Cambridge English Empower B1+
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UGet a job! 2
1 SPEAKING
a Before starting, ask students if any of them have
ever had a job interview. Ask them what job it was for,
and where the interview took place. Ask them how many
people were at the interview, and some of the common
questions people are asked. If students don’t have job
interview experience, provide an example from your own
experiences, or elicit general ideas about job interviews
and the questions asked. For example: What are your
strengths and weaknesses? Do you enjoy being part of team?
Where do you see yourself in five years’ time? Explain that in
the reading students are going to look at less traditional
approaches to job interviews. Explain that some of these
are listed below, 1–5. Ask students to read through the
items, checking any vocabulary. Set a short time limit and
ask students to rank the ideas from best to worst, giving
reasons for their choices.
This could be done as a ‘pyramid discussion’. Students
agree on the order in pairs rather than groups. Then pairs
are put into groups of four and agree on the same order.
They are then put in groups of eight, and so on, until they
whole class is discussing the order.
b Put two groups together, and ask them to share their
ideas. Monitor, noting down any interesting reasons given.
Present these to the class in a feedback stage. Ask the class
as a whole if they agree on the order.
2VOCABULARY: Words connected to
work and employment
a Tell students to work individually, matching the words to
the definitions before comparing in pairs. Go over answers
with the class and monitor for correct pronunciation.
Answers
1 f  2 a  3 d  4 b  5 c  6 e
b Give students two minutes to think of three other
words they know connected to work and employment.
Help them to use dictionaries to check spelling and
pronunciation if necessary. Students test each other in
pairs.
Cambridge English Empower B1+ © Cambridge University Press PHOTOCOPIABLE
READING PLUS
3 READING
a Set a brief time limit and ask students to skim through the
text checking the ideas in 1a. Elicit from the class whether
this changes their views.
BETTER READING: PRONOUNS
Pronouns can confuse students when reading. The aim of this
exercise is to help them understand the pronoun they better
and thus improve their reading overall.
1 Write these lines of the text on the board:
At online retail specialist Summit, the candidate paints a mural
in their interview. Everyone decides if they get the job, not just the
boss.
Underline they and ask students what it refers back to,
establishing clearly that it refers to the candidate. You could
draw an arrow from ‘they’ to ‘the candidate’ to help clarify this.
Tell students that they can refer to a person when the gender is
unknown or unspecified.
Explain that pronouns can be confusing when reading and this
exercise provides help with this. Tell students to decide if the
remaining examples of they in the text refer to A, B, C or D.
Answers
Paragraph 1: A, B    Paragraph 2: C    Paragraph 5: D
2 This encourages students to notice uses of they outside
this lesson’s text. Students work in pairs. Monitor closely and
answer any questions as needed.
b Direct students to read the magazine article again and
answer the questions individually. Ask for volunteers to
give answers and explanations, and see if the class agrees.
Answers
1 He wanted a recruitment exercise which was fun and creative
and involved candidates and staff.
2 He had an interview in a coffee shop, but it was too busy, so they
went for a walk.
3 The interview went well, so they continued.
4 It can predict personality and IQ with 50% accuracy.
5 Because it’s harder to build a team than it is to recruit an
individual, so they do both together.
6 number of phone calls, number of breaks and customer ratings
for each call
4 SPEAKING
a This gives students a chance to respond to the topic
of the lesson and have some speaking practice. Students
discuss the questions in groups. In feedback, ask two or
three students to share their ideas.
1