What are you like?

1. Do you remember these words?

In this unit, we will deal with vocabulary related to personality, and that's why we are breaking the ice
right now with this topic! So, let's read something you will probably understand easily.

Personality replicates what we have within us. The traits that one acquires over a while develops our
personality. The personality of one person is based on several factors. Some characteristics are inborn,
while others are inherited, and some others are still observed, learned, and incorporated when getting in
touch with other people and situations. Though some characters are given to us as a blessing, we have
the right to nurture them and develop them for the betterment of ourselves. This would automatically
reflect in our good personality.

One has to be always presentable, pleasant, and sharp focused in thoughts and acts, accepted and loved
by all, and possess a great personality. Personality just does not happen overnight; one needs to have
great dedication and practice to develop cultures and habits that would help in growing one's
personality.

GLOSSARY:

within: in one’s inner thought, disposition or character.

trait: a distinguishing quality (as of personal character).
acquire: to gain (a new skill, ability), usually by your own effort
nurture (verb): to foster, to further the development of something.

2. Reading
After reading the first text and checking the vocabulary, now, we will read a text which is a little more
complex, which is also about personality traits and health.

There is increasing evidence that health is linked to personality. However, until now, the relationship has
not affected the way health care is delivered. There are several reasons for this. Some health workers
doubt whether there is a direct link between health and personality or whether it's just a coincidence.
Some feel it is their professional duty to treat all patients in the same way. Others argue that delivering
health services according to patients' personalities will have minimal impact and therefore isn't worth
the effort. However, some psychologists believe that applying different procedures to people with
different personalities could have a significant, positive effect on health.

Research into personality has, in recent years, focused on the Big Five model of personality types. This
model measures how neurotic, extrovert, open to experience, agreeable and conscientious a person is.
Some of these personality types have been studied in relation to health. For example, conscientious
people tend to be less likely to smoke, drink too much alcohol or be inactive. However, in other cases, the
relationship is less clear. Neurotic behaviour, for instance, has been found in some studies to increase the
risk of death, in others to protect people from illness, and in others to have no link to health at all.

Even so, if health workers applied an understanding of personality to the services they provide, they
could influence the extent to which patients act on advice and follow their treatment. For example, high
sensation-seeking individuals, who are extroverts and unconscientious in the Big Five model and tend to
take part in risky activities, respond to drama, energy, and emotion. Thus, to encourage those people to
follow health advice, health promotions can be designed to incorporate those factors. An example of this
was the campaign SENTAR which aimed to reduce cannabis use among high sensation-seeking
teenagers. By creating a suitable television advert, they successfully engaged these youths and reduced
their recreational drug use. Of course, this approach isn't always possible. It is often impractical and
expensive to create several versions of a campaign to reach different personality types. However, recent
developments in computer technology, cookies, and targeted advertising may allow this approach to be
used more in the future.
Personality could also be considered when sending messages, information, and guidance to specific
patients. Already, health information is usually available in various forms – printed, digital, audio, and so
on – to be suitable and accessible for different users, such as the blind, the elderly, and people with
reading difficulties. Research has also shown that, by identifying different patients' motivations for
treatment and then corresponding with them in a way that reflects their motivations, patients will
become more involved in their treatment, compared to when the same messages are sent to everyone.
Correspondence could, therefore, be adapted to reflect patients' personality type, too. For example, less
conscientious people could be sent phone reminders to attend appointments. So far, there has been very
little research into the effectiveness of tailoring health guidance according to personality, so this area
deserves further study.

Until now, the focus of personality-health research has been to explore the link between personality and
health and has had very little practical application. Thus, health workers have not engaged deeply with
it. However, by suggesting, trialling, and implementing practices to engage patients with different
personalities, the relationship between psychology researchers and health workers could improve, along
with the health of the general public.

3. Vocabulary: personality
As you may have checked yourself, this topic is really interesting, because it helps us to talk about
ourselves or to describe other people. Let's see some vocabulary related to the personality topic that
you should know:

GLOSSARY
POSITIVE ADJECTIVES
nice: pleasant and good
charming: easily liked by other people
friendly: kind and pleasant
cheerful: generally happy
extrovert: cheerful, lively, enjoys being with other people
good-natured: friendly, cheerful
helpful: cooperative, happy to help others
sympathetic: understanding with others' feelings and problems
tactful: careful not to cause embarrassment
well-behaved: behaving in a polite way
hospitable: welcoming to visitors
broad-minded: able to accept things that you do not like or agree with
outgoing: talkative, friendly, likes meeting new people
lively: full of energy

NEGATIVE ADJECTIVES
foolish: marked by a loss of composure
grumpy: moodily cross
careless: not taking care
aggressive: ready and willing to fight, argue, etc.
arrogant: having or showing the insulting attitude of people who believe that they are better,
smarter, or more important than other people

4. Grammar
Regarding grammar, we will recap some basics about personal pronouns (serving as a subject and as an
object), and also some other types of pronouns that can be useful to be used in our discourse, such as
reciprocal pronouns, indefinite pronouns, and impersonal pronouns, being the latter used especially
when we are talking about things such as the weather.

4.1. Personal Pronouns

Personal pronouns are short words used to substitute nouns or proper names. Pronouns show us the
grammatical person, the gender, the number, and even if that substitution is one of an object or a
subject. Examples of these personal pronouns are I, you, her, she, them, or he.

These words are essential, as they help us make our discourse neater, giving us the possibility of not
having to repeat proper nouns and names all the time.

● Example: Queen Elizabeth started reigning in 1953. She is the longest-reigning monarch of the
word.

Personal pronouns can be either subjects or objects.

Subject Object
I Me
You You
He Him
She Her
It It
We Us
You You
They Them

There are two peculiarities in English referring to personal pronouns: the first one is that "you" is used
for both the second person of singular and plural, making us need a context to determine if that word is
singular or plural; the second one is the singular "they", which is a neutral or indeterminate pronoun
that we use when we don't know or don't want to reveal the gender of the person we are referring to.

4.2. Possessive Pronouns

Possessive pronouns are pronouns that are used to express ownership or possession, but also can refer
to someone's origin or relationship. There are many possessive pronouns that we can use, depending if
we are referring to one person or multiple people. Check the next examples:

● Ariel's party was fantastic, but ours is going to be even greater!

● We don't agree that our team can beat theirs.

Personal Pronouns Possessive Pronouns

I mine
you yours
he his
she hers
it its
we ours
you yours
they theirs

Possessive pronouns can work both as a subject (My mother got her present, but mine hasn't arrived yet.)
or as an object (Diana found my keys, but she doesn't know where yours are.). Also, when used in a
sentence, possessive pronouns match the number of the owner and not the nouns they are accompanying
to.
 ● I saw Daniel carrying a big bag. That bag is his. (The owner is Daniel.)
● I saw Daniel carrying several bags. Those bags are his. (The owner is Daniel.)

However, we have to consider that when possessive pronouns are used as a subject, the verb will be
singular or plural depending on the number of the people or things that are being discussed, and not the
owner.

● Mary's favourite book is "Jane Eyre". Mine is "Eat, Pray, Love". (One movie.)
● Mary's favourite cities are Paris, Milan, and Rome. Mine are London, New York, and Madrid.
(Several cities.)

4.3. Relative Pronouns

Relative pronouns are pronouns used to introduce a relative clause that describes nouns or other
pronouns. These pronouns lead relative clauses and attach them to the main clause, so to speak. Let's
see an example:

● Why don't we book a table in the restaurant your mother likes?

In this sentence, the relative pronoun "that" introduces a clause that modifies the word "restaurant".

There are several relative pronouns that we have to consider:

who/that people
which/that things
whose possession
where place

● Who and that are used in relative clauses that describe people, nouns or pronouns. In general,
the pronoun who is used to introduce nonessential information (non-defining clauses), and
that is used to give important information (defining clauses).
Examples:
o The employees, who are working in the office, are very tired of the boss.
o The employees that are working in the office are very tired of the boss.
● Which and that work the same way as who/that: while which is used in non-defining relative
clauses (those that are between commas), that is used in those which are defining clauses, i.e.,
that give important information.
o The restaurant, which was opened two years ago, had to close because of the price
rise.
o The restaurant that was opened two years ago had to close because of the price rise.
● We use whose to introduce a relative clause that describes someone or something's
possession.
o I talked to the neighbour, whose mother works in a bank.
o I talked to the neighbour whose mother works in a bank.
● Where is a location-relative pronoun, so that means we can use this relative pronoun when we
talk about places.
o I know a restaurant where they make excellent pasta.

4.4. Reflexive Pronouns

Reflexive pronouns are mostly used when the direct object and the subject of the sentences are the
same, and they can be used with most of the transitive verbs (that is, verbs that have a direct object,
such an "enjoy", "help", etc.).

Personal pronoun Reflexive pronoun

 I myself
you yourself
he himself
her herself
it itself
we ourselves
you yourselves
they themselves

As previously stated, these pronouns can be used with most transitive verbs, being the following ones
the most common:

amuse enjoy kill

blame help prepare
cut hurt satisfy
dry introduce teach

Even though these words are usually used in other languages, such as Spanish, to describe things people
do for themselves, we do not use these words in English for this function.

● Example: He always shaves once in a week.

Also, we can use reflexive pronouns when the indirect object of the sentence is the same as the object
of the sentence (Pour yourself a drink), as the object of a preposition (He's sorry for himself), or with the
preposition "by", when it means that someone did something without help (She did it herself) or to
show that somebody was alone (He walked home by himself).

Last but not least, we can observe how reflexive pronouns are part of phrasal verbs. That means they
change the meaning of the main verb. Some examples are:

● I told my students to behave themselves. � to behave well.

● My sister applied herself, and she passed all her tests! � to work hard.
● My parents saw themselves living in the country side. � to imagine.

4.5. Reciprocal Pronouns

In English, there are two different reciprocal pronouns, which are "each other" and "one another".
Reciprocal pronouns are pronouns used to identify an action or feeling that is reciprocated. For this
reason, it always refers to more than one person.

● Example: Anne is waving to Sean and Sean is waving back to Anne.

� Anne and Sean are waving to each other.

We use the reciprocal pronouns "each other" and "one another" when two or more people do the same
thing. Traditionally, "each other" refers to two people and "one another" refers to more than two
people, but this distinction is disappearing in modern English.

● Peter and Mary helped each other � Peter helped Mary and Mary helped Peter.
● We sent Christmas cards to one another. � We sent them a Christmas card and they sent us a
Christmas card.
● They didn't look at each other. � He didn't look at her and she didn't look at him.

We can also use the possessive forms "each other's" and "one another's".

● They helped to look after each other's children.

 ● We often stayed in one another's houses.

4.6. Indefinite Pronouns

Indefinite pronouns are pronouns we use to not refer to any person, amount or thing in particular. Some
examples of this kind of pronouns are somebody, anyone, or everything. They all are written in a word,
except for "no one":

somebody someone something somewhere

anybody anyone anything anywhere
nobody no one nothing nowhere
everybody everyone everything everywhere

When we use these words in a context, we use a singular verb because they are considered singular
words, even though they refer to one person or more people, depending on the context. They can work
both as a subject and as an object in sentences.

Somebody, somewhere, something, somewhere

These words refer to a person, thing, or place, but without identifying which person, thing or place.

▪ Somebody/someone – an unidentified person

▪ Something: an unidentified thing
▪ Somewhere: an unidentified place

● Example: Somebody knocked on my door, but I didn't know who it was, so I decided not to
open it.

Anybody, anyone, anything, anywhere

When we use these words, they have different meanings, depending on whether we use them in
affirmative, negative, or questions. However, they more or less keep the following meaning:

▪ Anybody / anyone: everybody (affirmative), nobody/no one (negative), somebody (question).

a. Anybody can do this. � Everybody can do this.
b. I couldn't find anybody to do this for me. � No one could do this for me.
c. Does anybody want coffee? �
▪ Anything: everything (affirmative), nothing (negative), something (question).
a. Anything goes, but finish it by 4 pm. �Everything's fine, as long as you finish by 4 pm.
b. She didn't buy anything because she had forgotten her purse. � She bought nothing.
c. Do you have anything to eat? � Do you have something to eat?
▪ Anywhere: everywhere (affirmative), nowhere (negative), somewhere (question).
a. I find you anywhere I go! � I find you everywhere I go!
b. We didn't go anywhere this summer. � We went nowhere this summer.
c. Would you like to go anywhere? � Would you like to go somewhere?

Nobody, no one, nothing, nowhere

Even though these words are used in positive sentences, they have a negative meaning, as they refer to
the absence of people, things, or a place in particular.

▪ Nobody/no one is here.

 ▪ He learnt nothing in that course.
▪ She's nowhere to be found.

Everybody, everyone, everything, everywhere

On the other hand, these words express "all people, things or places".

▪ Everybody/everyone knows how it works.

▪ Ask Emma: she knows everything about rockets!
▪ These posters are everywhere!

4.7. Impersonal Pronouns: "it" and "there"

Impersonal Verbs

There are verbs in English that don't have personal subjects because they just express conditions such as
the weather:

● It rains, it thunders, it snows, it is hailing, it is drizzling…

Observe how, in the previous cases, "it" cannot be translated into Spanish; however, it necessarily has to
appear in the sentence, whatever the verbal tense it is.

● It is raining � Está lloviendo.

● It was raining. � Estuvo lloviendo.
● It has rained. � Ha llovido.

Impersonal Pronouns

In many English sentences, you will find pronouns IT or There in the subject position. These sentences
are usually impersonal sentences, where there is no natural subject. This introduction will help you to
understand when to use IT and when to use THERE.

● When to use IT:

o Talking about the weather. It's raining. It's cold. It was sunny yesterday.
o Identifying something or someone. What is it? It's a cat!
o Talking about the time. What time is it? It's five o'clock
o Talking about distance. How far is it to Toronto? It's 4,000 kilometres.
● When to use THERE:
o It is used to say that something exists in a particular place. It can be used both in
singular and the plural. There is a book on the table. There are two people shouting on
the street.

REMEMBER!

Pronouns are a significant factor in the discourse, and we use them to avoid repetitions. There are
several types, and they have different functions. Personal pronouns are the first to learn in a foreign
language, but we have to consider others, such as reflexive pronouns, relative pronouns, impersonal
pronouns, etc.

Check the unit in case you have doubts about them.

5. Listening
In this listening section, you will hear a three-minute monologue in a job interview, and a speech about
why introverts should also be leaders.

5.1 Listening 1
Transcript:
"I was raised by six women. My grandmother is the matriarch of our family. I was raised by a single mom,
who had four sisters, my aunts, and my sister was the first grandchild born into the family. As you can
imagine, I was dressed up a lot! The women in my life love to laugh, and I have always had a stage with
them to make this happen.

The other thing it taught me was to cook, sew, and iron—all of which I do to this day. My wife is a baker,
but I'm the cook. Mending and ironing fall in my chore bucket around the house.

The real thing it taught me was the value of women in the world. I did my master's thesis on women and
leadership. My mother started her own company in 1979 when no women started companies. Not only
that, but she also started a company in a male-dominated technical field. I was nine years old, and she
would pay me ten cents to stuff envelopes for her. We would sit on her bed, and she made calls to
candidates, and I would stuff envelopes with the volume off on the TV.

Living with a single mom who started a business during a recession was a challenge. I learned the value of
work and started my first real job the day I turned sixteen. I paid my own way through college, even though
my family could help, but believed I would get more out of college if I found a way to pay for it on my own.
I did. In hindsight, I'm glad they taught me this lesson. It was hard but worth it.

All of these experiences have helped shape my leadership style. I set high expectations but work hard to
ensure people have the right tools and knowledge to be successful. I hold people accountable for what we
agree are our goals. I believe hard work leads to success, and in business, when you are successful, you
have way more fun!

What else would you like to know about me?"

5.2 Listening 2
Transcript:

"If I asked you to describe a great leader, I'd be willing to bet certain traits come to mind … someone
charismatic, dynamic, inspiring, a confident public speaker. You're probably imagining a man too, but
that's a bias we'll save for another talk! We tend to think of great leaders as people who naturally take
to the stage, who draw other people to them by their sheer presence, who are extroverts. But history has
also been transformed by people who don't fit these descriptions. People like Rosa Parks, Eleanor
Roosevelt and Gandhi. These people would have described themselves as shy, quietly spoken … as
introverts.

Of course we're drawn to extroverts. They're usually charming and persuasive, fun to be around. They're
not quietly in the corner somewhere reading a book where we might not notice them. Introverts are
mostly happy to let the extroverts take the attention; they'd rather not be in the spotlight, they'd rather
finish that book. If they become leaders, it's not because they want to be the centre of attention, it's
because they feel compelled to act. They lead not because they enjoy giving orders but because
circumstances have put them in a position to make a change. If they're the boss, they allow space for the
ideas of others to grow because they're not trying to make their mark. An introvert sounds like a pretty
good boss, right? You won't need to worry about them stealing your ideas or talking over you in a
meeting.
Some of our great creators are introverts too. People like the writer JK Rowling, the great thinker Darwin
and the designer of the first Apple computer, Steve Wozniak. It turns out coming up with good ideas is
easier when you're engaged in quiet, solo contemplation than when you're leading the cheerleading
squad. Not that I'm saying there's anything wrong with cheerleaders! Extroverts are great – some of my
favourite people are extroverts. But why is the world so set up for extroverts and so hard for introverts?
Why are we always encouraging our kids to speak up, join in, work as a team?

Nowadays, most schools and most workplaces are set up with the extrovert in mind. Children no longer
sit in rows at desks, they sit in groups of four or six, doing group projects. Even subjects like maths and
creative writing are taught with an emphasis on group collaboration, even though most writers sit alone
in front of their computer or typewriter, with nothing between them and the blank page. A kid who
prefers to go off into a corner and work alone starts to look like a problem. What's wrong with Janie?
Why isn't she joining in? Studies show teachers think extroverts make better students, even though
introverts actually tend to get higher grades. We're telling our introverted kids something is wrong with
them, that they need to be more sociable, more outgoing. We're giving them fewer opportunities for the
quiet contemplation they need in order to produce the best work and be their best selves.

And then, at work, we do the same. Most offices today are open plan, everyone working and creating
noise in one big room, attending team-building workshops or group brainstorming sessions; the
introverts' worst nightmares. The introverts at school are judged negatively by their teachers and when
they reach the workplace, they're passed over for promotion into leadership positions. But introverts
typically take fewer risks and make more careful decisions, and don't we need those traits too?

I'm not saying let's get rid of extroverts and grab all those talkative, sociable performers at primary
school and send them off to the library for four hours a day of solitude until they learn to tone it down.
I'm not saying that at all. I'm saying we're doing something like the opposite of that to introverts and we
need to stop. We need to allow them space to be themselves and then we'll end up getting the most out
of our extroverts and our introverts. Let's teach all our kids how to work with others and how to work on
their own. Let's create space in offices and at conferences for people to work on their own when they
want to and give them the opportunity to come together to share ideas. Let's give staff 'away days',
where they go off into the woods, walk up a mountain or wherever, to work on something alone, as well
as the 'team-building day' where everyone learns to dance salsa together.

The future is complicated, with a lot of huge, complex problems to solve. Let's make sure we've got our
best people working on those problems in the way that suits them best. And then we've got to make sure
we listen to our extroverts and our introverts and everyone who sits somewhere in between on the scale.
We're going to need all of them.

6. Writing
Nowadays, CV (or "résumé", as they call them in America) is a widespread type of writing, especially for
those who are looking for a job. In this section, we will learn how to write the perfect UK-style CV.

Contact details

Make sure the potential employer can contact you. You must include your full name, phone number and
e-mail address. Some employers ask for other contact details, such as your Skype account (in case they
want to contact you through that channel) or your landline, but the former details are the most
important.

Education and work experience

In the education field, we should list and date the most important qualifications obtained, starting with
the most recent; the same happens with the work experience. We should cover, at least, the last ten
years of our work history, and include the job title, and summarize our responsibilities. If we have
worked in many companies in different positions, we should reduce the details and highlight our most
important positions.
Skills

Languages? Computer knowledge? Communication skills? This data is relevant to our CV, and therefore
we will have to add them in this field. Also, we should cover what's most important to the position we
are applying to: knowing how to serve tables is not relevant for working in an engineering company, is
it?

Tips to make the perfect CV

1. A short CV is always good. However, too much information may be too overwhelming, and too
little is not helpful when looking for a job. There must be a middle term – but keep it short!
2. Use active verbs. Instead of "being responsible for", candidates are most likely to get a job
when they use verbs such as "lead" or "manage".
3. CVs must be up-to-date. Recent experiences must be included, as well as education details.
4. The design is key. Make sure your CV is clear and easy to read and use bullet points to separate
sections.
5. Cover letters make a big difference. When sending a CV to a company, consider sending a cover
letter to encourage the employer to read the attached CV.
6. Photos are optional. If you are not comfortable sending a picture of yours, you don't have to –
even though it's a common practice in countries such as America.

CV Tips

Contact details Short, but not too short.

Education, work experience, skills Up-to-date CVs.
Readable design.
Cover letters.

7. Speaking
7.1 Pronunciation
This section will deal with the relation between sounds and letters in English. We have to pronounce
them correctly to avoid confusion when having a conversation.

Transcript:

"In general, English consonants have the same sounds as in other languages that use the Latin alphabet,
with small differences. For example, while English T and D are alveolar, in Spanish they are dental
consonants.

As in Spanish, English has "digraphs", that is, two letters representing one sound. They are:

● "sh", pronounced [ʃ], as in "shoe" or "fashion";

● "ck", pronounced "k", as in "sick".
● "ch", that represents the sounds "k", in words such as "headache", or "character"; [tʃ], as in
church or China
● "th" represents in words such as "thorn" with the sound [θ], but also works in words such as
"then" with the sound [ð].

Duplicated consonants are pronounced as one, as in "stopped", "running", "bigger".

The letter X represents two phonemes: /ks/.

On the other hand, there are some letters that are silent, e.g., "h" in "hour", "heir" or "honest"; "t" in
"listen" or "castle", "l" in "walk", etc.

The correspondence between vowel sounds and vowel letter is also very complex. The reason for this is
that English has different vowels and diphthongs, and only five vowel letter, so there's not a one-to-one
correspondence.

To bring to light this matter, we can think of words that end in the suffix -ough, and give their
pronunciations, such as "cough", "though", "enough" and "hiccough"."

7.2 Situation
In this section, we will see a man who has to face a work interview.

Woman: Hi. Thanks for coming to the interview today. It's nice to meet you.

Man: Well, thank you.

Woman: To begin with, why don't you tell us a little about yourself?

Man: Okay. Um, yeah. I've always been interested in teaching in a language program like this, and uh, I
graduated with a degree in English and psychology eight years ago, [ Oh, really, both? ]. Yeah, and uh
then I landed my first job overseas in Japan.

Woman: Oh, wow. That's pretty impressive. What did you do there? What kind of work?

Man: Well, I worked full time, um, for a private language school in Tokyo for the first two years, and
then I found a job at a community college.

Woman: Oh really? So, exactly what did you do in your work there then?

Man: Well, I taught English and, uh, culinary arts.

Woman: You taught cooking classes?

Man: Well, well, I know it sounds like an unusual combination, but I completed a program in culinary
arts before I got my, uh, English and psychology degrees.

Woman: Oh, Wow. You've done a lot, haven't you? [ Yeah. ] So, what exactly, um, how did you teach
and what exactly did you do?

Man: Well, um, many of my students wanted to become chefs in restaurants, or they wanted to start
their own restaurants, uh, and in our area, there were many, uh, tourists tourist spots. A lot of tourists
came to that particular area, and so with English, they would be able to communicate not only with
suppliers, you know things that they need for restaurant's food and so forth, but also with their
customers, and so I taught them English and cooking at the same time.

Woman: Wow. That's, that's pretty impressive. That's interesting. [ . . . and tasty.] Oh, I bet. So, why did
you return to the United States? How long have you been back?

Man: I've been back for, uh, probably about a year now.

Woman: Okay, so what brought you back then?

Man: Well, one of my former students opened a sushi restaurant, uh, in town, and he asked me to work
with him.

Woman: Really? What's the name of the restaurant?

Man: Well, it's called Flying Sushi. Have you ever heard of it?
Woman: Yes, I've been there. Their food is fabulous; it's top-notch. It's really hard just to get a
reservation there.

Man: I know, and uh, well, I work there two weeknights, and uh, and then . . .

Woman: So, two nights a week you're working there still?

Man: Right, right, but then, but . . . I want to return to teaching. I've also been working as a therapist at
a treatment center for teenagers struggling with depression and other mental health disorders.

Woman: Oh, wow, that would be a really interesting job.

Man: It is, it is.

Woman: Wow. You have such a wide range of experience. Uh, you know, to be honest, we have fifteen
people who are applying for this position. You've got quite a background, but why don't you tell me
three reasons why you would be the best person for this job.

Man: Um, well, first of all, uh, I understand that different students have different learning styles, and for
that reason, I have used iPads, video, music, cooking, drama, role plays, and games to reach every
student. [That's good. ] And second, I have a background in academic and psychological counseling and
advising [ Uh, huh ] . . . skills that are often needed, you know, in working with international students.

Woman: Yeah, that could be really useful.

Man: Yeah, so you know, many of them struggle with, uh, emotional turmoil, you know, home sickness .
...

Woman: Yeah, coming to a new place . . .

Man: Right, so making the transition can be very overwhelming, and uh . . .

Woman: Good. So, what would you say would be a third reason?

Man: And finally, I speak four different languages . . . .

Woman: Four? Wow! What languages do you speak?

Man: Well, I speak Spanish, Portuguese, and Japanese at an advanced level. [ At an advanced level?
Wow. ] And I also speak Arabic at a high-intermediate level.

Woman: That's very, very impressive. You do have an impressive resume.

Man: Thank you.

Woman: Uh, what we're doing . . . we're going to have two rounds of interviews, and we will contact
you on Friday and let you know whether or not you'll be coming back for the second round of
interviews.

Man: Okay.

Woman: It's been really nice meeting you, and thank you for your time.

REMEMBER!

Unlike Spanish, English does not have a correspondence between letters and sounds, so we must be
careful before starting a conversation to know if the letters and sounds we are using are correct.
8. Key ideas
Let's see a summary of what you have learnt in this unit:

● We have learnt vocabulary related to personality, and also we have acquired new ways to
describe a person or ourselves.

● We have reviewed the content related to pronouns in-depth, allowing us to build a neater
discourse, both in written and oral forms.

● We listened to two different kinds of audio, giving us more information about jobs interviews
and introverted people and how they can also be leaders.

● We worked with pronunciation and checked the correspondence between vowels and
consonants and their sounds in the English language.

9. Links of interest
● Follow-up Phone Calls After an Interview: https://www.indeed.com/career-
advice/interviewing/follow-up-call-after-interview

● Indefinite pronouns: https://www.youtube.com/watch?v=JEdPnnpwXkg

● Relative clauses: https://www.youtube.com/watch?v=GZqxSz9Swlc