Session 2 - Unit 2

SESSION 1
CAREERS
• 2.1 Keep your goals to yourself
Unit opener
– Unit 2.1:
Keep your
goals to
yourself
Unit 2.1
S,
01 Keep your goals to
In this unit, CAREER yourself
the student solves a
on
reading comprehensi
questionnaire on UNIT 2.2
professional careers,
considering the Are you looking forwrd to
02
on
vocabulary of the less it?
the
and the future tense in
l
different grammatica
bility UNIT 2.3
tenses, with responsi
and ethical sense. 03 A job for life?
UNIT 2.4
A five-year plan 04
1. Utility (Utilidad)
SESSION 2
Al finalizar la sesión, el alumno
resuelve un cuestionario de
comprensión lectora sobre
carreras profesionales,
considerando el vocabulario de
la lección y el tiempo futuro en
los diferentes tiempos
gramaticales, con
responsabilidad y sentido ético.
LEARNING OUTCOME
• By the end of the lesson, you will be able to use,
appropriately and in context, presentation skills
of thinking about your audience to make them
feel more connected to your talk.

DISCUSS
Look at the picture. Then answer the question below.
• What’s the difference between a job and a

career?
POSSIBLE ANSWERS
a JOB Something that you get, but a career is

something that you get for yourself.
a CAREER A series of jobs or positions done by

someone who wants to advance and build
on their skills and experience to achieve a
specific work-related goal.
DISCUSSION
• Do you think the men in the picture have
a job or a career?
• Would you like to do this work?

DISCUSSION
How would you know that a person has a successful career?

POSSIBLE ANSWERS
o They earn a lot of money.
o They have a lot of power or responsibility.
o They are well-connected.
o They have developed a lot of knowledge of and
skills in their area.

DISCUSSION
• What do you need in order to

have a successful career?
POSSIBLE ANSWERS
o Academic qualifications
o Interpersonal skills
o Commitment
o Ambition
o Etc.
DISCUSSION
• What skills would

you like to achieve
during your working
life?
You are going to watch an edited version of a TED Talk by Derek Sivers called Keep your
goals to yourself.
Read the text about the speaker and the talk.
founder: someone who

founds, or starts a business.
proceeds: money that you get

from events or activities
charitable trust: a non-profit

organisation that provides
help or support where is
needed
PAIR WORK
Discuss these questions:

1. Do you like to plan ahead for things you want to do in your life?
What kind of things?
2. Do you tend to tell other people about your plans and goals for
the future?
3. Do you think Derek Sivers originally had specific plans for his
career? Why / Why not?

2. Skills and Knowledge (Saberes)
NEW WORDS
Read the sentences (1–6). The words in bold are used in the TED Talk. First guess the meaning of the
words. Then match the words with their definitions.
1c 2f 3b 4d 5e 6a
In pairs, write your own sentences using the new words.

Did your partner use the suggested expressions?

DISCUSSION
Have you ever watched a talk that you really felt connected to?
What did the speaker say that made you feel that connection?
DISCUSSION
From the video, you can feel that Derek Sivers connects with his
audience very well.
1. How did he do that?

2. Why is it important to connect
with your audience?
PRESENTATION SKILLS: Giving examples

Look at the Presentation tips box.
Then watch the clip from the TED Talk and
answer these questions.
1. Which of the techniques does Derek

Sivers use?
2. Why is this a good technique for his
talk?
3. Innovation (Innovación)
4. Accomplishment (Logros)
SELF-EVALUATION
• What did you learn today? How are you
going to use it in your daily life?
• What do you (think you) need to review

a bit more?
4. References
References
[1]Helen Stephenson, Lewis Lansford &Paul Dummett (2016).
Keynote (Split A) – Upper Intermediate (1era edición).
2017:National Geographic Learning - Cengage Learning.
Thank your for
being part
Of this new
USIL chapter!
Unit 2.2: Are
you looking
forward to
it?
LEARNING OUTCOME
• By the end of the lesson, you will be able

to use, appropriately and in context,
future forms of will, be going to, future
continuous and future perfect to roleplay
a conversation about future goals.
Ask and answer this question.
Do you think there are differences in the

way men and women think about things
like careers, sports, politics, family, travel,
etc.? Give evidence or examples to support
your opinion.
GROUP WORK
Look at the infographic. Then answer these questions.
• What is the infographic

about?
• Do you agree or disagree
with the statements? Why/
Why not?
• Are the differences
significant? Explain.
GRAMMAR: FUTURE FORMS AND USES
Read the sentences below.
1. I believe that my children will have a better life than I have. will + infinitive
2. I believe that my kids are going to get better qualifications than I did.
be going to + infinitive
3. I think that I will be living the life I want in ten years time.
4. I am sure I will have saved enough money to buy a car by the end of next
will be + verb (+ ing)
year.
will have + verb (past participle)
o Are the o Is it possible to use o In example 3, we use the future o In example 4, we use the future
sentences going to in the first continuous (will be + verb (+ perfect (will have + verb past
about plans or sentence and will in ing) to talk about activities that participle) for actions that will
predictions? the second one? will be in progress at a stated happen before a stated time.
time.
ANSWERS
1. I believe that my children will o Are the sentences

o Is it possible to use
about plans or
have a better life than I have. going to in the first
predictions?
2. I believe that my kids are going to sentence and will in the
second one?
get better qualifications than I did. Predictions
Yes, it is.
3. I think that I will be living the life
I want in ten years time. o In example 4, we use
o In example 3, we use
4. I am sure I will have saved enough the future continuous the future perfect (will
(will be + verb (+ have + verb past
money to buy a car by the end of participle) for actions
ing) to talk about
next year. activities that will be that will happen before
in progress at a stated a stated time.
time.
TRUE TRUE
Future forms
and uses
future future
will be going to perfect
continuous
Actions that Predictions

Predictions Predictions An activity A prediction will be
Spontaneous Predictions Planned with about actions
Offers
and beliefs decisions evidence that will be about an completed
and beliefs decisions or completed
in progress activity that before a
intentions before a
at a stated will be in stated time in stated time in
time progress at a the future the future
time in the
future
We use both will and going to to talk about:
Predictions and beliefs about future events or situations

The meaning is very similar and when the prediction is based on the same information, either form can be
used. The choice often depends on the speaker’s personal preference. It doesn’t depend on how sure the
speaker is about the prediction.
Examples:
• After everything the teacher has said, I think the exam will be easy.
• After everything the teacher has said, I think the exam is going to be easy.
We use will to talk about:
spontaneous Offers
decisions An offer we think of at the time of speaking.
Example:
A decision made at the moment of A: I can’t fill in this form.
speaking. B: I’ll help you. Let me have a look.
Example:
• I’m hungry. I think I’ll make some
pasta.
We use going to to talk about:
planned decisions and predictions with

intentions evidence
A decision we have already taken about a plan or A prediction about an event which
intention is based on evidence at the
Examples: moment of speaking.
• My colleague is worried about his presentation, Example:
so I’m going to help him with it tomorrow. • Usain Bolt is ahead of
• The restaurant is fully booked, so we’re going to everyone else. He’s going to
invite everyone to our house for lunch instead. win the race.
We don’t use will or going to after the adverbs of future time

(when, until, etc.). We use the present simple even though the
action is in the future.
Example:
• When I get home, I’ll call you.
We use the future continuous to talk about:
An activity that will be A prediction about an

in progress at a stated activity that will be in
time in the future progress at a time in the
Example: future.
• Today is my last day at work. This time next
week, I’ll be driving across Europe. Example:
• In twenty years’ time, They won’t be making cars that run
on petrol.
IMPORTANT!!!
We often use time expressions with the future continuous to say when the
activity will be in progress or the point when it will stop.
Example:
• This time tomorrow, you’ll be doing your driving test.
• My friend has failed his test five times. He’ll be
learning to drive until he’s an old man.
We use the future perfect to talk about:
Actions that will be Predictions about

completed before a actions that will be
stated time in the completed before a
future. stated time in the
Example: future.
• According to the schedule, the interview team Example:
will have chosen a candidate by the end of the • It’s only Wednesday – the manager won’t have
week. decided anything yet.
Exercise 1
Complete the sentences with a future form with will.
Answers
will be
will have spent
will be using
will change
will be supporting
will have appeared

For further practice
are going to change
will fall
will have replaced
will affect
will be working
will combine
won’t think
is going to cause
Listen to these sentences from the TV show again. Notice how the speaker
says the words in bold. Write the letter which isn't pronounced.
1. Are you going to make it to the final?

2. It's a kind of ravioli with seafood.
3. I want to be famous.
4. I do a lot of pasta dishes at home.
Listen again and repeat the sentences. Focus on the elision.

Let’s Practice!
Look at the questions below. Then unscramble the words to make
questions.
1. Giselle, are you going to make it to the final of
Junior Chef? 1. in five years' time, / where / you / be / live?
2. And what will you have learned by then, do you 2. at the end of this course, / what / you / have /
think? achieve?
3. Hopefully I'll learn enough to be a judge on Junior 3. by this time next year, / you / be / work?
Chef one day. 4. what / you / be / do / this weekend?
4. What will you be making for us today? 5. you / go / use / English / future?
5. Where do you think you'll be in ten years' time? 6. you / have / learn / a new skill / by next year?
6. Somebody will be going home at the end of today's
show, but it's not going to be me.
Answers
Then unscramble the words to make questions.
1. in five years' time, / where / you / be / live? 1. In five years' time, where will you be living?
2. at the end of this course, / what / you / have /
2. At the end of this course, what will you have achieved?
achieve?
3. by this time next year, / you / be / work?
4. what / you / be / do / this weekend? 3. By this time next year, will you be working?
5. you / go / use / English / future?
6. you / have / learn / a new skill / by next year? 4. What will you be doing this weekend?
5. Are you going to use English in the future?
6. Will you have learned a new skill by next year?

Discuss these questions IN PAIRS.

SELF-EVALUATION

a bit more?
4. References
References
Thank your for
being part
Of this new
USIL chapter!
Unit 2.3: A
job for life?
LEARNING OUTCOME
• By the end of the lesson, you will be able

to use, appropriately and in context,
vocabulary about jobs for the future and
career collocations to roleplay a
conversation about learning skills for the
future.
What do you remember about our previous

lesson?
Ask and answer the following questions.
1. Do you think people will still be doing the same kinds of

jobs as today in ten or twenty years’ time?
2. What kinds of new jobs might become more common,
and what jobs do you think will disappear?
3. Do you think your job (or a job you’d like to do) will
change in the future?
Read the article again. Answer the questions.

1. Who produced the study?
the US Bureau of Labor Statistics
2. Which of the eight areas will grow the most?
personal care aides
3. Which job(s) require(s) a degree?
nursing
4. Which job(s) doesn't/don't require academic qualifications?
retail sales, personal care aides, home health aides,
(probably, but not stated) food preparation and serving
5. Which job(s) require(s) experience?
post-secondary teachers
6. What are the reasons given for growth in these areas?
- retail sales
- personal care aides
- customer service
- post-secondary teachers
Look at how these words are used in the article. Find other
words in the article that have similar meanings.
1. job position
2. consider think of
3. employment work
4. occupational areas job sectors
5. expect predict
6. require ask for
7. increase rise
8. opportunity chance
AFTER READING
Ask and answer the following questions.
• Do you agree with the statement “These days you

are nobody unless you have a personal brand
identity”?
• What advantages does personal branding give? How
do you think this helps someone professionally?
• What would you put on your own brand t-shirt?
VOCABULARY: Career Collocations

Match words to make expressions about careers.
A B
1. academic k ( a. diploma
) h b. experience
2. academic d ( c. experience
) i d. licence
3. driving e ( e. opportunities
) a f. position
4. earn j g. qualifications
( ) g h. qualifications
5. employment ( b ) i. a salary
6. high school f ( j. security
) c k. skills
7. job
( )
Complete the sentences with some of the expressions from Exercise 6. In some sentences, more
than one option is possible.
1. earn a salary
I'll be happy to ____________________that keeps up with the cost of living.
2. Now that I've got a _____________________, I can apply for all kinds of transport
academic qualifications driving licence
academic skills
jobs.
driving licence 3. The pay for this job is quite low because it's just a ___________________.
earn a salary 4. Some people spend years in full-time starting position
education but forget
employment opportunities that _______________________ is also important when looking for a job.
high school diploma 5. These workplace
days with short-term contracts, it's harder to find a position with
experience
job security
_________________________.
professional experience
professional qualifications 6. I didn't have any ____________________when I started this job, but I learned what to
job security
do very quickly. professional experience
starting position
workplace experience 7. In my job, you need to study for specialist _____________________ if you want to
earn more money. academic qualifications
8. The new retail park means there are lots of _________________________ for local
people.
employment opportunities
VOCABULARY: Career Collocations
• Choose 8 career collocations and write complete sentences.

• Use future forms
EXAMPLE:
I'll be happy to earn a salary that keeps up with the cost of
living.
GROUP - WORK
Work in small groups. Discuss the questions.
1. Why are you learning English? What will this enable you
to do in your work or life in general?
2. What other languages do you think will be useful to know
in the future?
3. Are there skills that you didn’t learn at school which
might be useful for you in the future? Which ones? Why
will they be useful?
SELF-EVALUATION

a bit more?
4. References
References
Thank your for
being part
Of this new
USIL chapter!
Unit 2.4: A
five-year
plan
LEARNING OUTCOME
By the end of the lesson, you will be able to:

• Use, appropriately and in context,
expressions about planning to meet up to
arrange to help someone.
• Elaborate a career goals statement
using formal language to apply for a job
in the future.
GROUP WORK
Talk about the last time you applied for …
1. a job
2. a scholarship
3. a credit / debit card
Then answer these questions:
1. Did you do any of the things on this

list?
2. Why are these things important?
PRONUNCIATION
Listen to four sentences from the Useful language box. Notice how the /d/
sound in these words is not pronounced – because it is followed by a
consonant.
1. could check
2. could prepare
3. good for
4. round to
PRONUNCIATION
Listen and repeat these sentences. Don't pronounce the bold /d/.
1. That would be great.

2. I should be able to get away early on Thursday.
3. You’ll need to do a bit of research.
4. Will you send the checked form back to me?
PAIR WORK
Choose one of these situations:
a) You need help with your CV.
b) You need help with writing a letter.
c) You want to plan a trip you are both
going on.
Plan where, when to meet and what you both

need to bring to the meeting. Try to use most
of the phrases in the useful language box.
WRITING
Read the extracts from four job applications. Then answer the questions.
1. What is a career goals statement?

2. Which applicants do you think clearly state
their career goal? What are the goals?
3. How will he or she reach this goal?
ANSWERS
1. 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
2. Which applicants do you think five years.
clearly state their career goal? Applicants A, B and D clearly state their career goal.
What are the goals?
3. How will he or she reach this goal?
Writing skill
Write the words in bold in the job applications next to their synonyms (1–6). Which of the
two sets of words has a more positive impact on the reader?
1. get
obtain
2. good
strong
3. got a job
secured a position
4. had
gained
5. making
achieving
6. want
intend
Writing skill Formal language

Replace the underlined words with these words to make these statements more formal. Use the correct form of the
verbs.
be confident become complete effectively gain intend leading possess seek significant
1. I'd like to become an account executive. intend

1. I _________________ to become an account executive.
2. I did a three-year course in arts administration. 2. I ___________________ a three-year course in arts
3. I'm looking for a position in Human Resources. completed
administration.
4. I think I will make a big contribution to your firm. 3. I'm _____________________ a position in Human
5. I got extensive experience during my internship. Resources. seeking
6. My aim is to really use my experience in customer 4. I ____________________________ I will make a
am confident
______________________contribution to your firm.
care.
significant
5. I __________________extensive experience during my
7. I have skills in mentoring and advising young people.
8. I aim to be the top events manager in the area. gained
internship.
6. My aim is to ____________________ use my experience in
customer care. effectively
7. I ______________________ skills in mentoring and
possess
advising young people.
8. I aim to ___________________the events manager in the
area. become
A friend who is applying to a similar job to
yours has asked to help them to write a
career goals statement.
Write a statement which includes two goals.

GROUP WORK
Compare your statements and check
that they use formal language where
possible. Work together to see if you
can improve the statements.

Flipped activity 1.3
CANVAS:
● Reading Comprehension Questionnaire-Formative task

SELF-EVALUATION

a bit more?
4. References
References
Thank your for
being part
Of this new
USIL chapter!

Session 2 - Unit 2

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SESSION 1

• By the end of the lesson, you will be able to use,

appropriately and in context, presentation skills

of thinking about your audience to make them

feel more connected to your talk.

• What’s the difference between a job and a

a JOB Something that you get, but a career is

a CAREER A series of jobs or positions done by

• Do you think the men in the picture have

• Would you like to do this work?

How would you know that a person has a successful career?

o They earn a lot of money.

o They have a lot of power or responsibility.

o They are well-connected.

o They have developed a lot of knowledge of and

skills in their area.

• What do you need in order to

• What skills would

founder: someone who

proceeds: money that you get

charitable trust: a non-profit

Discuss these questions:

What kind of things?

career? Why / Why not?

In pairs, write your own sentences using the new words.

Did your partner use the suggested expressions?

1. How did he do that?

PRESENTATION SKILLS: Giving examples

1. Which of the techniques does Derek

• What do you (think you) need to review

• By the end of the lesson, you will be able

Ask and answer this question.

Do you think there are differences in the

Look at the infographic. Then answer these questions.

• What is the infographic

GRAMMAR: FUTURE FORMS AND USES

Read the sentences below.

will have + verb (past participle)

1. I believe that my children will o Are the sentences

Actions that Predictions

We use both will and going to to talk about:

Predictions and beliefs about future events or situations

We use will to talk about:

We use going to to talk about:

planned decisions and predictions with

We don’t use will or going to after the adverbs of future time

We use the future continuous to talk about:

An activity that will be A prediction about an

We use the future perfect to talk about:

Actions that will be Predictions about

will have appeared

For further practice

are going to change

1. Are you going to make it to the final?

Listen again and repeat the sentences. Focus on the elision.

5. Are you going to use English in the future?

6. Will you have learned a new skill by next year?

Discuss these questions IN PAIRS.

• What do you (think you) need to review

• By the end of the lesson, you will be able

What do you remember about our previous

Ask and answer the following questions.

1. Do you think people will still be doing the same kinds of