MODULE 1: Entering the Job Market

Table of Contents
MODULE 1: Entering the Job Market .............................................................................................................................1
Module Overview .....................................................................................................................................................2
Module 1 Vocabulary ................................................................................................................................................4
Lesson 1: Job Search Overview .................................................................................................................................9
Lesson 2: Identifying Your Interests and Skills ........................................................................................................11
Lesson 3: Language Focus: Vocabulary and Word Forms .......................................................................................13
Quiz: Word Forms: Things, Actions, People ............................................................................................................15
Lesson 4: Choosing the Job That’s the Best Fit for You...........................................................................................16
Lesson 5: Language Focus: Present Simple vs. Present Progressive .......................................................................18
Quiz: Simple Present or Present Progressive ..........................................................................................................21
Optional Reading Practice: Set SMART Goals to get ahead in your career.............................................................22
Lesson 6: Understanding Job Descriptions – Reading a Job Advertisement ...........................................................24
Quiz: Key Words in a Job Advertisemente ..............................................................................................................26
Lesson 7: Language Focus: Phrases to Compare Similarities ..................................................................................27
Lesson 8: Language Focus: Phrases to Contrast Differences ..................................................................................29
Optional Discussion: Written Comparison of the Job Search Process ....................................................................31
Module 1: Wrap-Up and Looking Ahead ................................................................................................................34
Wrap-up ..................................................................................................................................................................34

© 2021 by FHI 360. “Module 1 Packet: Entering the Job Market” for the Online Professional English Network
(OPEN), sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360. This work is an adaptation of “Unit 1: Entering the Job Market”, by The University
1
of Pennsylvania licensed under the Creative Commons Share-Alike License. To view a copy of the license,
visit https://creativecommons.org/licenses/by-sa/2.0/
MODULE OVERVIEW

This work is a derivative of "Untitled Image" by Pixel2013, "Untitled Image" by Pexels and "Untitled Image" by 422737 under Pixabay license.
This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network, sponsored by the U.S. Department of
State and administered by FHI 360

This PDF does not include quiz questions. You must complete all quizzes online. You must pass each quiz with at
least 70% to move to Module 2.

Overview
Welcome to Module 1 of the English for Career Development MOOC! Learning about the necessary steps in the US
job application process will help you become a successful job seeker. Career planning begins with a clear
understanding of your professional interests and skills for the job market as well as the current jobs in demand.
We will look at the job search process through selected readings and video lectures. We will also learn and use
vocabulary that will help you understand the job application process. This unit will end with a discussion board that
lets you apply the vocabulary learned to the ideas we’ve studied.
Learning Objectives:
By the end of this unit, you will be able to:
• Identify the steps in the job search process
• Define and accurately use content-related vocabulary in course activities and games
• Identify word forms to expand your vocabulary
• Identify the simple present and present progressive when describing interests and skills.
• Identify phrases for comparing and contrasting
• Compare and contrast the job search process in the US and your home country

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To-Do List

In order to successfully complete Module 1, please do the following:

1. Review: Module 1 videos, presentations, and articles. (2 hours)

2. Discuss: Optional: Join your colleagues in a group discussion. Compare and contrast the job search
process around the world. (30 minutes)
3. Check-In: Complete the following quizzes:
a. Key Words in a Job Advertisement* (20 minutes)
b. Things, Actions, and People (20 minutes)
c. Simple Present vs. Present Progressive (20 minutes)

*You must score at least 70% on all graded quizzes to receive your digital badge and certificate.

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MODULE 1 VOCABULARY
Module 1 will feature the following key vocabulary words. You can return to this page to review as needed. These
words may appear in quizzes throughout the course.

an applicant (n)

Definition: An applicant is a person who is asking for a job.

Sample Sentence: The company is now accepting resumes from qualified applicants.

to apply (v)

Definition: When you apply, you send your information to an employer to ask for a job.
Sample sentence: In the United States, a person will send a resume and cover letter to formally apply for a job.

a candidate (n)

Definition: A candidate is a person who might get a job.

Sample Sentence: After a person applies for a job, they become a candidate.

a career (n)

Definition: A career is an occupation or profession that requires special training and continues over a long period
of time.
Sample sentence: Knowing your interests and skills helps you to choose the career that is best for you.

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to contrast (v)

Definition: When you contrast, you talk about the ways two things are different.
Sample Sentence: There are certain phrases you can uses to contrast different things.

a cover letter (n)

Definition: A cover letter is a formal letter to the employer to introduce the job seeker, show qualifications, and
ask for an interview.
Sample Sentence: I will send my resume along with a cover letter to apply for that position.

duties and responsibilities (n)

Definition: Duties and responsibilities are tasks done regularly in a job.

Sample Sentence: This job seems like one I can do because I'm qualified and I can perform the duties and
responsibilities well.

an employee (n)

Definition: An employee is a person who is hired and begins working.

Sample Sentence: Amin has worked with us for two years. He is one of our best employees.

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an employer (n)

Definition: The employer is the person or organization making the decision to give the applicant a job.
Sample sentence: I sent my cover letter and resume to the employer.

to hire (v)

Definition: When you hire someone, you give them a job and pay them for the work.
Sample Sentence: When a candidate is hired and begins working, she is then called an employee.

an interview (n)

Definition: An interview is a conversation where a candidate talks with an employer about a job.
Sample Sentence: An interview is the best chance for the candidates to show their interest in a job and
demonstrate their qualifications.

a job application (n)

Definition: A job application is a written request for employment.

Sample Sentence: Nowadays, many job applications are completed online

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to network (v)

Definition: When you network, you meet and talk with people who may help in the job search process.
Sample Sentence: When networking, job seekers talk to many people about their skills and experience in
conversations.

a resume (n)

Definition: A resume is a written document of work experience, education, and skills.

Sample Sentence: I sent my cover letter and resume to the employer.

a skill (n)

Definition: A skill is something that you can do well.

Sample Sentence: Job seekers should identify their skills and areas of interest.

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Image Credits
1. an applicant (n.) – This image is a derivative of “Untitled Image” by Thought Catalog via Unsplash under Unsplash license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

2. to apply (v.) – This image is a derivative of “Untitled Image” by Adeolu Eletu via Unsplash under Unsplash license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

3. a candidate (n.) – This image is a derivative of “Untitled Image” by Katie White from Pixabay under Pixabay license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

4. a career (n.) – This image is a derivative of “Untitled Image” by Gerd Altmann from Pixabay under Pixabay license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

5. to contrast (v.) – This image is a derivative of “Untitled Image” by Coffee Geek on Unsplash under Unsplash license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

6. a cover letter (n.) – This image is derivative of “Untitled Image” by Trudi Nichols from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

7. duties and responsibilities (n.) – This image is derivative of “Untitled Image” by Luis Villasmil on Unsplash under Unsplash license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360.

8. an employee (n.) – This image is derivative of “Untitled Image” by Anastasia Gepp from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

9. an employer (n.) – This image is derivative of “Untitled Image” by Ed Zilch from Pixabay under Pixabay license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

10. to hire (v.) - This image is derivative of "Untitled Image" by Tumisu from Pixabay under Pixabay license. This derivative is licensed under CC
BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.

11. an interview (n.) – This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash license . This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

12. a job application (n.) – This image is derivative of "Untitled Image" by Gerd Altmann from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

13. to network (v.) – This image is derivative of “Untitled Image” by HIVAN ARVIZU @soyhivan on Unsplash under Unsplash license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360.

14. a resume (n.) – This image is derivative of “Untitled Image” by Alabama Extension via Flickr under Public Domain. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

15. a skill (n.) – This image is derivative of “Untitled Image” by Clark Young on Unsplash under Unsplash license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

8
LESSON 1: JOB SEARCH OVERVIEW

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we will talk about the job search process and introduce you to each of the 7 steps in the
process.

Did you know that the average U.S. worker today holds 10 different jobs before age 40?

For younger workers just beginning their career that number is between 12 and 15 jobs. This means that workers
in the United States and around the world will probably change jobs often. Each time they change jobs, they have
to take part in the process known as the job search.

Searching for a job is part of career development. It's important to remember that searching for a job is part of a
process which takes time and requires several steps.

The Steps of the Job Search Process

Let's think about the search as a journey on a train. The train will stop at many places along the way to its final
destination, just as job seekers complete multiple steps in their job search.

Step 1: Identify skills and areas of interest

In the first step, job seekers need to identify their skills and areas of interest.

When looking for a job, you should ask yourself, what am I good at? What do I like to do? What have I studied?
Your answers to these questions will help you to create a clear, professional profile.

Step 2: Create a professional profile

In the second step, you create a professional profile. You write information about your education, your past work
experience, volunteer experiences, or special training. Your professional profile can also list hobbies and interests
that tell more about you as a person.

After reflecting on skills and creating a profile, it's time to start looking for a job. There are many places to search
for jobs online, in newspapers, and in person.

Step 3: Look for a job

In the third step, job seekers will need to read and understand the advertisement or job description. Then, decide
if their skills match the job description.

Step 4: Write a resume

In the fourth and fifth steps, the job seeker moves into the application part of the process. In this part of the
process, job seekers send their information to the employer to apply for a job.

In the United States, a person will send a resume and cover letter to formally apply for a job. A resume is a written
document of one's employment, education, and skills.

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Step 5: Write a cover letter
The cover letter is a formal letter addressed to the employer to introduce the job seeker, show qualifications, and
ask for an interview.

Step 6: Network and build relationship

In addition to cover letters, many people use networking events as a way to introduce themselves to future
employers. This is the sixth step in the process. When networking, job seekers talk to many people about their
skills and experience in conversations. Networking is focused on meeting people and building relationships in
person. Whether it is through a cover letter or a short conversation, job seekers are trying to get an interview for a
job.

Step 7: Interview for the job

As the seventh step, the job interview is the best chance for the candidates to show their interest in the job and
demonstrate to employers how they are qualified for the job. Formal interviews are often in person but can
sometimes be done by telephone or video. In all of these interviews, the job seeker needs to be able to ask and
answer questions briefly and clearly.

Summary
Let's review the job search process. Job seekers begin by identifying their skills and interests, create a professional
profile, and read job descriptions. After choosing a job, they write a resume and cover letter to formally apply and
request an interview. Job seekers often talk to many people casually in networking events. In a formal job
interview, candidates really present their skills to a future employer.

What’s Next?
Now, let's move on to identifying skills and interests.

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LESSON 2: IDENTIFYING YOUR INTERESTS AND SKILLS

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we will talk about how to make a list of your interests and skills. Then we will talk about three
types of skills: things you do, things you know, and ways you act. Knowing your interests and skills helps you to
choose the career that is best for you.
What are interests?
Let's begin with a definition of interests and skills. Interests are subjects, ideas, or things you want to know more
about. Interests can also be an activity or hobby that you enjoy doing in your free time.

For example, if you like to play computer games, cook, or read books, you could say those are interests or hobbies.

What are your interests or hobbies? Write two lists on one page, the left side with subjects or things that you like
learning about and the right side a list of things that you enjoy doing. When making these lists, think about yourself
as a person, not just a worker.

Let's look at this with an example job seeker, John. One of his interests is reading Internet news articles about
computer programming. He should write that in the left side of the paper. John also enjoys playing online
computer games, so he should put that on the right side of the paper.

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derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360.

When you write all of the things that you are interested in, you may notice that they are related or connected in
some way. Many career coaches say that knowing your interests or hobbies often helps you to identify your skills.

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What are skills?
So, what exactly are skills and how are they different from interests?

First, a skill is the ability to do something well. Some skills are natural, meaning that we are born with these skills.
Other skills are learned, and we develop these skills over time. Skills can also be divided into more categories.
Functional skills are things you can do, like driving. Subject skills are things you know, for example, Japanese
history. And personal trait skills are ways that you act, such as being on time.

For example, let's look at John's skills. We know that John likes to read about computer programming and play
online computer games. When he plays games online, he is able to watch the screen and type quickly at the same
time. John is also very good in all of his math classes, and he asks many questions. So, we can say that he has
strong math skills, and he is curious. Using this example, we can see that John has functional skills (typing quickly),
subject skills (math). and personal trait skills (curiosity).

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Bishop on Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the
U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

Now that John knows his interests and skills, he might begin looking for jobs that are related to technology or
computer programming. Like John, once other job seekers identify their interests and skills, they are more likely to
choose a job or career path that is best for them.

Summary
Let's review what we've learned about interests and skills. Interests are things we want to know about or activities
that we like. Skills are the ability, natural or learned, to do things well. Our skills are often divided by functional
skills, things you do, subject skills, things you know, and personal trait skills, ways that you act.

What’s Next?
Next, we will look at some useful words and phrases for the job search process.

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LESSON 3: LANGUAGE FOCUS: VOCABULARY AND WORD
FORMS

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we're going to talk about some useful words and phrases that you'll hear many times
throughout the job search process. We will organize these words into three categories: things, actions, and people.

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“Untitled Image” by Adeolu Eletu via Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN
Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

Things
Let’s begin with important definitions of things, or general concepts.

Occupation and career. An occupation is like a job because both are very specific. For example, being a waiter is a
job or occupation. If Tom works as a waiter, a bartender, and a restaurant manager over 20 years, he can say that
he has a career in the restaurant industry. An occupation is a person's work as a way to earn money.

A career is an occupation or a profession that requires special training and continues over a long period of time.

Here's another example, Yuki has worked for the clothing company UNIQLO for ten years. She began her career in
the fashion industry with different occupations, first as a sales clerk, then as a store manager. Now, she works at
the company's main office as a fashion designer.

Let's look at two more definitions of things. Employment is a general term for the activity that people do to make
money.

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When someone asks you about your employment history, focus on work for which you were paid money.

A job application is a written request for employment, usually a specific document to be completed.

Actions
In the job search process, there are some actions (or verbs) that are very important. Let's look at five of these.

The first is to search for a job, this means to look for work in a specific occupation.

To apply for a job is to formally ask for employment, usually in writing. This means completing a specific job
application or sending documents like a resume and cover letter. We will talk more about these later in modules
two and three.

To interview for a job is to answer questions in a formal meeting.

Most interviews are face-to-face but sometimes people can interview by phone or video calls.

To be hired for a job, is to be given a job and then paid for the work. If someone says, “you're hired,” that means
you got the job.

To work is to do an activity related to one's occupation.

People
Now, let's move on to people.

A job seeker is someone who is looking for a job.

After a person applies for a job, they become a candidate or an applicant which is a person who might get the job.

These next two words sound almost the same but have very different meanings. Pay attention to the ending
sounds of these two words, employer and employee. An employer is the person making the decision to give the
applicant a job.

The employer can be a specific person or can also be a company or organization. When a candidate is hired and
begins working, he is then called an employee.

Employee is a more formal word for worker.

Summary
By now you probably noticed many of these few vocabulary words look similar. But they are actually different
word forms: nouns and verbs. One way to help remember all of these new words is to organize them into three
categories. Things are nouns, actions are verbs and people are nouns.

What’s Next?
Let's move on to a quiz where you can practice grouping the words into the correct category: things, actions, or
people.

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QUIZ: WORD FORMS: THINGS, ACTIONS, PEOPLE

Directions:
Choose the best category (things, actions, or people) for each of the following bolded vocabulary words.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.
>>>> Please note that this quiz can only be completed in Canvas. <<<<

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LESSON 4: CHOOSING THE JOB THAT’S THE BEST FIT FOR
YOU

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we are going to talk about how your interests and skills are related to different types of jobs.
There are six types of interests that are related to certain kinds of careers. Many job seekers have interests in more
than one category. This helps them because they have a larger list of work-related skills.

The first category is for people who have an interest in doing things. These people like to work with their hands,
use tools and be physically active. They like to move around a lot. Some jobs that might be good for these people
include working in restaurants, construction, or farming.

The second type of interest is related to thinking. These people like to work independently. They like analyzing
information, solving puzzles, and figuring out problems. Some jobs that would be very good for these people are in
lab research or accounting.

The third type of interest is related to creating. People who like to come up with new ideas and like fewer rules are
called creative. Some jobs that are good for them include graphic design, fashion design, or maybe even
performing arts, actors, or musicians.

The fourth kind of interest is related to helping. These people like to work with people. They enjoy working in
teams and organizing. Some jobs that are best for them include teaching or healthcare jobs like doctors or nurses.

The fifth area of interest is persuading. People who like persuading like to talk to others and sell products or ideas.
Some jobs that are very persuasive include sales and marketing and also business management.

The sixth kind of interest is organizing. People who enjoy organizing like to make sure a project is clear. They like
schedules and rules. Jobs that are good for people who like organizing include business administration,
management, and also research.

It's important to remember when you're choosing a job that's best for you, you should think about your interests
and skills. And then, find the best job to match.

Many different types of jobs use similar skills. For example, a person who likes to help others and likes to be active
might want to be a teacher, a doctor, or a tour guide. These jobs are very different but use similar skills.
Summary
To summarize, we learned about six types of interests and job-related skills that match those interests. We also
learned about some of the best jobs to match those interests and skills.
What’s Next?
Now, let’s look at two verb tenses you can use to talk about your job skills.

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 Six Types of Work-Related Interests and Skills

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painted mess” by Alice Dietrich, “Untitled Image” by National Cancer Institute. “Untitled Image” by Kaleidico, and “training and
learning” by QArea via Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN
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17
LESSON 5: LANGUAGE FOCUS: PRESENT SIMPLE VS.
PRESENT PROGRESSIVE

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello again, in this video we're going to look at two verb tenses. The present simple and the present continuous.
You will need these two tenses to talk about your job skills, and to prepare you for the job search process. We will
examine each of these tenses, when we use them, and practice their forms.
Present Simple
So, let's begin by looking at the present simple. We use the present simple to say if something happens all the
time, or as a usual activity.

For example:
• I am an English language instructor.
• I teach English.
• I live in the United States,
• I work at a university.

You can see that I'm using the present simple, because I'm speaking about things that happen all the time for me in
our usual activities. What about you, what do you do? Are you a student? Do you work? Where do you work? You
might answer, “I'm a student”, or “I work at a clothing store” because these might be usual activities for you.

Let's look at another example. This is Marco, Marco is a student at a university. Two days a week, he also works at
a doctor's office. He answers the phone, he writes emails. He speaks with patients. These are his usual activities.
Marco’s Regular Activities

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government and administered by FHI 360.

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Okay, so how do we form the present simple?

Well, it's not called the present simple for no reason. It's actually pretty simple to form. You take the base form of
the verb, and that's it. For example, I teach English. “Teach” is the base form of the verb “to teach”. The only
exception here is the third person singular. That is, “he”, “she”, “Marco”, “the teacher”, or “it”. In this case, we add
an -s or an -es to the end of the base verb. For example,
• Jane works in a hospital.
• She teaches medical students.
• She likes her job.

Present Continuous
Next, let's look at the present continuous, or as it is sometimes called, the present progressive. This tense is used
to speak about actions that are happening right now, or right about now. For example, right now, I'm speaking to
you about the present continuous tense, and you are learning how to use it correctly.

Notice in this sentence how I used the present continuous. I'm speaking and you are learning. I'm using the present
continuous, because this is something that I'm doing, and you are doing right now. So, we use the present
continuous to talk about an action that's happening right now.

Do you remember Marco? Do you want to see what he's doing right now? Well, Marco is checking the calendar,
and making an appointment for a patient.

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license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with
funding provided by the U.S. government and administered by FHI 360.

We form the present continuous by using the verb “be” in the present form. That's “am”, “are”, or “is”, and then
adding the base verb + -ing.

For example, Marco is working in the doctor's office. He is typing an email.

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Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State
with funding provided by the U.S. government and administered by FHI 360.

So, to sum up, if we compare these two tenses, we can see that the present simple is used to speak about actions
that are happening all the time, or usually in the present. The present continuous is used to speak about actions
happening right now. Now, why don't we look at an example where we use both of these tenses.

Let's look at Marco again. Remember, he works at a doctor's office. He is also a part-time student. What's he doing
now? He's getting ready to leave the office for the day. He's shutting down his computer, he's turning off the
lights, and he's locking the office door. Bye Marco!

Summary
To sum up, in this video we've looked at two tenses the present simple, and the present continuous. We used both
verb tenses to talk about job skills, and to prepare you for the job search process. We looked at each of the tense
forms and usage.

What’s Next?
Now, let's do a quiz to practice these verb tenses some more.

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QUIZ: SIMPLE PRESENT OR PRESENT PROGRESSIVE

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions :
Decide if the following sentences should use the present simple or the present progressive. Choose the best
answer.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

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OPTIONAL READING PRACTICE: SET SMART GOALS TO GET
A H E A D I N Y O UR C A R E E R

Instructions:

All questions in this quiz refer to the reading below.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Set SMART Goals to Get Ahead in Your Career

Where would you like to be in one year? In five years? What experiences will help you achieve that? What
interests and skills would you like to use in your career? Setting a career goal is about deciding where you want to
head in your career, and noting the steps needed to reach that point.

What are examples of typical career goals?

1. Increase professional knowledge and training.
Whether taking a college class, a workshop offered by an employer, getting a certification, or other, this is
a common goal. It can be useful both if you are looking for work or are already employed.

2. Increase earnings.
Being underpaid often detracts from motivation and performance. Making changes to earn more
increases enthusiasm for most jobs and motivates a job search.

3. Improve low-functioning work processes or relationships.

This goal area can make the daily work experience more positive and rewarding.

4. Have new experiences.

Whether volunteering in your community or at work, joining a professional association to meet new
people in your field, or introducing yourself to people you never talk with, new experiences fuel interest
in your career.

5. Attain a leadership role.

Many people feel their ultimate goal is to lead in their career or organization. Establishing the steps to
achieve a leadership role makes it possible.

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How to set goals

SMART is a popular acronym that can help you write effective goals. Try the SMART system for your career goal.

Specific – Aim for a specific, concrete area for your goal or steps. For example, “make ten job search calls following
up on my LinkedIn connections” vs. “make some networking connections.”

Measurable – To determine if your goal is measurable, ask questions such as: how much? How many? How will I
know when it is accomplished?

Attainable – Goals are most attainable when steps are thought out clearly and allow enough time. How do you
intend to accomplish your goal? Which actions follow on other actions? Is the goal realistic given where you’re
starting from? It should be a challenge, but also achievable.

Relevant – A relevant goal is one that really matters to you and to the end result. Is it worthwhile? Is this the right
time? Does your goal relate to other efforts or timelines? Does it require resources that are currently available?

Timely - A goal should be grounded within a defined time period, both for clarity and to give your action urgency.
When do you want to begin? When do you want to complete each step?

Tips to achieve your goal

• Write down the steps. Write down your career goal and the steps to get there. This will help you
remember and achieve each step. Post your list where you will see it often.
• Set deadlines. Give yourself a date to complete your goals by. Write the date when you actually finish
each step.
• Reward yourself. Taking steps toward goals is hard work. Think of small rewards to give yourself when you
complete any step, to help you stay motivated.
• Have a goal partner. Find someone to help you stick to your plan: a friend, co-worker, a job coach, or
someone else. Discuss your goals and check in with them when you complete steps. If possible, do the
same for your partner!

From https://www.careeronestop.org/ExploreCareers/Plan/set-goals.aspx , part of the CareerOneStop suite of

web products, sponsored by the U.S. Department of Labor Employment and Training Administration.

Image Credits
1. “Goals” – This image is a derivative of “Untitled Image” by Glenn Carstens-Peters via Unsplash under Unsplash License. . This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

2. “SMART” - This image is a derivative of “Untitled Image” by Brett Jordan; “Untitled Image” by Jon Tyson; “Untitled Image” by Pearse
O’Halloran; “Untitled Image” by Cris DiNoto; and “Untitled Image” by Jonathan Farber via Unsplash under Unsplash license. This derivative is
licensed CC BY 4.0 This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State
with funding provided by the U.S. government and administered by FHI 360.

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L E S S O N 6 : UN D E R S T A N D I N G J O B D E S C R I P T I O N S – R E A D I N G
A JOB ADVERTISEMENT

The video for this lesson is available online. Please find the transcript for the lesson below.

Hi there, in this video, we're going to look at job descriptions. We will find out where to look for them and what
are some of the important parts we should look for when reading them. When you begin looking for a job,
you're probably going to search for jobs in job advertisements. You will usually find these advertisements
in newspapers and on Internet job sites. So, we will take a closer look at an example of this kind of advertisement
and decide what you should look for when reading it.

When you begin your job search, you might first look for jobs in a local newspaper where you live. In the United
States, many newspapers are now online, and you can find many jobs there. There are also websites that focus
only on jobs like, in the US, Monster.com.

Also, many larger companies have information on their websites about job openings, so you can go directly to the
website of the company where you'd like to work. You will probably start by looking in one, some, or all of these
places for a job.

It is normal to try and narrow your job search to the field or area where you want to work or where you have
training. For example, school teacher, or office receptionist, or truck driver, or nurse. This way, you can match
yourself with jobs that you are more likely prepared for and, therefore, you will have a better chance of getting an
interview. So, when searching through job advertisements, look for job titles related to your area of
training, experience, or interest.

Parts of a job advertisement

So, now let's look at some of the parts of the job advertisement. Say I am interested in helping people and I am an
organized person. I want to work in an office environment with other people. I find this job advertisement for a
client services coordinator, and I wonder, am I qualified to apply for it? Qualified means having the minimum
requirements to do a job.

For example, in one job this might mean you need to have a university degree. In another job it might mean you
have to have a license or a certification in a particular area like driving a truck or being a nurse. How do you know
what qualifications are needed? Well, the advertisement should clearly say this. It may say “qualifications” or
“requirements”. Let's look at this ad and see what qualifications are required. Can you see where the qualifications
are?

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 Client Services Coordinator
Web Discount Corporation of Barcelona, Spain, seeks full-time Client Services Coordinator. Responsibilities
include greeting clients, answering telephones, and performing other clerical functions.

REQUIREMENTS
1. High school diploma and /or business college program
2. 2-4 years of clerical or administrative experience
3. Excellent organizational skills
4. Typing speed of 30 wpm
5. Word processing and database experience
6. Good communication skills

If you would like to work in an exciting environment, e-mail your resume to Pablo Caverro.

Fax: 93 412 1044

Email: pcaverro@email.com

That's right! Under the title Requirements, there is a list of six things. Number one is a qualification. Number two is
work experience. Numbers three through six are skills, things that you are able to do like typing, good
communication, and being organized.

The next question I should ask is, “what duties or responsibilities will I have to perform in this job?” Duties and
responsibilities are tasks that I do regularly in a job. Can you see what these are in this job advertisement? Let's
take a look again and see.

In this job, the duties and responsibilities are listed in the opening paragraph. They include greeting clients,
answering telephones, performing other clerical functions. The word clerical means relating to working in an
office.

If this job still seems like one I can do, because I'm qualified and I can perform the duties and responsibilities well,
then what do I need to do to apply for the job? Apply means to put yourself forward formally for a job.

Let's take one final look at a job advertisement and look for this information. Can you find it? That's right, at the
bottom it says, fax or e-mail your resume to Pablo Cavero. And it gives his fax number and e-mail address. So, if I
want to apply for this position, I will send him my resume along with a cover letter. In units two and three we'll
help you prepare these two important things.

Summary
So, in this video we've talked about where you can find a job advertisement. What are the most important parts of
a job advertisement and how can we apply for a job we are interested and qualified for?

What’s Next?
Next, practice some of the vocabulary we've looked at in this video with a short quiz.

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QUIZ: KEY WORDS IN A JOB ADVERTISEMENT E
Directions:
For each vocabulary word, choose the best definition.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

26
LESSON 7: LANGUAGE FOCUS: PHRASES TO COMPARE
SIMILARITIES

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we're going to talk about ways to compare different things in speaking. In English, we use
certain phrases to discuss things that are similar or different. We often use these phrases as a way to describe two
or more people, places, experiences, or things. Let's begin by talking about phrases used to compare two things. To
compare things is to talk about ways two things are the same.

Here are some examples of phrases to compare the similarities of two jobs and two places for job training. We'll
look at an example first, talk about the grammar structure, and then use it in another example.

Phrase 1: “are similar because”

Doctors and teachers are similar because they work with people.
The two nouns being compared are doctors and teachers in green and underlined. Then you see the phrase, “are
similar because” in purple and bold, followed by the independent clause, “they work with people” in red and italic.

An independent clause is a complete sentence that has a subject and a verb. In this example, the independent
clause has a subject, “they”, and a verb, “work”.

Here is another example comparing two places for education: community colleges and universities. Using the same
structure, the sentence would like this:

Community colleges and universities are similar because they offer

courses in sciences and humanities.
Notice that the independent clause in red and italic has a subject, “they”, and a verb, “offer”.

Phrase 2: “have something in common”

Doctors and teachers have skills and interests in common.

Again, the two nouns being compared are doctors and teachers in green. Then you see the phrase, “have _______
in common” in purple and bold. The nouns, “skills and interests” go in the middle of the phrase. It is important to
note that you must use at least one noun in the middle of this phrase.

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Here's another example of the phrase, “have _______ in common”.

Community colleges and universities have science and humanities

courses in common.

Phrase 3: “both/and”

Both doctors and teachers work with people to help them.

This sentence begins with the word “both” in purple and bold, followed by the two nouns in green and underlined,
and the verb phrase for more explanation. The verb phrase is very important, because it explains how the two
things are similar.

Here's another example using the phrase both/and.

Both universities and community colleges offer courses in sciences and

humanities.

Summary
So, let's review the three phrases to compare people, places, experiences, or things. One, are similar because. Two,
have something in common. And three, both/and. Remember that speakers use these phrases to make their ideas
clearer, and to explain how two things are similar.

What’s Next?
In the next video, we will look at some phrases to contrast the differences between two things.

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L E S S O N 8 : LA N G U A G E F O C U S : P H R A S E S T O C O N T R A S T
DIFFERENCES

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we're going to talk about ways to contrast different things in speaking. We use certain phrases
to discuss things that are similar or different. We often use these phrases, as a way to explain the differences
between two or more people, places, experiences, or things.

Let's look at three phrases used to contrast two things. To contrast things is to talk about how they are different.
For example, to show how doctors and teachers are different we might say:

Phrase 1: “are different because”

Doctors and teachers are different because they each need a

special degree.
The two nouns being contrasted are doctors and teachers in green and underlined. Then you see the phrase, are
different because, in purple and bold, followed by the independent clause, they each need a special degree.
Remember, that an independent clause, is a complete sentence with a subject, “they”, and a verb, “need”.

Here is another example contrasting community colleges and universities.

Community colleges and universities are different because they

offer different types of degrees.
Phrase 2: “unlike”

Unlike doctors, many teachers complete their university degree

in four years.
This sentence begins with the phrase of contrast unlike, in purple and bold, followed by the first noun doctors, in
green and underlined. Then the second noun is said with a verb phrase for more explanation of how the two things
are different.

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Here's another example using unlike:

Unlike community colleges, universities offer master’s degrees

and doctoral degrees.
Phrase 3: “but”, or, “whereas”

Doctors may take ten years to finish their education, but

teachers finish in four to six years.

In this sentence, each noun in green and underlined is part of an independent clause that explains how the two
things are different. The word “but” or “whereas”, goes in the middle of the sentence, and shows that there is a
difference. “But” is more commonly used in casual speaking, “whereas”, has the same meaning, it just sounds
more formal.

Community colleges offer associate degrees, whereas

universities offer bachelor’s, master’s, and doctoral degrees.

Using whereas, makes the sentence sound more formal.

Let's review the three phrases to contrast people, places, experiences, or things.

1. are different because

2. unlike
3. but or whereas

Summary
To summarize, there are certain phrases to compare and contrast how things are similar and different. Often,
speakers use these phrases to make their ideas clearer.

What’s Next?
Practice using phrases to compare and contrast in an optional discussion post.

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OPTIONAL DISCUSSION: WRITTEN COMPARISON OF THE JOB
SEARCH PROCESS

Note: This discussion is optional and will not be graded.

In Module 1, you have learned a lot about the job search process in the Unites States. Is it the same in your home
country? Is it different? Practice using phrases to compare and phrases to contrast share the similarities and
differences.

"Apples & Oranges - They Don't Compare" by TheBusyBrain via Flickr is licensed with CC BY 2.0.

Directions: Using the information from the readings and lectures, write about the similarities and differences in
the job search process in your country and the United States.

Requirements: Write 5-8 complete sentences and use 2-3 phrases for compare/contrast. Your response can
answer these questions:
• What are some specific things that are the same?
• What are some things that are different?
• How do job seekers find jobs?
• Which job skills are most important in your country?

Peer Review:
After you have submitted your assignment, dedicate 15 minutes to reading and responding to others’ posts. Please
consider responding to at least two posts. Please respond to posts that have not yet been reviewed. This will help
everybody in the course to make progress and receive feedback on their work.

Please remember that everyone in the course is trying to learn. Some learners will be very nervous, so please try to
be encouraging with your feedback. If there are parts of the answer missing, please try to offer constructive
feedback that will help the learner to improve his/her response.

Sample response:
The US and my country are similar because people look for jobs on the Internet and use social media websites.
These websites post new jobs every day, and job seekers can search for job advertisements by location or job titles.
In my country, the job advertisements usually show the salary for the job, but in the US the salary is not part of the
advertisement. Both the US and my country prefer workers that are punctual and hard-working.

Sample peer review:

Thank you for sharing! In my country, social media is also a common way to look for jobs. We learn about job
opportunities through WhatsApp. In my country, the salary is never posted in job ads. We have to prepared to
negotiate. I wish that we could know the salary ahead of time. This way, we would know if the job application is
worth our time.

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32
Module 1 Self-Assessment Rubric

Criteria Meets Expectations Does Not Meet

Expectations
Respond to these four questions: I answered all four I did not answer all
questions. four questions.
• What are some specific things that are the
same?
• What are some things that are different?
• How do job seekers find jobs?
• Which job skills are most important in your
country?
Be concise My response is My response is
between five and eight fewer than five or
Write five to eight sentences. sentences. more than eight
sentences.
Focus on language for compare and contrast My response includes My response does
two to three phrases not include two to
Use two to three phrases from the lessons on language for compare and three phrases for
for comparing and contrasting. contrast. compare and
contrast.

Support the English for Career Development Community I commented on at I did not reply to
least two other anyone else and/or
Spend at least 15 minutes reading others’ responses. participants’ posts, my replies did not
Reply to at least two responses, making a meaningful connecting to what connect to what
connection to what they have written. they said. they said.

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MODULE 1: WRAP-UP AND LOOKING AHEAD
WRAP-UP

Congratulations! You have completed Module 1: Entering the Job Market

In this module:
• We identified the steps in the job search process.
• We identified word forms to expand your vocabulary.
• We compared and contrasted the job search process in the US and other countries.
• We differentiated between simple present and present progressive in course activities and games.

Looking Ahead
In Module 2, we will look at resumes.

• We will explore the key components of an American style resume.

• We will produce our own 1-page resume.
• We will identify and practice using action verbs.

You have completed Module 1! To receive your certificate and digital badge, complete Modules 2 - 5. Keep up the
good work!

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