MODULE 2

THE RIGHT PERSON FOR THE RIGHT JOB

Topics Functions Structures

Personality traits ● Describing ● Be + a/an + adjective +
personality singular noun
● Talking about ● Be good/bad + at +
professions noun or -ing
● Defining strengths ● Find it + adjective +
and weaknesses “to” infinitive
● Talking about past ● Adjective + enough +
Fiction actions “to” infinitive
● Giving opinions: ● Like + noun or -ing
The Selfish Giant by Illustrating your ● Connectors: also,
Oscar Wilde point moreover, what’s more,
besides, although,
after, before.
Academic literacy ● Relative connectors
Abstracts: Background “who, that, which”
and Purpose ● Past Simple (revisited),
Past Perfect

42
SECTION 1

BEFORE READING

Read the title of the text and look at the paratext. Then…

a) Underline three possible synonyms of the word trait /treɪt/ (n).

peculiarity – intent – mark – attribute – purpose – characteristic

b) Underline two possible synonyms of the word hired /haɪəd/ (v).

recruited – invited – fired – accepted – employed – required

c) Tick the idea that you think best illustrates the content of the text.

1. The typical roles developed in a multinational company.

2. The most relevant qualities of a competent employee.

3. The necessary steps to prepare for a job interview.

WHILE READING

Now, read the text and check if your answers to the previous activity were
right.

43
The Personality
Traits Needed to
be Hired
By Katharine Paljug,
Business News Daily
Contributing Writer,
February 9, 2018 10:15 am
EST
5 Promotable
personality
traits that
will help you When you’re applying for a job, your professional success and
get ahead industry experience are only part of what your interviewer
wants to see. Many times, your personality traits are crucial
for getting the job because they make you the right fit for
10 the company.
transferable
skills that will
“Employers want to know about your hard skills, which show
get you hired
that you are qualified for a position. Also, they want to see
that you will fit in with the company culture. The only way to
20 Great assess this is to get a sense of your personality,” said Susan
jobs for Peppercorn, CEO of Positive Workplace Partners. “Knowing
that someone has the experience and skills to be successful
present day
in a job is very important, but when two candidates have
professionals similar capabilities, often the soft skills are the reason why
one person gets the job and the other doesn’t.”
A study by the career resource site CareerBuilder found that many employers prioritize the
same soft skills in employees, looking for candidates who are dependable, positive, flexible
and effective communicators who work well under pressure, among other personality traits.

The right personality traits can make the difference between a strong candidate and a new
employee.

1. A multitasker
Companies rarely hire employees to perform only one function. Especially in a small business,
companies need people that are willing to come out of their roles and perform different and
varied tasks. If you are a multitasker, you will have many chances to be hired.

2. A strategist
Career psychologist Eileen Sharaga said that every business needs a strategic thinker.
Therefore, when managers are hired, they want someone who is good at identifying

44
long-term goals. “You should demonstrate that you have not only a vision for the future, but
also a plan to get there,” she explained. If you can plan strategically, you will be successful.

3. A decider
“People who can use their own judgment and take decisive action are valuable to any
company,” Selewach said. Business leaders can’t be involved in every minor decision, so they
should look for a candidate who has the ability to act and take responsibility for the results.
If you want to move into a management position which involves leadership, you will have to
decide by yourself.

4. A cautious person
Beth Gilfeather, CEO and founder of Sevenstep Recruiting, told the site Career Builder a
cautious employee acts prudently as a counterbalance to risk-takers. “They do not like risks
as risky situations make them nervous. Therefore, they provide stability and balance. If you
want to prevent dangerous risks, you will need to hire an employee with this personality
trait,” she said.

5. An independent thinker
Some employees think they must agree with what their boss says at all times, without
questioning. Although these people may be good at following instructions, leaders ultimately
need team members who will challenge the status quo if it’s better for the business. “I want
people who will not be afraid of contradicting my decisions if they think it is better for the
company,” Meg Sheetz, president of Medifast, told the site.

6. A team player
Most jobs require some kind of collaboration, whether with a team of other employees, a
group of clients or occasional outside contractors. The ability to work pleasantly and
effectively with others is a key part of nearly any job. If you find it easy to deal with
people, you will be considered a good candidate who is flexible enough to get along well with
a variety of personalities and work styles.

7. A cultural fit
Employers look for people who can fit in the company’s culture. Every company’s culture is
different and each is founded on different values. “Our culture is founded upon a
work-hard, play-hard, humble environment that prioritizes self-reflection and
collaboration,” said Max Yoder, CEO of an online training software company. If you match
these values, you will be the perfect cultural fit.

Personality traits are difficult to demonstrate on a resume, so it's essential to highlight

them during the interview. However, simply stating you're a team player, for instance, isn't
enough for most hiring managers. Instead, you should provide a concrete example of when
you worked on a team to accomplish a goal.  Moreover, remember that the best way to
express your personality is to simply be yourself!

Adapted for pedagogical reasons from:

https://www.businessnewsdaily.com/7950-personality-traits-hired.html

45
AFTER READING
Complete the following summary diagram of the text with the words and
phrases in the box. Two have been done for you!

technical knowledge / a cultural fit / experience / hard / qualifications

hired / abilities / a strategist / soft / a decider /
personality traits / a team player / have / a cautious person /
an independent thinker / a multitasker

46
According to the text, are both types of skills equally important?

_____________________________________________________________

_____________________________________________________________

VOCABULARY BUILDING

Now… let’s focus on soft skills! In pairs, choose one concept map and complete
it by following these steps:

a. Look at the pictures and label each map with the name of the
corresponding personality trait.

b. Reread the text and extract one sentence that best explains each
trait to complete the definition.

c. Which of the groups of adjectives below may describe each type of

personality better? Write them down in the “characteristics” box of
the concept map.

- productive, dynamic, efficient, and organized

- resolute, decisive, and strong-minded
- analytical, anticipatory, strategic, and results-oriented
- prudent, careful, and sensible
- communicative, collaborative and respectful to others
- nonconformist, critical, proactive, and self-determined
- flexible and adaptable

d. Choose an opposite trait from the box below. Write it down in the
“opposite” box of the concept map.

- A dependent person
- A cultural misfit
- An indecisive person
- A single-tasker
- A non-strategic person
- An audacious person
- An individualistic person

47
Share your work with the rest of the class. Have a look at the example!

CONCEPT MAP 1

CONCEPT MAP 2

48
CONCEPT MAP 3

CONCEPT MAP 4

49
CONCEPT MAP 5

CONCEPT MAP 6

50
CONCEPT MAP 7

LEXIS AND GRAMMAR STOP

DESCRIBING ABILITIES, QUALITIES, LIKES AND DISLIKES

Have a look at the following examples. Can you work out the rules?

DESCRIBING QUALITIES

Examples:
✔ I’m flexible.

✔ The candidate is dependable and positive.

Rule: Subject + _________ + _________.

51
Examples:
✔ I’m a flexible worker.

✔ The candidate is a dependable and positive person.

Rule: Singular Subject + _______ + _________ + ________ + _________.

DESCRIBING ABILITIES, OBLIGATIONS AND EXPECTATIONS

Examples:
● A strategist can identify long-term goals.

● Cautious people feel they must act prudently to provide stability.

● You should demonstrate that you have a vision for the future.

Rule: Subject + _________ + _________ + …

_____________________________________________________________
Examples:
● Although some people may be good at following instructions, leaders

ultimately need team members who will challenge the status quo.

● A strategist is good at identifying long-term goals.

Rule: Subject + _________ + _________ + __ + __________ + …

_____________________________________________________________

Examples:
● A team player finds it easy to deal with people.
● I find it easy to provide stability.

Rule: Subject + _________ + __ + __________ + __________ + …

_____________________________________________________________
Examples:
● A team player is flexible enough to get along well with a variety of

personalities and work styles.

● The employees are cautious enough to provide stability.

Rule: Subject + ________ + ________ + __________ + __________ + …

52
Notice!
If you want to talk about your weaknesses, it is advisable to soften them by
contrasting them with a positive idea. Have a look at the following example:

● I’m a little absent-minded, but I try to keep an organized planner.

DESCRIBING LIKES AND DISLIKES

Examples:
● I love working with other people for a common goal.

● A multitasker enjoys doing multiple activities at once.

Rule: Subject + _________ + ________ + …

CHECK YOUR PROGRESS 1

a) Read the following text on personality traits and fill in the blanks with
the words between parentheses in the correct form. Add words if
necessary!

In a job interview, applicants highlight their qualifications, experience and

accomplishments. However, the interviewer may be more interested in the

personality traits that will make them suitable for the job. In fact, some

personality traits are appreciated by potential employers but… some are not.

Let’s learn about them!

A non-strategic person can become a real nightmare for a company as she/he

1
_______________(find/hard/think and plan) goals carefully. There is nothing

worse than working without a clear aim. Therefore, any business needs a

strategist. A strategic thinker 2______________(good at/set) short-term and

long-term goals and determining actions to achieve them. Moreover, he/she

3
______________(can/mobilize) resources to execute the actions. 

53
 4
Indecisive people generally _______________(find/difficult/take)

decisions, even minor ones, which can be very negative for a business. Therefore,
5
bosses appreciate employees who _______________(can/make) timely

decisions and take responsibility for them.

Cultural fits are also important as they 6________________(can/recognize)

the identity values of a company very easily. And then, they

7
_______________(flexible/enough/adapt) to the core values and culture of

the organization. A cultural misfit 8____________(not can/do) that. Therefore,

he/she 9______________(not enjoy/do) his/her job in given workplaces.

Like a cultural misfit, a dependent person can also be an obstacle in a company

10
because he/she ________________(bad at/generate) new ideas and always

relies on what other people suggest. Therefore, an independent thinker is usually

11
required by companies as he/she ________________(find/easy/think up)

innovative ideas and state his/her own viewpoints, even when they are contrary

to those of the rest.

After considering different types of personalities, it is possible to conclude

that all of them can be found in any workplace and it is a challenge for any boss

to make things work!

b) Paraphrase the following sentences by using the word(s) between

parentheses. Keep the meaning of the given sentence. Have a look at the
example.

Example: Janice can encourage other people to work well. (good at)
Janice is good at encouraging other people to work well.

1. My colleague Jennifer can work under strict deadlines easily. (find)

………………………………………………………………………………………………………………………………………

2. Both John and Sarah are good at handling multitasks. (can)

………………………………………………………………………………………………………………………………………

3. Sam is hard-working and reliable. (employee)

………………………………………………………………………………………………………………………………………

54
 4. I’m not a good team leader, but I am an excellent team player. (enough)

………………………………………………………………………………………………………………………………………

5. Helen is committed and responsible. (worker)

………………………………………………………………………………………………………………………………………

6. I am indecisive. (find)

………………………………………………………………………………………………………………………………………

7. I’m not very organized, but I’m trying hard to change this. (a little)

………………………………………………………………………………………………………………………………………

8. Jane is not very creative, so she won’t make much progress in the

company. (enough)

………………………………………………………………………………………………………………………………………

9. Jason isn’t good at dealing with people. (find)

………………………………………………………………………………………………………………………………………

10. Sophie can work under pressure and meet deadlines. (is good)

………………………………………………………………………………………………………………………………………

11. My main personality trait is being a decider. (good at)

………………………………………………………………………………………………………………………………………

c) Have a look at what these professionals are saying. What personality trait
does each one have? Write your answers below. Do you remember the
opposite personality trait?

1. Philip Clough, public relations manager:

“I love working with other people for a common goal. I’m open minded. When
there’re very different opinions on the same issue, I naturally tend to find the
mid-point in order to maintain a positive work environment.”

● He is ………………………………………………………………………………………………………………………………

● The opposite personality trait is being …………………………………………………………………

2. Benjamin Ledge, media expert:

“I sometimes don’t agree with my boss’s viewpoint. However, I’m not afraid of
telling her so because I know that a different opinion may lead to a better
decision, which is beneficial for the company in the end. I’m not stubborn but if I
think I have a better idea, I will challenge the authority.”

55
 ● He is ……………………………………………………………………………………………………………………………

● The opposite personality trait is being ………………………………………………………………

3. Helen Marvel, social worker:

“In my team, there are workmates who are high-fliers and will do anything to
achieve the company’s goals but… I’m there to prevent them from taking on too
much as I’m a sensible person. I am good at keeping a balance between risks and
stability!”

● Her main personality trait is being ………………………………………………………………………

● The opposite personality trait is being …………………………………………………………………

EXPRESSING YOURSELF

When you are called for a job interview, you are usually asked to describe
yourself.

What are you like? What are your skills and qualities? What are your weak
points?

Write a five-sentence paragraph describing yourself but… DO NOT MAKE

YOUR PERSONALITY TRAIT/S EXPLICIT. Your classmates will have to
GUESS what your personality trait/s is/are! Be ready to share your
description with the class.

Use the vocabulary and grammar in the Concept Maps and the Lexis and
Grammar Section above. Also, include connectors.

* I am a/an …

* I have …

* I find it … to …

* I can …

* I’m good/bad at …

* I like …

* I’m a little … but …

56
Have a look at the example!

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

57
SECTION 2

GRAMMAR STOP

Let’s reread this extract from the text on personality traits. This time, pay
attention to the words in bold letters. What are they used for?

When you’re applying for a job, employers want to know about your hard skills,

which show that you are qualified for a position. Also, they want to see that you

will fit in with the company culture. For example, some employees think they must

agree with what their boss says at all times, without questioning. Although these

people may be good at following instructions, leaders ultimately need team

members who will challenge the status quo if it’s better for the business.

CONNECTORS (PART II)

ALSO - BESIDES - WHAT’S MORE - MOREOVER

What are the differences between sentences a, b, c, and d in terms of

meaning? What about punctuation and position?

a) Employers want to know about your hard skills. Also, they want to see that you

will fit in with the company culture.

b) Employers want to know about your hard skills. Besides, they want to see that

you will fit in with the company culture.

c) Employers want to know about your hard skills. What’s more, they want to see

that you will fit in with the company culture.

d) Employers want to know about your hard skills. Moreover, they want to see that

you will fit in with the company culture.

58
 ALTHOUGH

What are the differences between sentences a, b, and c in terms of

meaning? What about punctuation and position?

a) Although these people may be good at following instructions, leaders ultimately

need team members who will challenge the status quo.

b) These people may be good at following instructions; however, leaders ultimately

need team members who will challenge the status quo.

c) These people may be good at following instructions but leaders ultimately need

team members who will challenge the status quo.

Can you include all these connectors in the table of connectors at the end of

the booklet?

CHECK YOUR PROGRESS 2

a) In the following text, choose the right option.

Is it good to be a multitasker? Researchers say the answer is… no!

Do you feel pressure to be good at multitasking at work? According to a recent

study, nearly three in four employees (72%) feel pressure to multitask during the

workday. 1Moreover/However, American Scientist magazine points out that it is

common for people who don’t consider themselves multitaskers to feel alienated
2
as/so they lack this “ability”.

3
Therefore/However, over the past decade, researchers have been questioning

whether or not it is a good thing to be a multitasker at work. Now, with numerous

studies to refer to, the answer is clear: Multitasking is not so good. According to

neuropsychologist Cynthia Kubu, “4When/As we think we’re multitasking, most

often we aren’t really doing two things at once. Instead, we’re doing individual

59
actions in rapid succession. 5Therefore/Moreover, strictly speaking, this is called

task-switching.”

b) Write the correct connector according to the given hint.

What research says about multitasking

Is it good to be a multitasker? Well… recent research on the topic indicates that

very few people are actually capable of multitasking. 6_____________ (addition),

ineffective multitasking can do more harm than good to your productivity.

Multitasking takes up more time than it saves

7
_________ (contrast) multitaskers may want to believe that simultaneously

working on multiple things at once saves them time, research says the opposite. In

fact, 8__________(condition) you switch back and forth between tasks, even just

taking thirty seconds to send a text, your mental ability can slow down for up to

30 minutes afterward.

Multitasking leads to mistakes

In a study conducted by the French National Institute of Health, participants

were asked to complete two tasks at the same time while undergoing an MRI

(Magnetic Resonance Imaging study). From those scans, it was found that

participants forgot details. 9__________(result), they made three times more

mistakes.
Adapted for pedagogical purposes from:

https://www.niagarainstitute.com/blog/multitasker

60
 GRAMMAR STOP

Read the following extracts from the text on personality traits and pay
attention to the words in bold letters. What is their function?

“Business leaders can’t be involved in every minor

decision, so they look for a candidate who has the
ability to act and take responsibility for the results.”

“Especially in a small business, companies need people

that are willing to come out of their roles and perform
different and varied tasks.”

“If you want to move into a management position which

involves leadership, you will have to decide by yourself.”

“Our culture is founded upon a work-hard, play-hard, humble environment that

prioritizes self-reflection and collaboration,” says Max Yoder.

RELATIVE CONNECTORS WHO / WHICH / THAT

These connectors introduce an identifying clause which gives specific information

about a noun (a person or object). Have a look at the sentences above again and

complete the rules below.

Subject + verb + _______ + who/that + _______ + rest of the clause.

Subject + verb + _______ + which/that + ______ + rest of the clause.

TO SUM UP!

WHO and THAT are used to refer to people whereas WHICH and THAT are

used to refer to objects.

61
 CHECK YOUR PROGRESS 3

a) In the following text, choose the correct alternatives.

What is a team player?

A team player is someone 1who/which/that actively contributes to their group in

order to complete tasks, meet goals or manage projects. Team players actively

listen to coworkers 2who/that/which generate ideas different from theirs. Of

course, they respect those ideas and aim to improve the product or process
3
which/who/that is at hand. Team players understand that their team’s success is

their own success, and they share responsibility when their team experiences

difficulties 4that/which/who come along the way.

b) Write the correct option: which, who, that.

What are a team player’s qualities and characteristics?

There are many common soft skills 5………………. make individuals great team players.

Soft skills are not as easily learned as technical skills; however, they can certainly

be developed with time and practice. Here are two qualities 6……………………. can make

you a better team player:

1. You understand your role: As a team member, you understand your role

within the team and work to achieve your duties to the best of your ability.
7
You become a person ……………… may offer help or solutions to other team

members, but you also respect the boundaries of your position.

2. You welcome collaboration: Working with a team means there will be varying
8
opinions ……………… should be considered. Even if you think your idea is

best, listen to coworkers 9……………… are willing to participate as they may

have a different but enriching viewpoint.

Adapted for pedagogical reasons from:
https://www.indeed.com/career-advice/career-development/team-player-qualities

62
c) Read the following tips to be a better team player. Complete the blanks
with a relative connector and a verb in the correct form. Use the verbs in
the box below. The first one is an example.

allow support improve be have seem

How to be a better team player

Here are several ways you can focus on improving your teamwork skills:

Offer help: If you see a coworker 1who seems overwhelmed with tasks, ask if you

can help. Effective team players are workers 2……………………. each other during

difficult times. Remember to ask for help as well.

Respect others: Take the time to get to know your team. Everyone has a role to

play 3……………………… no less critical than your own.

Be a problem-solver: When you recognize a problem, take the necessary action to

solve it. Carry out a brainstorming session 4…………………………… everyone to share

their ideas. In this way, you will find the best possible solution.

Seek out help: If you’re unsure about what areas you need to improve to be a

better team player, ask a colleague for honest feedback about your teamwork

skills. Seeking out someone 5……………………… strong teamwork skills can help you

improve your own.

Collaboration is a crucial part of working successfully and learning how to be a

positive force for your team is vital. Effective team players are people
6
……………………… their workplace but also help others grow personally and advance

professionally.

Adapted for pedagogical reasons from:

https://www.indeed.com/career-advice/career-development/team-player-qualities

63
TIME FOR FICTION II

BEFORE READING

The Selfish Giant

by Oscar Wilde

Do you know the story? If you do, read and tick the best answer/s to each
of these questions (✓). If you don’t, try to guess them.

1. Who are the other characters in the story apart from the Giant ˈ/dʒaɪənt/?

a monster a small boy an ogre

some pets a witch a group of children

2. Where does the story take place?

in a castle’s lawn in a big garden by the seaside

in a terrifying house in a school yard in the mountains

3. When does it happen?

in summer in autumn in winter in spring

4. What is the story about?

An evil Giant who eats children in winter.

A bad-tempered Giant who changes his character for the better.
A generous Giant who loves playing with children in the streets.

64
 5. What is the ending of the story like?

sad happy moving unexpected

WHILE READING

a) Read the story and check your answers to the previous exercise.

Part 1

Every afternoon, as they were coming from school, the children went and played
in the Giant's garden.

It was a large lovely garden, with soft green grass. Here and there over the
grass stood beautiful flowers, and there were twelve peach-trees that in the
spring-time broke out into delicate blossoms of pink and pearl, and in the
autumn had rich fruit. The birds sat on the trees and sang so sweetly that the
children stopped their games to listen to them.

One day the Giant came back. He had been to visit his friend, the Cornish ogre,
and had stayed with him for seven years. After the seven years, he had decided
to return to his castle. When he arrived, he saw the children playing in the
garden.

"What are you doing here?" he cried angrily, and the children ran away. "My own
garden is my own garden," said the Giant, "anyone can understand that and I will
not allow anybody to play in it." Therefore, he built a high wall all round it, and
put up a notice-board.

TRESPASSERS WILL BE PROSECUTED

He was a very selfish Giant and now the poor children had nowhere to play. They
tried to play on the road, but the road was very dusty and full of hard stones,
and they did not like it. They wandered round the high wall when their lessons
were over, and talked about the beautiful garden inside.

Then, the Spring came, and all over the country there were little blossoms and
little birds. However, in the garden of the Selfish Giant, it was still winter. The
birds did not sing in it as there were no children, and the trees forgot to
blossom. The only people who were pleased were the Snow and the Frost. The
Snow covered up the grass in white, and the Frost painted all the trees silver.
"I cannot understand why the Spring is so late in coming," said the Selfish
Giant, as he sat at the window and looked out at his cold white garden; "I hope
there will be a change in the weather." However, the Spring never came, nor the
Summer. The Autumn gave golden fruit to every garden, but to the Giant's

65
garden she gave none. “He is too selfish,” she said.

One morning the Giant was lying awake in bed when he heard some lovely music.
It was only a little linnet singing outside his window, but it was so long since he
had heard a bird sing in his garden that it seemed the most beautiful music in
the world. A delicious perfume came to him through the open casement. “I
believe the Spring has come at last,” said the Giant; and he jumped out of bed
and looked out.

What did he see?

He saw a wonderful sight. Through a little hole in the wall, the children had
crept in, and they were sitting in the branches of the trees. In every tree that
he could see, there was a child. And the trees were so glad to have the children
back again that they had covered themselves with blossoms. The birds were
flying about and twittering with delight, and the flowers were laughing. It was a
lovely scene, only in one corner, it was still winter. It was the farthest corner of
the garden, and in it was standing a little boy. He was so small that he could not
reach up to the branches of the tree, and he was wandering all round it, crying
bitterly. The poor tree was still quite covered with Frost and Snow. "How
selfish I have been!" he said; "now I know why the Spring did not come here. I
will put that poor little boy on the top of the tree, and then I will knock down
the wall, and my garden will be the children's playground for ever and ever."

He was really very sorry for what he had done, so he went out into the garden.
However, when the children saw him, they were so frightened that they all ran
away, and the garden became winter again. Only the little boy did not run
because his eyes were so full of tears that he could not see the Giant coming.
And the Giant took him gently in his hand, and put him up into the tree. And the
tree broke at once into blossom, and the birds came and sang on it, and the
little boy stretched out his two arms and put them round the Giant's neck, and
kissed him. And the other children, when they saw that the Giant was not
wicked any longer, came running back, and with them came the Spring.

"It is your garden now, little children," said the Giant, and he took a great axe
and knocked down the wall. And when the people were going to market at twelve
o'clock, they found the Giant playing with the children in the most beautiful
garden they had ever seen.

66
b) Unjumble the first part of the story by putting this sequence of events in
the order they occur in the story. The first one has been done for you.

A The Giant saw some children in his garden. They were sitting in the
branches of the trees which were now covered with blossoms.
B One day the Giant heard a bird in his garden. It was singing. He looked
out of the window.
C Every day some children played in a beautiful garden. It was the Giant’s 1
garden.
D The children were sad that they couldn’t play in the garden.
E But in one corner of the garden it was still winter. There was a little
boy and he couldn’t climb the tree.
F One day the Giant came back from holiday. He saw the children in his
garden.
G Now there were flowers in the tree in the corner and the birds were
singing. The little boy kissed the Giant.
H He was angry that the children were in his garden. He told them to go
away and built a high wall all around it.
I The Giant went into the garden, he picked up the boy and he put him in
the tree.
J The Giant told all the children that they could play in his garden. They
were all happy.
K It was always winter, and there were no flowers or birds in the Giant’s
garden. The Giant didn’t understand why.

Part 2
All day long they played, and in the evening they came to the Giant to tell him
good-bye. "But where is your little companion?" he said: "the boy I put into the
tree." The Giant loved him the best because he had kissed him.
"We don't know," answered the children; "he has gone away."
"You must tell him to come here tomorrow," said the Giant. But the children said
that they did not know where he lived, and had never seen him before. The Giant
felt very sad.
Every afternoon, when school was over, the children came and played with the
Giant. But the little boy who the Giant loved was never seen again. The Giant was
very kind to all the children; however, he longed for his first little friend, and
often spoke of him. "How I would like to see him!" he used to say.
Years went by, and the Giant grew very old and weak. He could not play
anymore, so he sat in a huge armchair, and watched the children at their games,

67
and admired his garden. "I have many beautiful flowers," he said, "but the children
are the most beautiful flowers of all."
One winter morning, he looked out of his window as he was dressing. He did not
hate the Winter now as he knew that it was merely the Spring asleep, and that
the flowers were resting.
Suddenly, he rubbed his eyes in wonder, and looked and looked. It certainly was
a marvelous sight. In the farthest corner of the garden was a tree covered with
lovely white blossoms. Its branches were all golden, and it had silver fruit, and
underneath it stood the little boy that he loved.
Downstairs ran the Giant in great joy, and out into the garden. He walked
across the grass, and came near to the child. And when he came quite close his
face grew red with anger, and he said, "Who hath dared to wound thee?" For on
the palms of the child's hands there were the prints of two nails, and the prints
of two nails were on the little feet.
"Who hath dared to wound thee?" cried the Giant; "tell me, that I will take my
big sword and kill him."
"Nay!" answered the child; "these are the wounds of Love."
"Who art thou?" said the Giant, and a strange awe fell on him, and he knelt
before the little child.
And the child smiled on the Giant, and said to him, "You let me play once in your
garden, today you will come with me to my garden, which is Paradise."
When the children ran in that afternoon, they found the Giant lying dead under
the tree, all covered with white blossoms.
Note

In the text there are examples of Old English. Following are the Modern English equivalents.

● Who hath dared to wound thee? = Who has dared to wound you?
● Nay! = No!
● Who art thou? = Who are you?

AFTER READING

a) Reading on the lines: Are these ideas true or false? When false, provide
the correct version.

1. The village children played in the Giant’s garden once a week. ___

………………………………………………………………………………………………………………

2. The Giant built a small wall around his garden. ___

………………………………………………………………………………………………………………

3. The Giant prohibited the entrance of children into his garden. ___

………………………………………………………………………………………………………………

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 4. The children climbed over the wall into the garden. ___

………………………………………………………………………………………………………………

5. The Giant asked the children to come back into the garden. ___

………………………………………………………………………………………………………………

b) Reading between the lines: Have a look at the two pictures below. Which
moments in the story are they related to? How are those two moments
connected?

69
c) Reading beyond the lines: What is the message of the story? Can you find
any connection between this story and Dr. Son Tech?

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

GRAMMAR STOP

Read the following passage and look at the underlined verbs. Which action
happened first? How do you know? Do you know the names of these tenses?

Every day in the afternoon the children went and played in the Giant’s garden. It
was a lovely garden covered with soft green grass and there were beautiful trees
and flowers. One day, when the children were playing, the Giant arrived. He had
spent seven years with his friend, the Cornish ogre.

THE PAST SIMPLE REVISITED!

The Simple Past is used to express an activity or situation that began and ended in
the past. There are both regular and irregular verbs. Regular verbs add –ed to the
base form whereas irregular verbs form the Simple Past in a variety of ways. It is
usually used with past time expressions such as “yesterday, last month/year, a few
days ago” and dates like “in 1990, in 300 BCE, etc”.

Example:

Every day in the afternoon the children went and played in the Giant’s garden.

PAST PERFECT

The Past Perfect is used to express an action in the past which happened before
another action in the past. Therefore, it is sometimes called PAST BEFORE PAST.
We use time expressions such as “before that day, a day before, by that
day/then” and connectors like “because, after, before” with the Past Perfect.

70
Example:
The Giant arrived. He had spent seven years with his friend, the Cornish ogre.

B A
PAST SIMPLE PAST PERFECT

* Event 1: The Giant had spent seven years with his friend, the Cornish ogre. (A)

* Event 2: He arrived. (B)

The two sentences above could be connected with “before”, for instance:

Before the Giant arrived, he had spent seven years with his friend.

How is the Past Perfect tense formed?

Any subject HAD (’D) / HAD NOT (HADN’T) Past participle

How are questions in the Past Perfect formed?

………………………………………………………………………………………………………………………………………………………

CHECK YOUR PROGRESS 4

a) Read the summary of the story, choose the correct tense and complete
the blanks with the connectors in the box.

as - when - therefore - but -so - however

There 1was/had been once a giant who had a beautiful garden. One day, he

returned home and found that children were playing in his garden. He 2didn’t

know/hadn’t known that they were using his garden as their playground because

he 3was/had been away for seven long years, visiting his friend, the Ogre.

Very angry at the children, he threw them out of his garden and 4built/had

built a tall wall around it. The children could not return to the garden.

The seasons 5passed/had passed and the time for Spring to arrive came,
6
………………………… the Giant expected to see his garden bloom with beautiful flowers.

He 7waited/had waited eagerly. 8………………………, Spring never came to his garden.

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 One day, he 9woke up/had woken up in the morning and heard the laughter
10
of the children. ……………………… he looked through his window, he 11had seen/saw

the touch of Spring in his garden. The Giant saw that the kids 12were/had been on
13
the branches of the trees. They were in his garden …………………… they
14
entered/had entered through a small hole in the wall.
15
Suddenly, he noticed/had noticed a small boy could not get onto a tree.

The Giant very lovingly helped him and the kid kissed him. From then on, the Giant
16
let/had let the children play in his garden. The Giant was happy to see the
17
children in his garden ……………………… he wanted to see his special, little friend,

who never came.

After a very long time, when the Giant was old, he woke up one morning and
18
looked through the window: He saw/had seen his little friend in his blooming

garden. 19………………………………, he quickly ran out to meet the child. The child told him
20
that he came/had come to take him to Heaven with him. The Giant died

peacefully, and his soul rested in Heaven with God.

GRAMMAR STOP

CONNECTORS (PART III)

AFTER / BEFORE

Is there any difference in meaning between the sentences in Set A? And

what about the sentences in Set B? What is the function of these
connectors? What is the difference as regards structure?

Set A

a.1) Before the Giant discovered why the Spring never returned, he had lived a

lonely life.

a.2) Before his discovery, the Giant had lived a lonely life.

a.3) Before discovering why the Spring never returned, the Giant had lived a

lonely life.

72
Set B

b.1) After the Giant had reflected on the consequences of his selfishness, he

decided to knock down the wall around his garden.

b.2) After his reflection on the consequences of his selfishness, the Giant

decided to knock down the wall around his garden.

b.3) After reflecting on the consequences of his selfishness, the Giant decided to

knock down the wall around his garden.

Can you include them in the table of connectors at the end of the booklet?

CHECK YOUR PROGRESS 5

a) Rewrite the following sentences using Past simple, Past Perfect and the
given connectors.

1. The Giant threw the children out of his garden. Then, he built a big wall all

around it.

After……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

2. The little child kissed the Giant a few minutes before he knocked down the

wall.

After the Giant…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

3. The Giant played with the children in his garden. The little child arrived many

years later.

Many years after.………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

4. The children made a hole in the wall. Then, they crept in and sat in the

branches of the trees.

After……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

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5. Once the Giant let the little child play in his garden. The little child invited the

Giant to his own garden, which was Paradise.

Before…………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

b) Ask questions for the given answers.

1. ………………………………………………………………………………………………………………………………………?

Yes, he put up a wall so that the children couldn’t go into his garden.

2. ………………………………………………………………………………………………………………………………………?

The little boy had nail wounds on his palms and his feet. They were the

wounds of love.

3. ………………………………………………………………………………………………………………………………………?

After the Giant put the child on the tree branch, the kid kissed him.

4. ………………………………………………………………………………………………………………………………………?

Yes, they were. They were thrown out of the garden by the Giant.

5. ………………………………………………………………………………………………………………………………………?

The Giant had been at his friend’s house before he returned to his castle.

6. ………………………………………………………………………………………………………………………………………?

The little boy took the Giant to his own garden.

7. ………………………………………………………………………………………………………………………………………?

No, the children hadn’t seen the little boy before.

8. ………………………………………………………………………………………………………………………………………?

The Giant was taken to Paradise.

QUESTION BLOCK

Let’s complete the charts with the questions about the story from the
previous exercise.

74
 PAST INTERROGATIVE AUXILIARY SUBJECT MAIN VERB …?
SIMPLE WORD DID Infinitive

Wh-
questions

Yes/No ______
questions

PAST INTERROGATIVE AUXILIARY SUBJECT MAIN VERB …?

PERFECT WORD HAD Past Participle

Wh-
questions

Yes/No ________
questions

PASSIVE INTERROGATIVE AUXILIARY PASSIVE MAIN VERB …?

VOICE WORD BE SUBJECT Past Participle

Wh-
questions

Yes/No ________
questions

Subject questions
INTERROGATIVE MAIN VERB …?
WORD Conjugated
(Subject)

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a) On-the-lines questions

a.1) Just the facts!

Imagine you are a reporter working for a news media company. You were sent to

the Giant’s neighbourhood to confirm the rumours about an amazing

transformation. Ask the neighbours (your classmates) the basic information

questions to facilitate your news coverage of the story: who, what, where, why,

when, how, how old, etc.

a.2) Make factual questions on these extracts using interrogative words.

Underline the answers in each text.

1. “Employers want to know about your hard skills, which show that you are

qualified for a position. Also, they want to see that you will fit in with the

company culture. The only way to assess this is to get a sense of your

personality,” said Susan Peppercorn, CEO of Positive Workplace

Partners. “Knowing that someone has the experience and skills to be

successful in a job is very important, but when two candidates have similar

capabilities, often the soft skills are the reason why one person gets the

job and the other doesn’t.”

a. What………………………………………………………………………………………………………………?

b. Who…………………………………………………………………………………………………………………?

c. …………………………………………………………………………………………………………………………?

2. A study by the career resource site CareerBuilder found that many

employers prioritize the same soft skills in employees, looking for

candidates who are dependable, positive, flexible and effective

communicators who work well under pressure, among other personality

traits. The right personality traits can make the difference between a

strong candidate and a new employee.

a. Why…………………………………………………………………………………………………………………?

b. What………………………………………………………………………………………………………………?

c. …………………………………………………………………………………………………………………………?

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 3. The Giant took the little boy gently in his hand, and put him up into the tree.

And the tree broke at once into blossom, and the birds came and sang on it,

and the little boy stretched out his two arms and put them round the

Giant's neck, and kissed him. And the other children, when they saw that

the Giant was not wicked any longer, came running back, and with them

came the Spring.

a. Where……………………………………………………………………………………………………………?

b. When………………………………………………………………………………………………………………?

c. …………………………………………………………………………………………………………………………?

b) Between-the-lines questions

Order out the following questions and answer them.

1. wounded /why / the little boy / was / ?

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

2. decide / why / did / to come back / the boy / ?

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

3. represent / on the Giant’s body / what/ the white blossoms / do / ?

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

77
 EXPRESSING YOURSELF

Useful expressions: Illustrating your point

In conversation we often want to illustrate what we are saying with an example.

If we tell someone that the Giant was “selfish”, we can’t leave it there. These

phrases will help you to introduce extra information.

For example, … For one thing, …

For instance, … To give you an idea, …

Take the way (he) … Look at the way …

Take for example … By way of illustration … (formal)

Example:

The Giant was selfish. To give you an idea, he built up a wall around his garden
so that the children could not play in it.

Choose one of the following questions and give your opinion illustrating your
point in a five-sentence paragraph. Be ready to share your viewpoint with the
rest of the class.

1. Choose the adjectives that can be used to describe the Giant at some

point in the story and explain why: impulsive, selfish, motivating, reliable,

helpful, committed.

2. What problem/s did the children have? How did they solve it/them?

3. The story is full of symbolism. How many symbols are there? What do

they symbolize? Do you agree with their symbolic meaning?

4. What was the turning point1 in the story? Can you compare or contrast it

with a turning point in your life?

5. The Giant was a team player and a strategist. Do you agree?

1
The time when an important change takes place, usually with the result that a situation improves.

78
………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………

79
ACADEMIC LITERACY II

Abstracts: Background and Purpose

a) Read the title of the abstract. How do you think officer job satisfaction
and workgroup cultural fit may be related?
b) Read the complete abstract. Check if your guesses were right.

An Examination of Officer Job Satisfaction and Workgroup Cultural Fit

Jason R Ingram, Alexis R Rockwell, Chris Guerra, Eugene A Paoline III

Policing: A Journal of Policy and Practice, Volume 15, Issue 3, September 2021,
Pages 1713–1728, https://doi.org/10.1093/police/paab023

Published: 07 June 2021

Abstract

Research has found officer job satisfaction to be correlated with aspects of their

work environment. Police culture serves as a coping mechanism for work

environment stressors. Despite the connections, research has yet to investigate

the impact of a broad range of cultural norms as well as the influence of cultural

fit and strength on job satisfaction. The current study examines how officers'

alignments with traditional police culture norms, relative to their workgroup peers

(i.e. cultural fit), relate to job satisfaction. Results indicated that officers who

adhered to traditional norms, in general, were more satisfied; however, officers

who subscribed substantially less to traditional cultural norms relative to their

workgroup peers (i.e. con-culture misfits) were significantly less satisfied. Being a

con-culture misfit was associated with perceptions of danger and role clarity.

Collectively, the findings provide practical insights for departments concerned

with their officers satisfaction by addressing cultural features of their work

environments.

80
c) Now, reread the abstract and see which expressions in the text could be
replaced with the ones below. Which moves do these expressions
introduce?

1. This research aims at exploring…

2. Previous studies indicate that…

d) The following phrases and expressions are typically used to present the
background and to express the purpose of an abstract. Sort them out into
the corresponding list.

1. …plays/has an important/vital role in…

2. The aim of this paper is to identify…
3. Current research on… is focused on…
4. Previous studies indicate that…
5. The objective of this study is to explore…
6. The literature on… shows a variety of approaches.
7. This research work aims at presenting…
8. This study seeks to find…
9. …is an important issue for…
10. In the last few years there has been a growing interest in…
11. The current study examines…
12. Research has found….

Background Purpose

81
e) Comprehension check.

1. What is the correlation between officer job satisfaction and their work

environment?

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

2. What coping mechanisms does the study aim at investigating?

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

Here is the abstract above with its paratext!

Source:
https://doi.org/10.1093/police/paab023

82
f) Read the following background and aims sections of an abstract entitled
“Impacts of life satisfaction, job satisfaction and the Big Five personality
traits on satisfaction with the indoor environment” and fill in the blanks
with the following phrases. Then, add these expressions to the chart
above.

1. overlook the influence of

2. we aim to explore the impact of
3. Existing studies mainly analyse
4. is an essential component for

Providing indoor environmental quality (IEQ) that satisfies building occupants

1
_____________________ sustainable and healthy buildings.
2
_____________________ the importance of environmental factors on occupant
3
satisfaction, but often ______________________ personal factors. Here,
4
__________________ personal factors like life satisfaction, job satisfaction,

the Big Five personality traits, sex, and age on occupant IEQ satisfaction.

Source: https://doi.org/10.1016/j.buildenv.2022.108783

83