Teacher's Book - Upper-Intermediate - Module 1

Teacher’s Book
Level: Upper-Intermediate
Module: 1 (Units 1-3)
Unit 1: Building your identity
CAN DO
At the end of the unit the student can:

● introduce themself in speech in a business and casual context
● describe their job, tasks and interests appropriately, using the right lexis
● make small talk: use a wide range of appropriate expressions in small talk to react to what
others say
● talk about first impressions using a variety of personality adjectives
● follow the transcript or English subtitles of a video to improve their listening skills.
● recognize key terms in a presentation and be able to give relevant examples of their own in
a presentation
● understand the main ideas in a text related to the topic of the unit: building identity
● use the ideas in a text related to the topic of the unit to talk about it and discuss it
● identify and produce the corresponding word stress in nouns, verbs and adjectives
● recognize and use the different intonations for questions and question tags
● use the present tenses (Active and Passive) appropriately according to the context
● write your their online profile
Lesson 1: Who are you really?

Are you an introvert or an extrovert? Are you adventurous or cautious? Optimistic or pessimistic?
Trusting, reliable, independent, imaginative, observant, cultured, funny, spiritual, persistent,
discreet, confident…?
“Who are you really? The puzzle of personality”

Tell the students that all units in Nulinga Courses start with a TED Talk and in order to
make the most of it, there is always a mini text about the speaker and the talk itself.
Encourage them to read these two short texts and get ready to answer some discussion
questions.
1. WARM-UP DISCUSSION
Answers will vary among students based on their own experiences and beliefs. The
model answers below are intended to help the teacher check student’s answers and
provide feedback.
1. How do you usually define someone, and yourself?
I usually define someone by the way they behave, their personality traits and demeanor.
Their actions are also a very important aspect of what defines someone.
2. Have you ever taken any personality test? How did you feel about being placed into a
category?
(Answers will depend on the students’ own experiences and beliefs).
Feelings they could use: stigmatized, tagged, badly-represented, underrated, undervalued,
confused, etc.
3. Have you ever heard about the “Big Five” personality traits, usefully acronymed as
OCEAN? Can you guess what each letter could stand for?
(Answers will depend on the students’ own experiences and imagination).
2. KEY WORDS
Read the sentences together with the students to make sure they understand the
overall meaning. The students should try to guess what the words in bold mean in
the given context. Encourage discussion here and then give the students some time
to match the words or phrases with their definitions. After everyone has completed
the exercise, students should take turns to correct the answers orally with the help
of the teacher. The correct answers are highlighted in green.
gratuitous done without reason; not necessary
intrusive affecting someone in a way that makes them feel

uncomfortable
to catch a glimpse of to get a quick look at someone or something.
intriguing interesting
be regarded as be considered as
a thundering twit a monumental idiot or foolish person
conscientiousness the quality of working hard and being careful
lackadaisical showing little enthusiasm and effort
to stick to deadlines follow the time limits
be misconstrued as said when someone forms a false understanding of

something that someone does or says
to engage in to take part or get involved in a particular activity

to overload to give someone or oneself more work or problems than
they can
a crashing halt a complete and sudden end
heedful paying careful attention to something or someone
to put someone in a to assign a person or thing to an overly restricted category

pigeonhole
trait a characteristic that can produce a particular type of

behaviour
enact to put something into action
the john informal word for toilet
slings and arrows difficulties or criticisms; critical attacks.
outrageous used to describe something or someone that is shocking

because they are unusual, shocking or morally
unacceptable.
3. IMPROVING YOUR LISTENING SKILLS: Following the transcript or English

subtitles
Ask the students to read the Listening skills box on their own and check that they
understand the importance of the advice to improve their listening comprehension
skills in the target language. The teacher could ask the students the following
follow-up questions to answer and share orally:
Have you tried this tip before?
How useful do you think this tip is for improving your listening skills?
Do you think that following the transcript/subtitles will make you feel more or less
confident?
In addition, encourage the students to watch the first 30 seconds of the video below
with and without subtitles. Ask the students what differences they noticed and how
helpful turning the subtitles on/off was.
4. LET’S SIT BACK AND WATCH THE TED TALK!
1. Encourage the students to turn their mics off and enjoy the TED Talk. Suggest
taking down notes of the most relevant ideas and choose one to share with the rest.
2. Encourage the students to discuss the questions orally. Some answers will vary
among students based on their own experiences and beliefs. The model answers
below are intended to help the teacher check student’s answers and provide
feedback.
1. How does Brian compare and contrast introverts and extroverts?

Extroverts are intriguing and they need stimulation. Stimulation can be found in
exciting things such as loud noises, parties and social events. Extroverts all gather
together. Caffeine works well with extroverts. Extroverts like to stand close for
comfortable communication. They like to have a lot of eye contact, or mutual gaze.
They use more diminutive terms when they meet somebody. Extroverts prefer
black-and-white, concrete, simple language.
Introverts, on the other hand, are more likely to spend time in quiet spaces, where
they are able to reduce stimulation. They may be misconstrued as being antisocial,
but they’re not necessarily antisocial. Caffeine doesn’t work well with introverts,
especially if the tasks they’re engaged in are speeded. Introverts prefer complex,
contingent sentences.
2. Do you consider yourself an introvert or an extrovert? Why?
(Answers will depend on the students’ own personality and perception of
themselves).
3. Do you agree with this claim?: “Don't ask people what type you are; ask them,
"What are your core projects in your life?".
(Answers will depend on the students’ own experiences and beliefs).
5. CHECK UNDERSTANDING
Students should do this set of activities as homework. The teacher should explain
what the students are expected to do and check that they have understood how to
solve the activities on their own. If necessary, model the first question in each
exercise.
1. The correct answers are highlighted in green.
Brian Little believes that every person is __intriguing___, especially in the eyes of a
psychologist. His style of ____revealing____________ identity is through facts and stories.
Little does research ____known as____________ personality psychology and what he does is
find out what makes every individual ______unique__________. He goes on explaining that
there is one word “OCEAN” that is used to describe every different aspect of a person. This is an
____acronym_________, where each letter ____stands for_____ a specific dimension. These
five dimensions would be __responsible for_______ how our lives operate.
Brain goes on looking at examples of extroversion and introversion and explains how differently
people communicate and behave based on these two aspects. However, he claims that people
are not what they _____seem___________ to be. He illustrates this idea by mentioning a number
of examples, including the somewhat opposed behaviour introverts and extroverts
___display____ after stimulants, such as caffeine.
He rounds up his view by asking: “Is that all we are? Are we just __a bunch of traits_______?”.
He actually explains that what really makes us who we are is what we’re passionate about and
the missions we take on in life. For instance, Little explains how he acts out of character and how
he’s able to ___push through_____ his introversion and connect with his students in order to
profess, which is his passion. People should therefore not be ___put in_________ pigeonholes
and be limited to their traits.
a) Brian says that he had the chance to listen in on / understand some of

the conversations of people in the audience and was able to watch their
interactions as well.
b) Little was certain / uncertain that there were at least 47 people in the
audience that were already displaying psychological symptoms he wanted /
was reluctant to discuss.
c) The audience broke out in laughter/ was speechless when Brian made
use of ironic statements.
d) He didn’t want / wished to be gratuitous or intrusive by pointing at the
members of the audience, but rather tell them a few facts and stories to
prove his theory.
e) Brian is fascinated / bored by people’s self-diagnosed boringness and
inherent “twitiness” of people.
a) According to one of the most underestimated approaches in psychology

known as trait psychology there are five dimensions of the personality that
would explain the universally held aspects of difference between people.
b) Brian is completely against the “OCEAN” approach since all of those five
dimensions do not have a direct impact on people’s lives and well-being.
c) Brian has a personality theory of his own that is based on three natures: the
biogenic, the sociogenic and idiosyncratic.
d) Extroverts seek stimulation and introverts avoid stimulation since they
regard it as a threat to their well-being.
e) It is frequent that introverts are labeled as antisocial.
6. PRESENTATION SKILLS: Giving relevant examples
Ask students if they ever have to give presentations as part of their work or studies.
Explain that in every unit there is a focus on Presentation skills.
Ask students to read about giving examples in the Presentation tips box. If necessary,
clarify the meaning of: relate to something – understand it because you’ve experienced the
same thing or something similar
1. Ask the students to go back to the Ted Talk transcript or video and discuss the
following questions orally with their peers. Encourage them to give reasons for their
answers.
a. Do you find any examples of the following?
● a good experience: the opportunity the speaker had over the previous
couple of days of listening in on some of the members of the audience’s
conversations and watching them interact with each other.
● a bad experience: the project he had seconded to a fellow called Michael
mentions who almost brought the project to a crashing halt / the time he
was in the toilet and somebody in the cubicle next to him called out his
name and wanted him to talk on the john.
● an experience that relates to the audience: he tells the audience that with
his classes he would tell the students a fact that is revealing about
personality traits – that it is virtually impossible for adults to lick the outside
of their own elbow. He addresses the audience by telling them that the
extroverts among them would not only try to lick the outside of their own
elbows but of the person sitting next to them as well.
b. Do you think these examples follow the techniques in the box? Why or why not?
(Answers will vary among students but they should all agree that Little’s choice of
examples are very effective.)
Brain Little uses short anecdotes that are easy to understand and relate to. He
addresses the audience with his example of extroverts licking the outside of their
own elbow. All the examples he gives clearly support his arguments.
Lesson 2: Is personal branding relevant?
Encourage them to discuss the questions orally. Answers will vary among students.
Possible answers are highlighted in green.
1. Do you read any blogs regularly? What are they about?

(Students’ own answers)
2. Why do you think people write blogs?
(Students’ own answers) Possible answers: One reason for writing a blog is to have a
platform for your personal brand and to promote it.
3. Do you write a blog or anything similar?
2. LET’S READ THE ARTICLE!
1. Before reading the text with the students, we recommend referring to the image in
the text and asking trigger questions to spark the students' imagination.
Suggested questions:
Have you ever seen a hoodie or T-shirt like this one? Would you wear one like it?
What do you think about people promoting themselves?
What are good ways of promoting yourself without being too arrogant or direct?
2. Encourage discussion among students. Answers will vary. Model answers are
highlighted in green. Look at the word cloud in question 3 and look up unfamiliar
words so that you are ready to explain to students what they mean and provide an
example.
1. Do you agree with the statement: “These days you are nobody unless you
have a personal brand identity?”
2. What advantages does personal branding give? How do you think it helps
someone professionally?
You can gain confidence because you’ve looked at and identified your
strengths. You can then build on these strengths. You can also build
credibility by living your personal brand. You can highlight your
specialization and/ or area of expertise and work to distinguish yourself
from the competition.
3. What would you put on your own brand hoodie? Look at the tips box and
word cloud below to get ideas for your hoodie.
1. Can be assigned as homework. The answers are highlighted in green.

What is the writer’s purpose?
a. to sell products connected to personal branding.

b. to give a personal perspective on personal branding.
c. to explain why personal branding is important.

1. Clothing with a message A
2. Defining my personal brand D
3. Promoting myself C
4. Something to think about E
5. Why is personal branding important? B
1. The hoodies the writer talks about are printed with…

a. a sports brand logo
b. information about you
c. your passions
2. The writer’s blog is read…

d. around most of the world
e. because her brand is well-known
f. by a lot of people
3. The writer says … describe herself in a few words.

g. it’s impossible to
h. most people know how she should
i. she’ll think about how
1. brand positive
2. presence positive
3. communicating negative
4. profile negative
5. email address negative
6. self-promotion positive
7. stand out positive
8. passionate positive
9. distinct positive
10. benefits positive
11. reputation positive
12. self-image positive
4. VOCABULARY: Describing tasks and interests

1. a) Can be assigned as homework. The correct answers are highlighted in
green. If done in class, check answers orally.
a) You will advise / control management on database management best

practices.
b) As head of marketing, you will monitor / approve the ad promotion budget.
c) As a business analyst, you will compile / combine data on potential
partners.
d) You will coordinate / control international marketing campaigns.
e) You will regularly create / use presentations for conferences.
f) You can efficiently put / delegate tasks to your team of sales reps.
g) You will help our Android developers to design / launch new apps.
h) Your main task will be to build / develop software that can organize our
databases automatically.
i) As a content writer, you will design / draft blog articles to promote our
company.
j) As head of logistics, you will ensure / assure our products are delivered on
time.
k) As a manager, we expect you to establish / engage communication links
between the different departments.
l) Accurately estimating / predicting quarterly earnings is a key task.
b) (Students’ own answers).

As marketing manager you will forecast the number of leads we will

generate.
You will gather information on key developments in the tech

industry.
You are able to implement cross-departmental projects.
You will measure the efficacy of our marketing efforts.
As social media manager, you will monitor our social networks.

regularly
You will notify our users about product updates using newsletters and
social media.
As VP of sales, you will project sales figures for each quarter.
You will regularly reach out to clients to collect testimonials.

You will report on user testing to the product team.
You will review our current management processes.
You will help to streamline internal processes.
As a customer support agent, one of your tasks is to survey our

users.
b) Can be assigned as homework. The correct answers are highlighted in

1) to forecast ___leads___
2) to gather ___information___
3) to implement __a project___
4) to measure ___efficacy____
5) to monitor __social networks___
6) to notify ___users___
7) to project __sales figures___
8) to reach out to __clients___
9) to report on __user testing__
10) to review __a process__
11) to streamline __a process___
12) to survey __users___

1. I head up a fitness company. lead
2. My boss is passionate about what she does. loves
3. We focus on the customer experience. concentrate on
4. My colleague helps people with their queries.assists
5. They offer a service to elderly people. provide
6. Our designer creates amazing works of art. makes
7. I’m interested in how things work. fascinated by
8. My manager coordinates all aspects of our work. is responsible
9. We deal with financial matters every day. handle
10. Our secretary is involved in local sports events. committed to
b) Can be assigned as homework. If so, provide written feedback. If done in

class, encourage the students to share their answers orally and ask
follow-up questions. Provide oral or written feedback on the class chat if
necessary.
Lesson 3: Routine or temporary?
LANGUAGE AT WORK
Grammar
1. Encourage the students to take turns and read the sentences in the
Grammar box aloud. Make the necessary corrections to their
pronunciation and intonation.
2. a) Let the students take some time to complete the exercise on their
own. Then, check the answers orally. This is a language-focused
activity that may require a little more support from the teacher. The
correct answers are highlighted in green.
a routine in the affirmative? ___a___

a fact or general truth in the passive? __c___
a thought / feeling rather than an action? ___b___
an item on a timetable? ___d___
the future after a time word? ___e___
a Yes / No question about a routine? __f__
a Wh- question about a routine? ___g___
an action happening around the time of speaking in the passive _i_
a trend? __h__
an unfinished affirmative action happening around the time of speaking? _j_
a Wh- question about a temporary situation? __l___
an affirmative temporary action? __k___
a Yes / No question about a future arrangement? __f__
b) Encourage discussion among classmates. Then, ask them to complete the

rule on their own and check their answers orally- The correct answers are
highlighted in green.
We use the passive to focus on the action or object of the action, rather than
the person who does the action. The person may be obvious, unknown or not
relevant. If needed, we can use by to specify what or who does the action.
3. This exercise can be assigned as homework. The correct answers are

highlighted in green. If necessary, model the first one.
These days, many people are hiding their real identity online.
Others share lots of personal information on social-networking

sites.
Experts are advising people to protect their identity

online.
Some people use different identities on different sites,
Privacy settings are being increased by many Facebook

users today.
Sometimes, social media accounts are checked by potential

employers.

5. In order to ask each other questions they should first complete

Exercises a and b.
a) The correct answers are highlighted in green.
● Who do you work for?

● What are your responsibilities at work?
● What’s your daily routine like?
● How are your English studies going?
● What department or area do you work in?
● Are you currently working on a project? / What projects are you
currently involved in?
● What’s your schedule next week?
● How regularly do you need English at work?
b) Encourage oral discussion. The correct answers are

Present simple: every week- every now and then - generally

speaking - on the whole - once a week - most of the time - every
term - once in a while - as a rule
Present continuous: for the moment - at the moment - for the time
being - tomorrow afternoon - right now - currently
c) Encourage the students to take turns to ask each other
questions. Make sure they can handle question formation.
Provide feedback and corrections when necessary.
6. Give the students a few minutes to do this exercise. The correct

answers are highlighted in green. Then, check the answers orally.
1. It’s Mariana, isn’t it?
a) start a conversation b) check or confirm information

c) start a conversation and check information
2. Oh, really?
a) start a conversation b) find out information

c) show surprise or interest
3. Who did you come with?
b) start a conversation b) find out information

c) show surprise
4. You’re from Colombia?
a) start a conversation b) start a conversation and check information

c) show surprise
5. You feel at ease surrounded by people, don’t you?

a) start a conversation b) check or confirm information
c) start a conversation and confirm information
7. Give the students a few minutes to do this exercise. The correct

answers are highlighted in green. Then, check the answers orally.
a) The correct answers are highlighted in green.
a. That wasn’t a very interesting presentation, was it?

b. The negotiations have been going pretty well, haven’t they?
c. The manager was in a good mood today, wasn’t he?
d. The finish won’t finish late, will it?
e. Ken is looking tired these days, isn’t he?
f. You’re going to Uruguay tomorrow, aren’t you?
g. Laurie can’t speak English very well, can she?
h. Nobody got here on time today, did they?
b) Reply with a suitable comment to your classmates’ tags.
(Students’ own answers).
Pronunciation
Before you read the Pronunciation box with the students, it is important to
draw attention to the communication obstacles that pronouncing words and
utterances in an incorrect way may bring about. This aspect of the language
might be the hardest to tackle because most learners of a second language
are not used to devoting time to pronunciation. Therefore, they do not give it
the significance it deserves.
Then, ask the students to read the Pronunciation box and make the
necessary clarifications. Make sure the students follow the theory and tips
described.
1. Word-stress
Give the students 5 minutes to complete this exercise on their
own. The answers are highlighted in green. Once you check the
answers orally, encourage them to practise saying the words
aloud.
a) I want to upload this video.

a. The stress falls on the first part
b. The stress falls on the second part
b) This is quite a good upload.

c) Can you give me an update on the project?

d) Can you update me on the project?

e) It’s an online magazine.

f) I love working online.

2. Can be assigned as homework or done in class. If done in

class, provide oral feedback. If assigned as homework, ask the
students to send the answers to exercise 2b in audio format.
They must record themselves reading the questions from the
grammar exercises and using the right intonation.
Lesson 4: Have we met before?
BUSINESS SKILLS: Networking
1. Encourage discussion among students. Answers will vary. Model

answers are highlighted in green.
What do you talk about with people who you meet in these situations?
a. in the lift on the way to your workplace: the weather, how tired you
are, how late you are, the coffee you just bought, the good grocery
store round the corner, the bakery that just opened, an upcoming
meeting, what you will do at the weekend, etc.
b. during a company-wide workshop: how useful / useless the
workshop is, recommendations of other workshops, previous
experiences in company workshops, your role and tasks at the
company, what you will do at the weekend, etc.
c. after a meeting of your neighbourhood association: a new shop or
restaurant nearby, the most important issues to tackle regarding the
neighborhood, how the budget could be better allocated, a new
neighbour, organizing a gathering or event with the neighbours, etc.
d. in a break during a work conference: the company you work for,
your position and role, your feelings or opinion about a speaker or
talk, a good place to have lunch or dinner after the conference is
over, how much you like the conference so far, the coffee you just
bought, an upcoming conference, what you will do later or at the
weekend, etc.
e. when travelling for business: for example, on a plane: where you
come from, the reason for travelling, the company you work for, your
job and role in the company, your family, your hometown, etc.
2. Encourage discussion among students. Answers will vary. Model

a. Which situations in Exercise 1 are useful for networking?
Any situation can be good for networking. It just depends on being a
good listener, authentic, approachable and witty. But in general, a
company-wide workshop, a break during a work conference and a
business trip are the most appropriate environments for networking.
b. How would you try to follow-up your conversation and stay in touch
with the person? Would you use email, social media, a text
message or a phone call?
The most appropriate and less intrusive way of staying in touch with
a business contact is email, but nowadays, whatsapping or texting
people is not seen as bad and it’s a sure way to get a prompt reply.
3. Let the students listen again to the recording and complete the
exercise. Then, check the answers orally. The correct answers are
Conversation 1:
- they haven’t met before.
- they don’t work in the same field.
- they work for different companies.
- they live in the same area.
- they are connected by mutual acquaintance.
Conversation 2:
Conversation 3:
4.
a. Read the phrases in the box with the students. Then, give them
some time to complete this exercise on their own. Check the answers
orally. The correct answers are highlighted in green.
USEFUL LANGUAGE: FIRST IMPRESSIONS
A __Starting a conversation__
Hi! I don’t think we’ve met, I’m…
Hello. It’s (Mariana), isn’t it?
Hi, I saw you …. But I didn’t find a chance to speak to you. I’m…
Do you mind if I join you?
I believe you are…?
Hi, I’m …. (from/based in...) Is this your first company event?
I thought I might see you (here).
How great to see you here! Long time, no see!
How’re things?/ How’s life?/ How’s it going?
B __Open ended questions__

How are you finding the conference?
What was that like?
So how do you like living / working here?
What kind of things does that involve?
C __Showing interest__
So things are going well, then?
Really.
Oh, I see.
What a coincidence!
Digital strategies?
That sounds interesting!
That sounds like a plan.
Oh, I’m sorry to hear that.
D __Keeping the conversation going__

By the way,...
Well,...
Apparently,...
Did you know?
Have you heard that…?
I’ve heard that… is that true?
In fact,....
So,...
Don’t you…?
E __Exiting the conversation politely__

I’ll see you later, then.
It’s been nice talking to you.
Look, I have promised to meet someone else. Catch you later.
You don’t mind if I go and get myself (a coffee)?
b. Let the students listen again to the recording and pay close
attention to who makes a greater effort to network and uses the useful
language in the box. Then, check the answers orally. The correct
1) Conversation 1: Paul / Rowan

2) Conversation 2: Joan / Nikolai
3) Conversation 3: Roger / Elise
5. Devote the necessary time to this activity. The objective of the

role-play is to allow the students to put into practice the business
expressions and skills learnt over this section of the lesson.
Encourage them to give it a try, and picture themselves in a real
business conference where proper introductions and keeping the
conversations going are a must.
Act as a silent observer as they interact. Take down notes of their
performance to provide feedback only at the end. Otherwise, the
role-play gets interrupted too often and the interaction doesn’t flow as
natural as it should in a real business context.
Example: A: Hi! I’m Alicia from TCO. How’re you finding the training so far?
B: Oh, you know- quite challenging to me. What about you?
IMPROVING YOUR WRITING: An online profile
WARM-UP READING
Read the text about professional profiles all together and make the necessary
clarifications.
1. Ask the students to read the profile from a networking website for IT
professionals.
2. Encourage the students to pop on Google to search for other types of online
profiles and compare it with the one they have just read. Encourage oral discussion
among students.
3. Give the students a few minutes to do this simple matching exercise on their
own. Check the answers orally. The correct answers are highlighted in green.
a) At @
b) Dot .
c) forward slash /
d) Hashtag #
e) Underscore _
WRITING SKILLS: Abbreviations
1. Ask students to write down possible ways of giving the same information in
conversation. Then, check their answers orally so that they hear other classmates’
ways of saying the same thing. Model answers are highlighted in green.
1. but moved into digital advertising: but I moved into digital advertising.
2. and created online platforms: and I created online platforms
3. handling international clients: where I handle international clients
4. Skype: My Skype name is Dave Dreyer
5. Twitter: My Twitter username is at D A V E D R E Y E R.
6. Languages: English French: I speak English and French.
7. Areas of expertise: Web technologies: I work in web technologies.
8. Yale University, University of Michigan: I studied at Yale University and the
University of Michigan.
2. Give the students a few minutes to do this exercise on their own. If needed, model
the first one. Check the answers orally. The correct answers are highlighted in
green.
1. Education: London School of Economics 1993-1997
I studied at the London School of Economics from 1993 to 1997.
2. Experience: software development, five years
I have worked on software development for five years.
3. email: sarah@jones.com
My email address is Sarah at Jones dot com.
4. areas of expertise: customer care, online client support
I work in customer care and online client support.
5. joined Gaming Inc 2008, created new online format
I joined Gaming Inc in 2008 and created a new online format.
6. currently assistant manager, B&B Ltd.
I’m currently an assistant manager at B&T Ltd.
7. interests: hiking and theatre group
My interests are hiking and attending a theatre group.
8. previous posts: personal assistant Green Market Foods; office manager Dairy
International Org.
My previous posts were as a personal assistant at Green Market Foods and an
office manager at Dairy International Org.
3. Give the students a few minutes to do this exercise on their own. If needed, model
the first one. Check the answers orally. The correct answers are highlighted in
green.
1. My email address is r underscore peterson at revlon dot com.
email: r_peterson@revlon.com
2. My skype name is RobertPeterson.
Skype: RobertPeterson
3. I speak Italian and English fluently.
Languages: Italian, English
4. I work primarily in accounts management.
area of expertise: accounts management
5. I’ve got ten years’ experience in financial planning.
Experience: financial planning, ten years
6. I’m involved in various children’s charities.
Interests: (various) children’s charities
7. I left that position and I set up my own business.
left post and set up own company
8. I head up a research department and direct new projects.
currently head up research department and direct new projects
IT’S TIME TO WRITE!
1. This activity can be assigned as homework. Make sure that students

understand the instructions. Written feedback must be given so that students
make improvements to their work.
2. This exercise can be done offline if students show interest. Students could
upload their online profiles to a Google Drive folder and share it with the
teacher as well as with the other classmates. The students could post
comments and follow-up questions about the things that interest them both
professionally and non-professionally.
Lesson 5: Time to look back and reflect!

This lesson is devoted to metacognition activities that enable each student, as well as the
teacher, to become aware of their learning journey, the stage they are at and the progress
they have made so far.
REFLECTION QUESTIONS
Here the teacher should invite students to take 10-15 minutes to reflect on their learning
process as they thoughtfully answer each of the three questions. After that, students share
their answers with each other and revise with the teacher those exercises that remain
incomplete or still elicit questions. They might as well go over content that needs to be
revisited, be it grammar, vocabulary, pronunciation, writing, etc.
The aim is that students can take ownership of their learning process and understand what
they need to continue reinforcing and practising in order to make further progress.
CAN DO CHECKLIST
The Can-do checklist acts as an extension of the previous activity in that the learner is
expected to go into even more detail about what content and skills specifically they feel
they have achieved, are in the process of achieving or have not yet achieved. Having
done the previous activity, which involved a walkthrough of the whole unit, it should not
take the students much effort and time to do this exercise.
By doing this activity prior to the online assessment, the student has more knowledge
about where he/she stands and what contents and skills he/she still has to continue
working on and studying in order to be better prepared for the assessment.
Above all, these metacognitive activities help the learner to become more autonomous
and to understand how he/she can achieve a better level as a foreign language speaker
in the business world.
Online Assessment
The online assessment of the unit includes reading and listening comprehension skills,
grammar and vocabulary, and a section assessing business communication skills, such as
how to manage decision-making meetings, presentations, negotiations, etc.
The online assessment is to be done by the learners as homework. In other words, no
class time is devoted to solving it. It is done in a self-grading Google Form, which makes it
easier for the teacher as she/he does not need to devote time to corrections.
Anyway, the answers to all the exercises in the online assessment are included below.
READING COMPREHENSION
1. Here the students read the article.

• Social networking sites: Do you know who’s watching you?
• Social networking sites: A new way to do business
• Social networking sites: Remember that first impressions count
a. One advantage of social networking sites is that you can find clients and
business opportunities.
b. Until recently social networking sites have been considered as distractors in
the workplace.
c. One disadvantage of social networking sites is that it allows you to see how
others see the company.
d. The writer strongly suggests being persistent and upfront with your
customers.
e. The writer asserts that by social networking site you can engage directly
with the customer.
f. First impressions work differently in the business virtual world and in the
face-to-face interactions.
g. Keeping your customers updated through your business networking sites is
crucial to keep it alive and increase your web presence.
h. It is advisable to join just a few networks that match the services you
provide and potential clients will easily find you.
1 to officially say something is not allowed (paragraph 1) banned

2 working together to create or produce something (paragraph 2) collaboration
3 say or explain something to make someone aware of a fact or circumstance.
(paragraph 3) points out
4 to interest and communicate with someone (paragraph 3) engage
5 to make use of something (paragraph 4) utilize
6 made to appear to exist by computer (paragraph 5) virtual
7 to make someone interested (paragraph 6) capture attention
8 to act to stop future problems (paragraph 7) proactive
9 to cause someone to become disloyal (paragraph 8) alienating
10 (for a business) to continue working steadily. (paragraph 8) ticking over
GRAMMAR
1. We currently update / are currently updating our website.

2. The bus for downtown leaves / is leaving every half hour.
3. Increasingly more and more people are informing / are being informed by
the news.
4. Let’s talk again when I get / am getting back.
5. The influence of the Internet on broadcasting is grown / is growing every
year.
6. Yes, I remember / am remembering you told me about that project.
7. On the Youtubing 101 course, students are teaching /are taught how to
make videos.
8. People make / are making videos all the time.
9. Some music videos receive / are being received over a billion hits.
10. Most online videos are streaming / are streamed, although people also
download / are downloaded a copy to their devices.
Q: So, ____do______ a lot of businesses ____use______ viral videos? (use)

A: Oh yes. They ____bring_____ their brand to a massive number of potential
customers. (bring)
Q: And so how _____do_________ you ____make_________ a video go viral?
(make)
A:Well, Richard, that’s a question lots of companies ____are asking_______ right
now. (ask)
Q: And how _____does________ a business _____know________ how many
people are viewing the video at any given moment?(know)
A: Well, every view, or “hit” ____is registered___________ by very sophisticated
software. (register)
Q: And how ______is_________ that information ____used___________ by a
company? (use)
A: Basically, this data _____allows__________ the business to track what’s
popular. (allow)
Videos Go Viral: Vote now in the annual Video Go Viral Award!

This competition is held every year to celebrate creativity and originality in short
videos. Voting takes place online and the winners are decided by the number of
votes. The short-listed videos are hosted in the link below. This year we are not
accepting professional videos: only amateur video-makers can sign up. Vote as
many times as you like.
VOCABULARY AND BUSINESS SKILLS

1. CIC companies are committed to making a difference in society.

2. Some specialist companies concentrate on people with particular health
conditions, such as autism.
3. In our work, we deal with individuals, businesses and educational centres.
4. We sometimes get involved in solving problems between people and their
employees.
5. Our aim is to help people to achieve their goals.
6. In my post as a training coordinator, I’m responsible for the course in interview
skills.
1. He loves socializing and meeting people. That’s what makes him a good
marketing manager. __outgoing____
2. We need someone who takes a pragmatic and realistic attitude to any kind
of task. _practical___
3. The reason for her success is that as soon as she hears a good idea she
takes action - she doesn’t wait to hear what the problems might be.
_initiator__
4. If you work in design you need to be a person who likes to come up with
original ideas. __inventive___
5. I like a traditional approach to decision-making. __conventional_______
6. The CEO is diplomatic and tactful at talking to people about difficult matters.
__empathetic___
7. He’s good at staying out of office politics and doesn’t get involved.
_detached_________
8. Our accounts manager does things step by step. As a result, she never
makes mistakes! ___methodical_______
1. You don’t mind if I go and get myself a coffee? _h__

2. I’m afraid I’ve been a bit unwell recently. _a__
3. Hi, I don’t think we’ve met. My name’s Gerome. _f_
4. Is this your first conference? _d_
5. Apparently, there’s over 3,000 people here! __b__
6. I did my degree at New York University. _c__
7. I’ve heard the speaker has cancelled. Is that true? _g__
8. Sorry, I don’t have time to chat at the moment. _e__
a Oh, I’m so sorry to hear that.

b That’s amazing!
c What a coincidence! So did I!
d Actually, I’ve been to a few, but not this particular one.
e That’s OK. Call me tomorrow.
f Hello. I’m Anna.
g Apparently, yes.
h No, not at all. Catch you later.
Kristen: Hi, my name is Kristen. I don’t think we’ve met / How’re things?
Alicia: No, I don’t know you / Nice to meet you. I’m Alicia. Is this your first time at a
Swiftable workshop?
Kristen: Yes, my colleague is sick so my manager asked me to come instead. Do you
know many people here?
Alicia: Not really, I was recently transferred from Purchasing.
Kristen: What a coincidence! / That’s lucky! So was I!
Alicia: By the way, / Apparently, it’s our new company policy- transfer rather than hire
new people.
Kristen: Really? / Oh dear! We discussed that idea for our region, too, a few months ago.
Alicia: Well, / By the way, I’m sure it’s a good solution for many companies.
Kristen: You’re probably right.
Alicia: So, / In fact, would you like a drink? I’m going to the bar.
Kristen: Not at the moment, thanks. Catch you later / Call you later.
LISTENING COMPREHENSION
Conversation 1:
1. The conversation was ...

a. successful.
b. unsuccessful.
c. comfortable.
2. Alessandro…
a. was rude to Harry.
b. was kind and showed interest.
c. Was nice and talkative.
3. …. made an effort to keep the conversation going.

a. Alessandro
b. Harry
c. Alessandro and Harry
4. Harry exited the conversation…

a. by excusing himself and going to the toilet.
b. by excusing himself and joining other colleagues.
c. by going for something at the cafeteria.
Conversation 2:
5. The speakers …
a. have met once before.
b. have not seen each other before.
c. have known each other for years.
6. …talked about their city or country of origin.

a. Paolo
b. Sonia
c. Paolo and Sonia

a. Paolo
b. Sonia
c. Paolo and Sonia
Conversation 3:
8. The speakers …
a. have met once before.
b. have not seen each other before.
c. have known each other for years.
9. ... had relatives living in India.

a. Krishnan
b. Sumitra
c. Krishnan and Sumitra

a. Krishnan
b. Sumitra
c. Both speakers
11. Bhiwandi (India) is well-known for…

a. its automobile industry.
b. its textile quality.
c. its textile industry.
Conversation 4:
12. The speakers …

a. already knew each other.
b. have not met each other before.
c. met the night before.
13. Adriana thought Adam...

a. was coming to the company event.
b. wasn’t coming to the company event.
c. got the flu some time before.
14. Adam has had...

a. several medical issues.
b. several medical and family issues.
c. some family issues.
15. Adriana left the conversation…

a. unexpectedly.
b. in a kind and polite way.
c. because a colleague called her.
Conversation 1:
a. I think there are some left at the ____information desk____.

b. You don’t mind if I __go and get_____ myself a coffee?
Conversation 2:
c. I work for one of the company’s ___suppliers______.

d. I’ve heard that Naples is becoming very popular for ____foreign
investors____________________- is that true?
Conversation 3:
e. Hi, I’m Sumitra, ______based_____________ in the UK.

f. My parents are from India - __in fact___, they’re there now visiting some relatives.
Conversation 4:
g. Good evening, Adriana! I thought I __might____ see you.

h. Then I got the flu but we were organizing a huge ___trade fair____ at the time so I
had to keep going…
Unit 2: Looking ahead
CAN DO:
At the end of the student can:
● talk about and describe their future personal and professional goals
● describe careers and jobs appropriately, using the right lexis and career collocations
● introduce themself by email and establish first contact
● arrange to meet someone by phone or email: use a wide range of appropriate expressions
to state the purpose of your meet, arrange the place and time and consider what is needed
● recognize and listen for signposts in a talk
● use the appropriate techniques to consider their own audience in a presentation
● understand the main ideas in a text related to the topic of the unit: careers
● use the ideas in an article (related to the topic of the unit) to discuss it orally
● recognize the elided sounds in speech, understand the reasons for omitting certain sounds
and be able to use elision appropriately
● use the future forms appropriately according to the context
● write their career goals statement
Lesson 1: My personal goals

“Keep your goals to yourself”
Tell the students that as in every other Unit, they’ll start by reading background
information about the TED Talk and the speaker to get an overview of what is coming.
questions.
provide feedback.
1) Do you like to plan ahead for things you want to do in your life? If so, what kind of
things?
I usually like to plan ahead of things, especially when it comes to big decisions,
such as changing jobs or careers, getting married, having kids, setting up your own
business, etc.
2) Do you tend to tell other people about your intentions and goals for the future?
If I’m truly convinced about them, I definitely do. Some people say that he more
you tell other people about it, sometimes the more you start believing it can come
true.
3) Do you think Derek Sivers originally had specific plans for his career? Give
reasons.
At the very beginning, when he was a musician and circus clown, he was probably
finding his way and looking at alternatives to advance his career. Still, most
probably he had specific plans because nobody sets up a 22 million dollar
company overnight.
2. KEY WORDS
acknowledge to show you recognize something or someone
to be tricked into to be deceived or fooled into something

motivated enthusiastic and determined to succeed
conventional wisdom ideas that most people agree are correct
mind ideas that most people agree are correct
commitment a promise or dedication to something
quit to stop doing something or leave a job or place.
achieve to succeed in finishing something or reaching an

aim
to delay gratification to wait for some time before experiencing

satisfaction
to mistake something to confuse someone or something with a different

for something else person or thing
3. IMPROVING YOUR LISTENING SKILLS: Listening for signposts

Have you ever paid attention to signposts in talks and how they guide the listener?
1. Give the students a few minutes to complete the exercise on their own. Then,
check the answers orally. The correct answers are highlighted in green.
a) Take a few seconds and think of your personal biggest goal, okay? __4__
b) You’ve got to feel this to learn it. __3__
c) For real - you can take a second.__2__
d) Everyone, please think of your biggest personal goal. __1__
2. Give the students a few minutes to complete the exercise on their own. Then,
1. Well, bad news: __d__
2. So, let’s look at some proof. __b__
3. It goes like this: __a__
4. So, if this is true, what can we do? __c__
a. 163 people across four separate tests - everyone wrote down their
personal goal.
b. 1926, Kurt Lewin, founder of social psychology, called this
“substitution”.
c. Well, you could resist the temptation to announce your goal.
d. you should have kept your mouth shut...
1. Encourage the students to turn their mics off and enjoy the TED Talk. Suggest
taking down notes of the most relevant ideas and choose one to share with the rest.
feedback.
1) What is Derek Sivers’ main claim? Does this match your own experiences?
Derek Sivers’ main claim is that telling somebody your goal will make you
less likely to do it.
(The second question will depend on the student’s own experiences).
2) If you want to achieve your goal, Derek says you should...
a) announce it to close friends only.
b) understand the tricks that your mind plays on you.
c) share your goal, but ask for help to achieve it.
d) say nothing at all.
3) What do you think of Derek Sivers’ suggestions?
4) Have you ever done any of the things he suggests?
exercise.
Derek Sivers says it’s better to keep our goals ___secret___. He claims that telling people our
plans ___tricks___our minds so that we think that we have already ___achieved__ our goal. He
describes an experiment that ___proves___ this claim, which compared two groups of people
doing some ___tests___. He ___rounds up___ by making a few ___suggestions___ to help us
to achieve our goals.
1. Psychology tests have proven that telling someone your goal makes it less likely /
more likely to happen.
2. Because you feel satisfaction after telling someone your plans, you’re less/ more
motivated to do the hard work necessary.
3. Conventional wisdom tells us that we should / shouldn't share our goals.
4. Sivers is in favour of / against disclosing our future plans.
5. Sivers claims that we should keep our mouth shut / open when it comes to our
personal goals.
a) 1633 from the test carried out people wrote down a personal goal.
b) Half of them announced their goal and their commitment to it to others and
half didn’t.
c) Everyone was given tasks to help them towards their goal.
d) The people who didn’t announce their goal worked for longer than the
people who did announce their goal.
e) The people who announced their goal said they didn’t feel close to
achieving their goal.
6. PRESENTATION SKILLS: Considering your audience
1. Ask students to read about thinking about your audience in the Presentation tips
box. If necessary, clarify the meaning of: technical words – specialist vocabulary
used by people working in the same field or area and often unknown to people
outside
Bring in students’ own experiences. Ask: Have you ever watched a talk that you
really felt connected to? If so, what did the speaker do or say that helped you feel
that connection?
Ask the students to go back to the Ted Talk transcript or video and discuss the
answers. The correct answers are highlighted in green.
a. Which of the techniques does Derek Sivers use?

He directs his audience to think about their own experiences.
b. Why is this a good technique for his talk?
The audience can then relate their own feelings to what they then hear, which in
this case is relevant as the content of the talk is about setting personal goals.
c. Imagine you are going to give the introduction to a presentation on some of the
topics below. Think of things you could ask an audience to do. Write the exact
words you would use.
● starting a new job
● moving to a new house
● preparing for a job interview
● making a difficult decision
● giving advice to someone about a problem
● making the right career choice
Example: OK, everyone. Now, I want you to imagine that you are walking into the
office on the first day of a new job.
(Students' own answers. Encourage them to think of their classmates as a real
audience).
Lesson 2: What jobs will survive?
Encourage them to discuss the questions orally. Answers will vary among students.
Possible answers are highlighted in green.
1. Do you think people will still be doing the same kinds of jobs as today in ten or twenty
years’ time?
(Suggested answer: There will definitely be new jobs around and lots of people will have
changed jobs or even careers.)
2. What types of new jobs might become more common, and what jobs do you think will
disappear?
(Suggested answer: There will definitely be new jobs around and lots of people will have
changed jobs or even careers. )
3. Do you think your job (or a job you’d like to do) will change in the future?
1. Before giving time to the students to read the text individually, brainstorm types of
jobs that will grow in the next ten years. Then check if any of those is described in
the text.
2. Encourage discussion among students. Answers will vary. Model answers are
a. Does the article reflect what is happening in your country?

(Students' own answers. It will depend on the country where they live).
b. How is your local employment situation similar or different from that described in
the article?
(Students' own answers. It will depend on the place where they live).
c. What kinds of changes, if any, would you like to see regarding jobs available
locally?
(Students' own answers. It will depend on the place where they live and their own
expectations and lifestyles).
d. Would you like to stay in the same job all your life? Why or why not?
(Students' own answers. It will depend on their own beliefs and expectations).
1. What is the writer’s purpose?

a) to promote the highest-paid jobs for the future.
b) to inform the reader about jobs that will be in high demand for the
future.
c) to summarize a study about future jobs.
2. The report on working patterns mainly focuses on...

a. The decreasing and rising occupational areas
b. The increasing areas in employment opportunities
c. The decreasing occupational areas
3. Which of the ten areas will grow the most?

a. Personal Care Aides
b. Nursing
c. Transportation
4. Which job does not require a degree?
a. Post-secondary teachers
b. Nursing
c. Solar energy technician
5. What are the reasons given for growth in retail sales?

a. There is no need for academic qualifications.
b. People will keep shopping, no matter the financial situation.
c. Shopping will be more fashionable in the future.

a. job ___position______________
b. consider ____think of_____________
c. employment ___work ______________
d. occupational areas ___job sectors________
e. expect __predict / project / estimate_______
f. require ___ask for______________
g. increase ____rise_____________
h. opportunity ___chance / opening______________

a. The writer asserts that if you want to feel secure, you should consider
becoming a software developer above all.
b. Retail sales will not be an occupational area to offer lots of openings in the
future.
c. The study was produced by the US Bureau of Labor Statistics.
d. Businesses are taking on more representatives for customer service after
new state policies requirements.
e. Businesses are hiring more customer service employees after several
complaints from customers.
f. Solar appliances will become more popular and less expensive in the near
future.
g. According to the study, the occupational area that will grow the least is
transportation.
h. Carers for the elderly will be in high demand in the next few years.
4. VOCABULARY: Career collocations

Clarify the meaning of:
collocation – a combination of words, e.g. verb + noun combination or adjective +
noun combination, that take on new or added meaning when they’re used together
1. Can be assigned as homework. The correct answers are highlighted in green. If

done in class, check answers orally.
Draw students’ attention to the fact that high school diploma is only used in North
American English. Other terms are used for secondary school qualifications in
British English.
Background information
School qualifications
Different terminology is used to describe qualifications in different

English-speaking countries. In the USA and Canada, for example, students
receive a high school diploma when they graduate from high school. In England,
Wales and Northern Ireland, however, students sit exams in secondary school and
receive qualifications based on their performance. These are the General
Certificate of Secondary Education (or GCSE), taken
at the age of 16, and the Advanced Level of Secondary Education (or A Level),
taken at the age of 18. GCSEs and A Levels are also taken by pupils at
international schools all around the world. In Scotland, another set of terminology
again is used. Students take National 5s at 16, Highers at 17 and Advanced
Highers at 18.
academic qualifications
academic skills
driving licence
earn a salary
employment opportunities
high school diploma
job security
professional experience
professional qualifications
starting position
workplace experience

1. I’ll be happy to __earn a salary_______ that keeps up with the cost of living.
2. Now that I’ve got a __driving licence______, I can apply for all kinds of transport
jobs.
3. The pay for this job is quite low because it’s just a ___starting position _____
4. Luckily, for this job I only needed a ____high school diploma_________. No
further education was required.
5. These days with short-term contracts, it’s harder to find a position with __job
security_______.
6. I didn’t have any ___professional experience________ when I started this job, but I
learned the ropes very quickly.
7. In my job, you need to study for specialist ___academic
qualifications____________ if you want to earn more money and climb up the
ladder.
8. The new retail park means there are lots of __employment
opportunities_________ for local people.
Lesson 3: Will you be doing the same in ten years’ time?

1. LANGUAGE AT WORK
Grammar
1. Encourage the students to take turns and read the sentences in the Grammar box
aloud. Make the necessary corrections to their pronunciation and intonation.
2. Let the students take some time to complete the exercise on their own. Then, check
the answers orally. This is a language-focused activity that may require a little more
support from the teacher. The correct answers are highlighted in green.
a plan or intention for the future? ___c___

an on-the-spot decision? __b___
something that will be completed by a certain time in the future? ___f___
an activity that will be in progress at a stated time in the future? ___e___
a prediction or promise for the future based on your beliefs. ___a____
a prediction based on some kind of evidence. ____d_____
3. This exercise can be assigned as homework. The correct answers are highlighted in
green. If necessary, model the first one.
1. I have more money than my parents did and I’m sure that my
kids ______________ better off than me.
a) will be b) will have been

c) will be being
2. By the time I finish this course, I ___________ 300 hours

studying English.
a) will spend b) will be spending

c) will have spent
3. I heard that in the future kids ________ computers before they

can talk.
b) will use b)will be using

c) are going to use
4. From what I see in the news, I don’t think our economic situation
_________ change much.
a) will change b) will be changing
c) will have changed
5. I think my parents __________________ me financially for

another year. Jobs are so hard to find.
a) will support b) will be supporting
c) will have supported
6. From what I can see, kids today think that they

__________________ on TV before they’re 25.
b) will appear b) will be appearing
c) will have appeared
A B
My brother says he isn’t going to have any children before he’s 30.
Many people believe that they will achieve their personal goals.
The office manager says he´ll be hiring some new staff next month.
These sales figures mean that the new model well this year.
isn’t going to do
We are confident that the new offices will be perfect for our business.
I’ve seen lots of flats and I’m sure I’ll have a new place by next week.
found
Don’t worry, I’m sure that everything is going to be OK.
A recent survey predicts that working habits __are going to change_____ dramatically for young
adults. Experts predict that in the next few years the number of full time jobs _will fall___. Some
say that part-time positions __will have replaced________ over a third of full-time jobs by the end
of the decade. This __will affect________ men as well as women. In addition, a large proportion
of people _will be working_________ for themselves in 2030. Instead of working for one
employer, they __will combine________ different part-time and short-term positions. The survey
predicts that, as a result of this, many young adults ___won’t think_______ about saving for
retirement or a pension. It’s clear that this situation _is going to cause____ problems in the future
for some workers.
1. I don’t think the plan is a good idea. I explain.

__I don’t think the plan is a good idea. I will explain.__
2. When I’ll finish the course, I’m going to celebrate.
__When I finish the course, I’m going to celebrate.__
3. Will they have finish by lunchtime?
__Will they have finished by lunchtime?__
4. I expect that tomorrow’s exam is difficult.
__I expect that tomorrow’s exam will be difficult.__
5. This time on Monday, she’ll start her new job.
__This time on Monday, she’ll be starting start her new job.__
6. I will have applied for this job because it looks really interesting.
__I am going to apply for this job because it looks really interesting.__
Pronunciation
Before you read the Pronunciation box with the students, it is important to draw
attention to the communication obstacles that pronouncing words and utterances in
an incorrect way may bring about. This aspect of the language might be the hardest
to tackle because most learners of a second language are not used to devoting time
to pronunciation. Therefore, they do not give it the significance it deserves.
Then, ask the students to read the Pronunciation box and make the necessary
clarifications. Make sure the students follow the theory and tips described. Model
how to read the phonetic transcription of the words. Point out that elision is used in
linguistics and is not a word students particularly need to know or remember.
1. Give the students time to listen to the recording on their own. Tell them they should
complete the exercises a and b below as they listen.
a) The answers are highlighted in green. Check the answers

orally.
1. I’ll have made my name by 22. __Jared__________
2. I’ll have opened at least four or five places before I’m 21.
_Maisie_________
3. I’m going to run my own restaurant. __Giselle_________
b)The answers are highlighted in green. Check the answers

orally.
1. Giselle, _are you going to make____ it to the final of Junior Chef?

2. And what _will you have learned___ by then, do you think?
3. Hopefully I will learn enough to be a judge on Junior Chef one day.
4. What will you be making for us today?
5. Where do you think you will be in ten years’ time?
6. Somebody will be going home at the end of today’s show, but it’s not
going to be me.
2. Elision
a) Let the students listen to the recording on their own and pay close attention
to how the speaker says the words in bold. Elicit that the speakers in the
recording are American. The answers are highlighted in green.
1. Are you going to make it to the final? gonna (‘t’ is not pronounced in ‘to’)
2. It’s a kind of ravioli with seafood. kinda (‘f’ is not pronounced in ‘of’)
3. I want to be famous. wanna (‘t’ is not pronounced in ‘want’ or ‘to’)
4. I do a lot of pasta dishes at home. lotta (‘f’ is not pronounced in ‘of’)
b) Encourage them to practise saying these words aloud focusing on elision.

If students aren’t able to successfully reproduce the elided /t/ and /f/ in the
words after listening to the recording, model and drill the pronunciation.
3. Elided /d/
a) Let the students listen to the recording on their own and pay close attention
to how the speaker elides the /d/ sound in bold.
1) I was just wondering if you could check my application.
2) And we could prepare you for the interview too.
3) Any time is good for me.
4) I’ll come round to your place, if that’s OK with you.
b) Let the students listen to the recording on their own and then encourage them to
practise reading the sentences aloud focusing on eliding the /d/ sound in bold.
Provide feedback to their pronunciation.
5) That would be great.
6) I should be able to get away early.
7) You’ll need to do a bit of research.
8) Will you send the checked form back to me?
Lesson 4: Applying for a job
BUSINESS SKILLS: Applying for a job and arranging to meet up

1. Encourage discussion among students. Answers will vary. Conduct
whole-class feedback on things it’s important to do when applying for a job,
and why. You could create a job-application checklist as a class on a shared
board.
a) When was the last time you applied for a new job? Tell your group about
the experience.
(Students’ own answers). Students who have never applied for a job can
think about which things on the list below they think they would do when
applying for a job and which things are important.
b) Did you do any of the things on this list?

● download an application form
● update CV and LinkedIn
● fill in a form
● ask someone to check form and CV before submitting
● change social media settings to private.
● find out about the company before the interview
● rehearse for the interview
c) Why are these things important?

(Suggested answer: Having your CV and LinkedIn profile updated is a must
when it comes to applying for a new job. Having your work experience and
qualifications updated is very useful for the recruiter to make sure that the
position aligns with your current expertise. Asking someone to check your
CV and form before submitting can give you a fresh perspective and
objective feedback for further improvement. It is very common nowadays
for recruiters to check candidates’ social media as well, so turning settings
to private is probably the best option. There is no doubt that doing research
on the company you are applying for is basic. You want to show enthusiasm
and interest, so studying the company’s vision and mission, products or
services in detail, as well as the market, current projects and initiatives is
definitely worth it. Although rehearsing for the interview makes you feel less
nervous, there will always be questions that will escape you and it’s good to
be open to the unknown or unexpected and just accept it.)
2. Explain that students are going to listen to a conversation between two

friends, Jill and Andy. Give students time to read the questions. Elicit
possible reasons why two friends would decide to meet and why they would
bring something to the meeting. Ask: What could that something be?
a) Let the students listen to the recording and answer the questions. Then,
1. Why are they going to meet?
Jill wants Andy to check her application for a job she told him about. They
are going to meet up to practise for the job interviews Jill has next month.
2. When and where are they going to meet?
They are going to meet on Thursday at 6 pm at Andy’s place.
3. What will they bring to the meeting?
Jill will bring some information about the company. Andy will bring the
application form (that he has checked).
b) Let the students listen again to the recording and complete the exercise.
Then, check the answers orally. The correct answers are highlighted in
green.
1. Do you have a _______moment________?
2. That would be _______great_________.
3. I’d really ________appreciate________ that!
4. Yeah, that’s ________fine________ with me.
5. When are the ________interviews________, by the way?
6. Thanks _______again_________.
3. Read the phrases in the box with the students. Then, give them some time to
complete this exercise on their own. Check the answers orally. The correct answers
are highlighted in green.
USEFUL LANGUAGE: ARRANGING TO MEET
A _Stating the purpose of the meeting __
I was just wondering if you could check my application…?

And then do you want to meet up and talk about it?
And we could prepare you for the interview too.
I suggest we meet to discuss things further.
B _Arranging the time and place____
When are you free?

When would you like to meet?
We can meet…
I’m not doing anything all week.
Any time is good for me.
I'm working late on Tuesday…
Let’s say Thursday at six, then.
Fine, whatever is best for you.
Let’s say, provisionally, Tuesday at 11 am.
I’ll get my assistant to call you later today to confirm.
I’ll come round to your place, if that’s OK with you.
C __Deciding what is needed_____
So, you’ll need to do a bit of research.

And will you send the checked form…?
Yes, either that or I’ll print it out…
Please, forward me those emails so that I…
I’ll need you to contact… before we meet.
I’ll need you to fill me in on the current situation.
Get your team together and let them know about...
4. Devote the necessary time to this activity. The objective of the role-play is to
allow the students to put into practice the business expressions and skills learnt over this
section of the lesson. Encourage them to work in pairs, choose one situation – or more if
they want to – and give it a try. Act as a silent observer as the role-play is carried out. Let
the students interact and take down notes of their performance to provide feedback only at
the end. Otherwise, the role-play gets interrupted too often and the interaction doesn’t flow
as natural as it should in a real business context.
5. Can be assigned as homework. Explain to the students that it is very common in

the business world to establish first contact via email and arrange to meet. Encourage
them to read the email and answer the questions based on it. If done in class, check them
orally. If assigned as homework, share the answers with them or provide written feedback
after they turn them in.
The answers correct are highlighted in green.
1. What expressions does Ivan use to introduce himself?

___________________“My name’s.” ; “I have my own…”________________
2. How did Ivan find out about Sean? What expressions does he use to explain this?
____________________He found out about Sean from one of his former
colleagues, Ursula Vlad. “I was given your details by...”; “She recommended you to
me...”_______________________
3. What does he ask Sean to do? What expression does he use?

_____________________He asks Sean to call him or send an email in reply to
arrange a meeting. “If you are interested in discussing this further, could you either
cal us or send an email in reply...”______________________
4. What is the meaning of the word in bold in the text? And what’s the difference
between actually and currently?
__________________Currently means “at present”. Actually does not refer to
time specifically, it is a synonym to “in fact” or “for real”. _______________
IMPROVING YOUR WRITING: Career goals
WARM-UP READING
1. Ask the students to read the extracts from four job applications.
2. Give the students a few minutes to answer these questions on their own.
Then, encourage them to share their answers orally and provide feedback.
The correct answers are highlighted in green.
a) What is a Career goals statement?

A short text where candidates say what they intend to be doing or will have
achieved in their careers in the next five years.
b) Which applicants do you think clearly state their career goal? What are the goals?
Applicants A, B and D clearly state their career goal.
Applicant A: enhance his/her leadership skills in more responsible roles and
maximize his/her strong organizational skills and planning skills
Applicant B: obtain a managerial position in tele-sales with a leading provider
Applicant D: secure a position where his/her leadership will improve sales results.
c) How will he or she reach this goal?
(Student’s own answers).
WRITING SKILLS: Formal Language
1. a) Give the students a few minutes to do this simple matching exercise on

their own. Check the answers orally. The correct answers are highlighted in
green.
1. get obtain
2. good strong
3. got a job secured a job
4. had gained
5. reaching achieving
6. want intend
7. better enhance
8. make the most of maximize
9. being better than exceeding
10. executive role managerial position
b) Encourage discussion among the students to answer this question. The

correct answer is highlighted in green.
The formal words in the career goal statements have a more positive impact on the
reader because we use formal words in formal contexts.
2. Give the students a few minutes to do this exercise on their own. Check the
answers orally. The correct answers are highlighted in green.
1. I __intend___ to become an account executive,

2. I __completed_________ a three-year course in arts administration,
3. I’m __seeking________ for a position in Human Resources.
4. I _am confident__________ I will make a ___significant________
contribution to your firm.
5. I _gained_____ extensive experience during my internship.
6. My aim is to __effectively_________ use my experience in customer
care.
7. I__possess_________ skills in mentoring and advising young
people.
8. I aim to _become_____ the _leading____ events manager in the
area.
1. Can be assigned as homework. Ask students to think of an imaginary

person who’s applying for a job that’s similar to their own. Tell
students to write a career goals statement with two goals for that
person.
2. If Exercise 1 is done in class, students must share their statements

with the class and compare them. They should give feedback on the
use of formal language. Gauge whether any common problems with
the use of formal language have arisen. If Exercise 1 is assigned as
homework, ask students to turn them in and provide written feedback
for them to improve their work.

CAN DO CHECKLIST
Online Assessment
The online assessment of the unit includes reading and listening comprehension skills,
grammar and vocabulary, and a section assessing business communication skills, such as
how to manage decision-making meetings, presentations, negotiations, etc.
The online assessment is to be done by the learners as homework. In other words, no
class time is devoted to solving it. It is done in a self-grading Google Form, which makes it
easier for the teacher as she/he does not need to devote time to corrections.
Anyway, the answers to all the exercises in the online assessment are included below.
READING COMPREHENSION
1. If you want to be a solopreneur, you need to

A have enough capital to fund your business.
B have enough time to spend working on your business.
C have enough knowledge of the product or service you want to sell.
D have other people who can support you when you get started.
2. Instead of using your own name, you should
A set up an anonymous Facebook page and Twitter account.
B use your Twitter username.
C think of a different name.
D find a brand name for your business.
3. It’s important to use a name that

A doesn’t make people think of existing companies.
B includes the name of your product or service.
C is connected to the type of business you want to run.
D is easy for people to remember.
4. People sometimes don’t realize

A what a useful networking tool Twitter can be.
B that you can use Twitter to sell things.
C that Twitter is great for telling people about your everyday life.
D that you can advertise on Twitter.
5. In order to make the most of professional networking sites, you should

A set up a profile and then forget all about it.
B concentrate on joining as many groups as you can.
C keep your profile regularly updated.
D make people think that you’re better than you really are.
6. Setting up a blog is
A something that people may think is easy.
B a must if you want to establish your brand online.
C something you should already have done.
D something that people may think is difficult.
7. Blogs are useful because

A they allow you to sell yourself.
B they can demonstrate your expertise.
C they’re non-commercial.
D they’re free to set up.
8. It’s important to brand your email signature too,

A despite the fact that you’ll communicate more through social media than by email.
B because most of your written communication will be by email.
C because people pay more attention to email signatures than blogs or websites.
D because then people will be able to contact you more easily.
9. The writer advises that before going to an event, you should

A do some networking with the people who will be there online.
B order some business cards so that you can give them out.
C use social media to tell other people that you’ll be there.
D find out who will be there and who can help you with your business.
10. The writer thinks that

A success comes easily to those who do the things they naturally enjoy doing.
B successful solopreneurs need to be prepared to do things they find difficult.
C the most important thing is for solopreneurs to have a strong social media presence.
D the most successful solopreneurs spend all their time on their business.
GRAMMAR
The five biggest trends of the next ten years
1 The number of internet users is increasing rapidly and it’s predicted that it _will
reach_______ (reach) five billion in the next few years. Around half of these _will be
using___ (use) tablets to access the Internet. By 2030, connected devices _will have
become_____ (become) so integrated into our daily lives that we __will see__ (see) them
as ‘digital assistants’ that help us with everything we do.
2 Today, thousands of items are being sold online every minute and it is expected that
every retail company __will have________ (have) an online presence in ten years’ time
with nineteen percent of retail sales being made online.
3 It’s likely that in ten years’ time we ____will be travelling_______ (travel) even more than
we do now and we _will be using_ (use) smart technology to make our journeys easier and
faster.
4 Today’s cities ____will grow____ (grow) to be mega-cities in the twenty-first century. It is
estimated that by 2025 the population of the area between Boston and Washington DC in
the USA __will have reached_____ (reach) nearly 60 million people.
5 When it comes to social trends, we are living in a world where the number of older people
is constantly increasing. Based on current evidence, this _is going to continue____
(continue) over the next ten years and it is believed that there’ll also be more ethnic and
cultural diversity in our societies.
a) 23 At the end of June, I will complete my studies.
By the end of June, I __will have completed___ my studies. have
b) Today is a day that it’s impossible to forget.
I __will never forget______ this day. never

c) More people are running their own businesses now than ever before and this trend
will continue over the next ten years.
I think more people ____will be running______ their own businesses in ten years’
time than ever before. be
d) I’ve decided to spend the whole summer working with disabled children.
I __am going to spend_______ the whole summer working with disabled children.
to
e) He earns a lot of money, so he plans to retire before he’s fifty.
He _will have earned_____ enough money to retire before he’s fifty. earned
VOCABULARY AND BUSINESS SKILLS
I left school at the age of sixteen without any academic (1) _qualifications___ Instead of staying at
school, I decided to look for a job and I found a starting (2) ___position_____ as an office junior at an
insurance company. All I wanted to do was earn a decent (3)____salary________ so that I could start
buying the things that I wanted. When I was seventeen, I got my driving (4)___licence__________ and
bought myself a car. I also realized how useful it was to get some (5)__workplace________ experience
because you’re going to be at work for a long time and you need to know how to get up early, develop
a routine, get to work and work together in a team.
My boss was happy with my performance at work and she suggested I work towards getting some
professional (6)__qualifications______ by taking courses in the evening. I think I was the only person
on the course who didn’t have a high school (7)___diploma_______ , so I found it quite difficult.
Fortunately, the teachers helped me to develop some of the academic skills I hadn’t learned at school,
like how to scan-read a book and take notes.
Going back to school has made me realize that gaining professional (8)___experience_____________
is important, but studying can also give you more employment (9)___opportunities_____. In my case,
my boss suggested I apply for a more senior position in the company. I was successful and now I have
a managerial position with a higher salary and a lot more job (10)____security____ .
a) A: Hey, who told you that luck plays no role in you achieving your goals?
B: Well, Pete. It’s all about __conventional wisdom______, almost everyone

thinks that way.
b) A: I must _acklowledge_____ that the soaring increase in sales wouldn’t
have been possible without the marketing department.
B: In fact, it was the whole team working and pushing forward together what
really made this possible.
c) A: Everyone, please, I need stout _commitment__ to work during this

unprecedented time. We are suffering great losses and it’s our job to turn
this situation over.
B: Sure, you can take that for granted, Brad. I’ll make sure to monitor all
employees’ performance and check in and out times.
d) A: I can’t quit right now. I must finish at least the urgent reports and then I’ll
rush back home, I promise...
B: Ok, make sure you make it for dinner tonight.
e) A: You know what, Bill? Sometimes I feel that somehow I am tricked into
feeling some kind of satisfaction, or personal worth that eventually ends up
in nothing but more and more pressure on me and my team.
B: I guess it is what our mind does: _mistake_ our own self-pride and
gratification for external reward.
f) A: And tell me, Mr Johnson, what are your career _goals____ for the next 5
years?
B: Well, I __intend_____ to __enhance_______ my managerial skills and
lead a strong team that can _exceed______ expectations in terms of
innovative processes and sales results.

Pierre: Good morning. This is Pierre Jouet. Do you remember / I am calling
about the email I sent you last week in response to your enquiry.
Colter: Oh yes. Thanks for responding so quickly / emailing me so quickly.
Pierre: I was wondering if you’d / Tell me if you had time to look at the brochure
I sent you.
Colter: Yes — it looks very interesting. Let’s meet and / I suggest we meet to
discuss things further.
Pierre: That would be fine. When would you like to meet / is it a good time?
Colter: Let’s say / Would you like to meet next Wednesday at 10.00.
Pierre: Fine. Whatever’s best / By the way for you. You can come round to my
office if you’d like/ feel like it.
Colter: Sure, that works perfect for me. See you / Let’s meet next Wednesday at
10 am at your place, then. Can you email me the location, please?
Pierre: I’ll do it straight away. I'll look forward to/ be waiting to meeting you. Bye.
Colter: Likewise. Thanks, bye!
LISTENING COMPREHENSION
○ Name: Daniela Fisher

○ After school, she worked in (1) __________an office_____________
○ She studied business studies at (2) _________university___________ and
specialized in (3)_________marketing__________
○ She then worked at BMI for (4) ____________five____________ years.
○ She is looking for a new job so that she can spend more time (55) (5)_______at
home________.
○ In ten years’ time, she’d like to have a global (6)_____role_____and (7) ____deeal
with______ customers from all over the world.
○ Her biggest (8) ______weakness______ is that she’s a perfectionist.
○ She sees herself as a natural (9) _______leader________
○ In her free time, she likes to go (10) _______climbing_________
Unit 3: Motivation and growth
CAN DO:
At the end of the unit the student can:
● talk about sources of inspiration and motivation in life
● describe job satisfaction and personal growth appropriately, using the right lexis and
collocations
● present arguments and supporting ideas in a meeting and use a wide range of appropriate
expressions to lead discussions, clarify points or give your opinion to respond to ideas
● recognize the most common types of elision in speech
● consider the technique of repeating key ideas and supporting your arguments in a
presentation
● understand the main ideas in a text related to the topic and subtopics of the unit:
inspiration, job satisfaction and personal growth
● use the ideas in an article – related to the topic of the unit – to discuss it orally
● recognize the different intonations to make polite and assertive requests
● use the present perfect forms appropriately according to the context
● write a job application email
Lesson 1: Me, an inspiration?

“I’m not your inspiration, thank you very much”
Tell the students that as in every other Unit, they’ll start by reading background
information about the TED Talk and the speaker to get an overview of what is coming.
questions.
provide feedback.
1) Who or what has been a source of inspiration in your life?

2) What would you define as a 'normal' upbringing? What do you think Stella Young
means by a 'normal' upbringing?
By ‘normal upbringing’ she probably means things like going to school, playing with
brothers and sisters, doing jobs around the house like tidying her room, etc.
3) What assumptions about disabled people do you think Young wants us to
question?
To question the assumption that disabled people do not have normal upbringings
or are in some way different from people in the rest of society.
4) How well are people with disabilities integrated into the workplace in your country?
(The kinds of responses to this question will depend on the country you are
teaching in and workplace policies on disabilities. In many countries nowadays,
employers are obliged to ensure that a workspace is designed for any individual,
with or without a disability.)
2. KEY WORDS
motivational causing people to take action, often for self-improvement
objectification the treatment of people as though they were something

less than or other than human
inspiration somebody who does something or deals with a situation

so well that others want to be like that
propagate spread or promote (an idea)
exceptional impressive in a way that is unusual or not typical
contradiction a combination of ideas that oppose one another
overcome to defeat or succeed in controlling or dealing with

something
disabled not having one or more of the physical or mental abilities

that most people have
low-key simple and not attracting attention
glaring used to say that something bad is very obvious
dawn on someone to become known or obvious to someone, often suddenly

deliberately intentionally
subscribe express or feel agreement with (an idea or proposal)
bag out to criticize someone or something (Australian slang)
endurance the ability to keep doing something difficult, unpleasant,

or painful for a long time
3. IMPROVING YOUR LISTENING SKILLS: Elision

As a learner of English as a foreign language, do you think it’s easier to produce or
hear elision?
1. Give the students a few minutes to listen to the recording on their own and
complete the exercise. Then, check the answers orally. The correct answers
1. When I was fifteen, a member of my local community approached my

parents and wanted to nominate me for a community achievement award.
2. This kid had only ever experienced disabled people as objects of
inspiration.
3. I wasn't doing anything that was out of the ordinary at all.
2. Give the students a few minutes to listen to the recording on their own and
write the two missing words in each sentence. Check the answers and elicit
or point out that the /d/ consonant sound at the end of ‘lied’ and approached’
disappears.
4. I am here to tell you that we have been ___lied to___ about disability.
5. I've lost count of the number of times that I've been ___approached by___
strangers wanting to tell me that they think I'm brave or inspirational.
1. Encourage the students to turn their mics off and enjoy the TED Talk. Remind them
to click on the subtitles icon, in the bottom right corner, and choose English to read
the subtitles in the target language as they watch. Suggest taking down notes of the
most relevant ideas and choose one to share with the rest.
feedback. Give feedback at this stage if any students still seem a bit unsure on how
to use the new vocabulary correctly.
a. What did Young realize about her student's experience of disabled people?
She realized that this kid’s belief was the representation of most people's belief that
disabled people must be objects of inspiration. We cannot see them as real people,
as our teachers, or our doctors or our manicurists. They must be there to inspire us
all somehow.
b. In the talk Young says that we have been lied to. What lie is she referring to?
She is referring to the lie we have been told about disability. We have been told
that it's a bad thing, and that to live with a disability makes you exceptional. Young
asserts that it's not a bad thing, and it doesn't make you exceptional whatsoever.
c. Who can you think of who has achieved something out of the ordinary?
d. What have people said to you so often you've lost count?
e. Does Stella Young inspire you? Why? / Why not?

exercise.
1.The correct answers are highlighted in green.
Some images on social media objectify disabled people for the benefit of _nondisabled
people__ to help them put their worries in ___perspective______. They make nondisabled
people think, 'My ____life________ could be worse. I could be that person.' But Stella Young is
__that person______________, and she doesn't think her life is bad. For Young, her body and
her diagnosis aren't' __the problem______. She looks at the pictures and sees
_____people______ who aren't doing anything out of the ordinary. For Young, the problem is that
society objectifies disabled people and views them as exceptional.
'The only disability in is a lie

life is a bad attitude'
Smiling at a flight of won’t turn them into a ramp

stairs
Smiling at a TV won’t make closed captions** appear
Radiating a positive won’t turn the books to Braille*

attitude in a bookshop
Being disabled isn’t an achievement
*Braille (n) letters that blind people can feel with their fingers
**closed captions (n) written words on a screen for deaf people
a) Stella Young was unable to attend school as a child.

b) Her first job was giving inspirational talks at schools.
c) Young feels that people with disability could be better integrated into
Australian society.
d) She feels that Internet images of disabled people are good because they
help the world understand disability.
e) She feels that the biggest challenges disabled people face are related to
their bodies.
f) She feels inspired by practical ideas that she learns from disabled people.
g) She thinks that one of the keys to overcoming disability is to maintain a
positive attitude.
h) She feels that too many people have unrealistically high expectations for
people with disabilities.
6. PRESENTATION SKILLS: Repeating key ideas and supporting arguments

Ask students to read the list of tips in the Presentation skills box for using
repetition in a presentation. If any of your students regularly give presentations for
their job, ask them if they like to use this technique. You could also ask students if
they know any famous presentations or speeches that make use of repetition. The
most famous example is probably Martin Luther King’s ‘I have a dream’ speech
which students might be familiar with in which he repeats the phrase ‘I have a
dream’ many times.
1. Ask the students to go back to the Ted Talk transcript or video and discuss the
answers. The correct answers are highlighted in green.
a. What is the key idea that Stella Young wants to impress upon the audience in
those selected parts (2.33 - 3.03 and 7.13 -7.16)?
That people have been lied to about disability.
b. What word does she repeat, and how many times?
She uses the word ‘lie’ (or ‘lied’) five times.
c. What effect does her repetition have - does it serve a purpose, or is it simply
repetitive?
Possible answer: The purpose of repeating the word ‘lie’ is to make sure the
audience remember the key message, and to create emotional impact by repeating
the emotive word.
d. Does Young's talk convince you to agree with her?
(Students’ own views).
e. Can you remember any other words Stella Young repeated several times in her
talk?
Repeated words (or word forms of the same word) include normal, low-key,
inspire/inspirational/inspiration, motivate/ motivational, exception/exceptional.
2. One of the earliest definitions of critical thinking (published in 1941) was that it is
about recognizing an argument or evidence and the evidence or reasoning which
supports it. So this task is especially relevant for developing students’ critical
thinking skills. Ask students to match the arguments with the supporting examples.
Then, check the answers orally. The correct answers are highlighted in green.
The disabled aren't seen as real people. A student asked when she was going to do
They're there to inspire, not to do 'real' jobs. her motivational speech, assuming that she
couldn't possibly just be a “normal” teacher.
The disabled are objectified to make Pictures on the Internet show disabled people
non-disabled people feel better about doing normal things, with 'inspirational'
themselves. captions.
Society has low expectations for disabled People who don't know Stella Young often tell
people. her she's brave or inspirational just for living
her normal life.
Lesson 2: What are your top priorities?
Before giving time to the students to read the text individually, discuss the
questions below orally.
1. Look at the three diagrams with the class. Elicit that the most important things for
the people who drew these diagrams are chocolate, money and friends. Ask
students to work on their own to rank the three most important things that they
need in their life. Direct them to the example diagrams for some ideas. They can
choose abstract things, e.g. love, or material things, e.g. my flat.
Encourage them to compare their diagrams and account for their choices.
2. Explain that students are going to match the four groups of words with their
headings. If necessary, clarify the meaning of:
physiological – referring to the healthy or normal functioning of the body
shelter – a structure that protects or covers people or things, usually a place where
people live (list A)
Look at group A as an example with the class. Elicit that the heading for group A is
physiological needs. If necessary, model and drill the pronunciation of physiological
/ˌfɪzɪəˈlɒʤɪkəl/. Ask students to match the other headings with the appropriate
groups of words. The correct answers are highlighted in green.
Self-actualization – the fifth heading not used here – means the realization and
fulfilment of your own talents and potential.
Physiological needs Social needs Esteem needs Safety needs
drink family independence health

food friendship prestige job security
shelter love self-respect personal safety
sleep romance status property
2. Each student could first rank the following motivations on their own and then share
their priorities. Encourage whole-class discussion here. Answers will definitely vary
among them. Ask students to give reasons for their choices. If necessary, clarify the
meaning of:
commission – sum of money that is paid to an employee upon completion of a task,
usually the task of selling a certain amount of goods or services.
praise – the expression of approval or admiration for someone or something.
redundancy – the state of being no longer in employment because there is no more
work available.
promotion – the act or fact of being raised in position or rank.
perks / fringe benefits – special benefits such as a company car or medical
insurance that are given to people who have a particular job or belong to a
particular group.

1. Give the students enough time to read the article on their own.
2. Encourage oral discussion. The idea is that the students express their thoughts
regarding the statements below. The answers will vary among students depending
on their own views and experiences. If necessary, clarify the meaning of these
words:
caring – displaying kindness and concern for others
to revamp – to remake, revise or renovate
leave policy – it helps you define the number of leaves (days off work) your
employees have, the types of leaves that they are eligible for, and how to apply for
leaves.
a. Companies should be fully involved in the lives of their employees.

b. ‘Sick days’ are a perk.
c. A pay rise is better than a job in a caring company.
d. Revamping leave policies to create ‘flexible leave banks’ that put all
employee leave into a single category is a tool every company should
implement.
1. What is the writer’s purpose?

a) to promote strategies to keep employees at their work.
b) to inform the reader by outlining the number of strategies that
companies put into action to keep their workers.
c) to summarize a study about the job perks that are successful.
2. Making employees happy...

a. has always been a tough job.
b. is becoming more and more complex to achieve.
c. will be less difficult in the future.
3. In the past...
a. bosses welcomed extra benefits such as child care and financial
planning for their employees.
b. companies didn’t use to treat their employees so well with extra
perks.
c. bosses didn’t allow child care or financial planning.
4. Pay rises...
a. imply employees will change their mind if willing to quit.
b. are always successful in retaining workers.
c. could be in some cases a good strategy to keep employees.
5. The writer concludes that...

a. it is never clear what an employee might need to stay in a company.
b. each company must consult human resources when it comes to
employee’s satisfaction.
c. if employees achieve a work/life balance and are happy at work,
they will not look elsewhere for employment.

a. job ___position______________
b. consider ____think of_____________
c. employment ___work ______________
d. occupational areas ___job sectors________
e. expect __predict / project / estimate_______
f. require ___ask for______________
g. increase ____rise_____________
h. opportunity ___chance / opening______________
a. Money is a less important motivator than a caring company.

b. Employees should be given much less choice on how they organise their
time away from work.
c. There are some disadvantages to the number of benefits and perks you
offer your employees.
d. Creating an atmosphere and culture which employees feel they belong to is
crucial.
e. Up-market perks are given to the majority of technology companies’ staff.
f. Some people are after a place that is understanding and helps them deal
with personal situations, too.
1) personal …problems…………....
2) common...sense..................
3) financial...planning..................
4) social...responsibility.................
5) top....performers.................
6) corporate...culture..................
7) general....manager.................
8) employee...loyalty..................
a) He has resigned after having a lot of…personal…problems………………...this

year.
b) Building up…employee……………... …loyalty………………... is important with
unemployment at a record low.
c) Our …general……………... …manager………………… is in charge of running the
company and for making joint strategic decisions with the CEO.
d) The new CEO transformed the bureaucratic …corporate……………...
…culture……………….... to profit-minded entrepreneurship.
e) Companies who pollute the environment are ignoring their ethical and
…social……………... …responsibility………………...
f) The …top……………... …performers………………...should get the biggest
bonuses.
g) We need to use logic and…common……………... …sense………………… not our
emotions to make this decision.
5. VOCABULARY: Personal growth (word categories) and common verb collocations

Verb Noun Adjective
contribute contribution contributing / contributive
create creation creative
demand demand demanding
excite excitement exciting
fascinate fascination fascinating
frustrate frustration frustrating
fulfill fulfillment fulfilling
grow growth growing
influence influence influencing
motivate motivation motivating

originate origin originating
perfect perfection perfect
qualify qualification qualifying
recognize recognition recognizing
repeat repetition repetitive
reward reward rewarding
satisfy satisfaction satisfying
secure security secure
succeed success successful
2. Can be assigned as homework. The correct answers are highlighted in green. If done in
class, check answers orally.
1) satisfy
a) Women are more …satisfied…… with their jobs than men in many countries.
b) Low pay and poor working conditions create … dissatisfied….. Workers.
c) Small European countries are at the top of job …satisfaction……… league tables.
2) motivate
d) What are the strongest …..motivating……. factors in people's lives?
e) Workers become …demotivated…….. if they work long hours for low pay.
f) What was your …motivation……… for becoming a salesperson?
3) fulfill
g) Becoming Department Head was the …fulfillment……… of a lifelong ambition.
h) He …fulfills……. his role as manager very effectively.
i) I feel ...unfulfilled….. in my job because I am not given enough responsibility.
4) inspire
j) Jack Welch was an …inspiring…….. business leader who motivated employees.
k) He has been an …inspiration……… to the new members of staff.
l) After an …uninspiring………launch, the new model quickly failed.
5) frustrate
m) You could see the ...frustration……….. building up in the workforce.
n) I find talking to him …frustrating………. because he never listens to anything I
say.
o) I felt so …….frustrated…… with their attitude that I decided to resign.
3. Can be assigned as homework. The correct answers are highlighted in green. If done in
class, check answers orally.
face a challenge / a problem / a difficult situation /

your opponent / the future / charges
cope with a problem / difficulty / stress / anxiety /

disability
deal with customers / employees / a problem / a difficult

situation / pressure
devise a plan or a way
build employee loyalty / good rapport
address an issue / concern / problem / question
look out for your employees / your children / yourself
revamp the web image / your appearance
Lesson 3: What’s your view on this?
1. LANGUAGE AT WORK:
Grammar
1. Encourage the students to take turns and read the sentences in the
Grammar box aloud. Make the necessary corrections to their
pronunciation and intonation.
2. Encourage whole-class discussion to answer the questions. This is a

language-focused activity that may require a little more support from
the teacher. The correct answers are highlighted in green.
a) Which tense is formed with the verb have + been + ing from of the
main verb?
The present perfect continuous.
b) Which tense emphasizes the process and steadiness - how the time
has been spent?
The present perfect continuous.
c) Which tense emphasizes the result of an activity?
The present perfect simple.
3. Explain that the phrases in the first box must be placed under one of
these headings: “We use the present perfect simple to talk about...” or
“We use the present perfect continuous to talk about..”. The phrases
in the other box must be placed under one of the “Examples”
headings accordingly.
Read the phrases in the box all together and make the necessary
clarifications so that the students can complete this exercise on their
own. Then, check the answers orally. The correct answers are
highlighted in green. The order is unimportant. What matters is that
the use and the example match.
We use the present Example We use the present Example

perfect simple to talk perfect continuous to
about... talk about...
● completed UNICEF has published ● a recent activity The Human Resources

actions that three reports on this when we want to department has been
have a topic this year. emphasize the working non-stop all
measurable process, morning to deal with
result in the duration or complaints.
present steadiness of the
activity more
than the result of
the activity
● life Our speaker today has ● an activity that Has anyone been
experiences, published several started in the counting the number of
when the books and has given past and may or responses to our
person is still conferences in many may not be in advert?
living countries. progress at the
moment of
speaking
● a past action The chief executive

when a the officer has made a
specific time is number of important
not stated and changes.
we want to
emphasize the
action
● an action or The CTO and CMO

situation in a have been together for
time that a number of years
continues up to now.
the moment of
speaking

a) I have visited / have been visiting three countries this year on
business trips.
b) Is there a problem with Gmail? Your boss has tried / has been
trying to contact you all week.
c) The customer hasn’t replied / hasn't been replying to our email.
d) Has he saved / has he been saving enough money to buy a car
yet?
e) Many of the women in the study have had / have been having at
least three children.
f) I’m afraid we haven’t finished / haven’t been finishing the report.
g) Have you listened / been listening to me? This is important!
h) The new director has run / has been running several successful
companies in her career.

1 We’re here since ten o’clock this morning.

We’ve been here since ten o’clock this morning.
2 In my opinion, spending habits are changing for many years.

In my opinion, spending habits have been changing for many years.
3 I work for this company for about three years.

I’ve been working for this company for about three years.
4 For a long time I’ve been learning English

I’ve been learning English for a long time.
5 How long are you living here?

How long have you been living here?
6 I’ve just been hearing the news! Congratulations!

I’ve just heard the news! Congratulations!

Trends in household expenditure _have not shown___ (not show) great
changes over the past ten years. The biggest chunk of household spending
still goes on housing and utilities, and this __ has jumped__ (jump) from 22
per cent to 26 per cent. Equally, transport costs _have increased___
(increase) by four per cent. These numbers are not surprising, as fuel costs
___ have been rising_____ (rise) steadily over the ten-year period. As fast
foods _have become__ (become) more and more popular, our spending on
them _has tripled____ (triple). We _have also been buying____ (also / buy)
more health products - are we compensating for our poor eating habits?
Unusually, given that clothes prices ___have been falling____ (fall)
year-on-year, we still spend the same amount on clothes.
Pronunciation
Before you read the Pronunciation box with the students, it is important to draw
attention to the communication obstacles that pronouncing words and utterances in
an incorrect way may bring about. This aspect of the language might be the hardest
to tackle because most learners of a second language are not used to devoting time
to pronunciation. Therefore, they do not give it the significance it deserves.
Then, ask the students to read the Pronunciation box and make the necessary
clarifications. Make sure the students follow the theory and tips described.
1. a) Let the students listen to the recording on their own. If necessary, clarify the
meaning of assertive – behaving confidently and able to say in a direct way what
you want or believe. Check the answers orally. The correct answers are highlighted
in green.
1) I’m sorry, but I’m going to have to ask you to pay for the damage. P / A
2) I’m really sorry, but I’m going to have to ask you to pay for the damage. P / A
3) Could you possibly help me out? P / A
4) Could you possibly help me out? P / A
5) That’s an awkward situation, isn’t it? P / A
6) That’s an awkward situation, isn’t it? P / A
b) Encourage the students to practise saying the sentences both politely and
assertively.
2. a) Let the students listen to the recording on their own and then encourage them to
practise the intonation. Provide oral feedback when necessary.
1. Could you call me back before tonight?

2. Could you email me the details?
3. Can you get back to me on my mobile?
4. Do you have an email where I can get in touch with you?
b) Encourage the students to guess the intonation of the following requests. Then,
let the students listen to the recording on their own and check the answers. If
necessary, let the students say the sentences again to improve their intonation.
1. Could you get back to me?

2. Can you let me know?
3. Can you give me a ring?
4. Could you text me the prices?
Lesson 4: Making decisions and applying for a position
BUSINESS SKILLS: Participating in a decision-making meeting
1. Ask the students to read the Context box. Then, let them listen to the
recording on their own and choose which points are tackled in the meeting.
Check the answers orally. The correct answers are highlighted in green. If
necessary, clarify the meaning of:
to freeze on – to put a temporary end to something.
to cut back on – to reduce the amount or quantity of something, especially
expenditure.
1. Freeze on recruitment ___

2. Cut back on overtime ___
3. Reduce office resources ____
4. Change telephone provider
5. Reduce client expense accounts
6. Cut back on business trips ____
2. Give the students a few minutes to listen to the recording again and
complete the fill-in-the-gaps exercise on their own. Check the answers orally.
1. Yes, well_if we look at the facts, we’ll see that___ our costs for personnel
are very high.
2. … number of employees. _Look at_____ the overtime figures. They’re here
in black and white______, and they’re costing us …
3. The __thing is______, we need to look at why we have so much overtime.
4. …. A lot of waste. _ A classic example is____ printing emails out on
expensive copy paper.
5. So _what you’re getting at___ is monitoring the office supplies…
6. I’m not convinced_________
7. As _far as I’m concerned________, we’d make hardly any savings….
8. Matt _is right_____. But _I think it would be crazy to___ cut expense
accounts...
3. Read the phrases in the box with the students. Then, give them some time to
complete this exercise on their own. Check the answers orally. The correct answers are
USEFUL LANGUAGE: PARTICIPATING IN A (DECISION-MAKING)

MEETING
A _Presenting/Supporting an argument __
If we look at the facts, we’ll see…

Look at.... They’re here in black and white…
The fact is … / The thing is…
The advantage / drawback is …
If we…, it’ll mean…
A classic example is...
B _Giving an opinion___
I (don’t) think (we should)...

If you ask me, we should…
…, that’s my view.
In my opinion, …
As far as I’m concerned,...
I think it would be crazy to ...
C __Responding to opinions/ arguments_____

Exactly / Absolutely.
You’re right / X is right.
What… says is right.
Yes, but…
I’m not convinced.
I partly agree.
I’m not sure about...
D __Clarifying_____
Could you give us some detail, please?
What I mean is…
So what you’re trying to get at is…
In other words…
To put it ina nutshell,
E __Leading the discussion___

Today, I’d like to establish…
(Jens), could you start off, please?
What’s your position / view on this?
Hang on, let’s hear what (Jens) has to say…
I don’t want to spend too long on this point.
Can we move on to…?
Let’s turn to the next item…
Let’s look into it … and discuss it again at our next meeting.
Let’s draw up some action points on...
4. Devote the necessary time to this activity. The objective of the role-play is to allow the
students to put into practice the business expressions and skills learnt over this section of
the lesson. Encourage them to work in groups and follow the steps (a-c) to hold a fruitful
meeting. Act as a silent observer as they have the meeting. Let the students interact and
take down notes of their performance to provide feedback only at the end. Otherwise, the
role-play gets interrupted too often and the interaction doesn’t flow as natural as it should
in a real business context.
IMPROVING YOUR WRITING: A covering email
WARM-UP READING
1. Give the students time to do this matching activity on their own. Then, check the
answers orally. The correct answers are highlighted in green.
analytics using data to examine or assess something,

such as the
success of a marketing activity
to fill a role to find someone to do a specific job
marketing channels ways to communicate with potential customers
retail the sale of goods in shops directly to

customers
initial happening at the beginning
the bulk of something the main or largest portion of something
a campaign a series of activities aimed at achieving a

specific result
seasonal happening at particular times in the year
2. Ask one of the students to read the email aloud. If necessary, model the pronunciation
of unknown words.
WRITING SKILLS: Useful language for job application emails
1. Encourage discussion to answer these questions orally. The correct answers

a) What expression does Susan use to state the purpose of her email?
“I’m writing in response to your advertisement for a...”.
b) What information does she include in the first paragraph?
She states the purpose of her email and she introduces herself: her name,
her current role. She also mentions how long she has been in her current
position and that she considers herlsef good for the role.
c) What expression does she use to refer to her current role and
responsibilities?
“I’m a…” (current role)
“The bulk of my work involves....” (responsibilities)
d) What expressions does she use to refer to her work experience and skills?
“I am very comfortable using…”/ “I am familiar with…” (skills)
I have the skills to push your business forward (skills)
“I have always worked in…” (work experience)
“I’ve had this job for the past...” (work experience)
e) What expressions does she use to connect her current position with the job
she is applying for?
“I would very much like the opportunity to both bring my experience and
enthusiasm to this role...”
f) How does she express her willingness to be contacted and what
expressions does she use to give a polite closure to the email?
“I would welcome the opportunity to discuss this position with you in
person”. (willingness to be contacted)
“I look forward to hearing from you. Yours sincerely,” (polite closure)
2. Give the students a few minutes to complete this exercise on their own.
Check the answers orally. The correct answers are highlighted in green.
Talking about work experience Talking about transferable skills
- I’ve had this job for the past two - I am very comfortable using analytics
years - I have the skills to push business
- The bulk of my work involves … forward through creativity and
- I have always worked in marketing. innovation.
- I can work across a range of platforms.

Can be assigned as homework. Ask students to write down a couple of paragraphs about
their current role, tasks and responsibilities and their most recent work experience. They
could even write about the perks and the company culture they value. Remind them this is
only a shorter version of what the full application email they will eventually write.
Encourage them to go over the vocabulary items and expressions learnt and look up any
new words if necessary.

CAN DO CHECKLIST
PREPARATION FOR INTEGRATIVE ASSESSMENT
The teacher should devote the last 10 minutes of Lesson 15 to reading – together with the
students – the instructions to the speaking and writing integrative assessment. All queries must be
cleared out over this lesson.
The teacher should tell the students that they (students themselves) must devote the week before
Lesson 16 to the following:
1. Revision – especially of the Useful Language boxes, Presentation skills,
Pronunciation tips, Grammar boxes and Vocabulary sections in units 1, 2 and 3.
2. Completing the writing assessment in the integrative assessment and
submitting it before the following lesson. They are expected to complete the writing
section of the integrative assessment individually as an assignment. In other
words, they will not devote time to the writing activity during Lesson 16.
3. Rehearsing for the speaking assessment, either individually or in groups,
depending on the card they choose. The speaking assessment will take place in
Lesson 16 because it necessarily requires the teacher and students to be present
in real time.
Integrative Assessment: Unit 1, 2 and 3
What is it about and what is the aim?
The integrative assessment requires the students to put into action their production skills
(speaking and writing). It is an instance to assess that the student has been able to acquire
and use the skills and useful language practised throughout the units.
The teacher should encourage the students to go over the Useful Language boxes,
Presentation skills, Pronunciation tips, Grammar boxes and Vocabulary sections in the units
studied to make the most of their language learning.
The Integrative assessment has a total score of 100. The speaking is worth 50 marks and
the writing is worth another 50 marks.
SPEAKING
The teacher must assess the students in real time during Lesson 16. Some of them will
take the speaking exam in pairs or groups and some individually, depending on the card
they choose.
The speaking assessment is worth 50 marks. The teacher should make sure that all the
items in the card are covered. A higher score should be awarded if the student puts into
action the expressions in the Useful language boxes, the Presentation skills and the
vocabulary studied in Module 1.
WRITING
The student must complete this part of the assessment as homework. The writing piece
must be submitted before Lesson 16 and the teacher must mark it before the beginning of
the new module.
The writing assessment is worth 50 marks. The teacher should make sure that all the
elements in the rubric are covered. A higher score should be awarded if the student puts
into action the conventions for email writing learnt in Module 1, adopts an appropriate
style, uses appropriate language for academic qualifications, personality traits,
professional experience, and career goals.
Once the work is submitted, the teacher must mark it and also provide written feedback
and suggestions for improvement.

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Teacher’s Book

At the end of the unit the student can:

Lesson 1: Who are you really?

“Who are you really? The puzzle of personality”

gratuitous done without reason; not necessary

intrusive affecting someone in a way that makes them feel

to catch a glimpse of to get a quick look at someone or something.

a thundering twit a monumental idiot or foolish person

conscientiousness the quality of working hard and being careful

lackadaisical showing little enthusiasm and effort

to stick to deadlines follow the time limits

be misconstrued as said when someone forms a false understanding of

to engage in to take part or get involved in a particular activity

a crashing halt a complete and sudden end

heedful paying careful attention to something or someone

to put someone in a to assign a person or thing to an overly restricted category

trait a characteristic that can produce a particular type of

enact to put something into action

the john informal word for toilet

slings and arrows difficulties or criticisms; critical attacks.

outrageous used to describe something or someone that is shocking

3. IMPROVING YOUR LISTENING SKILLS: Following the transcript or English

4. LET’S SIT BACK AND WATCH THE TED TALK!

1. How does Brian compare and contrast introverts and extroverts?

1. The correct answers are highlighted in green.

2. The correct answers are highlighted in green.

a) Brian says that he had the chance to listen in on / understand some of

3. The correct answers are highlighted in green.

a) According to one of the most underestimated approaches in psychology

6. PRESENTATION SKILLS: Giving relevant examples

Lesson 2: Is personal branding relevant?

1. Do you read any blogs regularly? What are they about?

1. Can be assigned as homework. The answers are highlighted in green.

a. to sell products connected to personal branding.

2. Can be assigned as homework. The answers are highlighted in green.

3. Can be assigned as homework. The answers are highlighted in green.

1. The hoodies the writer talks about are printed with…

2. The writer’s blog is read…

3. The writer says … describe herself in a few words.

4. Can be assigned as homework. The answers are highlighted in green.

4. VOCABULARY: Describing tasks and interests

a) You will advise / control management on database management best

b) (Students’ own answers).

2. a) Can be assigned as homework. The correct answers are highlighted in

As marketing manager you will forecast the number of leads we will

You will gather information on key developments in the tech

You are able to implement cross-departmental projects.

You will measure the efficacy of our marketing efforts.

As social media manager, you will monitor our social networks.

As VP of sales, you will project sales figures for each quarter.

You will regularly reach out to clients to collect testimonials.

You will review our current management processes.

You will help to streamline internal processes.

As a customer support agent, one of your tasks is to survey our

b) Can be assigned as homework. The correct answers are highlighted in

3. a) Can be assigned as homework. The correct answers are highlighted in

b) Can be assigned as homework. If so, provide written feedback. If done in

a routine in the affirmative? ___a___

b) Encourage discussion among classmates. Then, ask them to complete the

3. This exercise can be assigned as homework. The correct answers are

Others share lots of personal information on social-networking

Experts are advising people to protect their identity

Some people use different identities on different sites,

a routine in the affirmative? _a_

B Open ended questions

D Keeping the conversation going

E Exiting the conversation politely

Q: So, do a lot of businesses use____ viral videos? (use)