ... if you could.
... this has to be our priority. Could you be responsible for ... ?
Drop everything else and focus on ... I think you’d be perfect as / for it ...
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Talking about budget and costs Managing budgets and costs
stay within budget go over (budget)
Can we afford it? monitor (costs/budget)
Have we got the budget for that? keep to / stick to / stay within budget, cut
What extra costs are we talking about? expenditure
keep an eye on costs allocate money
Can you get some costs for..? revise figures, cost breakdown
Grammar
The and a / an Zero article

We use the articles the, a and an to refer to When we don’t use any article at all, it is
people and things. called the zero article. No article is used
before some places, with plural nouns, and
The is used when we know which person or before most countries:
thing is being referred to: Where’s the I did some teaching at university. Training is
training course taking place? vital.
A and an are used when we don’t know which Events are important for selling new products.
person or thing is being referred to: We must I’m going to be delivering workshops in
find a good training course for you. Malaysia.
Sometimes, we use the because the thing Some countries, however, require the use of
being referred to is unique: Training is the the:
vital part of this project. I think we’ll need at least two more people
from the UK.
Notes
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Class 7B

Talking 7.3: Choosing
• I can talk about training.
about training
7.4 Setting up a • I can describe expectations.
training • I can rephrase what someone else says.
workshop
Language
• Describing expectations
• Rephrasing what someone else says
Pronunciation
• Intonation and sentence stress to express
certainty/ understanding
• Stressed and unstressed words
Grammar
• Future continuous
• Speculating about the past
Useful language
Identifying key information Comparing reactions Words related to training

This looks like what we need. What do you think? course workshop needs
Take a look at ... Is this what we're looking for? analysis trainee trainer task
Where did you see that? How does that sound to you? learning styles face-to-face /
Is ... mentioned anywhere? Hmm, I’m not so sure. tailor-made individual / group
I can’t find ... You can’t be serious! training
at the top Sounds good.
in the middle
down at the bottom
Describing expectations Rephrasing

Will you be talking about ... ? What does he mean by ... ?
Will we be covering ... ? He’s just pointing out that ...
I’m really hoping we’ll have the I think she wants to know ...
chance to ... I think he’s just checking ...
If possible, could we look at ... So what do you make of that?
What I'd really like is ... She’s just flagging up ...
I hope the content is ... I think what he’s saying is ...
Grammar
Passive voice
We can use the passive voice with any tense. It can be used when the person doing the action
is unknown or isn’t important:
• Strategies for use in training delivery are introduced.
• Techniques for evaluating the effectiveness of courses are discussed.
If we want to say who did the action, we can use by:
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• Strategies for use in training delivery are introduced by an external trainer.
We also use it when we don't want to emphasise our presence, or we want to appear neutral:
• It was observed that participants had difficulties with the theory in the session.
We can also use it write a description of a process in formal and technical English:
• Feedback is added to the system and compiled to produce a report.
Speculating about the past
We can use several different expressions to speculate about the past. We use the modal verbs
might/may/could have + past participle to speculate about past actions:
• My exam results might/may/could have been better if I had studied more.
We can also use if to speculate about the past, using the past perfect tense to describe the
speculated past action:
• I don't know what they would have done if our flight had been delayed.
• What if you had arrived late? What would we have done?
• I wonder if things would have been different if I'd called him earlier.
Future continuous
We use the future continuous to talk about something that will be in progress at or around a time
in the future. We also use it to talk about two simultaneous actions in progress at or around the
same time in the future:
• You’ll be doing most of the training, won’t you?
• So, which venue will you be using?
To form the future continuous, we use will + be + verb + -ing:
• They’ll be doing most of it, since that’s their area of expertise.

• Will she be working with other people this afternoon?
• We’ll be having lunch and discussing future plans on Thursday.
Notes
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teacher by email.
Yes No
I can suggest changes to a presentation.  
I can explain suggestions.  
I can ask for further explanation and clarification.  
I can prioritise actions.  
I can allocate roles for training.  
I can discuss budgets and costs.  
I can identify relevant information in a text.  
I can compare reactions.  
I can discuss training.  
I can speculate about the past.  
I can describe expectations.  
I can rephrase other people’s comments.  
Independent Learning
1. Why do I need to develop my language skills?
• What motivates me to learn on my own?
2. Do I make time to practise what I have learned? When do I do this?
3. Do I work on feedback and set learning goals?
• Who / what can help me to achieve these goals?
• How do I track my progress on areas for improvement?
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WEEK 5
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Class 7C

Analysing 7.5 Reviewing
• I can describe an event or course which I
feedback feedback
attended.
• I can analyse feedback.
• I can give opinions.
Language
• • Describing events or courses
• Analysing feedback
• Giving opinions
Pronunciation
• Linked sounds: can’t have and needn’t
have
Grammar
• Modals: can’t have and needn’t have
Useful language
Asking for opinions Analysing feedback

What are your initial thoughts? Overall I think people were mostly satisfied ...
Where do you stand on ... ? There are one or two points we need to take
What did other people think? note of ...
What do the rest of you feel? We need to take on board the less positive
Aren’t you surprised by this sort of reaction? comments.
The collated feedback gives a very positive
Suggesting action in response to feedback picture.
In that case we should really ... One thing we clearly need to work on is ...
Given the feedback we could always ... It was felt ...
It’s worth bearing in mind ...
That is definitely worth ... Surveys
If that is what people think then we ought to ... questionnaire initial/positive/negative feedback
... so we might want to think about online survey data collate feedback form
We'll pass the comments on ... responses respondents comments take into
account
Grammar
Can't have, needn't have

We use can’t have + past participle to say that something did not happen or is untrue:
• He can’t have read the instructions properly. It’s not that difficult.
We use needn’t have + past participle to say that something was unnecessary:
• Actually, every market will have different prices so we probably needn’t have covered pricing in
training.
• You needn’t have worried so much! You’re all natural trainers, it appears.
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Notes
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Class 8A
Topic Self-study Objectives

Modules
Congratulations 8.1: Client feedback
• I can express satisfaction and
and praise 8.2 Closing a
congratulate someone.
project
• I can respond to expressions of
satisfaction and congratulations.
• I can talk about hopes for future co-
operation with a client.
• I can use diplomatic language.
Language
• Expressing satisfaction
• Talking about hopes for future co-
operation
• Congratulating others
Pronunciation
• Adverbs and word stress
Grammar
• Past perfect continuous and simple (+
in reported speech, 3rd conditional)
Useful language
Expressing satisfaction Talking about hopes for future cooperation

We’re very pleased with what ... has done for I'd like to think about how we take ... forward.
us. I’d quite like to put forward some suggestions
I know our clients were impressed as well on how ... might develop.
I wanted to thank you personally for ... We'd certainly like to continue working with you
I really appreciate the (leadership) that you I sincerely hope we’ll be working together in the
provided future
The rest of my team ... (want to) pass on their
thanks. phrasal verbs
Please pass on my thanks to them. pass on
I’m so glad to hear you’re satisfied. put forward
That’s good to hear. put together
Thanks, but it was really a team effort. work out
take up (time)
Being diplomatic take forward
I know there were some concerns at times… show round
I was wondering ... if ...
I was a little worried.
We'd certainly appreciate your thoughts on …
I know you must be very busy, but …
Do you think I might be able to take up a little
more of your time?
I suppose what I’m trying to establish is ...
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Leading a meeting Congratulating Adverbs
This is a project review meeting Many thanks to everyone unfortunately
to ... involved. luckily
As this is a formal meeting ... Congratulations on a job well hopefully
has kindly agreed to take done! interestingly
minutes and record action I'd like to add my fortunately
points. congratulations. actually
We’ve already covered point ... Really well done, team! most importantly,
Before we start on point ... , The team as a whole should surely
does anyone have any other take most of the credit. nicely
business? rightly
To bring this meeting to a
conclusion ...
Right, let’s move on to agenda
item number ...
I’d like to focus now on ...
If I can just bring us back to the
...
Could you minute some action
points on this?
To wrap up ...
Grammar
Past perfect simple and past perfect continuous
We use the past perfect to describe events or situations that happened in the past before
another action, event or situation in the past:
• When I arrived at the office, the meeting had (already) finished. (The meeting finished
before I arrived at the office.)
The past perfect form (had + past participle) is often used in combination with the past simple.
• Julio isn't here. He's just gone out. (present perfect) Julio wasn't there. He had just
gone out. (past perfect)
• When I arrived at the office, the meeting started. (past simple + past simple) When I
arrived at the office, the meeting had (already) started. (past simple + past perfect)
We use the past perfect continuous (had been + verb + -ing) to refer to the length of time of an
action, event or situation before another occurrence in the past.
• The clients weren't very happy. They had been waiting for more than an hour.
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Notes
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teacher by email.
Yes No
I can analyse feedback.  
I can suggest action in response to feedback.  
I can summarise effectiveness.  
I can express satisfaction and respond to praise.  
I can be diplomatic.  
I can talk about future cooperation with a client.  
I can lead a project review meeting.  
I can wrap up a project.  
I can congratulate colleagues.  
Applying learning to life
1. Where could I apply what I have learned at work or in my personal life?
• Are there any challenges in doing this? How can I overcome them?
• What feedback has my teacher given me? How can I use it?
2. What can I regularly read or watch in English to help build my skills?
3. Where can I find good examples of language to expand my range?
• Where can I find them on this course?
• Do I have any friends/family/colleagues who use English well?
• Where can I cross-check meaning or pronunciation?
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WEEK 6
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Class 8B

Skills and 8.3: Informal project
• I can talk about ways of working.
talents review
8.4 Preparing a • I can show interest and engagement
professional profile through intonation.
• I can share ideas about skills and abilities.
Language
• Expressions for ways of working
• Interacting informally
• Expressing contrast
• Discussing skills and talents
Pronunciation
• Intonation to show interest or engagement
Useful language
Interacting and reacting Expressing contrast Expressions with up

informally
So, what have you been up to? On the other hand, ... use up
Great to see you. With ... you have real highs but uplifting
How’s it been going since you you also have real lows. upskill
got back? I thought I’d find it really ... , but to be up for it
Did you really! How was it? in fact it was ... it’s up to you
You must be kidding. Tiring but fun. what have you been up to?
Unlike you, I ...
Encouraging and inviting
other opinions Work relationships
Do you think that’s a good to believe in
idea? someone/something to give
You were about to tell me what support to rely on someone to
you wanted to discuss rally round to lend someone a
What did you mean by that? helping hand to share ideas to
But you did something like that make suggestions
before, didn’t you?
What’s your take on that?
Does that make sense?
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Skills and career interests Making suggestions to improve a text
Where do you think your particular talents lie? It’s better to say something like ... rather than
What was the most challenging thing you had ...
to deal with? Try to make it more
You’ve got a natural ability to ... formal/engaging/interesting.
Let’s explore this a little more You do need to add some spark to it.
What are the things you feel you can do now? I’m going to make one recommendation: don’t
Have you learnt any completely new skills? use the word ...
It’s good you’ve found that talent
How did it all go? Expressions for ways of working
Anything else? multi-tasking
thinking on my feet
Writing about a new initiative out of my comfort zone
We’re in the process of introducing a … throw someone in at the deep end
The … intends to set up an … 'can do' attitude
The purpose of this, from the company’s point
of view, is to ...
From the individual’s point of view it will
generate opportunities to …
What we intend to do is to start by getting …
to …
It would be part of …
Grammar
Present perfect continuous
We use the present perfect continuous to describe ongoing actions, events or situations that
started in the past and continue up to, or almost to, the present moment in time:
• I’ve been meeting up with friends and doing sensible things.
We often use for or since with the present perfect continuous. For is followed by a reference to
the duration of an occurrence:
• She’s been talking to her manager for three hours. They’re still talking.
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Notes
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Class 8C

Looking 8.5: Preparing for a
• I can talk about aspirations and plans for
ahead strategic review
the future.
• I can do a SWOT analysis.
• I can comment on my own future.
Language
• Talking about the future
• Expressions for analysing a business
Grammar
• Future perfect simple and continuous
Useful language
Talking about the future Talking about strategy

What we now have to start thinking about is … SWOT analysis
We need to build on the work we’ve done. strengths/weaknesses/opportunities/threats
One major priority … management potential added value staff
We have some key points to take forward to … retention
That'll be a great/very good theme for ...
Grammar
Future perfect simple and continuous
We use the future perfect simple to describe events or situations that will have occurred
before a point of time in the future:
• The meeting will have finished by four o'clock. (The meeting will finish sometime
before four o'clock.)
You're late. The presentation will already have started by the time you get to the
office. (The presentation will start sometime before you get to the office.)
We use the future perfect continuous to describe events or situations that continue up to
a certain point in the future:
• In three years' time, we'll have been operating for 20 years.
We often use by or by the time in future perfect sentences:
• We'll have produced the final version by the end of next week.
• We will have finished the job by the time the manager arrives.
• By 6 p.m. we will have been discussing this for four whole hours!
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Notes
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teacher by email.
Yes No
I can talk about a project informally with peers.  
I can invite others' opinions.  
I can share ideas about personal evaluation.  
I can talk about skills and career interests.  
I can write an up-to-date professional profile.  
I can make suggestions to improve a text.  
I can prepare for a strategic review meeting.  
I can conduct a SWOT analysis.  
I can express wishes for future development.  
Post-Course study ideas
1. What skills/topics do I feel confident about?
2. What skills/topics do I need to work more on?
3. What additional resources can I use after the course?
• What websites did my teacher recommend?

• Which area of language can I practise with them?
4. What will I do after this course?
• Will I do another course?

• What online resources can I use to study independently?
• How can I practise what I’ve learned so far?
© British Council
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How to use this book ............................................................................................................. 3

Topic Self-study Modules Objectives

Outlining and summarising a Asking for input and Project management

Future time (will/going to)

• I'm going to brief Jessica and Irena later in the week.

We use will when making decisions as we speak:

• I'll email it to you ... I'll start work on that immediately.

Topic Self-study Modules Objectives

Emphasising and stressing points Checking understanding:

Present Simple /continuous: present and future time

• I meet Simon on a regular basis. (future meaning: fixed, regular plans)

• His plane lands at seven this evening. (future meaning: schedules)

1. What resources helped me develop my language skills?

Topic Self-study Modules Objectives

Asking for clarification Confirming you’ve understood

Topic Self-study Objectives

Describing hopes and intentions Giving feedback and suggestions

Breaking bad news Reacting to bad news Phrasal verbs / expressions

Present perfect simple and continuous

• I have discussed it with Simon.

Modal verbs in the past

• We'll need to discuss this with them. (necessity)

• I'm sure we can work it out. (possibility/probability/ability)

• I thought you would appreciate an update. (suggestion/offer)

• He should change the design. (advice/suggestion/duty)

Time and Learning Management

1. Did anything prevent you from achieving your study goals?

• How could you avoid this in future?

• Who / what can help you to achieve these goals?

Topic Self-study Modules Objectives

Discussing a problem Keeping calm and rational Euphemisms

Discussing a document Discussing future outcomes Writing a follow-up email

Plans in the workplace

Other expressions with plan

Speculating with modal verbs

• We might even get people wanting to join.

• Our solution may be even better than the original plan.

• I wonder if we could save some costs elsewhere.

Topic Self-study Modules Objectives

Summing up Checking for approval

Dealing with questions Expressions with make/ take

Indirect question forms

Direct questions Indirect questions

• When and where could I use what I’ve learned?

• Which skills or topics do I need more help with?

3. What are my goals for the rest of the course?

• Who / what can help you to achieve these goals?

Topic Self-study Modules Objectives

Suggesting changes Explaining suggestions

Asking for clarification Adjectives for an event

The and a / an Zero article

Topic Self-study Modules Objectives

Identifying key information Comparing reactions Words related to training

Describing expectations Rephrasing

If we want to say who did the action, we can use by:

Speculating about the past

To form the future continuous, we use will + be + verb + -ing:

• They’ll be doing most of it, since that’s their area of expertise.

1. Why do I need to develop my language skills?

• What motivates me to learn on my own?

2. Do I make time to practise what I have learned? When do I do this?

3. Do I work on feedback and set learning goals?