Student Book (SB) Learn English Select Face To Face B1 PDF

Learn English Select
Student’s Book: Face-to-Face (B1)

Andhra Pradesh Higher Education English Communication Skills Project
LEARN ENGLISH SELECT FACE-TO-FACE COURSE
LEVEL B1
STUDENT’S BOOK
1
© The British Council, 2017
The United Kingdom’s international organisation for educational opportunities and cultural relations.
Contents
COURSE OBJECTIVES ..................................................................................................................... 8
INTRODUCTION .............................................................................................................................. 9
PORTFOLIO TASKS AT LEVEL B1............................................................................................ 10
NOTES ON TUTORIALS .............................................................................................................. 10
NOTES ON EXPERIENTIAL LEARNING AND PROJECT WORK ........................................ 11
MODULE 1: INTRODUCTION ......................................................................................................... 12
LESSON 1: HOPES AND EXPECTATIONS ............................................................................. 13
LESSON 2: THINKING ABOUT YOUR LEARNING ................................................................. 15
LESSON 3: INTRODUCTION TO EMPLOYABILITY SKILLS ................................................ 17
LESSON 4: AN INTRODUCTION TO SOFT SKILLS............................................................... 19
LESSON 5: COURSE GOALS ..................................................................................................... 21
MODULE 2: WHAT KIND OF JOB DO YOU WANT? ................................................................ 23
LESSON 1: WHAT KIND OF JOB ARE YOU INTERESTED IN? .......................................... 24
LESSON 2: FINDING OUT ABOUT A JOB ............................................................................... 26
LESSON 3: FINDING OUT MORE ABOUT YOURSELF ........................................................ 28
LESSON 5: PARTICIPATING IN A JOB FAIR .......................................................................... 32
MODULE 3: PREPARING FOR AN INTERVIEW ........................................................................ 34
LESSON 1: INTRODUCTION TO CVs ....................................................................................... 35
LESSON 2: THE EXPERIENCE SECTION OF A CV .............................................................. 37
LESSON 3: WRITING A COVER LETTER ................................................................................ 39
LESSON 4: HARD AND SOFT SKILLS...................................................................................... 41
LESSON 5: PREPARING A CV AND COVER LETTER FOR A SPECIFIC JOB ................ 43
MODULE 4: PREPARING FOR AN INTERVIEW ........................................................................ 45
LESSON 1: GIVING A PRESENTATION ABOUT HARD AND SOFT SKILLS .................... 46
LESSON 2: TALKING ABOUT JOBS ......................................................................................... 48
LESSON 3: FUTURE PLANS ...................................................................................................... 50
LESSON 4: PERSONAL STRENGTHS AND SKILLS ............................................................. 52
LESSON 5: WRITING A JOB ADVERT...................................................................................... 54
MODULE 5: INTERVIEWS............................................................................................................... 56
LESSON 2: PRACTICE JOB INTERVIEW ................................................................................ 59
LESSON 3: ACTIVE LISTENING SKILLS.................................................................................. 61
LESSON 4: ASKING ABOUT JOB RESPONSIBILITIES ........................................................ 63
LESSON 5: MOTIVATION IN THE WORKPLACE ................................................................... 65
MODULE 6: CONSOLIDATION WEEK ......................................................................................... 67
MODULE 7: JOB ROLES AND COMPANY STRUCTURE ....................................................... 68
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LESSON 1: UNDERSTANDING JOB ROLES .......................................................................... 69
LESSON 2: UNDERSTANDING COMPANY STRUCTURE ................................................... 71
LESSON 3: MANAGING STRESS .............................................................................................. 73
LESSON 4: INTRODUCING YOURSELF TO NEW COLLEAGUES ..................................... 75
LESSON 5: WRITING ABOUT ORGANOGRAMS ................................................................... 77
MODULE 8: DEALING WITH PROBLEMS AND COMPLAINTS ............................................. 79
LESSON 1: UNDERSTANDING WHY PEOPLE COMPLAIN................................................. 80
LESSON 2: DEALING WITH COMPLAINTS ............................................................................. 82
LESSON 3: THE STRUCTURE OF A RESPONSE TO A LETTER OF COMPLAINT ........ 84
LESSON 4: IDENTIFYING SOLUTIONS TO PROBLEMS ..................................................... 86
LESSON 5: RESPONDING TO COMPLAINTS AS A GROUP .............................................. 88
MODULE 9: MEETINGS................................................................................................................... 90
LESSON 1: UNDERSTANDING BUSINESS MEETINGS ....................................................... 91
LESSON 2: GOOD AND BAD BUSINESS MEETING PRACTICE ........................................ 93
LESSON 3: THE LANGUAGE OF AGREEING AND DISAGREEING .................................. 95
LESSON 4: PREPARING FOR MEETINGS .............................................................................. 97
LESSON 5: PARTICIPATING IN A BUSINESS MEETING ..................................................... 99
MODULE 10: NEGOTIATIONS ..................................................................................................... 101
LESSON 1: INTRODUCTION TO NEGOTIATION ................................................................. 102
LESSON 2: DEVELOPING NEGOTIATION SKILLS.............................................................. 104
LESSON 3: NEGOTIATING AND THE PRISONERS’ DILEMMA ........................................ 106
LESSON 4: NEGOTIATING ABOUT CANDIDATES FOR A JOB ....................................... 108
LESSON 5: DOING ROLE PLAYS INVOLVING NEGOTIATION ........................................ 110
MODULE 11: TUTORIALS AND PORTFOLIO WEEK ............................................................. 112
MODULE 12: PERFORMANCE REVIEWS ................................................................................ 114
LESSON 1: UNDERSTANDING PERFORMANCE REVIEWS ............................................ 115
LESSON 2: PERFORMANCE REVIEW FEEDBACK ............................................................ 117
LESSON 3: PERFORMANCE REVIEW OBJECTIVES ......................................................... 119
LESSON 4: SMART PERFORMANCE OBJECTIVES ........................................................... 121
LESSON 5: COMPLETING A PERFORMANCE REVIEW .................................................... 123
MODULE 13: PRODUCT DESCRIPTIONS ................................................................................ 125
LESSON 1: DESCRIBING DATA AND GRAPHS ................................................................... 126
LESSON 2: WORKING AS A TEAM ......................................................................................... 128
LESSON 3: WRITING A PRODUCT DESCRIPTON .............................................................. 130
LESSON 4: PREPARING A PRODUCT LAUNCH ................................................................. 132
LESSON 5: GIVING PRESENTATIONS ABOUT A PRODUCT........................................... 134
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MODULE 14: PRESENTATIONS (PART I) ................................................................................ 136
LESSON 1: LEARNING ABOUT PRESENTATIONS ............................................................. 137
LESSON 2: PRESENTATION STRUCTURE .......................................................................... 139
LESSON 3: MANAGING NERVES IN A PRESENTATION................................................... 141
LESSON 4: DEALING WITH DIFFICULT QUESTIONS ........................................................ 143
LESSON 5: GIVING FEEDBACK AND MINI PRESENTATIONS ........................................ 145
MODULE 15: PRESENTATIONS (PART II) ............................................................................... 147
LESSON 1: UNDERSTANDING ARGUMENT AND EVIDENCE ......................................... 148
LESSON 2: UNDERSTANDING BODY LANGUAGE ............................................................ 150
LESSON 3: LEARNING SIGNPOSTING LANGUAGE .......................................................... 152
LESSON 4: PREPARING A PRESENTATION ....................................................................... 154
LESSON 5: GIVING PRESENTATIONS .................................................................................. 156
MODULE 16: CONSOLIDATION WEEK ..................................................................................... 158
MODULE 17: LEADERSHIP AND TEAM-BUILDING (PART I) .............................................. 159
LESSON 1: UNDERSTANDING AND PARTICIPATING IN A CONFERENCE
DISCUSSION................................................................................................................................ 160
LESSON 2: WRITING YOUR OWN CONFERENCE ABSTRACT ....................................... 162
LESSON 3: WORKING AS A TEAM TO ORGANISE A CONFERENCE ........................... 164
LESSON 4: DEALING WITH PROBLEMS AT A CONFERENCE ........................................ 166
LESSON 5: FINDING OUT MORE ABOUT CONFERENCES ............................................. 168
MODULE 18: LEADERSHIP AND TEAM BUILDING (PART II) ............................................. 170
LESSON 1: BUSINESS TRAVEL .............................................................................................. 171
LESSON 2: UNDERSTANDING BUSINESS ETIQUETTE ................................................... 173
LESSON 3: DEALING WITH CULTURE SHOCK ................................................................... 175
LESSON 4: UNDERSTANDING YOUR OWN CULTURE..................................................... 177
LESSON 5: BUSINESS ETIQUETTE (2) ................................................................................. 179
MODULE 19: WRITING A REPORT ............................................................................................ 181
LESSON 1: REPORT WRITING (INTRODUCTION) ............................................................. 182
LESSON 2: USING CHARTS AND GRAPHS IN REPORTS ................................................ 184
LESSON 3: USING FEEDBACK FORMS ................................................................................ 186
LESSON 4: REPORT RECOMMENDATIONS........................................................................ 188
LESSON 5: WRITING A REPORT ............................................................................................ 190
MODULE 20: REVIEW AND CONSOLIDATION ....................................................................... 192
APPENDICES: HANDOUTS.......................................................................................................... 194
Module 1, Lesson 1...................................................................................................................... 195
Module 1, Lesson 2...................................................................................................................... 198
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Module 1, Lesson 3...................................................................................................................... 202
Module 1, Lesson 4...................................................................................................................... 204
Module 1, Lesson 5...................................................................................................................... 206
Module 2, Lesson 1...................................................................................................................... 208
Module 2, Lesson 2...................................................................................................................... 210
Module 2, Lesson 3...................................................................................................................... 213
Module 2, Lesson 4...................................................................................................................... 215
Module 3, Lesson 1...................................................................................................................... 217
Module 3, Lesson 2...................................................................................................................... 219
Module 3, Lesson 3...................................................................................................................... 220
Module 3, Lesson 4...................................................................................................................... 222
Module 3, Lesson 5...................................................................................................................... 226
Module 4, Lesson 1...................................................................................................................... 228
Module 4, Lesson 2...................................................................................................................... 229
Module 4, Lesson 3...................................................................................................................... 231
Module 4, Lesson 4...................................................................................................................... 232
Module 4, Lesson 5...................................................................................................................... 234
Module 5, Lesson 1...................................................................................................................... 235
Module 5, Lesson 2...................................................................................................................... 237
Module 5, Lesson 3...................................................................................................................... 239
Module 5, Lesson 4...................................................................................................................... 242
MODULE 6 - LES ONLINE MATERIALS (MODULES 1 & 2) ............................................... 245
Module 7, Lesson 1...................................................................................................................... 254
Module 7, Lesson 2...................................................................................................................... 256
Module 7, Lesson 3...................................................................................................................... 257
Module 7, Lesson 4...................................................................................................................... 259
Module 7, Lesson 5...................................................................................................................... 261
Module 8, Lesson 1...................................................................................................................... 262
Module 8, Lesson 2...................................................................................................................... 264
Module 8, Lesson 3...................................................................................................................... 268
Module 8, Lesson 4...................................................................................................................... 270
Module 8, Lesson 5...................................................................................................................... 273
Module 9, Lesson 1...................................................................................................................... 274
Module 9, Lesson 2...................................................................................................................... 276
Module 9, Lesson 3...................................................................................................................... 278
Module 9, Lesson 4...................................................................................................................... 280
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Module 10, Lesson 1 ................................................................................................................... 283
Module 10, Lesson 2 ................................................................................................................... 285
Module 10, Lesson 3 ................................................................................................................... 286
Module 10, Lesson 4 ................................................................................................................... 289
Module 10, Lesson 5 ................................................................................................................... 292
MODULE 11- LES ONLINE MATERIALS (MODULES 3 & 4) .............................................. 295
Module 12, Lesson 1 ................................................................................................................... 304
Module 12, Lesson 2 ................................................................................................................... 305
Module 12, Lesson 3 ................................................................................................................... 306
Module 12, Lesson 4 ................................................................................................................... 308
Module 12, Lesson 5 ................................................................................................................... 311
Module 13, Lesson 1 ................................................................................................................... 312
Module 13, Lesson 2 ................................................................................................................... 315
Module 13, Lesson 3 ................................................................................................................... 318
Module 13, Lesson 4 ................................................................................................................... 322
Module 14, Lesson 1 ................................................................................................................... 324
Module 14, Lesson 2 ................................................................................................................... 325
Module 14, Lesson 3 ................................................................................................................... 326
Module 14, Lesson 4 ................................................................................................................... 327
Module 14, Lesson 5 ................................................................................................................... 329
Module 15, Lesson 1 ................................................................................................................... 329
Module 15, Lesson 2 ................................................................................................................... 332
Module 15, Lesson 3 ................................................................................................................... 333
Module 15, Lesson 5 ................................................................................................................... 336
MODULE 16 - LES ONLINE MATERIALS (MODULE 5 & 6) ................................................ 337
Module 17, Lesson 1 ................................................................................................................... 347
Module 17, Lesson 2 ................................................................................................................... 349
Module 17, Lesson 3 ................................................................................................................... 350
Module 17, Lesson 4 ................................................................................................................... 352
Module 18, Lesson 1 ................................................................................................................... 353
Module 18, Lesson 2 ................................................................................................................... 355
Module 18, Lesson 3 ................................................................................................................... 359
Module 18, Lesson 4 ................................................................................................................... 360
Module 18, Lesson 5 ................................................................................................................... 361
Module 19, Lesson 1 ................................................................................................................... 363
Module 19, Lesson 2 ................................................................................................................... 364
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Module 19, Lesson 3 ................................................................................................................... 367
Module 19, Lesson 4 ................................................................................................................... 371
Module 19, Lesson 5 ................................................................................................................... 373
MODULE 20 - LES ONLINE MATERIAL (MODULES 7 & 8) ................................................ 374
ANSWER KEYS TO LES MATERIALS END-OF-MODULE-TESTS .................................. 385
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Learn English Select face-to-face course Level B1– Pre-intermediate
COURSE OBJECTIVES
 To contextualize and deepen students’ understanding of the key language learnt

in the Learn English Select Intermediate course
 To practise this language in meaningful situations
 To raise awareness of and to develop key employability and soft skills
Learning Outcomes
By the end of the course students will be better able to:
 speak English confidently within a workplace and employability setting
 develop their skills, knowledge and understanding of key employability skills
 develop their self-awareness
 talk confidently about their personal and professional skills and experience
 undertake activities to look for a job
 leverage different routes into work (networking, social media, responding to job
adverts etc.)
 write and finalise a CV
 prepare effectively for a job interview
 use a set of effective techniques and approaches to use at a job interview
 talk about what motivates them at work
 use active listening skills
 describe a typical company structure
 develop their awareness of corporate cultures
 use some basic stress management techniques
 use some strategies for dealing with nerves in public speaking
 deal with problems and complaints in the workplace
 contribute effectively to a meeting
 negotiate effectively
 strengthen their team working and leadership skills
 understand performance reviews and their role at work
 give a presentation about a product using basic marketing terminology
 make basic arrangements for business travel and conferences
 write a short business report
 write business emails
The course comprises 100 x 45-minute sessions aligned to the 8 modules within Learn
English Select. Some modules complement online sessions with a specific focus on soft
skills and employability skills.
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INTRODUCTION
Welcome to your new Learn English Select (LES) face-to-face course! We are delighted
to introduce this exciting interactive course focusing on employability and soft skills to
complement the Learn English Select online modules. We hope that you enjoy the
course.
This introduction provides a brief overview of the following:
1) Your learner booklet

2) Your portfolio
3) Mid-course tutorials
4) A note on project and experiential learning activities
The course is divided into 20 modules which each have 5 x 45-minute classroom
sessions. Each session has an accompanying set of materials for you, the learner, to use
and apply. The sessions are also linked with your online LES course, so it’s a good idea
to schedule your online sessions in your own time and the face-to-face sessions will
really help to bring these to life. The course is linked with the LES online through the LES
links given in each session. Students should ideally spend 4 hours per week on the
online course and 5 hours on the face-to-face course.
1. Your Learner Booklet contains the following for each session:
 A set of useful tips or learning points to help you with that lesson’s theme/focus
 Web links that you can use to find out more information
 Space for you to reflect on your learning
The course is very interactive and you are encouraged to take part in everything your
teacher introduces to you. There will be plenty of opportunities for discussions, role
playS, presentations and team work.
2. You are also advised to keep a separate portfolio to collect examples of

work.
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PORTFOLIO TASKS AT LEVEL B1
Students will be asked to collect the following items in a separate portfolio folder. Most
of these will be from course activities:
 A CV
 1 or 2 examples of cover letters
 Evidence of research into finding jobs
 My skills – there are lots of opportunities during the course for you to think
about your hard and soft skills. You should have a record of these from some
of the exercises and reflection points in your learner booklet as well as from
some classroom exercises
 Areas to develop – a list of areas you would like to improve
 A list of websites you have found useful organised under different headings
e.g.
 Finding Jobs
 Writing cover letters
 Writing a CV
 Attending Interviews
 Developing skills (working in teams, active listening)
 Improving English grammar, vocabulary and pronunciation
3. Midway through the course you will have an opportunity for a one-to-one
tutorial with your teacher.
NOTES ON TUTORIALS
One-to-one tutorials take place during Module 11 of the course. Don’t worry if you have
never attended one before. They are really useful for your personal and professional
development.
What is a tutorial?
A tutorial is a one-to-one conversation with your teacher lasting about 5 – 10 minutes.
You may have some questions and your teacher might make suggestions or give you
advice. You can also use this time for your teacher to check your portfolio progress.
As you approach Module 11 it’s a good idea to start thinking about some questions you
might want to ask or discuss with your teacher during your tutorial.
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Here are some suggestions but you can ask anything you like:
1. What are you enjoying about the course? Why? What do you like about it?
2. Which activities have you found really helpful?
3. What do you still need to get better at in the second half of the course?
4. What do you find difficult on the course? Why?
5. Do you take part in all the group activities? Could you do more to take part?
5. Which LES modules have you finished? When do you do them?
6. What do you do outside the classroom to work on the activities you do in the
classes?
7. Is there anything you would like to talk about in this tutorial?
NOTES ON EXPERIENTIAL LEARNING AND PROJECT WORK

Your face-to-face course includes student project work and experiential learning
exercises designed to raise awareness of softer skills such as team work or confidence
when presenting.
1) Project work
 Student project work is intended to take place on a Friday – this will be at specific
points in the course and you can read more detailed guidance about it within the
Module.
 Typically, students will conduct some research or prepare a presentation with the
results of that project presented at some point in the following week.
 In these lessons the teacher will act more as a facilitator in the sense of setting
up the activity and then allow students to work in small groups to fulfil the task.
 Instructions for project work will be very clear and straightforward for you to
implement.
 Some of this project work will be collated in a portfolio with a simple checklist –
for example a CV or research into finding a job.
2) Experiential learning activities

 In a few lessons teachers will run simple experiential learning activities.
 The purpose of these is to help raise students’ awareness of softer skills such as
their ability to actively listen or their contribution to a team task or understanding
how to present themselves more confidently.
 The teacher will be required to set up the activity – for example, building a tower
out of paper or playing a game – stand back whilst the activity takes place and
then facilitate a simple reflection process.
 These lessons can be conducted in L1 (home language) if wished and students
should also be allowed to reflect in L1.
Have fun and enjoy the course!
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MODULE 1: INTRODUCTION
By the end of Module 1 students will:
 Discuss why they are on this course and what they hope to gain from it
 Know the topics they will be studying during the course and how they connect to
the Learn English Select online course
 Know how to develop good study skills to help them during the course
 Have a basic understanding of employability skills and soft skills
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MODULE 1
LESSON 1: HOPES AND EXPECTATIONS
INTRODUCTION
 This lesson is about discussing your reasons for doing the course and talking
about your hopes and plans.
KEY LEARNING POINTS OR KEY TIPS
 When you speak remember to use contractions to sound more natural.

e.g. I am I’m doing this course to help me get a job.
 When you speak give examples. This will help you speak for longer and make you
sound more fluent e.g. I hope to improve my speaking skills because I need to make
lots of phone calls in English.
 It is important to show that you are interested in what your classmates are saying.
You can do this by using the expressions in the box below. Remember to sound
really interested you’ll need to think about how you say these expressions and
what happens to your voice. To sound interested you’ll need to raise your voice.
We call this intonation.
 When you learn new verbs, make a note of what they mean and what comes after
the verb.
e.g. hope to + infinitive. This will help your accuracy in English.
USEFUL LANGUAGE
Ways of talking about hopes and Ways of showing interest

plans  Really?
To talk about future hopes that are not  Oh I see.
definite  That’s interesting!
 I hope to Wow! That’s amazing!
 I plan to
 I would like to + infinitive
 I want to
 I’m going to
To talk about things that you have
already decided to do
 I’m going to + verb
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Reflection: Answer the following questions to reflect on your learning from the lesson.
a) What did you learn in this module?
b) How did you learn these things? (was it group discussions, or doing LES, or
practicing more etc.)
c) How is this learning useful for you?
d) What areas would you like to learn more about?
Some helpful resources: include links to websites or further reading here.
 https://goo.gl/xrhP0u British Council Showing Interest

 https://goo.gl/6lwehP BBC World Service Learn English Radio
 https://goo.gl/bN2svc British Council English Grammar
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MODULE 1
LESSON 2: THINKING ABOUT YOUR LEARNING
INTRODUCTION
This lesson is about
 using the online course: Learn English Select

 how, when and where you study
 As this is the beginning of the course it’s a good idea to think about how,
where and when you study and make some plans so that you are
organised.
 When you do the online course, make a note of the activities you found
very useful so you can go back and do them again.
 When you agree with someone remember to say “I agree’ or ‘I agree with
you’ not ‘I am agree’ or ‘I am agree with you.’
 It’s important to make a note of language in whole sentences or

expressions so you can see how it is used. Instead of writing ‘I really
enjoy’ write a full sentence like “I really enjoy working in groups’ and
notice what happens to the second verb in the sentence. You could use a
highlighter pen to do this or underline it.
USEFUL LANGUAGE
To talk about how you feel about things: Ways of agreeing

 I prefer + verbING  I agree with you.
 I really enjoy + verbING  I like that too.
 I’m good at + noun/ verbING  That’s a good idea.
 I’m worried about + verbING  Me too.
 I want to get better at + noun/verbING
 I think it’s a good idea to + verb
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Some helpful resources:

 https://goo.gl/ZuYcdu British Council Study Tips
 https://goo.gl/ptaE05 Getting the Most Out Of Your E learning Course
 https://goo.gl/NO8p9F British Council How to Improve Your Memory
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MODULE 1
LESSON 3: INTRODUCTION TO EMPLOYABILITY SKILLS
INTRODUCTION

▪ Learning about employability skills and understanding the skills you have and the
skills you need to develop
▪ Employability skills are the skills employers look for when they employ people.
These skills vary from job to job.
▪ Make sure when you are applying for a job you show you have all the skills the
company is looking for. If there are some skills you don’t have, think about how
you could develop these skills.
▪ With hard skills it is easier to show that you have them (for example, by listing
qualifications you have) but it is also important to show you have soft skills and
this can be done by talking about your experience and things that you have
done
USEFUL LANGUAGE
Employability Skills
 Digital skills = computer skills
 Numeracy skills = maths skills
 Machine operating skills = driving skills or the skills needed to use certain
machinery
 Emotional intelligence = the ability to understand your emotions and those of
other people and to behave in the right way in different situations
 A forklift = a machine used for lifting ad moving heavy objects
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 https://goo.gl/rvos9b: Employability of Indian Graduates

 https://goo.gl/QmmTuJ: The Times of India Largest Employability Skills Test
 https://goo.gl/Qs4Rn1: Top Ten Employability Skills University of Kent
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MODULE 1
LESSON 4: AN INTRODUCTION TO SOFT SKILLS
INTRODUCTION
 Introducing soft skills.
 When applying for work it is important to have an understanding of what your soft
skills are. It is sometimes harder to talk about these than your hard skills. That is
why it is a good idea to make a note of your soft skills and think of situations when
you have used these skills either at university or at work.
 Employers say they give jobs to people who have good soft skills. Soft skills are
people skills. Think about how you can develop your soft skills so you can talk
about them in an interview.
 There are lots of useful websites that describe soft skills and explain how you can
talk about them in an interview. Have a look at them to help you have a better idea
of what soft skills are.
 Remember when you move from one job to another job or from one industry to
another industry you can take your soft skills with you. You need them to work
successfully with different people in different industries.
USEFUL LANGUAGE
 Soft skills- these are people skills you  Problem solving skills- these are skills
need in different jobs you use to find solutions to difficulties
 Teambuilding skills- these are skills
or problems
you use to help a group of people work
together as a team  Leadership Skills-these are the skills
 Communication skills- these are skills you need to be a leader
you use to say what you want or feel to
other people
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 https://goo.gl/T6Pgnh Wiki How Play the Human Knot Game
 https://goo.gl/vwBeNW You Tube How To Play the Human Knot Game
 https://goo.gl/qpS9Rh UK Newspaper Article - 7 Soft Skills Graduates Need
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MODULE 1
LESSON 5: COURSE GOALS
INTRODUCTION
 Sharing your hopes, expectations and fears about the course.
 It’s natural to have fears or worries about a course. It is really important to

share any fears or worries you have about the course with your teacher
and your classmates. They will be able to help you.
 Make sure you understand what you have to do on the course. Ask your
teacher if you are not sure.
 At the start of a course it is not easy to understand how much time you will
need to spend on completing the course so make sure you plan your time
carefully.
 It is a good idea to either buy a notebook or start a folder where you can
make notes and keep all the handouts from the course. You will receive a
learner booklet.
USEFUL LANGUAGE
Ways of talking about hopes Ways of talking about fears

 I’d like to  I’m worried about + noun or verbING
 I’d love to  I’m afraid of + noun or verbING
 I hope to
Ways of talking about expectations

 I want to
 I expect to
 I need to
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Some helpful resources: include links to websites or further reading here
 https://goo.gl/s8V88Y British Council Tips for being a good student

 https://goo.gl/kmz863 British Council Five habits of effective English language
learners
 https://goo.gl/ANnfKi You Tube 10 Tips for studying English
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MODULE 2: WHAT KIND OF JOB DO YOU WANT?
 Be able to talk about the kind of job they want

 Develop their understanding of the personal and professional skills that are
needed for a specific job
 Know how to follow up a job that interests them
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MODULE 2 LES Link –
Intermediate 1.1
LESSON 1: WHAT KIND OF JOB ARE YOU
INTERESTED IN?
INTRODUCTION
 Understanding and using job-related language in a range of meaningful contexts
 When talking about jobs, really try and think about what you want to do and
what would make you happy. Think about what the day-to-day reality of the job
would be and whether you would feel happy doing the job, as well as how much
you will be paid. You should also think about what your key criteria for doing a
job are.
 You might not have any idea (or you might think you don’t have any idea) about
what kind of job you would like to do. Talking about it, however, might help you
to become a bit clearer.
 It is good practice to provide definitions of words – this will help to develop your
English.
 During your working life you are likely to encounter challenges and problems at
some stage. If / when you do, try to think of the solutions which may exist to
these problems – e.g. talking to a relevant person, more training, changing your
working arrangements.
USEFUL LANGUAGE
Salary = money you are paid for work

Boss = manager
Contract = legal document regarding your job
Full-time = 5 days a week job
Part-time = not full-time
Biography = information about someone’s life
Careers advisor = someone who gives people advice about what kind of job
they should do
24
 https://goo.gl/v57WHe: National Careers Service in India

 https://goo.gl/poe6vk: UK National Careers Service
 https://goo.gl/LFUeIl: Magazine article about choosing your career path
25
Intermediate 1.3
LESSON 2: FINDING OUT ABOUT A JOB
INTRODUCTION
 Understanding more about job adverts and practise writing one

 Getting written and spoken practice focusing on what is important in a job
 Understanding the language of job adverts, and the way in which they are
written, is useful. Knowing this will help you when you are looking for jobs.
 When thinking about the kind of work you would like to do, you should think
about what is important for you. What are you looking for in a job? What is
important? What would make you apply for one job but not another?
USEFUL LANGUAGE
Useful words
 Trainees: People on a training programme
 Requirements: An adjective used for things you have to be able to do the job
 Essential: An adjective to describe a key need
 Clients: Customers who use your services (or who may buy your products)
 Leading: An adjective used to describe a company which is large / successful
 Post: A formal word for a job
 Desirable: An adjective meaning not essential, but something helpful / useful
 Unique: Something which is different, one of a kind
Useful phrases
 This is an opportunity to work for …
 Our client list …
 We have a wide range of …
 We aim to …
 Our consultants have …
 Previous experience is …
 You must have …
26
 http://www.monsterindia.com/ - one of the largest general job sites in India

 http://www.careerbuilder.co.in/ - another large job site
 https://www.apemploymentexchange.com - specific job site for Andhra
Pradesh
27
MODULE 2
LESSON 3: FINDING OUT MORE ABOUT YOURSELF
INTRODUCTION
 Using personality quizzes to find out more about yourself as a person, and how
this relates to the workplace.
 Personality quizzes have become quite common in recent years, and you are
likely to see them in both printed magazines / newspapers, but especially on the
internet. A personality quiz is a series of questions, with multiple-choice
answers, which is supposed to tell you something about yourself which you
might not have already known.
 If you know more about yourself – what you think, what you feel, how you act in
certain situations – you may be better able to identify what kind of work is most
suitable.
 When writing questions, using the correct word order is very important. You
may also need to consider what auxiliary verbs you need to use, and also
whether you will be using a ‘wh’ question word (what, where, when, which etc.).
USEFUL LANGUAGE
Personality quiz’ = a series of questions where your answers may provide

information about what kind of person you are.
Co-workers = people you work with, e.g. colleagues in your office.
Results = the success you are able to have at work – e.g. the profits made by
your company.
Impact = the change which you are able to have within a particular situation.
28
 https://www.visualdna.com/quizzes/ - a personality quiz

 http://mycareerquizzes.com/career-personality-quiz - a personality quiz
about the workplace
 https://goo.gl/5d86ZJ - article in a British newspaper about what job might be
most suitable for you
29
MODULE 2
LESSON 4: FINDING OUT COMPANY INFORMATION
INTRODUCTION
 How to find out about the pros and cons of working for a large company
 Looking at company reviews online and working out which company would be
best to work for
 When researching a company or business which you are interested in working

for, it is important to find out what people already working there think. There are
several review websites on the internet which give this information. One of the
largest, most popular and best known is www.glassdoor.in.
 There are a range of different factors to consider when doing this. Many of
these are listed in the ‘useful language’ section below.
USEFUL LANGUAGE
 CEO = Chief Executive Officer – the most important person in a company – the
big boss.
 Worker safety = how much care a company takes over the conditions which
people work in
 Work-life balance = whether people are able to have leisure time as well as
being at work (or are they expected to work all the time, e.g. at home)
 Challenging = difficult, hard to do
 Hectic = busy
 Pay rises = the amount your salary increases every year
 Vacation = holiday, time off work
 Colleagues = people who you work with
30
 www.glassdoor.in - Glassdoor, a website which contains thousands of reviews

from people working at companies in India. There are also international versions
available.
 https://www.indiancompany.info/ - website through which you can find out
information about a range of India companies
 www.tata.com - Tata Group website
31
MODULE 2
LESSON 5: PARTICIPATING IN A JOB FAIR
INTRODUCTION
 Job fairs – you will learn about what they are. You will also participate in a role
play where half the class are ‘job seekers’ and half are ‘job providers’.
 Job fairs are events where young people (often at colleges / universities) can
meet with representatives from companies, who will try and convince people to
apply to them for work.
 These companies will describe their companies, why they are a good place to
work, opportunities which may be available there, how people can develop their
career at the company, and so on.
 Job fairs are attended by large and influential companies and government
departments.
 Job fairs are good chances to find out more about job opportunities in your
region.
USEFUL LANGUAGE
Words
 Job seeker: a person looking for a job.
 Job provider: a person / company offering a job.
Phrases
 Why should I work for your company?
 What support / training will I get?
 What opportunities are there for promotion in your company?
32

 http://jobsmela.apssdc.in/: Andhra Pradesh State Skill Development
Corporation – contains details of job fairs in the state.
 https://www.globalcareersfair.com/: A website offering an online careers fair.
 https://goo.gl/j8ZoC2: An article about job fairs in India.
33
MODULE 3: PREPARING FOR AN INTERVIEW
 Know how to describe their achievements, experience and skills

 Be able to write an effective cover letter
34
MODULE 3
LES Link –
LESSON 1: INTRODUCTION TO CVs Intermediate 1.4
INTRODUCTION
 Learning about what should be in a good CV.

 Practising creating and writing your CV.
 For many – indeed the majority – of jobs which you will be applying for, you will
need to create a CV. A CV is a one or two-page document which includes
information about your previous work experience, your academic qualifications
and marks, your contact details, your interests and so on.
 There are several different ways in which to write a CV, but there is usually key
information which should be included whatever type of CV you write.
USEFUL LANGUAGE
 CV (Curriculum Vita): a Latin phrase meaning information about what you have
done before in your life.
 Contact details: Phone / email / address – information about how you can be
contacted in different ways.
 Work experience: Details of what jobs (paid for or voluntary) which you have
done before in your life/
 Position: Another word for ‘job title’.
 Qualification: Your achievements at school / college.
35
 https://goo.gl/wIlHcP: Website of a job recruiting company, advising about how

to write a good CV.
 http://www.bbc.co.uk/news/business-15573447: Short article / video from the
BBC about the importance of creating a good CV.
 https://goo.gl/3YzACH: an article in the Times of India about writing CVs.
36
Intermediate 1.4
LESSON 2: THE EXPERIENCE SECTION OF A CV
INTRODUCTION
 The experience section of a CV, focusing in particular on the writing style.
 The experience section of a CV is probably the most important section of a CV.

The majority of employers will be most interested in this section, as this will
show them what kind of work you have done before, and what you are likely to
be able to do in the future.
 The experience section does not only have to look at experience in paid work –
it can also talk about voluntary / unpaid experience you have had (e.g.
internships).
 Therefore, you should ensure that this section of your Course Book is very well
written, and very clear. Using good structures (and functional language) is a
good way of doing this, and making your writing (and therefore you) sound
more professional.
USEFUL LANGUAGE
Useful functional language structures for writing the experience section of

a CV
 Present participle + preposition + noun + infinitive + noun

 Present participle + noun + infinitive + noun
 Present participle + preposition + noun + preposition + adjective + noun
37
 https://goo.gl/etaOQi: Information from Price Waterhouse Coopers about

writing the experience section of a CV.
 https://goo.gl/24vSw8: Information from a leading academic website about
writing the experience section of a CV.
 https://goo.gl/yo48li: Information from a leading job recruiter about writing the
experience section of a CV.
38

Intermediate 1.4
LESSON 3: WRITING A COVER LETTER
INTRODUCTION
 Writing a cover letter for a job.
 Very often when you are applying for a job in a company or an

organization, you are expected to send not only a CV, but also a cover
letter. A cover letter is an opportunity for you to ‘sell’ yourself, and to say
why you would be a good candidate.
 People sometime find writing cover letters difficult, or embarrassing.

However, employers expect you to be able to show them your abilities
and experience.
 When talking about an ability, you should provide evidence of this. When
talking about an experience, you need to explain why it is relevant.
USEFUL LANGUAGE
Useful functional language (fixed expressions)
 I am writing to apply for

 I developed a working knowledge of
 I note from the job advert
 The role requires
 I believe that I have the qualities needed
 I would like to have the chance
 I hope that I will have the opportunity of meeting you in person at an interview
39

 https://goo.gl/WIubhb: a British university’s advice about cover letters.
 https://goo.gl/grKSRY: a good newspaper article about writing cover letters.
 https://goo.gl/xFiPkr: some good examples of cover letters.
40
Intermediate 1.4
LESSON 4: HARD AND SOFT SKILLS
INTRODUCTION
 The difference between hard and soft skills, and how these relate to real life
experiences.
 When writing a CV and preparing for a job interview, it is important to

understand the difference between hard skills (=skills which are taught,
often in the classroom, through books and other materials) and soft skills
(=skills which are more subjective and can be learnt in many different ways,
and which are often focused more on people).
 Examples of hard skills are foreign language proficiency and mathematical

ability. Examples of soft skills are leadership and motivation.
 Very often, employers will focus more on hard skills at the CV stage, and on
soft skills in an interview. It is more difficult to show soft skills in a
document, but not impossible.
USEFUL LANGUAGE
 Proficiency in a foreign language = your level / skills in another language

 Software = computer programmes
 Criticism = when people comment negatively about something you have done
 Typing speed = how quickly you can type (usually measured in words per
minute)
 Work attitude = whether you are positive or negative in how you approach
your work
 Patience = ability to cope with negative things and problems in a positive way
 Negotiation = discussion which has the aim of reaching an agreement
 Other words used: leadership; motivation; time management; prioritisation;
flexibility; communication; analytics; research
41
 https://goo.gl/BaP7qs: an interesting article on LinkedIn about hard and soft

skills.
 https://goo.gl/zcr3uP: a similar article on the business resource website
Investopedia.
 https://goo.gl/R0Lk5O: the job recruiter ‘Monster’ talks about the key soft skills
you should try and develop.
42
Intermediate 1.4
LESSON 5: PREPARING A CV AND COVER
LETTER FOR A SPECIFIC JOB
INTRODUCTION
 Reviewing knowledge and understanding about hard and soft skills.

 Writing a CV / cover letter for a specific job.
 In this lesson you will review the key learning points from the module. This
includes focusing again on hard and soft skills, and the difference between
them, and how you should talk about them when writing a cover letter.
 This lesson will emphasise the importance of looking at the exact wording and
the specific details of a job advert. It is important to focus on the exact
requirements of a job, and to make sure that your CV and your cover letter
discuss these points.
 Getting a friend to look at your CV or cover letter can be very helpful, to ensure
that you have done what you are supposed to do, and that there are no
mistakes in what you have written. It is often easier to see other people’s
mistakes rather than our own!
USEFUL LANGUAGE
Useful phrases
 This is a position for someone …

 This is an interesting position …
 This is a good opportunity …
 Financial, management and administration processes
 General management skills
43

 http://www.wikihow.com/Apply-for-a-Job: Good general, straightforward
advice about applying for a job.
 https://goo.gl/bRG6Uq: Useful website for job applications
 https://goo.gl/43PNq5: Wikipedia page about job applications
Portfolio task checklist
 Have you produced a CV which is appropriate for a particular job?

 Have you produced a cover letter which is appropriate for a particular job?
44
MODULE 4: PREPARING FOR AN INTERVIEW
 Know how to write an effective CV

 Be able to tailor their CV for a specific job or role
 Be able to discuss their skills confidently
45
Intermediate 2.2
LESSON 1: GIVING A PRESENTATION
ABOUT HARD AND SOFT SKILLS
INTRODUCTION
 Talking about your hard and soft skills.

 Developing your ability to talk in public in presentation format.
 This session will review your knowledge and understanding of hard and soft
skills, which were discussed in the previous module.
 Giving a presentation – or speaking in public – is a very important workplace

skill. You may have to do this in English, or in another language. Whatever
language you do it in, one of the main ways to improve your ability is to just try
– again and again. Repeating the same presentation again and again can build
your confidence in talking in public.
 When you talk about your hard and soft skills in a job presentation, it is
important to provide support and evidence for what you say. You cannot simply
say something, and expect somebody just to believe you – you have to show
how and why, not only what.
USEFUL LANGUAGE
Useful phrases:
 My strongest hard skill is …
 I also have experience of …
 I am able to …
46
 https://goo.gl/4tBWwl: Simple and straightforward advice about giving a

presentation
 https://goo.gl/wsT06q: Useful advice about giving a presentation in a work
situation
 https://goo.gl/x8zrnI: Useful advice from a British university about giving
presentations
47
MODULE 4
LES Link –
LESSON 2: TALKING ABOUT JOBS Intermediate 2.2
INTRODUCTION
 Performing a role play where you pretend to have a particular job.
 In this lesson you will learn more about different types of jobs – about what a
typical day is like, whether you need any special training, what kind of people
you work with. You will think about what you already know, and also make good
guesses if you do not know some information.
 There is lots of speaking practice in this lesson. If you are unsure about what
you are going to say, try it anyway. Try to focus on fluency rather than accuracy.
As you become more confident, you can focus more on accuracy.
USEFUL LANGUAGE
Useful questions for talking about jobs

 Where do you work?
 What does a typical day look like?
 What adjectives would you use to describe your job?
 What kind of people do you work with?
 What do you like about your job?
 What do you dislike about your job?
 Do you need any special training for your job?
48
 https://goo.gl/j7J3QW: a useful UK-based website which contains summary

information about hundreds of different types of jobs.
 https://goo.gl/Ml6jVg: another useful site which provides information about
what you can expect to do in particular jobs.
 https://goo.gl/hgFs2B: some general information about working in India and the
job environment.
49
Intermediate 2.2
LESSON 3: FUTURE PLANS
INTRODUCTION
 Future plans, and what your CV might look like in 20 years’ time.
 Although your future may seem a long way away, it is important to think about it
a bit now. Some of the decisions you make now may affect what happens in your
future.
 This is especially true if you have a specific career path in mind – if there is a
particular direction you want to go in. This may affect your choices at college or
university.
 However, if you do not have a very clear idea what you will do in the future, it
may be better to focus on your soft or transferable skills, or on general hard
skills. If you do this, you will be able to move into different jobs more easily.
USEFUL LANGUAGE
Talking about future plans

 I would like to …
 I expect to …
 I hope to …
Useful Questions
 Why did you get promoted?
 Why did you leave that job?
 What hard / soft skills did you learn in that job?
50
 http://www.bbc.co.uk/guides/zqdmp39: an article on the BBC about what your

personality says about your future.
 https://goo.gl/KT0QH4: 10 tips for helping to identify your career path.
 https://goo.gl/zJIYwz: an interesting site talking about the future of jobs – what
jobs will look like in the future.
51
MODULE 4
LES Link –
LESSON 4: PERSONAL STRENGTHS AND Intermediate 2.3
SKILLS
INTRODUCTION
 Completing a questionnaire which identifies your personal strengths and skills.

 Identifying strategies which can help you improve or increase your personal
strengths.
 Understanding your personal strengths and skills is very important. Not only will
doing this help you to sell yourself better in a job application letter and on a CV,
it will also help you to identify your weaknesses – and therefore where you need
to improve in order to get the kind of job you want.
 Even though it might, at first, be strange to think about your strengths and
weaknesses, you must try to do this. If you are not able to, you could work with
a friend to do this.
USEFUL LANGUAGE
 Travel: (noun) going to a different country, often overseas

 Pressure: (noun) difficult, challenging situations
 Accurately: (adverb) Without any – or with very few – mistakes
 Deal with: (verb) Give attention to someone or something
 Client: (noun) customer, often in a professional situation
 Hard-working: (adjective) Willing to spend lots of time on a particular project
 Energy: (noun) the strength needed for physical or mental activity
 Loyal: (adjective) faithful, being true to someone over a long period of time
52
 https://goo.gl/dtCVJn: Suggestions about how you can talk about your personal
strengths and skills in an interview situation.
 https://goo.gl/odMeMr: an article about the kind of personal strengths and skills
which employers are looking for.
 https://goo.gl/UZchse: an A-Z list of personal strengths and skills.
53
MODULE 4
LES Link –
LESSON 5: WRITING A JOB ADVERT Intermediate 2
INTRODUCTION
 Writing a good job advert, in groups
 When writing, or reading about, a good job advert, there are a number of
factors to consider. Knowing these points can help you respond more
effectively to such adverts. These factors include:
o The main purpose of the job should be obvious;
o The language should be clear and concise;
o The skills needed should be clear
o What experience / background you need should be obvious.
 When writing a job advert, or any kind of text like this, it is important to
brainstorm ideas first, and the to write a draft. Once you have done this, writing
the final text will be a lot easier.
USEFUL LANGUAGE
Useful phrases
 This is a position for someone …

 You will need to have …
 In addition to this …
 You will also need … in order to …
 This is a good opportunity for someone …
 You will be responsible for …
 This is an interesting position …
 You will need a basic understanding of …
54
 https://goo.gl/M4oApU: A jobs website offers tips on writing good job adverts.

 https://goo.gl/G1lE05: A website which contains several interesting and
different types of job advert.
 https://goo.gl/W1dkcI: A list of funny adverts for jobs you would definitely not
want to apply for!
55
MODULE 5: INTERVIEWS
 Understand and be able to discuss what motivates them

 Develop their confidence in handling interviews and responding to questions
effectively
56
MODULE 5
LES Link –
LESSON 1: MOTIVATION IN THE WORKPLACE Intermediate 2.3
INTRODUCTION
 Understanding what motivation is, and why it is important in a work

situation
 Motivation in the workplace is a crucial issue. If people lack motivation,

then a company will not succeed and will not be profitable. There are
many different ways in which people can be motivated.
 The two main types of motivation are monetary and non-monetary. The
first involves money, the second involves other types of benefit.
 Thinking about what motivates you is important too, as this will make you
a better worker (as well as a better person in general).
 In this lesson, you may use the technique of ‘intelligent guessing’, which is
a very effective vocabulary development strategy – it involves trying to
guess the meaning of new and unfamiliar words by looking at their
component parts.
USEFUL LANGUAGE
 Motivation: Getting people to do things – even if they feel like they don’t
want to do them
 The following words are used in an activity. When you have completed
the activity you should write definitions next to them:
 Effort:
 Success:
 Whole:
 Workforce:
 Goods:
 Quality:
 Pride:
 Sick day:
 Monetary:
 Working conditions:
 Promotion:
57
 https://www.psychologytoday.com/basics/motivation: An article in an
online psychology magazine about motivation.
 https://en.wikipedia.org/wiki/Motivation: The Wikipedia entry for
motivation.
 https://www.ted.com/talks/dan_pink_on_motivation/transcript?language=e
n: A very interesting TED Talk (video) about motivation by an expert in the
field.
58
MODULE 5
LES Link –
LESSON 2: PRACTICE JOB INTERVIEW Intermediate 2
INTRODUCTION
 Using your own CV to apply for a job – and to practise being in a job interview in
a role play type situation.
 You will need to bring your CV to this lesson. Your CV will be used in the role
play to make the experience as authentic as possible. Participating in a ‘real’
role play like this will help you to develop skills which you can use when you do
have a real job interview.
 One of the activities in this lesson in ‘forum theatre’. This is an activity where two
people will act out a scene, playing the roles of interviewer and interviewee in a
job interview. Two other students will play the role of audience and director –
they will be able to stop you, to give you feedback about your ‘performance’
and advise on how to do it again better.
USEFUL LANGUAGE
Useful questions to consider for a job interview

 What sort of questions would the interviewer ask for the job?
 What sort of skills would an applicant need for the job?
 What experience would help me get the job?
Words
 Astronaut: Person whose job is to go into space in a rocket.
 Clown: Person whose job is to entertain children in a circus (e.g. tells jokes,
painted face).
 Lion tamer: Person whose job in a circus is to be in charge of the lions.
 Photographer: Person whose job is to take photographs of occasions (e.g.
weddings), social events, sports events etc.
 Pilot: Person whose job is to fly airplanes.
 Spy: Person whose job is to protect the country by finding out secret
information especially related to defence.
59
 https://www.monster.co.uk/career-advice/article/top-5-job-interview-tips:
Tips and Information about job interviews.
 https://www.job-hunt.org/job_interviews/common-job-interview-
questions.shtml: Common interview questions
 http://dramaresource.com/forum-theatre/: Information about forum theatre.
60
MODULE 5
LES Link –
LESSON 3: ACTIVE LISTENING SKILLS Intermediate 2
INTRODUCTION
 Active listening skills and why they are important in the workplace and in life in
general.
 There is a whole class speaking activity, which will develop not only your
speaking skills but also your confidence in general.
 Active listening is “a communication technique used in counselling, training, and

conflict resolution. It requires that the listener fully concentrate, understand,
respond and then remember what is being said” (Wikipedia).
 Active listening is important in the workplace for many reasons, including:

o It can build trust between employees;
o It can build trust between employees and customers;
o It means fewer mistakes are made in the work place;
o People will enjoy work more.
USEFUL LANGUAGE
 Lean: Move forward slightly

 Attentiveness: To be focused on something; to be concentrating.
 Eye contact: To look into someone’s eyes.
 External: Occurring from outside.
 Internal: Occurring from within, inside.
 Nod: Move your head up and down in agreement.
 Eyebrows: The hair above your eyes on your face.
 Progress: To move forward, to develop.
 Open mind: To be willing to consider ideas and opinions different to your own.
 Assumption: Something you think is true (even if you don’t have any proof).
 Non-verbal: not connected or related to words or language.
61
 https://www.skillsyouneed.com/ips/active-listening.html: A useful summary of

what active listening skills are.
 https://en.wikipedia.org/wiki/Active_listening: Wikipedia entry about active
listening.
 https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-
effective-listening/#4b27a2503891: Ten Steps to Active Listening (by Forbes
magazine).
62
MODULE 5
LES Link –
LESSON 4: ASKING ABOUT JOB Intermediate 2.4
RESPONSIBILITIES
INTRODUCTION
 Finding out more about your specific job responsibilities in an interview situation.
 There are several reasons why asking about the job responsibilities of a position
is useful, including:
o It shows you are interested in the position;
o It shows you have done some research about the company;
o It helps you to see if you would like to do the job.
 This said, it is also important to know what you should not ask questions about:
o You should not ask questions about things you have already discussed;
o You should not ask questions about things which have been made clear
in the job information.
USEFUL LANGUAGE
Useful questions
 Would I have to complete a training period?

 Would I be expected to travel a lot?
 Would there be clients from different countries?
 Would I be working in a team or on my own?
 Would I travel to meetings often?
 Would it be possible to gain experience working in different offices.
63
 http://www.halogensoftware.com/uk/learn/how-to/writing-effective-job-
responsibilities-essential-functionscompetencies: Information about writing
job responsibilities.
 https://en.wikipedia.org/wiki/Job_description: Wikipedia entry for job
descriptions.
 https://resources.workable.com/job-descriptions/: templates of job
descriptions.
64
MODULE 5
LESSON 5: MOTIVATION IN THE WORKPLACE
INTRODUCTION
 Remembering some of the key points made in this module.

 Giving a group presentation about something you have learnt in this module.
 Presentations are a very important skill in the work place and also in everyday
life. It is important to have a good understanding of presentations, what they are
and how they should be structured.
 If you feel slightly nervous about giving presentations, you are not alone. Many
people feel this – it is completely normal. The best way of getting over nerves,
and feeling better about giving presentations, is to actually do one. You will not
get better at giving presentations if you do not try.
 A presentation’s structure should include an introduction, main body and

conclusion. The main body is often divided into three main points which you
want to address.
USEFUL LANGUAGE
Introducing the topic: The subject of our talk is…; Our topic today is…
Outline of presentation: There are three main points which we will be making
…; Firstly / Secondly / Thirdly …
Starting a new section: Having looked at X, we now turn to Y; Turning to …;
Now let’s look at …
Analysing a point: What does this mean? Why is this important? The
significance of this is …
Giving examples: For example, …; To illustrate this point …
Summarising: To sum up; To conclude; In short; To recap what we have said…
Invitation to discuss / ask questions: Does anyone have any questions?
Please feel free to ask questions. Any questions?
65
 https://goo.gl/i8xMRh: Top tips for effective presentations.

 https://goo.gl/E5IRMl: Advice from the BBC about giving good presentations.
 https://goo.gl/2vup5r: More useful advice about giving presentations.
66
MODULE 6: CONSOLIDATION WEEK
 Have conducted some of the LES end-of-module tests

 Be able to reflect on their learning so far from Modules 1 - 5
 Start collecting evidence for their portfolio
67
MODULE 7: JOB ROLES AND COMPANY STRUCTURE
 Know how to introduce themselves to a new colleague

 Be able to discuss job roles and responsibilities
 Understand company structure and culture
68
MODULE 7
LES Link –
LESSON 1: UNDERSTANDING JOB ROLES Intermediate 3.2
INTRODUCTION
 Understanding in more detail about job roles

 Writing questions and responding to questions written by other students
 When starting in a new job, you will often have lots of questions. This is perfectly
normal. Everything will be new. In this situation, it is important to have the
confidence, and to not be afraid to ask these questions. A good employer /
company will welcome you asking these questions.
 Where possible, try to get information before starting a job on how things work.
This might be available online, or you may be able to contact an existing
member of staff.
 The sort of information which you might like to find out about includes: the
organisational chart (= the structure of the company), how the finances work,
the HR system etc.
USEFUL LANGUAGE
 Induction: the process you go through when starting a job to understand more
about the company, different people, systems etc.
 Structure: the way in which something is organised and planned
 Chart: a visual representation of information, to make it easier to understand
 Department: a part of an organisation, which focuses on a particular area of
work
 Disputes: disagreements
 Facilities: buildings / equipment
69
 https://targetjobs.co.uk/careers-advice/job-descriptions: excellent website

with ‘job description’ details for hundreds of jobs.
 http://creativeskillset.org/creative_industries/animation/job_roles: Another
website doing something similar, with a specific focus on artistic jobs.
 http://www.michaelpage.co.uk/advice/management-advice/attraction-and-
recruitment/how-write-effective-job-description: How to write a good job role
description, and what should generally be included.
70
MODULE 7
LES Link –
LESSON 2: UNDERSTANDING COMPANY Intermediate 3.2
STRUCTURE
INTRODUCTION
 Organograms, and how they can show the structure of a company or

organisation.
 Writing a text which describes the organogram of a company or organisation you
know.
 Organograms are very useful charts for showing the structure of an

organisation. They are particularly useful for a number of reasons, including:
o They can help you work out where you fit in when you join an
organisation.
o They show you who manages who.
o They show you who the head of a department or a section is.
 There are different types of organograms which can be used. The three main
types are hierarchical (like a pyramid, top to bottom) flat (where there are few
senior people, and the organisation is more ‘equal’), and matrix (for more
complex organisations, where different teams have different roles).
USEFUL LANGUAGE
 Organogram: an organisational chart which shows people’s relative position in

the structure of an organisation / company
 Board of Directors: a group of people elected, often by the shareholders of a
company, to make high-level decisions about a company
 Managing Director: the person who is responsible for day-to-day management
of a company.
 Sales and Marketing Department: the part of a company who is responsible
for selling what the company makes or produces, and telling the public about it
 Corporate Sales Team: the part of a sales and marketing department which
sells to other businesses.
71
 http://study.com/academy/lesson/what-is-an-organogram-definition-
structure-example.html: very useful additional information about organograms.
 https://creately.com/diagram-type/template/gmpzsxp61/organogram: a
website where you can create your own organograms for free.
 http://www.organogramtemplate.org/category/organogram-types: a
website explaining in more detail about the different types of organograms which
exist.
72
MODULE 7
LESSON 3: MANAGING STRESS
INTRODUCTION
 Learning about stress, especially stress in the workplace, and how it can be
managed.
 Doing a speaking activity with the whole class.
 Stress is a problem in many, if not all workplaces. According to research, levels

of stress are increasing all the time. This is true not only in more developed
“Western” economies, but in emerging economies as well.
 There are many negatives to stress in the workplace. For example:

o If you are stressed, you may be unable to do your job properly (or
indeed at all);
o If people are stressed in a work environment, the quality of work may be
poor
USEFUL LANGUAGE
 Exercise: physical activity, sport (e.g. playing football, going to the gym).
 Mental and emotional health: Being healthy in your mind and in how you feel
and how you relate to other people.
 Control: Not being able to influence, shape or direct things which happen to
you.
 Passive: When you let things happen to you, when you are not active.
 Connect: To link to someone, or to feel part of something bigger.
 (To feel) Isolated: The feeling of being on your own, without anybody there to
support or help you.
 Habit: something which you do on a regular basis (e.g. going to the gym) or
something which you cannot stop doing (e.g. smoking).
 Volunteering: Doing work or offering services for free.
73
 https://goo.gl/bWsvHr: An article about stress in the workplace in India, and its

very damaging effects.
 http://www.stress.org.uk/individual-stress-test/: Do a stress test to see how
stressed you are.
 http://www.nhs.uk/Conditions/stress-anxiety-depression: resources from the
British National health Service on managing stress.
74
MODULE 7
LES Link –
LESSON 4: INTRODUCING YOURSELF TO Intermediate 3.1
NEW COLLEAGUES
INTRODUCTION
 Learning how you can introduce yourself and others in a social situation.
 When you take a new job, one of the first things you will have to do is to
introduce yourself to other people. It can be quite terrifying to have to do this,
and even confident people may feel shy or nervous about doing this. However,
if you want to do well at your new job and get to know people, it is very
important.
 If you can, it is good to get someone who already works there to be able to
introduce you. This will carry with it more power and influence than if you just
do it yourself.
USEFUL LANGUAGE
Useful Phrases Words

 Let me introduce you to …  Senator = One of the 100 most senior
 Pleased to meet you. politicians in the US system
 I don’t mean to intrude.  First Lady = Wife of the US President
 Can I have some of your time?  Net worth = total amount of money
 Excuse me. someone has
 It’s been nice talking to you.  Numerous = very many
 It was a pleasure to meet you  Ambassador = representative,
someone who promotes a particular
thing
75

 https://goo.gl/p2Ottk: useful site for more language about introducing yourself.
 https://goo.gl/TMbci4: another website which contains further information on
this topic
 https://goo.gl/Kf59ha: seven tips for introducing yourself at your new
workplace.
76
MODULE 7
LESSON 5: WRITING ABOUT ORGANOGRAMS
INTRODUCTION
 Understanding more about organograms, specifically hierarchically organised

structures.
 Writing a structured short essay with your classmates on this subject.
 Organograms are very useful charts for showing the structure of an

organisation. They are particularly useful for a number of reasons, including:
o They can help you work out where you fit in when you join an
organisation.
o They show you who manages who.
o They show who you who the head of a department or a section is.
 This lesson will build on your understanding about organograms, and look more
specifically at companies which have a hierarchically organised structure (HOS).
The lesson will look in more detail about how an HOS:
o Shows the relationship between the different levels of an organisation;
o Has the most senior people at the top;
o Is usually shown in a pyramid form.
USEFUL LANGUAGE
 Start out: To begin something

 Simplify: To make something easier to understand, to focus on the key parts.
 Authority: Being in charge or something.
 Clarify: To make clear, to reveal information.
 Specialist / Expert: Someone who has skills in a very particular and focused
area.
 Role: Position, title, job.
 Overloaded: To have too much work to do, and to be unable to do it properly.
 Line organisation: The structure within a company which shows who report to
who, and who manages who.
77
 http://study.com/academy/lesson/what-is-an-organogram-definition-
structure-example.html: very useful additional information about organograms.
 https://goo.gl/pUY6HD: a useful website with more details about, specifically,
hierarchical organizational structures
 https://goo.gl/V41gZb: another website about pyramidal organizational
structures.
78
MODULE 8: DEALING WITH PROBLEMS AND COMPLAINTS
 Know how to approach problems and complaints effectively

 Be able to handle a customer complaint
 Know how to write an email in response to a complaint
79
MODULE 8
LES Link –
LESSON 1: UNDERSTANDING WHY PEOPLE Intermediate 3.3
COMPLAIN
INTRODUCTION
 Understanding why people complain, and knowing some of the best ways of
dealing with this.
 When thinking about why people complain in any given situation, consider the
following questions: Why do people, in general, complain? Do you complain
yourself? If so, in what situations? What tends to happen as a result of your
complaint, if anything?
 If you work in a business where you are regularly dealing with other people or
companies, you may get complaints from time to time. It is important to know
how to deal with them when that happens.
 Some quotations about complaining which may make you think:

o “You don’t make progress by standing on the sidelines, whimpering
and complaining.” (Shirley Chisholm)
o “People won’t have time for you if you are always angry or
complaining.” (Stephen Hawking)
o “The more we complain, the more unhappy we get.” (Dennis Prager)
o “My primary hobby is complaining.” (Jay Duplass)
o “Do something about your complaints.” (Rita Dove)
USEFUL LANGUAGE
 Author opinion = what a writer thinks about a particular topic).

 Customer = person who is buying a product or service
 Face of <something> = like a symbol, somebody who represents something
(e.g. a company, an organization)
 Jump to a conclusion = to come to a conclusion quickly, without necessarily
thinking through everything clearly
 Goal = objective, the main thing you want to happen
 To be on <someone’s> side = to agree with someone, to share their viewpoint
80
 https://goo.gl/laEH0Y: some good general advice about dealing with

complaints.
 https://goo.gl/a1RadH: an interesting article which explores why people
complain.
 https://goo.gl/kpw8VT: an article complaining about why people complain so
much!
81
MODULE 8
LES Link –
LESSON 2: DEALING WITH COMPLAINTS Intermediate 3.3
INTRODUCTION
 Learning more about complaints, and practising how to deal with them
 Learning specific phrases which can be used when dealing with complaints
 In a work situation, you will often get feedback from your superior / boss / line
manager if they feel that you have not done something quite right. This kind of
feedback can be useful in helping you to develop and to learn new skills.
 When responding to a complaint, there are often ‘set phrases’ which you can
use (i.e. phrases which are commonly used in this kind of situation). It is useful to
know these phrases and feel comfortable in using them.
USEFUL LANGUAGE
Useful phrases
 I agree that it isn’t acceptable.
 Following your complaint …
 Thank you very much for making time to talk to me.
 May I explain what we plan to do about it?
 We’ll certainly do our best to help.
 We’re very sorry.
 We were very sorry to hear that.
 I can assure you …
 We’ve looked carefully at your email.
 That’s a good suggestion.
82
 https://goo.gl/BXCu8C: a useful resource from Oxford Dictionaries about letters

of complaint.
 https://goo.gl/fK3l2y: advice for dealing with people who always complain.
 https://goo.gl/3qOLXa: a step-by-step guide for dealing with a complaint at
work.
83
MODULE 8
LES Link –
LESSON 3: THE STRUCTURE OF A Intermediate 3.4
RESPONSE TO A LETTER OF COMPLAINT
INTRODUCTION
 Understanding the main components and the structure of a response to a letter
of complaint.
 Writing your own response to a letter of complaint.
 When writing any letter, it is important to follow a particular structure. The exact
structure will depend on the letter you are writing, its purpose, and what you are
trying to achieve by writing it.
 When writing a response to a letter of complaint, there are a few key things
which you should include. This includes an apology about whatever happened,
and acceptance of blame / fault (if appropriate). It would also include explaining
what steps were taken following the complaint, and what was discovered
through this process. On some occasions, depending on the complaint, there
might also be the offer of some financial compensation.
USEFUL LANGUAGE
Useful phrases
 I am writing to complain to you about …
 Despite the fact that …
 When we finally …
 The problems continued.
 This is obviously very disappointing.
 I look forward to receiving your response.
84
 https://goo.gl/Rv6Id7: some useful sample letters who are responding to

complaints.
 https://goo.gl/4Ct3jL: five tips for writing better responses to complaints.
 https://goo.gl/khUWs4: the guidelines produced by one company for how to
write responses to complaints.
85
MODULE 8
LES Link –
LESSON 4: IDENTIFYING SOLUTIONS TO Intermediate 3.3
PROBLEMS
INTRODUCTION
 Discussing workplace problems, and identifying solutions to these problems.
 One of the key things to do when faced with a problem in the workplace is to
identify all the facts first. At times, you may not know what the true situation is.
Therefore, try to find out as much information as possible from as many
different sources.
 If possible, talk through the problem with people in your workplace. Being open
and honest about problems you might have is generally better. If you do not tell
anyone, you may find that the problem grows and becomes more difficult to
solve.
 If you want to have a record of what has been said or discussed, you should put
things in writing (e.g. emails). If you do this, there is a permanent record of what
you and others have said.
USEFUL LANGUAGE
 Complaint: a statement that something is not good, or problematic.

 Query: a question.
 Automatically: when something happens without anyone doing anything.
 Time zone: an area of the world which has a different time compared to others.
 Commission: a percentage of a product’s sale price which goes to the person
who sells it.
 App: a computer program on a mobile phone.
 Co-worker: a person you work with, in the same company or office.
 Rude: behaving in a way that upsets people.
86
 https://goo.gl/kuHDJU: common workplace problems, and advice on how to

deal with them.
 https://goo.gl/FxoQmw: a high-profile UK charity gives advice about workplace
problems.
 https://goo.gl/SSBOZ0; a newspaper article about problems in workplaces in
India.
87
MODULE 8
LES Link –
LESSON 5: RESPONDING TO COMPLAINTS Intermediate 3
AS A GROUP
INTRODUCTION
 Using case studies about complaints, and working out solutions.

 Developing and delivering a group presentation.
 One of the main focuses of this lesson is about working together with your
group to solve a particular problem. This is a very important academic skill, as
you will often need to work in a group at college or university.
 Working in a group on trying to solve a problem is also a very useful life skill for
the work place. Depending on where you work, you may need to come up with a
range of different solutions to a problem, and present these results to other
people in your office, often who may be more senior than you.
USEFUL LANGUAGE
 Case study = a real life situation, or a situation like real life, where you have to
present a solution to a problem.
 Manager = person who is responsible for a number of other people or issues
within a company / organisation.
 Holiday tour company = a company which provides an ‘all in one’ service for
people on holiday (i.e. hotel / food / transport etc.).
 Feedback = opinion from someone about what you have said or done.
 Overpriced = something which costs too much money.
 Senior management team = the group of people at the top of the organisation
who are responsible for running it on a day-to-day basis.
 Fire = to sack someone; to stop someone from working at an organisation.
 Produce = food grown in large quantities to be sold.
88
 https://goo.gl/0qBAET: a list of some customer complaint case studies.

 https://goo.gl/SdwqKU: a useful video about dealing with customer complaints.
 https://goo.gl/1l1vS3: an article by someone describing a customer complaint
process.
89
MODULE 9: MEETINGS
 Know about different types of work-place meetings

 Be able to contribute effectively to a meeting
 Develop their active listening skills
90
MODULE 9
LES Link –
LESSON 1: UNDERSTANDING BUSINESS Intermediate 4.1
MEETINGS
INTRODUCTION
 Learning about business meetings and some of their key aspects and features
 In most work environments, but especially if you work in an office, you will have
to participate in business meetings from time to time. For some people,
business meetings take up much of their working day.
 As such, it is important to know what the core components of a business

meeting are – for example the structure of a meeting, and what you can expect.
 It is also important that you know what makes a business meeting a success –
e.g. how long it should be, how many people should participate, what you need
to do beforehand etc.
USEFUL LANGUAGE
 Chair = person in charge of a meeting

 Secretary = person who writes down what happens
 Agenda = list of items to be discussed
 Minutes = the record of the meeting, produced by the secretary
 Face-to-face meeting: a type of meeting when you are literally in the same
physical space as the other person / people
 Virtual meetings: a type of meeting done when you are not in the same
physical space as the other person / people, and which is conducted online.
91
 https://goo.gl/IPE0mg: key tips for making business meetings more interesting

 https://goo.gl/dwqg6l: the BBC’s World Service gives some advice about
business meetings
 https://goo.gl/3sx5ny: a British newspaper gives advice about business
meetings.
92
MODULE 9
LES Link –
LESSON 2: GOOD AND BAD BUSINESS Intermediate 4
MEETING PRACTICE
INTRODUCTION
 Learning about the ‘dos’ and ‘don’ts’ of business meetings.

 Participating in group discussion, and summarising key information.
 The following are some of the key questions to consider in business meetings,
in order to make them as effective and interesting as possible:
o How can you make sure people stay on topic in a meeting?

o How can you make sure people are engaged in a meeting?
o How can you make sure everybody’s voice is heard in a meeting?
o How can you get consensus in a meeting?
o How can you address problems and challenges?
USEFUL LANGUAGE
 Ignore = to not pay attention to someone or something

 Topic = subject; thing which you are discussing
 To be engaged (in something) = to be interested in and focused on
 Dominate = to have control or power over
 Distracted = not able to think clearly
 Consensus = agreement; a decision which everybody is happy with
 Aggressive = angry or violent towards someone else
93
 https://goo.gl/UyFPGZ: a TED documentary about bad meetings.

 https://goo.gl/T3yVxt: 7 features of highly effective meetings.
 https://goo.gl/PtuO9z: advice from a Canadian bank about meetings.
94
MODULE 9
LES Link –
LESSON 3: THE LANGUAGE OF AGREEING AND Intermediate 4.2
DISAGREEING
INTRODUCTION
 Learning key phrases to use when agreeing, disagreeing and partially agreeing
 Learning key phrases to use when you want to agree, disagree or partially agree
with someone is important. When you are arguing, it is sometimes difficult to
remember the right phrases – so the more practice you can get for this the
better.
 Generally speaking, these phrases should be used as a way of introducing your

reasons for agreeing / disagreeing. You can explain your position in more detail
after you have given your general opinion.
USEFUL LANGUAGE
Useful phrases Useful words

 I see what you mean. However, …  Controversial statements =
 Not necessarily statements which people may have
 I couldn’t agree with you more very different opinions towards
 I like that idea  Taxes = money which is paid to the
 I take your point but … government
 I think so too  Electricity = energy which can
 You’re right produce heat / light and makes
 I totally disagree machines work
 That’s not how I see it  Petrol = a fuel mostly used in cars
 I’m not so sure  Banned = when something is
 I am of a different view stopped or not allowed officially (e.g.
 I don’t share your view by government)
 Nuclear power = a type of energy
which is created by splitting atoms
95
 https://goo.gl/ZGlbxg: some more language for agreeing and disagreeing

 https://goo.gl/My7RU7: … and some more language …
 https://goo.gl/b9QWr5: …and yet more!
96
MODULE 9
LES Link –
LESSON 4: PREPARING FOR MEETINGS Intermediate 4.1
INTRODUCTION
 Learning about the structure of a business meeting.

 Understanding about the kind of documents which are often created before
business meetings.
 A common structure for a business meeting is as follows: Apologies for

absence… Minutes of last meeting… Regular agenda items… Specific agenda
items… Any other business… Details of next meeting.
 Before a meeting, it is common for background documents to be created. These

should provide a summary of what has happened since the last meeting. People
are expected to read these documents before the meeting.
USEFUL LANGUAGE
 Finance Manager: person in a company who is responsible.

 HR Manager: person in a company who is in charge of staff issues.
 Communications Manager: person in a company who is in charge of
publicity, advertising etc.
 Chair: person in a meeting who is in charge of the agenda.
 Secretary: person in a meeting who writes the minutes (the key points).
 Quarter: Period of 3 months.
 Profit: Money left once you take your costs away from your income.
 Redundant: When a company fires someone because the job is no longer
needed, or the company cannot afford to pay for the job.
 Insurance: a contract where you pay money to manage the risk of
something bad happening (e.g. floods, theft, damage, injury etc.).
 Premium: the amount of money which you pay for insurance.
 Auditor: Financial experts who check that companies have produced
accurate accounts.
 Legal: To do with the law.
 Remote: a long way away, not near anything.
 Upgrade: Improvement, a more recent system.
97
 https://goo.gl/dsQ3Y5: advice about preparing for a business meeting.

 https://goo.gl/VYkqb9: 10 tips on getting the most out of business meetings
 https://goo.gl/h7GhMi: a business meeting template from Microsoft Word.
98
MODULE 9
LES Link –
LESSON 5: PARTICIPATING IN A BUSINESS Intermediate 4
MEETING
INTRODUCTION
 Participating in a business meeting.

 Using key documents as a platform for discussion.
 When participating in a business meeting, it is important to remain focused and

engaged in what is happening.
 Make sure that you have a good understanding of the background information,
and that you refer to it during the meeting.
 It is the chair’s responsibility to ensure that decisions get made, and that
everybody has a chance to participate in the meeting.
USEFUL LANGUAGE
 The key language for this lesson can be found in Lesson 4, which contains the
key words from the 3 background documents.
99

 https://goo.gl/KeSRu: step-by-step guide to creating an agenda.
 https://goo.gl/iF3Ve3: an article about the importance of self-reflection before
and after business meetings.
 https://goo.gl/l4f0d: an article about how to run effective business meetings.
100
MODULE 10: NEGOTIATIONS
 Understand the factors involved in a successful negotiation

 Be able to use at least two negotiation techniques
101
MODULE 10
LES Link –
LESSON 1: INTRODUCTION TO NEGOTIATION Intermediate 4.3
INTRODUCTION
 Learning about the skills of negotiation, which is crucial in a work place situation.
 Practising relevant language in a fun and interesting situation.
 Negotiation is a very important business skill. Without it, you will find it very
difficult to find agreement with people. You cannot always get your own way in
business – often you will have to change your position and listen to others, to
find something that you both agree about.
 Negotiation can be difficult, and sometimes stressful. Knowing some of the key
phrases to use, and having practised it beforehand, is extremely useful. You will
then feel more comfortable when you negotiate for real.
USEFUL LANGUAGE
Useful phrases to use in Words

negotiation  Desert island: an island where nobody
 After you lives, far from anywhere
 No, you go first  Aliens: a creature from space or another
 I’m sorry I interrupted you. planet
 Ok, I’m listening  Match: a small piece of wood used to make
 Go ahead fire
 I’m sorry, could I interrupt  Hammer: a tool with a heavy metal part on
you? the top
 I’m not sure I understood  Saw: a tool with a sharp edge used for
you. cutting wood
 Excuse me, but did you say  Violin: a musical instrument with strings
…
102
 https://goo.gl/hz0frM: an overview of some good negotiation skills

 https://goo.gl/Xpbnyy: the Wikipedia entry for negotiation
 https://goo.gl/GxND3W: 5 techniques for negotiating by the FBI
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MODULE 10
LES Link –
LESSON 2: DEVELOPING NEGOTIATION SKILLS Intermediate 4.3
INTRODUCTION
 Developing negotiation skills.

 Developing a better understanding of important issues through negotiation and
discussion.
 In this lesson you will have to agree or disagree with a set of controversial
statements. In this lesson, you will respond to these statements both with what
you think, and you will also respond from another person’s perspective.
 The ability to see and understand something from somebody else’s perspective
is called ‘empathy’. Empathy is a very useful skill both in life and in work.
USEFUL LANGUAGE
 Taxes: money which is paid to the government, e.g. when you buy something or
money which is taken from your income.
 Energy: electrical power.
 Renewable sources: a type of energy which is not based on coal or oil – e.g.
solar power, wind power, tidal power.
 Vote: showing your choice or opinion in an election, when you say which
political party you want to win.
 Compulsory: something which you have to do.
 Drugs: a substance, often illegal, which changes the way you feel or think.
 Legal: something which the state or government lets you do.
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 https://goo.gl/2tZlha: real-life examples of business and political negotiations.
 https://goo.gl/tNyGsh: a useful and interesting video about negotiation skills.
 https://goo.gl/IFahkz: a good PowerPoint presentation about negotiation skills.
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MODULE 10
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LESSON 3: NEGOTIATING AND THE Intermediate 4.3
PRISONERS’ DILEMMA
INTRODUCTION
 Game theory and the philosophical game, the Prisoners’ Dilemma

 Developing and practising negotiation skills.
 Game theory is a way of thinking and decision making which is very common in
business and the work place. Understanding some of the key principles of game
theory is useful.
 The Prisoner’s Dilemma is a well-known philosophical problem to do with game

theory. The basic problem is as follows: “Imagine that you and your friend are
arrested for a crime. The police are uncertain which of you was in charge of
committing the crime, and which person just helped the other to do it. You are
taken to different rooms and given a choice:
o If you both remain silent, you are both released and do not have to go to jail
at all.
o If one betrays the other, the betrayer goes free, and the other is imprisoned
for 10 years.
o If you each betray each other, you are both imprisoned for 5 years.”
USEFUL LANGUAGE
 Betray: to disloyal and/or give inside/secret information

 Prisoner: person who is in jail / prison.
 Dilemma: a difficult choice to make between two options.
 Game theory: the study of how and why people make decisions, commonly
used in life and in the work place. In business, it can be used to look at how
decisions are made, and what kind of outcomes are desired.
 Strategy: a plan with a particular purpose.
 Negotiation: the process of trying to get agreement through discussion.
 Negotiator: the person who does the negotiation on behalf of a group /
organization.
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 https://goo.gl/vnJi8B: a very interesting, short video about the Prisoner’s

Dilemma.
 https://goo.gl/ObGGf: a text explaining the Prisoner’s Dilemma in more detail.
 https://goo.gl/rxYGVc: Wikipedia entry about the Prisoner’s Dilemma.
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MODULE 10
LES Link –
LESSON 4: NEGOTIATING ABOUT Intermediate 4.2, 4.3
CANDIDATES FOR A JOB
INTRODUCTION
 Identifying which candidate is best suited for specific jobs through negotiation
and open discussion.
 If you reach a mid or senior level within an organisation, it is possible that you
will be responsible for interviewing and appointing members of staff. Generally,
this is done through discussion with other people you work with, and not just by
one person.
 As such, it may sometimes be the case that you want one person for the job,
and your colleagues may favour somebody else. In such situations, you will have
to negotiate with each other to decide who will be offered the job.
USEFUL LANGUAGE
Interrupting Responding to an Asking for clarification

interruption
 Sorry to interrupt, but …  I’m sorry, do you mind if  Sorry, but I don’t get
 Could I come in here? I finish first? that.
 If I could just say  Please let me finish first,  I’m sorry, but I don’t
something here … then you can have your quite follow you.
 Excuse me. Can I turn.  Could you say that again
interrupt you for a  Yes, no problem. please?
moment?  Sure, go ahead.  Would you mind
repeating that?
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 https://goo.gl/iYdD0t: an article about how employers make decision about who

to hire.
 https://goo.gl/fE9gvH: a list of some of the documents which one British
university uses to decide on the best candidate for a job.
 https://goo.gl/dNz2Kl: a guide for candidates when applying for jobs.
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MODULE 10
LES Link –
LESSON 5: DOING ROLE PLAYS INVOLVING Intermediate 4.2, 4.3
NEGOTIATION
INTRODUCTION
 Practising negotiating in a role play situation.

 Creating and practising your own role play.
 Agents play an important role in business. They are not direct employees of a
particular company but rather they are paid commission to sell the company’s
products.
 Sometimes negotiation is needed not only between one company and another
company, but between a company and its agents, and also within a company,
where there may sometimes be disagreement.
USEFUL LANGUAGE
 Agent: person who sells products on behalf of a company, but is not directly
employed by the company:
 Market conditions: the overall financial situation in a particular geographical
area or type of business.
 Commission: a payment which is directly related to how much of something you
sell.
 Retire: to stop working because you reach a certain age (e.g. 58 or 60).
 Recruit: to try and get someone to work for you.
 Survey questionnaire: a series of questions where the aim is to gather
information and know more about a situation.
 Redesign: to change the design of something.
 Competitor: a person / company who is doing the same thing as you, and is
competing
 Bonus: an extra amount of money given to someone in a work situation.
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 https://goo.gl/zYli3b: Information about becoming a sales agent

 https://www.commissioncrowd.com/: a website which looks to match sales
agents with companies looking for this service
 https://goo.gl/Riv1nZ: an article in Forbes magazine about whether becoming a
sales agent working on commission is a good choice.
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MODULE 11: TUTORIALS AND PORTFOLIO WEEK
 Have been able to discuss their experiences of the course so far with your
teacher
 Have completed some of the examples they need for their portfolio
 Have completed some of the end-of-module LES tests
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One-to-one tutorials take place during Module 11 of the course. Don’t worry if you have
never attended one before. They are really useful for your personal and professional
development.
What is a tutorial?
A tutorial is a one-to-one conversation with your teacher lasting about 5 – 10 minutes.

You may have some questions and your teacher might make suggestions or give you
advice. You can also use this time for your teacher to check your portfolio progress.
As you approach Module 11 it’s a good idea to start thinking about some questions you
might want to ask or discuss your teacher during your tutorial.
Here are some suggestions but you can ask anything you like. Use this space to make
some notes to help you prepare:
What are you enjoying about the course activities? Why? What do you like
about them?
Which activities have you found really helpful?
What do you still need to get better at in the second half of the course?
What do you find difficult on the course? Why?
Do you take part in all the group activities? Could you do more to take
part?
Which LES modules have you finished? When do you do them?
What do you do outside the classroom to work on the activities you do in

the classes?
Is there anything you would like to talk about in this tutorial?
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MODULE 12: PERFORMANCE REVIEWS
 Understand what a performance review is and when it is conducted

 Know how to set objectives and goals for their professional development
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MODULE 12
LES Link –
LESSON 1: UNDERSTANDING Intermediate 4.4
PERFORMANCE REVIEWS
INTRODUCTION
 Learning about performance reviews / appraisals and what they are.

 Doing a role play about performance reviews in both a structured and free way.
 In many jobs, employees are expected to have an annual performance review.

This involves a meeting between the employee and their line manager. In this
meeting, the line manager will ask the employee a number of questions – for
example, how they have been finding the work, whether they enjoy working
where they do, if they have any particular problems which they would like to
address.
 In these meetings, the manager will also give feedback to the employee about
their performance. They will identify things which they have been doing well.
They will also identify areas where they may need to improve.
 Performance reviews are an important part of the ongoing management

process.
USEFUL LANGUAGE
 Praise: To say that you admire someone or something

 Identify: To recognise someone or something
 Support: help or assistance
 Satisfied: pleased, contented
 (to be) committed: willing to do what is needed to make something happen
 Physical: connected to the body
 Emotional: related to feelings
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 https://goo.gl/vSWmE5: an article explaining more about performance reviews.

 https://goo.gl/xqT8Cd: the Wikipedia entry for ‘performance appraisal’.
 https://goo.gl/eYtyW7: advice from a leading HR organisation about
performance appraisals.
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MODULE 12
LES Link –
LESSON 2: PERFORMANCE REVIEW FEEDBACK Intermediate 4.4
INTRODUCTION
 The kind of positive feedback people get in performance reviews, focusing on the
evidence which shows this.
 The kind of negative feedback people get in performance reviews, focusing on
how these problems can be addressed and improved.
 In a performance review, when saying things that you have done well, and
strengths that you have, it is important to give evidence for this. If you just
say you are ‘good at X’ without any support, your line manager may not
believe you. So give good reasons and explanations for what you have done
well.
 In a performance review it is also important to be honest about any

challenges or difficulties which you have had. The only way in which you can
address these issues and improve things for the future is to be honest about
them. The key thing is to identify solutions to these problems.
USEFUL LANGUAGE
 Colleagues: people who you work with; co-workers.

 Line Manager: person who is your direct manager, who supports you in your
work on a day-to-day basis.
 Responsibility: something which it is your job to do.
 Feedback: an opinion given by someone (e.g. your line manager) about how
well you have performed.
 Positive: something which is good.
 Negative: something which is bad.
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 https://goo.gl/C6LjtW: a very useful list of phrases which are commonly used in

performance reviews.
 https://goo.gl/J0qNoL: another list of common phrases, with a focus on what
managers say.
 https://goo.gl/om6Evf: a range of online resources for performance reviews.
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MODULE 12
LES Link –
LESSON 3: PERFORMANCE REVIEW Intermediate 4.5
OBJECTIVES
INTRODUCTION
 Revising key information about performance reviews.

 Learning about setting performance objectives.
 Part of the performance review process is the setting of performance

objectives. ‘Performance objectives’ can be defined as items which can ‘improve
performance and to address any problems or challenges’
 Performance objectives can be used throughout the year to assess how well a
particular member of staff is performing.
 Performance objectives are often combined with a training plan, which identifies
the particular things which an employee needs to do in order to meet these
targets. This might include specific areas to focus on, such as leadership, or
management, or accounting.
USEFUL LANGUAGE
Useful phrases in a performance review

 I agree with that
 Right. Yes, that sounds good.
 Yes, I think so too.
 Good, I like that suggestion.
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 https://goo.gl/q5J14Q: 12 steps to writing good performance objectives

 https://goo.gl/DxI5iJ: an example of a performance objective form from a
British university
 https://goo.gl/jwOXYd: a short article looking into performance objectives in
detail.
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MODULE 12
LES Link –
LESSON 4: SMART PERFORMANCE OBJECTIVES Intermediate 4.5
INTRODUCTION
 Learning the difference between good and bad performance objectives.

 Understanding about SMART performance objectives, and applying them to your
own situation.
 When writing performance objectives, there are several ‘good practice’ rules
which many organisations follow. Since how well an employee does is very
important – it may affect whether they are promoted in the company, or
indeed whether they are fired – it is crucial that they are written in a clear,
understandable way.
 One common approach is to use SMART targets. The usual meaning of SMART
targets is as follows: Specific – Measurable – Achievable – Relevant – Time-
bound. When these principles are followed the objective will be clearer for
both the employee and the employer.
USEFUL LANGUAGE
 IELTS: an international English exam, run by the British Council.

 Presentation: a talk to a group of people which gives more information about a
subject.
 Profits: the additional money you make from selling a product
 Conference: a large meeting of people who are interested in a particular
subject or area.
 Quantitative: a way of measuring that involves numerical information / data.
 Qualitative: a way of measuring that involves talking to people and getting their
feedback.
 Strategy: a plan which has a specific set of targets / objectives.
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 https://goo.gl/xvSzlI: a useful website with more information about SMART

goals.
 https://goo.gl/DlsJPc: 20 examples of SMART goals.
 https://goo.gl/xjIrxC: a blog about SMART goals.
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MODULE 12
LES Link –
LESSON 5: COMPLETING A PERFORMANCE Intermediate 4.4, 4.5
REVIEW
INTRODUCTION
 Completing a ‘real life’ performance review as an ‘employee’.

 Completing a ‘real life’ performance review as an ‘line manager’.
 In this activity you will actually complete a realistic performance review about
your job as a student. This kind of self-reflection can help you identify your
strengths and also the areas which you need to work on.
 Working with a partner and giving them feedback will not only help them, but
may also help you to understand your own strengths and weaknesses.
Sometimes we can understand more about ourselves by understanding
something about another person.
USEFUL LANGUAGE
 Strengths: Things which you are good at.

 Line manager: The person in your work place who supports and guides you
day-to-day/
 Achieve: To meet a target or expectation.
 Short-term: Within the next three months (approximate)
 Long-term: One year and beyond (approximate)
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 https://goo.gl/MjXwq8: tips and advice for completing a performance review.

 https://goo.gl/AV0zbi: advice on giving feedback in a work environment.
 https://goo.gl/97AOlu: very useful advice on the best way of giving feedback (in
general)
124
MODULE 13: PRODUCT DESCRIPTIONS
 Know how to use figures and statistics to describe a product

 Develop their presentation skills
 Develop their team-working skills
125
MODULE 13
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LESSON 1: DESCRIBING DATA AND GRAPHS Intermediate 5.2
INTRODUCTION
 Understanding more about line graphs, and practising language to describe

them.
 Creating your own graphs, and describing them to a partner.
 Data and statistics are very important when marketing a new product. The
reason for this is that you can use data and statistics to support your argument,
and to be more persuasive. People are more likely to accept what you saying if
you can provide this kind of evidence in support.
 A very common way of representing this kind of information is through a line

graph. Understanding the kinds of words and phrases you need to describe
these kinds of graph can be very useful. This is especially useful if you do an
exam such as IELTS, where this is often a question which is asked.
USEFUL LANGUAGE
 Words / phrases related to increasing: go up, grow, climb, high point, peak
 Words related / phrases to decreasing: hit a low point, decline, go down, fall,
drop
 Words related / phrases to staying the same: remain stable
 Words related / phrases to going up and down: fluctuate
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 https://goo.gl/svMHz1: information and advice about describing line graphs,

specifically within an IELTS context.
 https://goo.gl/NqFJuC: an informative presentation about using line graphs, and
some related language.
 https://goo.gl/K1zBDj: additional information about using graphs.
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MODULE 13
LES Link –
LESSON 2: WORKING AS A TEAM Intermediate 5
INTRODUCTION
 Discussing and learning more about the key elements of teamwork.

 Doing practical team building exercises which help to develop your team work
skills.
 Teamwork is a crucial component in the success of any organisation or

company. If people are not team players – if they do not work well with others,
and are not interested in how the team works together, the work place may not
be a nice place to be. If this is the case, this would have a serious effect on
people’s morale and their attitude to work.
USEFUL LANGUAGE
Positive words / phrases about teams Negative words / phrases about teams
 Team player: person who works  Criticism: Negative comments,
well in a team, who supports the which say something is bad.
team’s work.  Sarcasm: saying something which
 Trust: belief in someone or is the opposite of what you
something. actually think, to show that you
 Problem solving: the ability to are annoyed.
identify answers to difficult  Gossip: talk about someone in a
situations. bad way and in secret
 Compromise: an agreement about  Blame: responsibility for
something which is not exactly what something bad which happened.
you want, but which you are  Pessimism: the feeling or view
satisfied with. that bad things will happen in the
 Empathy: the ability to feel what future.
somebody else is thinking.  Aggression: Angry or violent
 Optimism: the feeling or view that behavior.
good things will happen in the  Poor / low morale: a situation
future. where people feel negative or
 Consistency: reacting in the same sad.
way every time.
 Good / high morale: a situation
where people feel positive or
happy.
128
 https://goo.gl/wFJe1r: a list of excellent team building activities and resources.

 https://goo.gl/mhTWzS: another website with some more team building
exercises.
 https://goo.gl/ch68l8: an interesting short article on the importance of
teamwork in the workplace.
129
MODULE 13
LES Link –
LESSON 3: WRITING A PRODUCT DESCRIPTON Intermediate 5.5
INTRODUCTION
 Learning the text structure of a product description, and then producing a

product description in a group situation.
 When writing a production description, these are some of the factors to include:
o Explaining how the product is manufactured
o Explaining different situations which the product is designed for
o Marketing message / sales slogan
o Describing the target customers
o Dealing with possible customer objections
 An important thing to remember when writing a product description is that you

have to make it interesting. If the person reading it finds it boring, they will not
buy it.
USEFUL LANGUAGE
Useful phrases
 It is made from / of X…
 It can be used for / in / by …
 You should buy this because …
 This product is amazing / revolutionary / incredible.
 Buy one today.
 If you like X, you need one of these.
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Some helpful resources: include links to websites or further reading here
 https://goo.gl/JsYQgI: Advice from an online retailer about writing product

descriptions
 https://goo.gl/IjE45p: Amazon India site – with thousands of different product
descriptions
 https://goo.gl/ECboVw: Tips from Forbes.com about writing e-commerce
product descriptions
131
MODULE 13
LES Link –
LESSON 4: PREPARING A PRODUCT LAUNCH Intermediate 5
INTRODUCTION
 Understanding the different stages of a product launch.

 Developing your own ideas for a product, and creating a presentation for it.
 When large companies have new products which they want to show to the rest
of the world, they have a product launch. Lots of people and companies from all
over the world come and see the launch. Smaller companies also do launches,
for example to other companies who might want to buy the product from them.
 When companies launch new products, four important questions which they
have to answer about the product are:
o What is the product’s name?
o What is the product’s USP (unique selling point)?
o How could the product make a positive difference to people’s lives?
o What kind of person would want to own this product?
USEFUL LANGUAGE
 Wallet: a container used for carrying money, cards etc. usually by a man.
 Microchip: a very small part of a machine that does calculations and contains
information.
 Portable: something which can be carried.
 Battery: a device which provides electricity (e.g. for toys, radios, phones).
 Pet: a domestic animal (often a cat or dog) which lives in someone’s house.
 Hi-tech: Something which has advanced technology.
 Overweight: Fat
 Robot: a machine controlled by a computer that can do some things which a
human can.
 Wrist: the part of your body between your hand and arm.
 Calories: a unit which measures how much energy food provides.
 Hydrated: with sufficient water inside.
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 https://goo.gl/0aUWpx: 10 tips for good product launches.

 https://goo.gl/yDhL6F: a timeline of products launched by Apple.
 https://goo.gl/VKZlfL: Wikipedia entry for USP.
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MODULE 13
LES Link –
LESSON 5: GIVING PRESENTATIONS ABOUT A Intermediate 5
PRODUCT
INTRODUCTION
 Delivering your ‘product launch’ to the rest of the class.
 Asking and answering questions and the products.
 Having given a presentation / delivered a product launch, it is very common for

the audience to ask questions to find out more about the product. A good
presenter will always have thought about what questions might come, and have
prepared for this.
 This said, when you give a response to a question, it is important not to sound
like you have memorised the words. This will make the presentation not feel
‘real’. You should remember some of the key points which you want to say, but
do not make a speech.
Your thoughts use this space to write down any reflections or key learning for you about
this lesson
134
 https://goo.gl/WyLXxG: A video of Steve Jobs’ launch of the Apple iPhone in

2007.
 https://goo.gl/qmMxdt: 7 tips for delivering good product launches.
 https://goo.gl/hdVHfO: An article about why product launches fail.
135
MODULE 14: PRESENTATIONS (PART I)
 Understand what elements contribute to a good individual or group presentation

 Know how to deal effectively with questions during or at the end of their
presentation
 Be able to use at least two strategies to help cope with nerves
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MODULE 14
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LESSON 1: LEARNING ABOUT PRESENTATIONS Intermediate 6.2
INTRODUCTION
 Reflecting on previous presentations / public speaking which they have done.

 Learning about the key principles of giving good presentations.
 Presentations are very commonly used in academic situations – for example to

talk about the research which you have been doing, or to show what you have
understood about a particular topic.
 Presentations are also common in work situations – for example, when trying to
sell a product, trying to get new business, giving feedback to one of your
customers.
 Two key aspects of giving good presentations are preparation and time
management. Preparation is crucial because if you do not know what you are
going to talk about, the audience will not have confidence in you. Time
management is important because if your presentation is too short, the
audience may think you do not know much – if it is too long, you will not say
everything you need to.
USEFUL LANGUAGE
Useful presentation phrases

 Welcome to my presentation about …
 Please let me introduce myself.
 The focus of my presentation is going to be …
 The first thing I would like to talk about is…
 Having looked at X, we will now turn to Y.
 Thank you for listening.
 Any questions?
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 https://goo.gl/PRdpkM: some top tips for giving good presentations.

 https://goo.gl/4GoueJ: a British university provides useful advice for giving
presentations.
 https://goo.gl/w3FweC: a step-by-step guide to giving good presentations.
138
MODULE 14
LES Link –
LESSON 2: PRESENTATION STRUCTURE Intermediate 6.2,6.3
INTRODUCTION
 Learning about the structure of a presentation.
 A good presentation needs a good structure. Without a good structure, even if

your presentation is really interesting and full of good information, it will be very
difficult for your audience to follow. And when an audience is not able to follow
a presentation, they will often get bored and not be interested.
 Once you have thought about the kind of ideas and content which you would
like to have in your presentation, try to identify the most important information
you definitely want to include. You can then develop an appropriate structure.
 The structure of a presentation is, in many ways, very similar to that of an essay.
There should be an introduction, a main body and a conclusion.
USEFUL LANGUAGE
 Structure: The way in which something is arranged or organised.

 Data: Information or facts.
 Quotations: Interesting and relevant things which people have said about a
particular subject.
 References: Academic sources and information which adds importance and
value to what you are saying.
139
 https://goo.gl/V2nvDt: the University of Leicester’s advice on how to structure

an academic presentation.
 https://goo.gl/ib9ubm: the McKinsey guide to business presentations.
 https://goo.gl/2ZkQEX: an interesting article by the Harvard business review
about presentation structure.
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MODULE 14
LES Link –
LESSON 3: MANAGING NERVES IN A Intermediate 6
PRESENTATION
INTRODUCTION
 Learning about why people get nervous when giving presentations.

 Learning strategies for managing these nerves.
 It is very common, and indeed normal, for people to get nervous before giving a
presentation. Indeed, it would be very strange for somebody not to feel even
the smallest bit nervous.
 It is important to try to manage your nerves when giving a presentation, so that

they do not affect you too much. If you let your nerves control you, you will not
be able to deliver an effective presentation. You might forget what you want to
say, or may not be able to say anything.
 One way of trying to minimize the influence of nerves is to practise. If you

practise, then you will know what is coming next. You will not have to
concentrate so much on remembering the words.
USEFUL LANGUAGE
 Visualisation: Forming a picture of something in your mind; imagining

something.
 Chemicals: A basic substance which may be found naturally, or is created by
people.
 Adrenalin: A substance produced by your body when you are scared, angry or
excited.
 Oxygen: The gas in the air which we breathe, and which keeps us alive.
141
 https://goo.gl/3ozeO6: 15 ways to calm your nerves before giving a

presentation.
 https://goo.gl/UEIyMH: general advice about dealing with nerves and anxiety.
 https://goo.gl/EKuK2S: an article about feeling calm before a job interview.
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MODULE 14
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LESSON 4: DEALING WITH DIFFICULT Intermediate 6.4
QUESTIONS
INTRODUCTION
 Learning useful language and phrases about how to deal with difficult questions.
 The main focus of the lesson is on learning and developing useful language for
asking and dealing with difficult questions. Five areas of questions which are
focused on are:
o Asking general questions (general structures for asking questions)

o Asking for further information (when you need to know more about the
question)
o Playing for time (things you can say when you are trying to think of an
answer)
o Saying nothing (when you do not want to or cannot give an answer)
o Clarifying questions (when you make a comment about the question)
USEFUL LANGUAGE
 Wonder: To want to know something.

 Expand: To increase in size.
 Divorce: When a marriage ends.
 Raised: To start talking about a subject.
 Ignore: To not give any attention to something.
 Entirely: Totally.
 Public places: A place, such as the street, where all people can freely go.
 Advertising: Trying to get people to buy something.
 Soap opera: A type of TV show which looks at the lives of a number of
characters over a long period of time.
 Migration: Travelling from one place to another.
143
 https://goo.gl/I58NMy: useful advice on dealing with difficult questions.

 https://goo.gl/9IePJB: more useful advice on this topic.
 https://goo.gl/yhqOin: a British university’s advice on responding to questions
effectively.
144
MODULE 14
LES Link –
LESSON 5: GIVING FEEDBACK AND MINI Intermediate 6
PRESENTATIONS
INTRODUCTION
 Learning about the importance of feedback and how to give it.

 Giving their mini-presentations and giving feedback to other students.
 Feedback is very important as a way of helping you, and your classmates,

improve your abilities. This is particularly true when giving presentations, as it is
very difficult to give feedback for yourself. It is much easier to see the problems
in other people rather than in ourselves!
 At first you find it difficult to give and to receive feedback, especially if you have
not done this before. However, after some practice, you will find it easier, and
hopefully you will see the benefits of this.
 The idea of being a ‘critical friend’ is important here. This means someone who
gives useful, constructive advice, in order to help you improve. You should not
see feedback as something frightening, but rather as something to be
welcomed.
USEFUL LANGUAGE
 Time management: The ability to manage time effectively.

 Body language: The way you show people what you are thinking or feeling by
using your body.
 Eye contact: Looking at people in their eyes.
 Engage: To interest someone in something.
 Audience: The people who watch something.
145
 https://goo.gl/1BMUU3: advice on giving feedback in a work environment.

 https://goo.gl/kctjy8: a series of articles about giving feedback.
 https://goo.gl/JjkO9J: giving constructive feedback – an overview
146
MODULE 15: PRESENTATIONS (PART II)
 Know the essential criteria for giving an effective presentation

 Understand the importance of non-verbal communication during a presentation
147
MODULE 15
LES Link –
LESSON 1: UNDERSTANDING ARGUMENT Intermediate 6.2
AND EVIDENCE
INTRODUCTION
 Reflecting on what they have learnt so far about presentations and how you feel
about them.
 Learn about arguments and making their presentations more critical.
 In order to improve your ability to give presentations, it is important to reflect

on the feedback you received, and how you personally feel about how you did.
You will know some of the areas you need to improve. Being honest about this
will help you get better.
 In the majority of presentations you give, whether they are academic or in the
workplace, you will need to present arguments, opinions or viewpoints.
Whenever you do this, it is important to also provide support and evidence. This
can be in the form of data, information, quotations, references, pictures etc.
USEFUL LANGUAGE
Useful phrases for being a critical friend

 Could you say more about that?
 Why do you think that?
 Have you got any evidence for that?
 What’s your evidence for that?
 Can you support what you have just said?
 That’s interesting, but have you considered …
148
 https://goo.gl/E3xdIq: A very good presentation about different types of

evidence and support.
 https://goo.gl/Bd00vA: Advice about developing a good argument in a
presentation.
 https://goo.gl/0Kocgx: Linking arguments with evidence.
149
MODULE 15
LES Link –
LESSON 2: UNDERSTANDING BODY LANGUAGE Intermediate 6.3
INTRODUCTION
 Understanding more about the importance of body language when giving

presentations.
 Key things you should do when notetaking:

o Focus on the key points.
o Listen to the emphasis of the speaker (this will help you identify the key
points).
o Do not write down every word – try to summarise / paraphrase.
 Some very important aspects to consider when giving presentations are:

o Body language
o Pronunciation
o Pitch
o Speed
o Pauses
o Volume
o Variance
o Emotion
USEFUL LANGUAGE
 Shoulders: the part of your body where your arm joins the neck.
 Posture: the position you are in when you are standing, sitting etc.
 Slang: informal language.
 Monotonous: something which is boring because it is the same.
 Lecture: a formal talk about a particular subject.
 Emphasise: to stress, to say something is important.
 Emotional: showing strong feelings.
150
 https://goo.gl/C5LEuO: advice from a British university about body language in

presentations.
 https://goo.gl/ZZyYKM: a helpful video about body language.
 https://goo.gl/HL2yu7: the Wikipedia entry for body language.
151
MODULE 15
LES Link –
LESSON 3: LEARNING SIGNPOSTING Intermediate 6.3
LANGUAGE
INTRODUCTION
 Learning about signposting language and how it can be useful when giving a
presentation, and practising it in the context of your own presentations.
 Sharing an update of your presentation progress in a group situation.
 Signposting language is very important in writing and in speaking. There are a

number of different functions which signposting language can have, including:
o To indicate additional information
o To indicate an example
o To replace one viewpoint with another
o To make a concession
o To indicate a result or an effect
o To compare or contrast
o To indicate a particular time frame or sequence of events
o To generalize
o To place emphasis
o To indicate a summary
o To indicate a conclusion
o To indicate a change in focus
USEFUL LANGUAGE
 Signposting language: language which can show a listener (or a reader) the
particular direction which you are going in.
152
 https://goo.gl/kYYwNk: A useful list and overview of signposting language from

the BBC.
 https://goo.gl/J0vLsW: A clear PowerPoint presentation on signposting
language.
 https://goo.gl/kk7dBT: A short, YouTube video about signposting language in
presentations.
153
MODULE 15
LES Link –
LESSON 4: PREPARING A PRESENTATION Intermediate 6.2, 6.3
INTRODUCTION
 Focusing on your presentation, which will be taking place in the next lesson, and
making final preparations for it.
 There are a number of ways in which you can prepare in class for your
presentation. There are lots of different resources which you can use, including:
o Asking the teacher questions or to check particular aspects of their

presentations.
o Asking your classmates’ questions or to check particular aspects of their
presentations.
o Looking up things online (phone or computer depending on what is
available).
o Looking up information in a library.
o Practising by yourself.
o Practising in a pair / group.
USEFUL LANGUAGE
Useful phrases for making recommendations
 Have you considered …

 Have you thought about …
 What I would do is …
 What you might think about doing is ...
 Yes, I need to …
154
 https://goo.gl/nQbSaQ: Steps in planning a presentation.

 https://goo.gl/NtIb8v: Advice from the University of Leicester in the UK about
giving presentations.
 https://goo.gl/6rF1pE: Six steps to an effective presentation.
155
MODULE 15
LES Link –
LESSON 5: GIVING PRESENTATIONS Intermediate 6.3
INTRODUCTION
 Giving presentations in groups, and giving feedback to other students.
 You may be feeling nervous about giving a 5-minute presentation, but try not to
be. Look back at this module and the last module about how you can control
your nerves.
 As has been mentioned before, preparation is the key to giving a good

presentation. Make sure you have prepared well for this presentation.
 Be honest when giving feedback, and listen carefully when your classmates give
it to you.
 Think about the feedback you got during the last presentation, and try and act
on it.
USEFUL LANGUAGE
Useful phrases for feedback
 I’m glad you thought it went well.

 I think it went well on the whole
 Thanks very much.
 That’s reassuring.
 You did a good job.
 Well done.
 If I did anything wrong, I’d really like to know.
 I’ll do it differently next time.
 Yes, I can see how that works better.
 Can you give me any more ideas?
156
 https://goo.gl/3ozeO6: 15 ways to calm your nerves before giving a

presentation.
 https://goo.gl/ib9ubm: the McKinsey guide to business presentations.
 https://goo.gl/PRdpkM: some top tips for giving good presentations.
157
MODULE 16: CONSOLIDATION WEEK
 Have conducted some of the LES end-of-module tests

 Have reviewed their learning from Modules 12 – 15
 Have completed some more of their portfolio work
158
MODULE 17: LEADERSHIP AND TEAM-BUILDING (PART I)
 Know how to agree and assign roles and tasks

 Know how to plan and organise a conference
 Develop their ability to lead and be part of a team
159
MODULE 17
LES Link –
LESSON 1: UNDERSTANDING AND Intermediate 7.1
PARTICIPATING IN A CONFERENCE
DISCUSSION
INTRODUCTION
 Learning more about what conferences (and conference abstracts and why they
are useful.
 Participating in a short conference-style panel discussion.
 Conferences are events where people working in the same or similar fields can
share knowledge, research and understanding about particular issues.
 A panel discussion at a conference is usually made up of a chair, who is

responsible for getting the panel members to speak or to direct particular
questions towards them, as well as 3-4 other participants.
 A good panel discussion contains people who have different views, since this
will result in more interesting debate and a range of views about the subject.
USEFUL LANGUAGE
 Conference: large event where people who are interested in a particular topic
or area meet, and discuss these issues.
 Panel discussion: a group discussion at a conference, where 3-4 panel

members, plus a chair, have a discussion about a current issue.
 Abstract: a short piece of text which provides a summary of a conference

presentation.
160
 http://indiaconference.com/2017/sessions/inspire/: an example of a major

conference in India, where some of the abstracts used in this lesson are adapted
from.
 https://goo.gl/6qD5ln: a database of conferences taking place in 2017 in India.
 https://goo.gl/dlIFhI: examples of good conference websites.
161
MODULE 17
LES Link –
LESSON 2: WRITING YOUR OWN Intermediate 7.1
CONFERENCE ABSTRACT
INTRODUCTION
 Practising discussing conference abstracts.

 Learning how to write better conference abstracts.
 Good presentation titles often have some or all of the following characteristics:
o They should ask a question which you really want to know the answer to;
o They should get you thinking;
o They should be relatively short and focused;
o The language should not be too complicated.
 Some of the key features of a conference abstract are as follows:

o It summarises the speaker’s main argument;
o It identifies some of the key themes;
o It gives some background information about the speaker;
o The writing style is quite focused.
USEFUL LANGUAGE
 Democracy: A political system where every adult can vote.

 Election commission: The part of the government in a country which is
responsible for elections and voting.
 Corruption: Dishonest and immoral behavior, often in government.
 Illiteracy: The inability to read or write a language.
 Reform: Significant change.
 Sustain: To keep something going; to support something.
 Misunderstandings: When people do not understand things correctly.
162
 https://goo.gl/aWfEUH: Advice on writing a good conference abstract.

 https://goo.gl/BbMRkU: A blog on writing a conference abstract.
 https://goo.gl/Anrncc: Some examples of abstracts.
163
MODULE 17
LES Link –
LESSON 3: WORKING AS A TEAM TO Intermediate 7
ORGANISE A CONFERENCE
INTRODUCTION
 Learning about the different stages of organising a conference.

 Doing a role play about organising a conference.
 Organising any event, but especially a conference, requires a detailed plan. If

there is no plan, there is a strong likelihood that things will go wrong on the day.
Spending time beforehand planning exactly what you need to do is time well
spent.
 There are many things you may need to think about when organizing a
conference. This ranges from basic logistical details, such as where it will be and
when it will take place, through to more complicated issues such as who should
be speaking and how will we know if it has been a success.
USEFUL LANGUAGE
 Steering group: A group of people chosen from within an organisation or

company to be responsible for making something happen (e.g. an event, a
conference).
 Project plan: The strategy and list of ‘things to do’ needed to make a project
happen.
 Deadline: The last possible date for something to be finished by.
 Capacity: The maximum number of people who are allowed to be in one place
at one time.
 Admission charge: How much money something costs to go into.
 Target audience: The type of person who an event is aimed at
164
 https://goo.gl/t1Uqrt: 20 tips for organizing a conference.

 https://goo.gl/kPMr9u: 10 important issues for speakers at a conference.
 https://goo.gl/C5bDvv: WikiHow guide to organizing a conference.
165
MODULE 17
LES Link –
LESSON 4: DEALING WITH PROBLEMS AT A Intermediate 7
CONFERENCE
INTRODUCTION
 Discussing the kind of problems which organisers face at conferences.

 Performing a role-play acting out these discussions.
 If you are the organiser of a conference or any kind of event, you may have to
deal with people making complaints about particular issues. Since you are in
charge, you will have to try and find a way to solve these issues.
 Some of the common areas which people at a conference might complain about
include:
o The food and drinks which are provided;
o The toilet and washing facilities;
o The Wi-Fi / Internet connection;
o The IT facilities;
o The temperature of the facilities;
o The quality of the speakers;
o The presentations;
o The rooms which the presentations take place in;
o The general administration.
USEFUL LANGUAGE
 I wish I could help.

 I’m really sorry about that.
 I would love to help out next time.
 That’s not part of my job.
 I’m afraid I won’t be able to do it.
 Let me see if there is something I can do.
166
 https://goo.gl/HFAjj0: 10 common problems at a conference.

 https://goo.gl/UB0g3g: A newspaper article about problems at a conference.
 https://goo.gl/DahhWS: Dealing with angry customers – some advice.
167
MODULE 17
LES Link –
LESSON 5: FINDING OUT MORE ABOUT Intermediate 7
CONFERENCES
INTRODUCTION
 Thinking about the kind of conference which they would like to attend.
 Writing an email invitation for a conference.
 Although you might not think conferences are something which you should or
need to think about, they can be very beneficial. They can make you more
knowledgeable about a particular subject, and therefore more employable as
well.
 Conferences are also good as you have the opportunity to meet with interesting
and useful people. These people may be able to help you get jobs, whether in
the present or in the future.
 When organising a conference, the development of publicity materials is very

important. An organiser would need to write the invitation email in quite a
concise, focused way – but also one which includes al the key information.
USEFUL LANGUAGE
Useful phrases
 The theme of this conference is …
 Some of the presentations will focus on …
 This conference will take place …
 There are expected to be XXX people attending this conference.
168
 https://goo.gl/0WvbFgL: A large database of conferences, focusing particularly

on India.
 https://goo.gl/KMkY4O: Another database with conferences in India.
 https://goo.gl/MrDYPg: Another global database of conferences, noting major
ones taking place across India.
169
MODULE 18: LEADERSHIP AND TEAM BUILDING (PART II)
 Be able to use storytelling techniques to enhance their communication and

presentation skills
 Be able to discuss and plan a project with a group
 Develop their written communication skills
170
MODULE 18
LES Link –
LESSON 1: BUSINESS TRAVEL Intermediate 8.1
INTRODUCTION
 Learning about business travel, and its similarities / differences with non-business
travel.
 Learning more about typical communications during and after business trips.
 When you work, you may sometimes be required to travel as part of your job.
This travel might be local or national, or sometimes it may be international.
 You might go on a business trip for several different reasons. For example, this
might be to meet existing customers or to try and sell more of your products.
 Having met someone on a business trip, it is common to write a letter to them /

email them afterwards. This correspondence will generally be brief, focused,
polite and formal.
USEFUL LANGUAGE
 Exhibition: A large event where people from all over the world come in order to
look at possible products which they may wish to buy.
 Assistant: Someone in a work situation who is a junior to somebody else, and
helps them with their work.
 Profit margin: The amount of profit which can be made on a particular product
(sale price of object minus the cost of objects).
 Hospitality: The act of being friendly and welcoming to people (e.g. guests /
visitors).
171
 https://goo.gl/DDmnUE: An article about the biggest mistakes you can make on

a business trip.
 https://goo.gl/KEUGQW: Wikipedia entry for ‘business travel’.
 https://goo.gl/ZLkKcL: an example of a company which provides business travel
services
172
MODULE 18
LES Link –
LESSON 2: UNDERSTANDING BUSINESS Intermediate 8.1
ETIQUETTE
INTRODUCTION
 Developing understanding of business etiquette.

 Developing speaking skills in a group situation.
 ‘Business etiquette’ means the rules and culture within which business takes
place, which you need to understand to work well. Business etiquette can be
different depending on which country you are in or which type of organisation
you work in (e.g. is it a company, or a government office, or an organisation?)
 A good way to try and find out more about the business etiquette of a particular
place is to ask the people who are already working there. They will be able to
tell you the norms of the institution.
USEFUL LANGUAGE
 Doubt: The feeling of not being sure or certain about something.

 Handshake: Using your right hand as a form of greeting or farewell with another
person.
 Greeting: Something friendly or polite which you say / do when you meet
someone.
 Tone: The feelings or style of something.
 Slang: Informal language.
 Double check: To check something twice, because it is so important.
 Gossip: Conversation about people’s private lives which may or may not be
true.
 Eavesdrop: To listen to what people are saying, or read what they have read,
when they do not know you are doing it.
 Punctual: To be on time.
 Attendees: People who attend something (e.g. a meeting, an event).
 Business card: A card that has information about you, the company you work
for etc.
173
 https://goo.gl/0vzuLF: 14 tips about business etiquette.

 https://goo.gl/HPvD3T: A guide to business etiquette in India.
 https://goo.gl/OX4OLW: A short guide to global business etiquette.
174
MODULE 18
LES Link –
LESSON 3: DEALING WITH CULTURE SHOCK Intermediate 8.1
INTRODUCTION
 Learning about the different stages of culture shock.

 Learning about strategies for overcoming culture shock.
 People who spend an amount of time living or working abroad may have
experienced something called ‘culture shock’. ‘Culture shock’ can be defined as
a feeling of strangeness and disorientation when living or working in a different
culture.
 There are generally considered to be 4 main stages of culture shock, which are
as follows: Stage 1 – “The Honeymoon”; Stage 2 – “Culture Shock”; Stage 3 –
“Gradual Adjustment”; Stage 4 – “Feeling at Home”.
 Culture shock may be related to language barriers, technology, homesickness,

information overload, or many other factors.
USEFUL LANGUAGE
 Bicultural: The feeling of belonging to two cultures.

 Prefer: To like one thing more than another.
 Tourist: Someone who visits a place on holiday rather than living there.
 Negative: Not liking something or feeling positive about it.
 Homesick: feeling sad because you are away from home.
 Isolated: a long way from another place.
 Stereotypes: A fixed idea that someone has about a person, a group or a place.
 Assumption: Something you think is true but have no evidence for.
175
 https://goo.gl/IyIKEP: A short article about the 4 stages of culture shock.

 https://goo.gl/Xl3Jkh: A short article about culture shock in India.
 https://goo.gl/N5vyl8: Wikipedia entry for ‘culture shock’.
176
MODULE 18
LES Link –
LESSON 4: UNDERSTANDING YOUR OWN Intermediate 8
CULTURE
INTRODUCTION
 Reflecting on their own culture, and how this might be perceived by people
coming on a business trip to India.
 Performing a role play based on this information.
 Empathy is an important skill to develop both in the workplace but also in life
more generally. Empathy means the ability to think from somebody else’s point
of view, and to think what they might think in a particular situation.
 Before going on a work trip to another country, it can be useful to find out
information about that country. Some companies offer services to help people
understand the business etiquette and norms, so that they can be more
successful in reaching their objectives.
USEFUL LANGUAGE
 Handsome: Physically attractive – usually used to describe a man rather than a

woman.
 Time travel: The idea that you are able to travel either forward into the future,
or back into the past.
 Custom / Habit: An act which is commonly food in a particular place, or with a
particular group of people.
177
 https://goo.gl/gMIZQX: Further information about empathy, and how you can

develop this skill.
 https://goo.gl/ooM8jk: 5 reasons why cross-cultural understanding and training
is important.
 https://goo.gl/vSRNrz: An interesting article about mistakes which are often
made with cross-cultural training.
178
MODULE 18
LES Link –
LESSON 5: BUSINESS ETIQUETTE (2) Intermediate 8
INTRODUCTION
 Learning more about business etiquette – specifically what can be expected in 3

different cultures (Russia / China / the USA).
 Doing short presentations in small groups.
 If you are to go overseas on a business (or a personal tourist) trip, it can be

useful and interesting to learn something about the host culture before you go.
There is lots of information which you can find about this on the internet.
 However, it is also important that you do use your own judgement when
travelling. Some of the information you might find online may be biased, and use
stereotypes.
USEFUL LANGUAGE
 Family-centred: Where the main emphasis and interest is on family life.

 Patriotic: When you love and have a lot of respect for your own country.
 Monuments: A building or structure which remembers an important historical
event or person.
 Agricultural: To do with farming.
 Network: A system, a group of connected points.
 Bureaucracy: A complicated set of government rules.
 Stable: Not likely to change suddenly.
 Frowning: When your face shows you are worried or concerned.
 Handkerchiefs: A piece of cloth which is used.
 Lose your temper: To get angry about something.
 Dress code: The clothes which you should wear in particular circumstances.
 Contract: A formal legal document.
179
 https://goo.gl/K3UCTw: A useful source for business etiquette around the world

 https://goo.gl/Ofbbwk: 10 unusual business customs from around the world
 https://goo.gl/WqbXc1: Guide to business customs in India.
180
MODULE 19: WRITING A REPORT
 Understand the different types of report needed in the workplace

 Know how to write a report
 Develop their ability to use empathy in written communication
181
MODULE 19
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LESSON 1: REPORT WRITING Intermediate 8.5
(INTRODUCTION)
INTRODUCTION
 Learning about the basics of writing a report in terms of language.

 Learning about the basics of writing a report in terms of structure.
 When thinking about reports, some key initial questions to ask yourself are:
What is the context? How is it written? What is it for?
 When writing a report, your choice of language is very important. If you do not
use appropriate language, people will not take your report as seriously as they
should. One of the ways you can learn about the sort of language you should
use in a report is by reading well-respected reports.
USEFUL LANGUAGE
Words used in the listening comprehension:

 Expectations: what someone wants, what they expect to happen.
 Template: a system for arranging information in a particular order.
 Senior management: The most important leaders / bosses within a company
who have the most responsibility.
 Co-workers: People who you work alongside, who are at a similar level to you.
 Confidential: secret
182
 https://goo.gl/FEMGXS: A Wikihow step-by-step guide about writing a report.

 https://goo.gl/4uG9Uo: Another useful guide to writing a report.
 https://goo.gl/NA3maB: Advice on grammar and language to use in a report.
183
MODULE 19
LES Link –
LESSON 2: USING CHARTS AND GRAPHS IN Intermediate 8.5
REPORTS
INTRODUCTION
 Learning about the importance of using charts and data when producing reports.
 Developing understanding as to how they can do this, including doing some
practice writing.
 Charts and graphs are very important and useful when writing a report. There is
an expression in English that ‘a picture is worth a thousand words’ – and this is
true with charts and graphs as well. They can help show a lot of information and
data in a short and effective way.
 There are three commonly used types of charts / graphs – a pie chart, bar
graph and line graph. A pie chart has different sections which show the relative
size of different categories. The bigger the area of a section, the higher the
value for that particular category.
 A line graph is a picture which can be used to show the connection between two
different quantities. This relationship is presented using two axes (one going
from left to right, and one going from bottom to top). On this graph, a number of
data points are placed (called ‘markers’) which are then connected using
straight lines. Line graphs are very commonly used to show how things change
over time (where the left to right axis represents time).
 A bar graph is a diagram in which the data are presented in rectangular form.
The taller, or wider, the rectangle, the more there is of something in that
particular category. Bar graphs are another clear way of comparing different
data.
USEFUL LANGUAGE
 Delegates: People who attend a conference.

 Axis (plural axes): A fixed line on a graph, which provides the scale.
184
 https://goo.gl/7zeB62: Lots of online resources for charts and graphs.

 https://goo.gl/gFSVyg: A guide to using charts and graphs in Microsoft Word.
 https://goo.gl/adWqUU: A more advanced article about charts and graphs.
185
MODULE 19
LES Link –
LESSON 3: USING FEEDBACK FORMS Intermediate 8.4
INTRODUCTION
 Learning more about the purpose of feedback.

 Learning more strategies getting good quality feedback, and how to use it.
 Feedback forms are useful for companies in terms of knowing what their
customers think about an event or a product. It can help them to know what
changes they should make in the future.
 When writing questions for feedback forms, often a mixed list of questions is
used. Data which is both quantitative (i.e. numerical) and qualitative (i.e. based
on written comments) may be used. This mixture of types of information can
help to give a better and more accurate picture.
USEFUL LANGUAGE
Vocabulary
 Feedback form: A questionnaire which gathers information about what people

think
 Colleague: People that you work with.
 Competitor: A business who makes the same products as you, who you are
competing against in the marketplace.
Structure of the third conditional
Condition Result
subject + would + have + past

If + subject + had + past participle
participle
If the presenters had given us more

we would have understood better.
handouts,
186
 https://goo.gl/XdU1ep: some template feedback forms.

 https://goo.gl/5zV1iR: an article about getting the most out of feedback forms.
 https://goo.gl/QP3qEy: 9 tips for getting better feedback.
187
MODULE 19
LES Link –
LESSON 4: REPORT RECOMMENDATIONS Intermediate 8.5
INTRODUCTION
 Learning more about what an actual report looks like.

 Looking specifically at report recommendations.
 One of the key sections (and often the section which people read the most) in a
report is the recommendations. As such, it is important that the information
which you include here is clear to understand and follow. If senior people read
your report, they may not have time to read all the information beforehand, and
so might only read the recommendations.
 It is important that your recommendations are evidence-based – that is, it is

clear why you are making this particular recommendation. Often this will be
based on the feedback which you have gathered from the relevant parties.
USEFUL LANGUAGE
 Component: One of the parts of something bigger.

 Presenter: A person giving a presentation.
 Technical: Relating to specific knowledge, which some people may find difficult
to understand.
 Conference centre: the physical space where a conference takes place.
 Conference delegate: person attending a conference.
188
 http://goo.gl/wjqvPA: Further information about report recommendations.

 https://goo.gl/wXhho4: A short article about the report section of a report.
 https://goo.gl/LiV2Ko: Further information about writing a report from the
United Nations.
189
MODULE 19
LES Link –
LESSON 5: WRITING A REPORT Intermediate 8.5
INTRODUCTION
 Putting together everything learnt in this module and writing a short report.
 When writing a report, it is important to make sure it is evidence-based – that is,

what you say and the recommendations you make are supported by the
feedback which has been provided. Before you start to write a report, it is
important to carefully analyse the data which is available. If you start to write
before doing this, then your report may not be accurate.
 When you finish your report, it is important to read it through and check it for
accuracy – not only in terms of the information and data which you have
included, but also for spelling, grammar, punctuation etc.
USEFUL LANGUAGE
Useful phrases to use in a report
 The purpose of this report is …

 One of the main problems identified is …
 One delegate said that …
 There was general agreement about …
 According to the feedback …
190
 https://goo.gl/RJVZNG: BBC guide to writing a report.

 https://goo.gl/Brb5xE: Advice on how to analyse questionnaire feedback.
 https://goo.gl/4qoKRu: Report writing checklist.
191
MODULE 20: REVIEW AND CONSOLIDATION
 Be able to discuss and present their key learning from the course
 Have completed their course portfolio
192
Congratulations on completing your face-to-face Learn English Select course! We hope

you have thoroughly enjoyed it.
This is, of course, only the beginning of your personal development, language learning,
employability and soft skills. These are all skills that we carry with us throughout life and
continue to develop both in the workplace and in our personal lives.
You will have plenty of opportunities to put what you have been learning through your
Learn English Select course into practice in the workplace. Use every opportunity to do
so! Take advantage of any new learning opportunities that come your way, keep trying
out new things and new approaches.
We wish you every success in your journey.
193
APPENDICES: HANDOUTS
194
Module 1, Lesson 1
HANDOUT 1 (Module 1, Lesson 1)
[Information] Here is a list of the learning outcomes of the course
 Have improved their confidence in speaking English within a workplace and

employability setting
 Have developed their skills, knowledge and understanding of key employability
skills
 Develop their self-awareness
 Know how to talk confidently about their and personal and professional skills and
experience
 Know what activities to undertake to look for a job
 Understand and know how to leverage different routes into work (networking,
social media, responding to job adverts etc.)
 Write and finalise a CV
 Know how to prepare effectively for a job interview
 Have a set of effective techniques and approaches to use at a job interview
 Be able to talk about what motivates them at work
 Develop their awareness of how to use active listening skills
 Understand a typical company structure
 Develop their awareness of corporate cultures
 Be able to use some basic stress management techniques
 Be able to use some strategies for dealing with nerves in public speaking
 Know how to deal with problems and complaints
 Understand how to contribute effectively to a meeting
 Develop their negotiation skills
 Strengthen their team working and leadership skills
 Understand the language of performance reviews and their role at work
 Be able to give a presentation about a product using basic marketing
terminology
 Be able to make basic arrangements for business travel and conferences
 Know how to write a short business report
 Know how to write business emails
195
[Information] Complete the information in the shapes below.
In the square, write what language In the circle, say how long you plan to
skills you hope to improve. study English each day or each week.
In the rectangle, say what In the triangle, say what you’re

employability skills you want to planning to do at the end of the course.
develop.
[Discussion] Discuss the information in your shapes with your group.
196
[Information] Walk around the room and ask one question to each of your new
classmates. Try to speak to as many people as possible.
Find someone who Name
wants to get a new job

Example: Do you want to get a new job?
Follow up: What do you want to do? Where would you
like to work?
wants to write a new CV.
has to speak English on the telephone.
hopes to move to an English speaking country one

day.
is going to take an exam in English.
socialises in English at work.
is going to look for a new job.
hopes to get a new or better job at the end of the

course
has to prepare for a job interview.
needs to write emails in English.
would like to give a business presentation in English.
197
Module 1, Lesson 2
[Information] Your teacher will give you one of the questions below. Ask as many
people as possible your question and tick () the answer they give.
1. How often do you look at the LES course?

a) every day
b) a few times per week
c) once a week
d) other
2. What do you use to do the online ourse?

a) your phone
b) a laptop
c) a tablet
d) other
3. Where do you do the online course?

a) in a quiet place at home
b) in a library
c) at university
d) other e.g. on a train, in a café
4. When do you do the online course?

a) in the morning
b) during the day
c) in the evening
d) no special time
198
[Discussion] Share the information you found out with your class. Try and use some of
the language below.
 Most students look at the LES materials once a week.

 Hardly any students do the online course in a library.
 Some students …
 A lot of students …
199
[Information] How useful are the different parts of the online course for you? Circle the
number that is true for you. e.g.
Not useful Quite useful Very useful
useful language examples 1 2 3 4 5 6 7 8 9 10
audio and video tapescripts 1 2 3 4 5 6 7 8 9 10
listening activities 1 2 3 4 5 6 7 8 9 10
information about 1 2 3 4 5 6 7 8 9 10
pronunciation e.g. word
stress, intonation
pronunciation practice 1 2 3 4 5 6 7 8 9 10
activities
recording and listening to 1 2 3 4 5 6 7 8 9 10
yourself
grammar information and 1 2 3 4 5 6 7 8 9 10
practice
vocabulary information and 1 2 3 4 5 6 7 8 9 10
practice
[Discussion] Discuss your answers with the other people in your group.
Do you all find the same activities useful? Give reasons for your answers e.g. I find the
pronunciation practice activities useful because …’
[Information] Read the statements some students have made about the way they work.
a) Underline any good study habits e.g. I do one or two exercises a day.
Nilaya “I like working with other people but when I study online, I prefer working by
myself. This course is perfect for me because I can work on my own and I can work with
some of my classmates when I want to.”
Madhav “I’m good at finding out how to do things on my own so I started the online
course a week ago and I do one or two exercises every day. I like studying when I want
and where I want.”
200
Tajdar “I’m worried about my English pronunciation so I spend a lot of time doing the
pronunciation exercises. I repeat the exercises to really help me improve my
pronunciation.”
Haashim “I’m not very organised so I find it difficult to study. I want to get better at
organising myself. I now have a new notebook and I plan to write everything in one
place and not on a lot of different pieces of paper.”
Devaki “I do all my studying on my bed; but I often fall asleep with all my books around
me. I need to think about how I can change this.”
Wajeeha “I think it’s a good idea to look at the activities we do in class when I go home
and then again a few days later.”
Sayeed “I turn my phone off when I’m studying because if I don’t, I look at it all the time.”
b) Complete the sentences below to make them true for you.
1. I prefer____________________________________________________________
2. I like______________________________________________________________
3. I’m good at_________________________________________________________
4. I’m worried about____________________________________________________
5. I want to get better at_________________________________________________
6. I think it’s a good idea to_______________________________________________
[Discussion] Tell your group about your study habits. Use the sentences above.
201
Module 1, Lesson 3
[Information] Look at the three job advertisements and tick which skills you need for
each job.
Drivers wanted Skills

We are looking for drivers for our Language
airport pick-up service. You must have Digital
a clean driving license and be able to Numeracy
speak Arabic. Machine operating
Packers required Skills

Staff needed for our warehouse. You Language
should be physically fit, good with Digital
numbers and be able to drive a forklift. Numeracy
Machine operating
Full Time Hotel Receptionist Skills

A full time receptionist post at our Language
international hotel in Goa. A good Digital
knowledge of English and good IT skills Numeracy
essential. Machine operating
[Information] Give two skills from the list below that would help the people below get
the jobs they would like.
 Language Digital
 Numeracy Machine Operating
Daya would like to work as an accountant for a big department store.
1. 2.
Charita would like to work in the foreign exchange office at the airport.
1. 2.
Suresh would like to work as an online maths teacher.
1. 2.
202
Ajay would like to be a bus driver for an international tour company.
1. 2.
Ikshana would like to be an architect.
1. 2.
[Information] Complete the information in the table below. Think about the job you’d
like to do, the skills you need to do this job, the skills you have now and the skills you
need to develop
The job I would like to do is ____________________________________

For this job I need the At the moment I have The skills I still need to
following skills: these skills: develop are:
[Information] Answer the questions in the employability quiz below.
1. The number 1 skill on their list is ‘Computer Skills’ True / False
2. Both numeracy and written skills are in the Top Ten True / False
203
3. The ability to work in a team is the second most important skill. True / False
4. Decision-making is the third most important skill. True / False
5. Time management is not in the Top Ten True / False
(This quiz is based on the data provided by the University of Kent on Employability
Skills)
Module 1, Lesson 4
[Information] What do you think of your soft skills? Do you think your soft skills are
good , ok, or not very good ?
What do you think of your soft skills?   

Teambuilding Skills
(Skills you use to help a group of people work
together)
Communication Skills
(Skills you use when you want to say what you
think or feel to other people)
Problem Solving Skills
(Skills you use to find solutions to difficulties or
problems)
Leadership Skills
(Skills you need to be a leader)
[Discussion] Compare your table with your partner and explain why you chose the
different smilies.
204
[Information] Think about how your group worked to untangle the knot. Read through
the three sets of questions and discuss them in your groups.
A 1. What did you do?

2. How did you feel?
3. What did you like? What was fun?
4. How do you think your group worked? Did you work together?
1. How did your group solve the problem?

B
2. How did you communicate? Was it easy to communicate?
3. Do you think you all worked together as a team?
4. Did your group have a leader? Did you lead?
1. Why do you think you did this activity?

C
2. What did you learn about your soft skills in this activity?
3. Did you learn from other people in your group?
4. Do you think you will solve problems in the same way in the future?
205
Module 1, Lesson 5
[Information] Read through the statements about the course. Tick () an answer for
each statement. You have three choices True (T), False (F) or Not Sure (NS).
FACTS ABOUT THE COURSE T F NS
1. You have to complete all the LES modules.
2. You don’t have to complete every exercise on the LES.
3. Your face-to-face classes cover different topics to the topics in

the LES.
4. Your face-to face classes will be lectures.
5. You will need to complete a portfolio.
6. After each class you will have a test.
7. All students will receive a notebook and folder for their notes.
8. You need to attend at least 80% of the course.
9. There will be an exam at the end of the course.
10. All students will receive a certificate at the end of the course.
[Discussion] Compare your answers with a partner. Do you have the same or different
answers?
206
Question 1 Name:
Question 2 Name:
Question 3 Name:
207
Module 2, Lesson 1
208
Find Someone Who
You are Riya, a hairdresser. You have You are Pari, a mechanic who works in a
owned your own business for about 15 large garage. Although it is illegal, you earn
years. Business is very good, and you are less than the minimum wage. You have
considering setting up another shop nearby complained about this to your boss, but
but you do not have the money to do this. nothing has changed.
You are Muhammed. You have just been You are Krishna, a taxi driver. You work
made redundant from your job as a part-time as a taxi driver (3 days a week),
postman. You had been working in the job and you also work in a bar for a few hours a
for seven years. However, because people week. You would like to work full-time as a
now send so many emails, there are fewer taxi driver, but the pay is not enough.
letters being sent, meaning that fewer
postmen are needed. You are not sure what
to do next.
You are Myra, a photographer. You have You are Ananya, a doctor. You have been
been working for a large company, but you working in a surgery for several years as a
would like to work for yourself. You are general doctor. You would like to specialise,
thinking about setting up for own business. but it is very expensive to do a course. If
You have a very good reputation with your you do become a specialist, you will earn
existing clients. more money.
You are Arnav, a scientist. A lot of the work You are Kabir, a police officer. You have
you do is quite boring. You like the people been doing your job for 20 years, and you
you work with, but you need a bit more of a are about to retire. But you are still quite
challenge. young and would like to continue your work,
but not full-time.
209
Write the name of someone who …
Is thinking about Is thinking about

expanding their setting up their own
business business
Earns less than Is thinking about doing

minimum wage a course to become an
expert
Has just lost their job Likes who they work

with but is bored by
their work
Currently has two jobs Is about to retire
Module 2, Lesson 2
The following job advert is found in LES 1.3. You may already have read it.
Task 1: Find the words in the text which mean the following:
1 People on a training programme

2 An adjective used for things you have to be able to do the
job
3 An adjective to describe a key need
4 Customers who use your services (or who may buy your
products)
5 An adjective used to describe a company which is large /
successful
6 A formal word for a job
7 An adjective meaning not essential, but something helpful /
useful
8 Something which is different, one of a kind
210
Trainee Travel Consultant

Salary: depends on previous experience
This is an opportunity to work for one of the country's leading travel agencies. We were
founded in 1982, and since then we have built our reputation by providing a unique,
individual service to all of our clients from our network of 12 offices. We have a wide
range of clients from individuals to companies. Our client list includes a number of top
international companies. We aim to give all our clients a personal service and make
them feel special.
This is a trainee-level post and full training is provided by members of our team. The
work is interesting and varied, and involves looking after our clients and advising them
on their travel requirements. After the six-month training period, a number of our
trainees continue working with us. Most trainees who leave us have been successful in
finding other jobs within the industry. Our consultants have regular opportunities for
overseas travel and career development.
As this is a trainee-level post, previous experience of the travel industry is not
essential, but some experience of working for a company is desirable. However, you
must have a degree (or equivalent qualification), speak at least one foreign language,
and have a genuine interest in foreign travel.
Please send a CV and covering letter by email to hr@barton_craig.co.uk, quoting
reference TTC/654, no later than 15 April.
211
Task 2: The table below contains some of the positive aspects of jobs mentioned in
LES. 5 job candidates have identified the three aspects are most important for
them. You must match the candidates to the correct person by reading the
information about them.
Candidate A is _______________________
Candidate B is _______________________
Candidate C is _______________________
Candidate D is _______________________
Candidate E is _______________________
Criteria Candidate Candidate Candidate Candidate Candidate YOU

A B C D E
You meet
interesting
clients
There’s lots of
overseas travel
Every day is
different
They give you
lots of
responsibility
The people are
nice
The office is
modern
There’s a great
staff restaurant
The office is
easy to get to
There are
opportunities
for fast
promotion
 Abdul: “I am disabled so it would be important that my office has good access. I

like going abroad and meeting people from different cultures. Lastly, I hate
routine – variety is very important for me.
 Maya: “I like working with other people, both workmates and customers. It helps
if they are pleasant people! I am a hard worker and enjoy leading projects.”
212
 Imran: “I am ambitious and have a great desire to be successful. I don’t mind if
the day to day work is the same. I would like to work in an office with good IT
facilities and up-to-date equipment. I also like food a lot, so good eating
opportunities are also important for me.”
 Preeti: “I think that a good workplace is a happy workplace where everybody
gets on well – but I am still very ambitious and keen to do as well as possible.
Eventually, I would like to be responsible for a large division of the company – I
would be happy to work long hours.”
 Sunil: “I would like to be a vice-president of the company within ten years. I get
bored easily, and need a variety in my daily work. I also like to travel.”
Task 3: Using the last column, tick three boxes according to which of the aspects
are most important for you.
Module 2, Lesson 3
1. Which of these is most important in your work / education environment?

(a) To help co-workers / fellow students and for the environment to be friendly
(b) To feel that my co-workers / fellow students like me
(c) To understand exactly what I need to do and what is expected of me
(d) To finish things and see the results
2. When I am at an event where there are lots of people I have not met, I am most
likely to…
(a) Find a small group of people I already know and talk to them
(b) Find a place to watch the event and sit quietly, unless someone talks to me
(c) Meet and talk with as many people as possible
(d) Identify the people I need to speak to, who can help me the most
3. When I think about change, I think:

(a) How does it affect me?
(b) Is there a good reason for it?
(c) How does it affect everyone involved?
(d) What will the impact be on how quickly we can work?
213
4. When I am working in a team and something goes wrong, I am most likely to

say:
(a) _________________________________________________________
(b) _________________________________________________________
(c) _________________________________________________________
(d) _________________________________________________________
5. The kind of projects I enjoy working on most are:
(a) _________________________________________________________
(b) _________________________________________________________
(c) _________________________________________________________
(d) _________________________________________________________
1___________________________________________________________________
(a) _________________________________________________________
(b) _________________________________________________________
(c) _________________________________________________________
(d) _________________________________________________________
2._________________________________________________________________
(a) _________________________________________________________
(b) _________________________________________________________
(c) _________________________________________________________
(d) _________________________________________________________
214
Module 2, Lesson 4
You will need to be Student A, Student B or Student C. This activity works best if you cut
up the different sections.
STUDENT A STUDENT B STUDENT C
All-India Aggregates PVT All-India Aggregates PVT All-India Aggregates

Average score: 4.2 * out of 52% would recommend to PVT
5 a friend 26% approve of CEO
 A great company to
work for – they pay  Sometimes worker  Opportunity to
well and the safety is not a work on lots of
management is priority different
excellent  The work-life balance projects
 The CEO is an idiot. is quite good  The work can
He never listens to be challenging
his staff.
South India
South India Telecommunications
Telecommunications 46% approve of CEO South India
62% would recommend to Telecommunications
a friend  Lots of opportunities Average score: 4.1 *
for learning and out of 5
 You will learn a lot development
from people you  Leadership is very  If you make a
work with participatory – you mistake there
 Sometimes you have feel like they listen to are no second
to work long hours what you have to say chances
without a break  Colleagues are
very helpful
Bharat Law Partners Bharat Law Partners Bharat Law Partners

78% approve of CEO Average score: 4.6 * out of 72% would
5 recommend to a
 You have to travel friend
on a very regular  Pay rises are not
basis to all parts of frequent  You need to
India  There is a company know people in
 Very hectic schedule restaurant which is order to
cheap and good advance your
career
 Vacation time
is very good
215
Indian Ocean Engineering Indian Ocean Engineering Indian Ocean

Average score: 3.8 * out of 42% would recommend to Engineering
5 a friend 52% approve of CEO
 You have to work a  They let you work at  If you work

long time in the field home two days a hard and are
 There are not many week successful, you
jobs at the top so  Colleagues are very get paid well
opportunities can be intelligent  Vacation time
limited is limited
216
Module 3, Lesson 1
Task 1: Read the following CV and match the contents with the points you just
discussed in class.
Curriculum Vitae
Meera Gupta
47 Ashley Road
Brighton
BN13 4RE
55523 785642
meera.gupta@newmail.co.uk
I am a graduate with retail and finance experience now looking for an opportunity to
combine my experience of work and love of travel in the travel industry. I work hard, am
well organised, and enjoy new challenges. I believe that I would be an excellent member
of your team.
Employment history
 New Mode Fashions – Accounts Supervisor – January 2013–present
Responsible for checking company accounts and dealing with queries from
suppliers
 Walkers Department Store – Trainee Manager – January–October 2012
One of a group of ten trainees; received training in all aspects of store
management
Education and qualifications

 Newton College, Manchester, UK – September 2008–June 2011
BA in Business Studies (Class 2.1)
Included modules in accounting, business law, marketing, human resources
management
 Mumbai British School, Mumbai, India – September 2002–June 2008
A-levels in Economics, Mathematics and Geography
GCSEs (10 passes)
Other skills
 Four languages (Hindi, English, French, German)
 Full driving licence
Interests
 Overseas travel: I am a keen traveller and have been to Thailand, Vietnam, Laos,
Malaysia, Singapore, and Japan. I also make regular visits to India.
 Sport: hockey team captain at school
Referee
Ms G.R. Godfrey
HR Manager
Walkers Department Store
Frimley Road
LONDON S12 4ER
gillian.godfrey@walkers-stores.co.uk
217
Task 1: Answer the following questions
1. How long should a CV be?
2. What is the purpose of the paragraph at the top? How long should that be? How
should it be written?
3. What information do you need to include when you talk about your previous work?
4. What information do you need to include when you talk about your education?
5. How much detail should you go into when talking about others skills / interests?
6. Who should you choose as your referee?
TASK 2: Complete the blank CV template below for yourself.
Curriculum Vitae
Employment history
Other skills
Interests
Referee
218
Module 3, Lesson 2
TASK 1: The 2 texts below contain more detailed information about one of Meera’s
jobs. They contain the same information – but which do you think is written in a
better style?
Text A Text B
New Mode Fashions – Accounts New Mode Fashions – Accounts
Supervisor – January 2013–present Supervisor – January 2013–present
 I checked company accounts to  Checking company accounts to
make sure that they were accurate. ensure accuracy.
 Suppliers with queries were dealt  Dealing with supplier queries in a
with. I did this in a helpful manner. helpful manner.
 Reports were created  Working with senior management
to create reports.
TASK 2: Match these sentences from Meera’s updated CV to the grammatical

structures.
Sentences
1. Checking company accounts to ensure accuracy.
2. Dealing with supplier queries in a helpful manner.
3. Working with senior management to create reports.
Structures
a) Present participle + preposition + noun + infinitive + noun
b) Present participle + noun + infinitive + noun
c) Present participle + preposition + noun + preposition + adjective + noun
219
Module 3, Lesson 3
TASK 1: The following sentences are taken from a cover letter for a job. You need
to rearrange them into the correct order.
1 I would like to have the chance to work for your company, and believe that I would be
an excellent trainee manager.
2 I note from the job advert that the role requires leadership experience.
3 I hope that I will have the opportunity of meeting you in person at an interview.
4 In both these jobs I developed a working knowledge of various software packages.
5 As you can see from my CV, I have experience of working in different industries
(finance and retail) and in different departments (accounting and marketing)
6 I am writing to apply for the job of trainee manager.
In both these jobs I developed a working knowledge of various software packages.
7 During my university studies, I was president of the English Society, and in my last job I
was also a team leader.
8 As well as this experience, I believe that I have the qualities needed by your company.
9 I am well organised and people-oriented, and I am confident of being able to succeed
in your company.
I am writing to apply for the job of trainee manager. As you can see from my CV, I have
experience of working in different industries (finance and retail) and in different
departments (accounting and marketing). In both these jobs I developed a working
knowledge of various software packages. I note from the job advert that the role
requires leadership experience. During my university studies, I was president of the
English Society, and in my last job I was also a team leader. As well as this experience, I
believe that I have the qualities needed by your company. I am well organised and
people-oriented, and I am confident of being able to succeed in your company. I would
like to have the chance to work for your company, and believe that I would be an
excellent trainee manager. I hope that I will have the opportunity of meeting you in
person at an interview.
220
Phrase Usage
I am writing to apply for… Introductory phrase to say what job
this letter refers to.
Showing that you gained a good

understanding of a particular area.
I note from the job advert…
Explains the skills you need for the

position.
I believe that I have the qualities

needed…
I would like to have the chance…
A common end line for a cover letter.
Phrase Usage
I am writing to apply for… Introductory phrase to say what job
this letter refers to.
I developed a working knowledge of… Showing that you gained a good
understanding of a particular area.
I note from the job advert… Referring to what you read in the
information about the job.
The role requires… Explains the skills you need for the
position.
I believe that I have the qualities Emphasising suitability for the position
needed… because of knowledge / ability.
I would like to have the chance… Showing that you are keen to do the
job.
I hope that I will have the opportunity A common end line for a cover letter.
of meeting you in person at an
interview.
221
I am writing to apply for the job of ________________________. As you can see from
my CV, I have experience of working
_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
______. In both these jobs I developed a working knowledge of
___________________________. I note from the job advert that the role requires
___________________________________. During my university studies, I was
_________________________________________________________, and in my
last job I was also ___________________________________________. As well as
this experience, I believe that I have the qualities needed by your company. I am
________________________________________, and I am confident of being able to
succeed in your company. I would like to have the chance to work for your company,
and believe that I would be an excellent ________________________________. I
hope that I will have the opportunity of meeting you in person at an interview.
Module 3, Lesson 4
TASK 1: Look at the 2 definitions below. One describes ‘hard skills’ and the other
‘soft skills’. Which do you think is which, and why?
1. Things which are taught, often in the classroom, through books and other materials.
These are _________ skills
222
2. Skills which are more subjective and which can be learnt in many different ways, and
are often focused more on people.
These are _________ skills
TASK 2: In the box below there are a list of different skills which might be useful in
a work situation. Write the skills in the correct part of the table which follows,
according to whether they are hard skills or soft skills.
Proficiency in a Ability to use Mathematical Being a good Computer

foreign software (e.g. ability listener programming
language Word, Excel) skills
Ability to learn Typing speed Positive work Ability to Patience

from criticism attitude operate a
machine
Confidence Ability to work Ability to read Negotiation Flexibility /
in a team and write skills Adaptability
Hard Skills Soft Skills
223
Student 1 Student 2
Leadership Leadership Leading others
and getting the
most from them.
Motivation Getting people to do Motivation

things – even if they feel
like they don’t want to do
them.
Time Time Making sure that

management management things are done
on time and that
deadlines are
met.
Prioritisation Understanding which Prioritisation

tasks are most important
and urgent, and to do
them first.
Flexibility Flexibility Adapting to the

situation, and
changing the way
you work, if
needed.
Communicatio The ability to talk clearly Communication

n and effectively to
people.
Analytics Analytics The ability to

understand and
analyse complex
data and
statistics.
Research The ability to effectively Research

find out more about a
particular subject.
224
Getting people to
Leading others do things – even if
Leadership and getting the Motivation they feel like they
most from them. don’t want to do
them.
Understanding
Making sure that
which tasks are
things are done
Time management Prioritisation most important
on time and that
and urgent, and to
deadlines are met.
do them first.
Adapting to the
The ability to talk
situation, and
clearly and
Flexibility changing the way Communication
effectively to
you work, if
people.
needed.
The ability to The ability to
understand and effectively find out
Analytics Research
analyse complex more about a
data and statistics. particular subject.
225
Module 3, Lesson 5
TASK 1: Using the model provided for ‘Job 1’, identify 2 hard skills and 2 soft skills
which might be needed for Job 2 and Job 3.
Job 1: IT Support Job 2: Trainee Job 3: Train Driver

Assistant Supermarket Manager
Job Details Job Details Job Details

 This is a position  This is a good opportunity  This is an interesting
for someone with for someone looking to position which includes lots
some background learn general management of travel, provides a
and understanding skills in a busy and modern substantial amount of
of computers, who retail environment. holiday time, and gives a
is looking to useful service to people
develop a career in Hard Skills Needed across India.
this industry.
Hard Skills Needed
 ………………………........................
Hard skills required
 You will need to …………………………………………………….  ………………………........................
have a good
general ……………………………………………………. …………………………………………………….
understanding of ……………………………………………………. …………………………………………………….
how computers
work. …………………………………………………….
 You will need to  ………………………........................
understand how to
use Microsoft …………………………………………………….  ………………………........................
programmes such
as a Word, Excel, ……………………………………………………. …………………………………………………….
PowerPoint and so ……………………………………………………. …………………………………………………….
on.
Soft Skills Needed …………………………………………………….
Soft skills required  ………………………........................
 You will need good Soft Skills Needed
communication …………………………………………………….  ………………………........................
skills, to be able to
……………………………………………………. …………………………………………………….
help office staff
solve their IT ……………………………………………………. …………………………………………………….
problems.
 You will need good …………………………………………………….
analytical skills, in  ………………………........................
order to identify
problems with …………………………………………………….  ………………………........................
people’s
……………………………………………………. …………………………………………………….
computers.
……………………………………………………. ……………………………………………………..
226
Job 1: IT Support Assistant
Job details
 This is a position for someone with some background and understanding of

computers, who is looking to develop a career in this industry.
 You will need to have a good general understanding of how computers work.
 You will need to understand how to use Microsoft programmes such as a Word,
Excel, PowerPoint and so on.
Soft skills required

 You will need good communication skills, to be able to help office staff solve their IT
problems.
 You will need good analytical skills, in order to identify problems with people’s
computers.
Job 2: Trainee Supermarket Manager
Job details
 This is a good opportunity for someone looking to learn general management skills in
a busy and modern retail environment.
 You will need to have a basic understanding of financial, management and

administration processes.
 You will need good English language skills, since many of our customers are tourists.
 You will need good leadership skills, as eventually you will be responsible for
managing people directly.
 You will need good motivational skills, in order to get the most out of the staff
working at the supermarket.
227
Job 3: Train Driver
Job details
 This is an interesting position which includes lots of travel, provides a substantial
amount of holiday time, and gives a useful service to people across India.
 You will need a basic understanding of mechanics and, specifically, how engines
work. Further training will also be provided.
 You will need to have passed a basic mathematical test.
 You will need good time management skills to make sure the trains run on time.
 You will need to be a patient person, as sometimes there are delays and problems.
Module 4, Lesson 1
TASK1: Answer the following questions about the listening text read by your
teacher.
1. What hard skill does the

student talk about?
2. What soft skill does the

student talk about?
3. What evidence does the

student give for each of
these skills?
228
Presentation Text
My strongest hard skill is probably my IT skills. I am an advanced user of all Microsoft
programmes, including Word, Excel and PowerPoint. In fact, I took and passed a course
at a local IT college on this. I also have experience of more complex financial software
too. In terms of soft skills, I have very good motivational skills. I am able to get people to
do things even if they do not feel like it. I developed this skill, in particular, when I was
captain of my school cricket team.
Module 4, Lesson 2
TASK 1: In your groups, discuss answers to the following questions about your job.
1. Where do you work?

2. What does a typical day look like?
3. What adjectives would you use to describe your job?
4. What kind of people do you work with?
5. What do you like about your job?
6. What do you dislike about your job?
7. Do you need any special training for your job?

229


230
Module 4, Lesson 3
Work Experience
Current job
Previous job
Earlier job
Earlier job
Earlier job

Information Bank
Possible Jobs: Accountant; Advertising Managers; Aircraft Mechanic; Airline Pilot; Air
traffic Controller; Architect; Bank Teller; Bartender; Cashier; Chef; Childcare Worker;
Computer Programmer; Database Administrator; Doctor; Electrician; Fashion Designer;
Financial Manager; Firefighter; Fitness Trainer; Flight Attendant; Graphic Designer;
Hairdresser; Housekeeper; Judge; Lawyer; Librarian; Mason; Mechanic; Nurse; Office
Manager; Painter; Pharmacist; Photographer; Plumber; Police Officer; Receptionist;
Secretary; Taxi Driver; Teacher; Teacher Trainer; Translator; Vet; Vet assistant; Waiter;
Web Developer; Writer.
231
Possible Companies: Indian Oil; Reliance Industries; Tata Motors; State Bank of India;
Bharat Petroleum; Hindustan Petroleum; Rajesh Exports; Oil & Natural Gas Corp; Tata
Steel; Coal India; Infosys; Microsoft; Coca-Cola; Bank of Baroda; Vodafone India; Steel
Authority of India; Sun Pharmaceuticals; Power Finance Corporation; Jet Airways;
Mercedes-Benz; Hindustan Construction Company; Shree Cement; Indian Railways;
Indian Armed Forces; India Post; IBM; Wipro.
Module 4, Lesson 4
TASK 1: Discuss with a partner how these characteristics could make you a better
employee.
 I have experience of travel.”
 “I can work well under pressure.”
 “I work accurately.”
 “I am good at dealing with different clients.”
 “I am hard-working.”
 “I have lots of energy.”
 “I am good at managing my time.”
 “I can work on several different things at the same time.”
 “I am loyal to my employer.”
 “I work well in a team.”
232
TASK 2: On a scale of 1-4, answer these questions about yourself. Tick the
appropriate box
1 = strongly 2 = slightly 3 = slightly 4 = strongly

disagree disagree agree agree
I have experience of
travel
I work well under

pressure
I work accurately
I am good at dealing with

different clients
I am hard-working
I have lots of energy
I am good at managing
time
I can work on several

different things at the
same time
I am loyal to my employer
I work well in a team
233
Module 4, Lesson 5
TASK 1: These are all extracts from job adverts. What jobs are they for?
1 … you must have a good understanding of gyms and exercise.

2 … you must have a passion for animals, and a basic understanding of science.
3 … you must be flexible, enjoy travel and have good communication skills.
4 … you must be passionate about books and have good organisation skills.
5 … you must be good at analytics and have good IT skills.
1 _____________________________________________
2 _____________________________________________
3 _____________________________________________
4 _____________________________________________
5 _____________________________________________
IT Support Assistant
 This is a position for someone with some background and understanding of

computers, who is looking to develop a career in this industry. You will need to have
a good general understanding of how computers work, and will need to understand
how to use Microsoft programmes such as a Word, Excel, PowerPoint and so on. In
addition to this, you will need good communication skills, to be able to help office
staff solve their IT problems. You will also need good analytical skills, in order to
identify problems with people’s computers.
Trainee Supermarket Manager

 This is a good opportunity for someone looking to learn general management skills in
a busy and modern retail environment. You will need to have a basic understanding
of financial, management and administration processes. You will also need good
English language skills, since many of our customers are tourists. In addition, you will
234
need good leadership skills, as eventually you will be responsible for managing
people directly. You will also need good motivational skills, in order to get the most
out of the staff working at the supermarket.
Train Driver
 This is an interesting position which includes lots of travel, provides a substantial
amount of holiday time, and gives a useful service to people across India. You will
need a basic understanding of mechanics and, specifically, how engines work.
Further training will also be provided. You will need to have passed a basic
mathematical test. You will need good time management skills to make sure the
trains run on time. Furthermore, you will need to be a patient person, as sometimes
there are delays and problems.
Module 5, Lesson 1
TASK 1: Look at the following quotations about motivation. Discuss what you think
they are saying, and what you think about them.
1 “It always seems impossible until it’s done.” (Nelson Mandela)
2 “It does not matter how slowly you go as long as you do not stop.” (Confucius)
3 “The secret of getting ahead is getting started.” (Mark Twain)
4 “Aim for the moon. If you miss, you may hit a star.” (W. Clement Stone)
5 “Expect problems, and eat them for breakfast.” (Alfred A. Montapert)
6 “Ever tried? Ever failed? No matter. Try again. Fail again. Fail better.” (Samuel Beckett)
235
1 Motivation A Enthusiasm for doing something

2 Effort B The physical/mental activity needed to
3 Success achieve something
4 Whole C A positive result or outcome
5 Workforce D Total, all
6 Goods E Group of people who work for a particular
7 Quality company
8 Pride F Items for sale
9 Sick day G How good or bad something is
10 Monetary H The feeling of being pleased about something
11 Working I A day taken off work when you are ill
conditions J Relating to money
12 Promotion K The working environment
L Gaining a higher position or rank

Motivation is about how businesses can help staff do as well as possible. If staff are
motivated, then they are more likely to want the business to gain success. When the
whole workforce is more motivated:
 More goods / items will be created because workers will make extra effort.
 The quality of goods / items will be increased because staff will take a greater
pride in their work.
 Staff are more likely to stay at the company because they enjoy their work.
 Staff are less likely to take sick days for the same reason.
There are two main ways that motivation can be increased. The first is monetary factors
(i.e. things connected to money and pay), the second is non-monetary factors (i.e. things
not to do with money, for example better working conditions, or the opportunity to get
promotion).
236
1 Define ‘motivation’ in ten words or fewer.
2 “When the whole workforce is more motivated.” What 4 specific positives are
mentioned in the article?
3 What examples of non-monetary factors are given?
Module 5, Lesson 2
NOTE: In each case, 1 = ‘the most X’ and 6 = ‘the least X’.

TASK 1: Rank the following jobs 1-6 in terms of how dangerous they are.
TASK 2: Rank the following jobs 1-6 in terms of how well-paid they are.
TASK 3: Rank the following jobs 1-6 according to any other criterion you like!
Astronaut Clown Lion Photographer Pilot Spy

tamer
Dangerous
Well-paid
?
237
Job: Astronaut
Employer: Indian Space Research Organisation
Job Details: For this position you will need a strong sense of adventure. You must be
willing to be away from home for many months at a time, and will be living
in difficult physical circumstances. If you are in space, you will be working
with a small team of 3-4 other people, so a good sense of humour, and the
ability to live with people who may be different to you is very important.
You must also have a good general understanding of science. Good
leadership skills would be a bonus.
Job: Clown
Employer: McTavity’s Circus
Job Details: This is a very important, if not the most important job in our circus. You
will need to be able to tell jokes, relate stories and make children laugh at
you. It is important that you have an excellent sense of humour. You must
also work well in a team, with the other members of the circus.
Job: Lion Tamer
Job Details: This is a very dangerous job, and only the very brave should apply. You
must be able to show that you have a love for animals (especially lions and
other big cats), and that you have some experience of looking after them.
You must be a patient person, as training lions takes a very long time.
Job: Photographer
Employer: Solero Photographic Agency
Job Details: Since your role will be very general, the ideal candidate will have
experience in a wide range of situations – e.g. weddings, sports events
and fundraising events. It will also be beneficial if you have experience of
taking personal and family pictures. You will need to be flexible as your
working hours may be very unpredictable. Some days you may need to be
available at 6am; other days, you will be working until midnight.
Job: Pilot
Employer: Sun Airways
Job Details: You will need at least five years’ experience of being a pilot with another
commercial airline. You will mostly be flying internal flights within India,
but from time to time you will also be flying internationally, so you will
need to be quite flexible. You must have good time management skills.
You must also be flexible, in case there are delays to the flights.
238
Job: Spy
Employer: Government of India
Job Details: This is an incredibly important job. You will be responsible for helping to
discover possible threats to India. You must be clever, brave and loyal. We
are looking for people with a range of different skills – so you might have
been a teacher, soldier, police officer or shop worker beforehand – we are
interested in what you might be able to provide.
Module 5, Lesson 3
Aspect of active Information

listening
1
10
239
Student 1 Student 2 Student 3
1. Face the Speaker: Sit up 2. Maintain eye contact: 3. Minimize external

straight or lean forward Only do this if you feel distractions: When you are
slightly to show your comfortable doing it – a lot talking to someone, where
attentiveness through body of people don’t. possible, give them your full
language attention – turn off the TV,
4. Respond appropriately and don’t look at your
6. Minimize internal to show that you phone or computer screen.
distractions: Try to keep understand: Use phrases
your thoughts only on the such as ‘uh huh’, ‘yes’, ‘ok’ 7. Keep an open mind:
speaker, and to ignore and nod your head. Raise Wait until the speaker is
other thoughts which might your eyebrows. Say words finished before deciding
be going through your such as “Really” and that you disagree. Try not
head. “Interesting”. to make assumptions about
what the speaker is
9. Listen for the way in 5. Focus solely on what thinking.
which people say things: the speaker is saying.
The ways in which people Don’t try and predict what 8. Watch for non-verbal
emphasise different things, you are going to say next. If clues: Things like ‘body
and the way their voices the conversation language’ are very
change, can tell you a lot progresses logically, it will important for listening
about what they are be clear where the actively. Watching how
thinking. It is not just what discussion is going. people move, how they use
people say, but how they their hands etc. will reveal
say it. what they think.
Handout 2 Continued (Module 5, Lesson 3)

1. Face the Speaker: Sit up 2. Maintain eye contact: 3. Minimize external

straight or lean forward Only do this if you feel distractions: When you are
slightly to show your comfortable doing it – a lot talking to someone, where
attentiveness through body of people don’t. possible, give them your full
language attention – turn off the TV,
7. Keep an open mind: and don’t look at your
4. Respond appropriately Wait until the speaker is phone or computer screen.
to show that you finished before deciding
understand: Use phrases that you disagree. Try not 5. Focus solely on what
such as ‘uh huh’, ‘yes’, ‘ok’ to make assumptions about the speaker is saying.
and nod your head. Raise what the speaker is Don’t try and predict what
your eyebrows. Say words thinking. you are going to say next. If
such as “Really” and the conversation
“Interesting”. 9. Listen for the way in progresses logically, it will
which people say things: be clear where the
10. Engage yourself. Ask The ways in which people discussion is going.
questions for clarification. It emphasise different things,
might be useful to and the way their voices 10. Engage yourself. Ask
paraphrase what they have change, can tell you a lot questions for clarification. It
just said to make sure you about what they are might be useful to
didn’t misunderstand. Start thinking. It is not just what paraphrase what they have
240
with: “So you’re saying…” people say, but how they just said to make sure you
say it didn’t misunderstand. Start
with: “So you’re saying…”
1. Face the Speaker: Sit up straight or lean forward slightly to show your attentiveness
through body language
2. Maintain eye contact: Only do this if you feel comfortable doing it – a lot of people
don’t.
3. Minimize external distractions: When you are talking to someone, where possible,
give them your full attention – turn off the TV, and don’t look at your phone or computer
screen.
4. Respond appropriately to show that you understand: Use phrases such as ‘uh
huh’, ‘yes’, ‘ok’ and nod your head. Raise your eyebrows. Say words such as “Really,” and
“Interesting”.
5. Focus solely on what the speaker is saying. Don’t try and predict what you are
going to say next If the conversation progresses logically, it will be clear where the
discussion is going.
6. Minimize internal distractions: Try to keep your thoughts only on the speaker, and
to ignore other thoughts which might be going through your head.
7. Keep an open mind: Wait until the speaker is finished before deciding that you
disagree. Try not to make assumptions about what the speaker is thinking.
8. Watch for non-verbal clues: Things like ‘body language’ are very important for
listening actively. Watching how people move, how they use their hands etc. will reveal
what they think.
9. Listen for the way in which people say things: The ways in which people emphasise
different things, and the way their voices change, can tell you a lot about what they are
thinking. It is not just what people say, but how they say it.
10. Engage yourself. Ask questions for clarification. It might be useful to paraphrase
what they have just said to make sure you didn’t misunderstand. Start with: “So you’re
saying…”
241
Module 5, Lesson 4
TASK 1: Put the following stages of an interview in the correct order.
1 Introductions and welcome 4 Pre-interview task
2 Opportunity for interviewee to ask 5 Closing

questions
6 Discussion about next steps
3 Specific interviewer questions
The correct order is _______________________________
 Would I have to complete a training period?

 Would I be expected to travel a lot?
 Would there be clients from different countries?
 Would I be working in a team or on my own?
 Would I travel to meetings often?
 Would it be possible to gain experience working in different offices?
242
Job: Astronaut
willing to be away from home for many months at a time, and will be living in difficult
physical circumstances. If you are in space, you will be working with a small team of 3-4
other people, so a good sense of humour, and the ability to live with people who may be
different to you is very important. You must also have a good general understanding of
science. Good leadership skills would be a bonus.
Job: Clown
Job Details: This is a very important, if not the most important job in our circus. You
will need to be able to tell jokes, relate stories and make children laugh at you. It is
important that you have an excellent sense of humour. You must also work well in a
team, with the other members of the circus.
Job: Lion Tamer

Job Details: This is a very dangerous job, and only the very brave should apply. You
must be able to show that you have a love for animals (especially lions and other big
cats), and that you have some experience of looking after them. You must be a patient
person, as training lions takes a very long time.
Job: Photographer
Job Details: Since your role will be very general, the ideal candidate will have
experience in a wide range of situations – e.g. weddings, sports events and fundraising
events. It will also be beneficial if you have experience of taking personal and family
pictures. You will need to be flexible as your working hours may be very unpredictable.
Some days you may need to be available at 6am; other days, you will be working until
midnight.
Job: Pilot
Employer: Sun Airways
Job Details: You will need at least five years’ experience of being a pilot with another
commercial airline. You will mostly be flying internal flights within India, but from time to
243
time you will also be flying internationally, so you will need to be quite flexible. You must
have good time management skills. You must also be flexible, in case there are delays to
the flights.
Job: Spy
discover possible threats to India. You must be clever, brave and loyal. We are looking
for people with a range of different skills – so you might have been a teacher, soldier,
police officer or shop worker beforehand – we are interested in what you might be able
to provide.
244
MODULE 6 - LES ONLINE MATERIALS (MODULES 1 & 2)
You will have an opportunity to complete some of the Learn English Select Modules 1 &
2 online end-of-module tests
Module 1
Vocabulary 1
Match each word with the correct option to make collocations.
loan letter experience range description agency
1. Previous ____________________
2. Price ____________________
3. Bank ____________________
4. Covering ____________________
5. Travel ____________________
6. Job ____________________
Vocabulary 2
Choose the correct word to complete the sentence
1. It would be nice to earn lots of money but finding a satisfying job is my promotion /
priority / publicity
2. You should wear smart clothes for the interview so that you come out / about /
across as a well-organised person.
3. This new recruitment website will help you to find a job that matches / includes /
agrees your qualifications and abilities.
4. We hold a solitary / single / unique position in the market. We are the only supplier
who can deliver high-quality products at these amazingly low prices.
5. If you want to find a job quickly it’s a good idea to register / subscribe / apply with
more than one employment agency.
6. She found / gained / reached some useful experience working for a Canadian oil
company.
7. We were very imposed / admired / impressed by the way you answered our
questions at the interview.
8. For this international sales position we are looking for someone who is fluent / able /
verbal in Russian.
245
9. I don’t like working in accounts. I’d be much happier in a customer-facing part / role /
manner.
Grammar 1
Choose the correct option to complete the sentences.
1. My colleagues thought the new promotional video was great but I was … it after the
first five minutes.
(a) boring with

(b) bored with
(c) boring of
2. This is an … opportunity for an ambitious young manager.

(a) excitable
(b) excited
(c) exciting
3. We offer one of the … salary packages in the industry.
(a) attractivest
(b) more attractive
(c) most attractive
4. London Heathrow is one of the … international airports in the world with flights to all
the major cities.
(a) most important
(b) least important
(c) more important
5. Matthew Bates and Company may not be the best travel company but they are the …
expensive.
(a) less
(b) least
(c) lesser
6. How … your present job?
(a) found you

(b) did you found
(c) did you find
7. … Pratik still in the office when you left last night?

(a) Was
(b) Were
(c) Did
246
8. … straight to university after you left school?
(a) Were you

(b) Did you go
(c) Did you went
9. How old … when you got your first job?
(a) were you

(b) was you
(c) you were
10. I hear you went to the sales conference last week. What …?
(a) did it like

(b) like was it
(c) was it like
Grammar 2
Complete the sentences with the correct words
why don’t you should shouldn’t mustn’t ought
1. I saw Jerry in the street just now – _________________ he be in the office?

2. Mr Gonzalez is an important client. You _________________ forget to call him.
3. There’s an advert for an interesting marketing job. You _________________ to apply
for it.
4. What do you think I _________________ wear to my interview next week?
5. A travel agency is recruiting consultants at the moment – ________________ send
them your CV?
Reading 1
Brian Rose is looking for a job in the travel industry. Read his CV and complete the
biography with the correct words.
agency Spanish department French consultant Colchester Oxford
assistant
Brian went to school in _________________. After spending a year travelling in South

America he went to _________________ University, where he studied
_________________. He graduated in 2007 and went to work as a sales
_________________ in a department store. After one year he was promoted to the
post of sales supervisor in charge of the menswear _________________. His next job
was in a hotel where he was responsible for the reception desk and room service. He
now works as a _________________ for a travel _________________ in Exeter. As
well as being fluent in Spanish, Brian speaks some _________________.. In his free
time, he likes to swim and play the piano.
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Curriculum Vitae
Brian Rose
57 Southwood Drive
Exeter
EX13 4RE
08923-785643
brose22@newmail.co.uk
A friendly, outgoing and highly motivated graduate with experience in a variety of
customer-facing roles, now seeking a post with increased responsibility and scope for
creativity
Employment history
New Horizons Tours Ltd., London – Consultant February 2013–present
Responsible for advising clients on best travel options, inspecting hotels, dealing with
complaints
Egret Hotel Group, Oxford – Assistant Manager January 2009–January 2013

In charge of reception and room service in a busy four-star hotel
Brownlows Department Store, Oxford – Sales Supervisor October 2007–
December 2008
Promoted from Sales Assistant, menswear department in June 2008
Colchester University October 2004–June 2007
BA Hons (II) in Spanish
Modules in Latin American History and Economy
South Whitney Secondary School, Oxford September 1995–July 2003
A-levels in Spanish, History and Economics
Languages
Spanish (fluent), French (basic knowledge)
Other interests
Music: I play the piano.
Swimming: I represented Oxfordshire in the National Schools Tournament in 2002.
Foreign travel: Between school and university I spent my 'gap year' travelling in South
America, including three months as a volunteer for a children's charity in Lima, Peru.
Reading 2
This is an advert for a sales manager job. Choose the correct words to complete
the advert.
Regional Sales Manager, Menswear

This is an opportunity for an experienced and dedicated manager to join a dynamic and
expanding sales team. We are a manufacturer of men’s clothing, specialising in modern
designer suits and jackets. Although we have only been in business since 1999, we are
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already a leading force in the fashion branch / industry / department, with a
reputation for young, stylish looks, high quality and value for money. We are looking for
a highly motivated and capable manager to lead a new regional sales team. To be
successful, you must have at least three years’ time / experience / employment of
working as a manager in sales or in a similar outgoing / customer-facing / supporting
role. You will be hard-working and professional, and you will excellent at dealing /
managing / leading with a wide range of people. Above all, you will be the sort of
person that enjoys the challenge of working in a new market. Experience in the fashion
sector is desirable, but is not an essential / exact / available requirement. We offer an
attractive post / salary / information package and good promotion prospects for the
right person. If you think this could be you, please reply / search / apply online at
www.werecruit.com/myman .
MODULE 2
Vocabulary 1
Choose the correct answer.
1. I am bored with my present job and feel that I am ready for a new… .
(a) promotion
(b) challenge
(c) potential
2. Customers really trust our company; we have an excellent … .

(a) reputation
(b) attitude
(c) opportunity
3. You can look forward to a generous … when you retire.

(a) pension
(b) salary
(c) overtime
4. In this office we work in … , so sometimes you have to work at the weekend.

(a) hours
(b) periods
(c) shifts
5. The report mustn’t have any mistakes, so you need to work very … .
(a) exactly
(b) accurately
(c) clearly
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6. I’m only an assistant manager now, but … I hope to become a company director.
(a) eventually
(b) finally
(c) permanently
Vocabulary 2
Match the end of each sentence with the beginning.

1. I found languages (a) two months’ notice
2. Joanna is good at sorting out (b) new responsibilities
3. I feel that I’m ready to take on (c) a shortlist of candidates
4. We’ll have to rearrange (d) well in an interview
5. The HR department will make up (e) problems in the department
6. We plan to hold (f) rather difficult at college
7. If I want to leave my job, I have to give (g) our working hours, because Gabi is
ill today.
8. Ravi decided to train
(h) interviews for this post next week.
9. Delia is the sort of person who will come
across (i) in web design because he’s
interested in computers.
Grammar 1
Choose the correct word or expression to complete each sentence.
1. I worked / have worked in this industry for seven years and now I feel like a
change.
2. I see from your CV that you studied / have studied for a degree in geography after
you left school.
3. In my new role, I’m expected to plan / planning our sales activities for the coming
year.
4. I travelled / have travelled to Canada last year for a sales conference.
5. In my next job I would / do prefer to work closely with other people if possible.
6. Josephine is very good at dealing / to deal with customers’ complaints.
7. We are keen to provide / providing a first-class service to all our clients.
8. I would like taking / to take on more responsibility in future.
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Grammar 2
Reorder the words to make sentences.
Russian she? doesn't good speaks
1. Daniela _______________________________________________________
this work pay for overtime won’t they?
2. They’ll _______________________________________________________
Under calm stays always pressure
3. Benjamin _______________________________________________________
Brother teachers are my of
4. Both _______________________________________________________
For this have enough don’t project staff
5. We _______________________________________________________
All my with get on colleagues well
6. I _______________________________________________________
Visit India sales a team twice year
7. Our _______________________________________________________
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Reading 1
Nina accepts an offer of a trainee post with Brenton Associates. They send her a
contract of employment with a covering letter. Read the covering letter and
choose the correct answer for each question.
BRENTON ASSOCIATES
ELITE SUPPLIERS TO THE GARMENT TRADE

LONDON | EDINBURGH | MANCHESTER
Ms N Chaudry
34 Males Road
Salford M15 4JJ
Dear Nina
We are delighted that you have accepted our offer of the post Trainee Sales Assistant.
Please find enclosed two copies of your employment contract. In this letter we would
like to draw your attention to the most important terms and conditions.
 This is a fixed-term contract for six months. After that we may offer a permanent
contract, depending on your performance in the role.
 Please note our terms of notice on page 7. During the first four weeks of your
employment you may end this contract by giving us one week's notice. After this
period, you must give us one month's notice.
 We will pay your salary on the 15th of the month, by transfer to your bank
account. Please send the HR department your bank details.
 You are entitled to 12 days' annual leave during this contract, in addition to bank
holidays.
 Normal working hours are 9.00 a.m. to 5.30 p.m., Monday to Friday. We may ask
you to work outside these times from time to time. You do not have to agree to
do this, but if you do, you will receive additional overtime pay.
 All staff, whether on fixed-term or permanent contracts, may join the company
pension scheme. You will find details of this on page 10.
Please read the contract carefully. If you agree to the terms, please sign both copies
and return one of them to the HR department. If you have any questions please do not
hesitate to contact me.
We look forward to welcoming you to the team.
Yours sincerely
Jean-Luc Martin
Director, Human Resources
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1. After six months Nina…
(a) will have to find another job.

(b) might have another two-year contract.
(c) might have a permanent job with the company.
2. If Nina wants to leave the job during the first month she must…
(a) work until the 15th of the month.

(b) tell her employers one week in advance.
(c) tell her employers one month in advance.
3. What information must Nina give to the HR department?
(a) the name of her bank and her account number

(b) the day when she would prefer to be paid
(c) the dates when she wants to take her holidays
4. If the company ask Nina to work on a Saturday, …
(a) she can’t say no.

(b) they will pay her extra.
(c) she can take a day off during the week.
5. Regarding the company pension scheme, which of these statements is correct?
(a) Nina must join it.

(b) Nina can join it if she wants to.
(c) Nina can’t join it because she doesn’t have a permanent contract.
6. If Nina agrees to the terms of her contract, what should she do?
(a) sign two copies and send them to the HR department
(b) sign one copy and keep it
(c) sign two copies, keep one, and send the other to the HR department
Reading 2
Read an extract from a magazine article in which a recruitment consultant writes
about the qualities that employers look for in job applicants. Choose the correct
words to complete the extract.
Clare Fielding, recruitment consultant at JobsCo writes…
People often ask me what sort of people employers are looking for. Well, the one thing
that is certain about today’s business world is that it is always changing! New
technologies lead to new business practices. So I’d say the most important strength /
product / experience that you need to succeed these days is flexibility. Just because
you learned / stayed / trained in accounting doesn’t mean that you’ll always be an
253
accountant! You need to be enthusiastic and keen / good / likely to learn new skills.
Employers also value independence. They want people who can take action /
responsibility / opportunity for their own decisions, and who can take the initiative
rather than always waiting for instructions. And they want people who are well known /
organized / paid and good at spending / taking / managing their own time. That’s
especially important when you’re working under management / pressure / conditions,
of course. You need to be able to decide which tasks have to be done immediately and
which ones can wait; you need to be able to prioritise / rearrange / book your work, in
other words. At the same time, employers want people who can work as a company /
team / scheme, so you need to get on well with your colleagues.
Module 7, Lesson 1
Meera: Well, in the induction meeting, Sally: Of course. So, as you can see,
they described the structure of the the company has two departments.
company and they gave us this One of the departments is called ‘sales
company organisation chart. and marketing’ – that’s where we work
– and the other department is called
‘administration and support’.
Sally: Yes, of course. Sally: Yes, there’s a lot to take in.
Meera: OK. I see. And the Sally: There’s also the HR team –
administration and support human resources. They deal with
department is made of different teams, employment, disputes, pay, company
right? rules – everything that affects the
staff.
Sally: Yes? Meera: Sally, can I ask you something?
Meera: Well, there was quite a lot of Meera: Yes, we did.

information.
Sally: They look after the buildings, Meera: Right. And what does the
office equipment, things like that. facilities department do?
Meera: Yes. So, could you explain the Sally: Yes, that’s right. Finance, legal,
chart to me again, please? IT ... I’m sure you had similar teams in
your previous job.
254
Meera: Sally, can I ask you something?

Sally: Yes, of course.
Meera: Well, in the induction meeting, they described the structure of the company and
they gave us this company organisation chart.
Sally: Yes?
Meera: Well, there was quite a lot of information.
Sally: Yes, there’s a lot to take in.
Meera: Yes. So, could you explain the chart to me again, please?
Sally: Of course. So, as you can see, the company has two departments. One of the
departments is called ‘sales and marketing’ – that’s where we work – and the other
department is called ‘administration and support’.
Meera: OK. I see. And the administration and support department is made of different
teams, right?
Sally: Yes, that’s right. Finance, legal, IT ... I’m sure you had similar teams in your
previous job.
Meera: Yes, we did.
Sally: There’s also the HR team – human resources. They deal with employment,
disputes, pay, company rules – everything that affects the staff.
Meera: Right. And what does the facilities department do?
Sally: They look after the buildings, office equipment, things like that.
No. Question details

1
255
Module 7, Lesson 2
TASK 1: Read the following text about the structure of a company. Using the
information, write the appropriate names in the organogram which follows.
The company consists of two departments: one of the departments is called ‘sales and
marketing’, and the other department is ‘administration and support’. They are managed
by the Managing Director, Julia Kahn, who in turn is overseen by the Board of Directors.
In the company there are two teams: the sales and marketing department and the
administration and support department. There are two teams in the sales and marketing
department. Sally Jarvis manages the corporate sales team, and they deal with big
companies. Rob Collins is in charge of the general sales team. They work with smaller
companies and individual clients. Each of these two teams has their own Travel
Consultants and Trainee Travel Consultants. Sally and Rob are line managed by Neil
Carlson, who is in charge of the whole sales and marketing department.
3 4
5 6
7 8
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Module 7, Lesson 3
Way of Dealing with Information

Stress
1
10
1. Be active: Exercise helps 4. Have some 'me time': 2. Take control: Loss of
clear your thoughts and lets People spend too long control is one of the main
you deal with your working and not doing the causes of stress. If you are
problems more calmly. things which they enjoy. It is passive, your problem will
There is good evidence that important to take time to do not go away, and is not a
257
good physical health leads the things you enjoy. Stress solution. When you feel you
to good mental and increases if you do not. are in charge of a situation,
emotional health. it will improve.
5. Avoid unhealthy habits:
3. Connect with people: Smoking and drinking are 7. Work smarter, not
Friends and family can help not ways of coping with harder: This means that
you find solutions to stressful situations, you should prioritise your
problems and to see things although they might seem work and focus on tasks
in different ways. Feeling to be in the short-term. which make a real
isolated makes problems Over time, this will cause difference – don’t always
seem worse than they might more problems. think that you will finish
be. your work.
6. Help other people:
9. Accept the things you There is evidence that 8. Try to be positive: It is
can't change: If there is no people who help others, important to remember
solution to a problem, then through activities such as what is good in your life,
don’t waste time (and volunteering or helping in and to be positive and
increase your stress levels) the community, feel less grateful about these things.
trying to find a solution. stress.
Handout 2 Continued (Module 7, Lesson 3)
2. Take control: Loss of 5. Avoid unhealthy habits: 3. Connect with people:

control is one of the main Smoking and drinking are Friends and family can help
causes of stress. If you are not ways of coping with you find solutions to
passive, your problem will stressful situations, problems and to see things
not go away, and is not a although they might seem in different ways. Feeling
solution. When you feel you to be in the short-term. isolated makes problems
are in charge of a situation, Over time, this will cause seem worse than they
it will improve. more problems. might be.
6. Help other people: 7. Work smarter, not 4. Have some 'me time':
There is evidence that harder: This means that People spend too long
people who help others, you should prioritise your working and not doing the
through activities such as work and focus on tasks things which they enjoy. It is
volunteering or helping in which make a real important to take time to do
the community, feel less difference – don’t always these things you enjoy.
stress. think that you will finish Stress increases if you do
your work. not.
10. Challenge yourself: Set
goals and challenges, for 9. Accept the things you 8. Try to be positive: It is
example learning a new can't change: If there is no important to remember
language or a new sport. solution to a problem, then what is good in your life,
This will help to build don’t waste time (and and to be positive and
confidence, which in turn increase your stress levels) grateful about these things.
helps to deal with stress. by trying to find a solution.
258
1. Be active: Exercise helps clear your thoughts and lets you deal with your problems
more calmly. There is good evidence that good physical health leads to good mental
and emotional health.
2. Take control: Loss of control is one of the main causes of stress. If you are passive,
your problem will not go away, and is not a solution. When you feel you are in charge of
a situation, it will improve.
3. Connect with people: Friends and family can help you find solutions to problems and
to see things in different ways. Feeling isolated makes problems seem worse than they
might be.
4. Have some 'me time': People spend too long working and not doing the things which
they enjoy. It is important to take time to do the things you enjoy. Stress increases if you
do not.
5. Avoid unhealthy habits: Smoking and drinking are not ways of coping with stressful
situations, although they might seem to be in the short-term. Over time, this will cause
more problems.
6. Help other people: There is evidence that people who help others, through activities
such as volunteering or helping in the community, feel less stress.
7. Work smarter, not harder: This means that you should prioritise your work and
focus on tasks which make a real difference – don’t always think that you will finish your
work.
8. Try to be positive: It is important to remember what is good in your life, and to be

positive and grateful about these things.
9. Accept the things you can't change: If there is no solution to a problem, then don’t
waste time (and increase your stress levels) by trying to find a solution.
10. Challenge yourself: Set goals and challenges, for example learning a new language
or a new sport. This will help to build confidence, which in turn helps to deal with stress.
Module 7, Lesson 4
The following phrases, from LES 3.1, have been mixed up. Write them in the correct
order.
1 introduce to you let me _____________________________________________
2 meet you to pleased ________________________________________________
3 to don’t intrude I mean ______________________________________________
259
4 some your time have of can I _________________________________________
5 me excuse ___________________________________________
6 you nice been to talking it’s _____________________________________________
7 you pleasure a meet to was it____________________________________________
Name: Name: Name: Name:

Sachin Tendulkar Hilary Clinton Bill Gates Aishwarya Rai
Job / Position: Job / Position: Job / Position: Job / Position:

Retired cricketer Politician Founder, Microsoft Actress / Model
Interesting Info: Interesting Info: Interesting Info: Interesting Info:

He is one of the best Beaten by Donald Gates is one of the She is one of the
cricket players of all Trump in 2016 US richest people in the best known
time. He was India’s election. She was US world, with a net Bollywood
youngest ever test Secretary of State worth of around $87 actresses, and has
cricketer (aged 16). (i.e. in charge of billion. He is the won numerous
He played nearly foreign policy) from founder of awards over her
700 games in total 2009 to 2013. She Microsoft. With his career, including a
for India. He scored was Senator for New wife, Melinda, he very high award
100 international York from 2001 to established one of from the
centuries. He does 2009. She was the the largest global government of India.
lots of charity work First Lady of the US charities, which he She is also a
with kids. from 1993 to 2001. has given more than goodwill
$28 billion to. ambassador for the
United Nations
Programme on AIDS.
Use this box to make notes about Use this box to make notes about
your partner your partner
260
Module 7, Lesson 5
TASK 1: Your group should divide into 2 pairs. Each pair should discuss one of the
following questions, and make notes underneath.
Pair 1: What are the advantages of a hierarchical organisational structure in a company?
Pair 2: What are the disadvantages of a hierarchical organisational structure in a

company?
261
What are the advantages of a hierarchical organisational structure in a company?
 Results in fast decisions. This can be particularly useful when a company is

starting out.
 Simplifies the structure – the levels of responsibility and authority are likely to be
clear. This can be useful for employees – especially new employees.
 Clarifies how people report to each other.
What are the disadvantages of a hierarchical organisational structure in a

company?
 It makes it difficult for specialists / project experts to play a big role in the
company.
 Key people may be overloaded and have too much responsibility. This is a
particular problem if and when these people leave.
 Line organisation becomes more difficult as the organisation grows in size.
 Managers may have to be experts in too many areas.
Module 8, Lesson 1
Discuss the following quotations with your partner. Do you agree or disagree with them?
1. “You don’t make progress by standing on the sidelines, whimpering and

complaining.” (Shirley Chisholm)
2. “People won’t have time for you if you are always angry or complaining.” (Stephen
Hawking)
3. “The more we complain, the more unhappy we get.” (Dennis Prager)
4. “My primary hobby is complaining.” (Jay Duplass)
5. “Do something about your complaints.” (Rita Dove)
262
Handout 2 (Module 8, Lesson 1)

Answer the following questions about the listening text which your teacher will read to
you.
1. What can you do to show

to a customer that you have
been listening to their
complaints?
2. How does having more
information help you deal
with a customer complaint?
3. What is a good way to
improve the situation
quickly?
4. What happens if you
involve the customer in the
process?
5. What should you do if you
cannot solve the problem?
Handout 3 (Module 8, Lesson 1)
Six Tips for Dealing with Customer Complaints.
1. Listen carefully to what the customer wants to say, and let them finish whatever they
want to talk about. Do not be defensive. The customer is not attacking you personally –
but you are the face of the company. When responding, repeat some of the things the
customer has said. This will show that you have been listening.
2. The more information you can get from a customer, the better. You will be better able
to understand the reason why they are upset. It’s better to ask questions rather than
jump to conclusions.
3. Your goal is to solve the problem, not to argue with the customer. They need to feel
like you are on their side and want to help them.
4. If you show the customer that you are sincerely sorry, the situation usually improves
quickly. Try not to blame another department. Be honest.
5. When offering a solution, ask the customer whether they feel that you have offered a
fair solution. This involves them in the process, and means that they are more likely to
be happy with the result.
6. If you are unable to solve the problem, find somebody else who can.
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Module 8, Lesson 2
Which of the following situations would you complain about? Discuss with your
partner.
 Someone overcharged you in a shop

 Your food / drink was late in a restaurant
 Your teacher was regularly late for class
 Your mobile phone company charged you 20 rupees more than they should
Read the email below and answer the questions which follow.
1. Why has Neil written the email?
2. What is the tone of the email?
3. Why does Neil think it is

important to “greet all clients by
name”?
4. Why does Neil think “You should

always say that we are extremely
sorry, even if the problem wasn't
our fault”?
5. Why does Neil tell Adam: “Don't
just say, ‘I'll sort it out for you.'”
264
From: Carlson, Neil
To: Smith, Adam
Subject: Feedback on call with Mr. Kovalev
Adam
Here are the notes from our meeting about your call with Mr. Kovalev. There are three
main points of feedback:
1. Don't ask for information that you already have. As you know, we offer all our
clients a personal service. When Mr. Kovalev called us, he gave his client reference
number. That means all his details were on your screen at the start of the call. For
example:
 His name was already on your screen. Remember to greet all clients by name.
 The name of Mr. Kovalev's hotel was also on the screen, so you didn't need to ask
him for it again.
 His mobile number was on the screen, so there was no need for you to ask him
for it again. However, it's always a good idea to check that the number we have is
correct.
2. Apologise properly. You should always say that we are extremely sorry, even if the
problem wasn't our fault.
3. Explain what you are going to do to solve the problem. Don't just say, ‘I'll sort it
out for you.' We always change our clients' hotels if they aren't happy with them – it's
company policy. You should have told Mr. Kovalev that straightaway.
Now I'd like you to take another call and try to remember all these points. Call Mr. Liu
(client number 786632) tomorrow morning at 9 a.m. I'll send you his original email and
some suggestions for solving his problems.
Best wishes
Neil

Fill in the text with the phrases below.
A. I agree that it isn’t acceptable. F. we’re very sorry
B. following your complaint G. we were very sorry to hear that
C. thank you very much for making time to H. I can assure you
talk to me
D. may I explain what we plan to do about I. we’ve looked carefully at your

it? email
E. we’ll certainly do our best to help J. that’s a good suggestion
265
Adam: Hello, Mr. Liu. My name’s Adam Smith. I’m calling from Barton & Craig.
Mr. Liu: Hello, Mr. Smith.
Adam: First of all, ________________________________________ (1), Mr. Liu. I
know that Imperial Products is a big company so I’m sure you must be very busy.
Mr. Liu: That’s fine. It’s always good to be able to talk to someone in person.
Adam: Well, ________________________________________ (2).
________________________________________ (3) that you feel you’re not getting a
good level of service from us.
Mr. Liu: Yes, well, as I said, we are generally pleased with your service, but there are one
or two issues that need to be sorted out.
Adam: ________________________________________ (4).
Mr. Liu: First, there is a problem with contacting you. When we call your helpline, we
often have to wait a long time to get a reply.
Adam: ________________________________________ (5). I can see how annoying
that is.
Mr. Liu: Yes. And even when we send you an email, we don’t get a reply until the
following day. I’m sorry, but it isn’t good enough.
Adam: You’re absolutely right, of course.
________________________________________ (6).
________________________________________ (7).
Mr. Liu: Yes, please go ahead.
Adam: We’ve investigated the problem, and it seems clear that it’s caused by the
difference in time zones between London and China.
Mr. Liu: Right?
Adam: ________________________________________ (8), we realise that we need
to have more people working on our night shift. That will make it possible for us to
answer your calls and emails much more quickly.
Mr. Liu: Well, that sounds good.
Adam: Good. Now, I’m afraid it won’t be possible to have the extra people available
immediately. But ________________________________________ (9), that we’ll have
more people working on our night shift by the end of December at the latest, that is to
say in two months’ time.
Mr. Liu: Right. That’s reasonable.
Adam: So, at the start of next year, we’re confident that you’ll see a real improvement.
Mr. Liu: Well, I’m very pleased to hear it.
Adam: Thank you. And you also mentioned in your email that there is a language
problem for some of your staff.
Mr. Liu: Yes. Not all my staff speak good English. Can’t you employ more Chinese-
speaking staff on your team?
Adam: Yes, ________________________________________ (10). I’ll discuss this
with my manager and we’ll report back to you. I’ve made a note to contact you next year
to make sure that things have improved. Maybe two weeks after Chinese New Year?
Mr. Liu: That’s fine. In fact, I’m going to be in London that week, so I’ll come in to see
you.
Adam: Excellent. If you let us know nearer the time when you’re available, we’ll set up an
appointment.
Mr. Liu: Thank you.
Adam: And thank you for telling us about these issues. Now, while you’re on the phone,
is there anything else we can help you with? You may have noticed this …
266
Adam: Hello, Mr. Liu. My name’s Adam Smith. I’m calling from Barton & Craig.
Mr. Liu: Hello, Mr. Smith.
Adam: First of all, thank you very much for making time to talk to me, Mr. Liu. I know that
Imperial Products is a big company so I’m sure you must be very busy.
Mr. Liu: That’s fine. It’s always good to be able to talk to someone in person.
Adam: Well, we’ve looked carefully at your email. We’re very sorry that you feel you’re
not getting a good level of service from us.
Mr. Liu: Yes, well, as I said, we are generally pleased with your service, but there are one
or two issues that need to be sorted out.
Adam: We’ll certainly do our best to help.
Mr. Liu: First, there is a problem with contacting you. When we call your helpline, we
often have to wait a long time to get a reply.
Adam: We were very sorry to hear that. I can see how annoying that is.
Mr. Liu: Yes. And even when we send you an email, we don’t get a reply until the
following day. I’m sorry, but it isn’t good enough.
Adam: You’re absolutely right, of course. I agree that it isn’t acceptable. May I explain
what we plan to do about it?
Mr. Liu: Yes, please go ahead.
Adam: We’ve investigated the problem, and it seems clear that it’s caused by the
difference in time zones between London and China.
Mr. Liu: Right?
Adam: Following your complaint, we realise that we need to have more people working
on our night shift. That will make it possible for us to answer your calls and emails much
more quickly.
Mr. Liu: Well, that sounds good.
Adam: Good. Now, I’m afraid it won’t be possible to have the extra people available
immediately. But I can assure you that we’ll have more people working on our night shift
by the end of December at the latest, that is to say in two months’ time.
Mr. Liu: Right. That’s reasonable.
Adam: So, at the start of next year, we’re confident that you’ll see a real improvement.
Mr. Liu: Well, I’m very pleased to hear it.
Adam: Thank you. And you also mentioned in your email that there is a language
problem for some of your staff.
Mr. Liu: Yes. Not all my staff speak good English. Can’t you employ more Chinese-
speaking staff on your team?
Adam: Yes, that’s a good suggestion. I’ll discuss this with my manager and we’ll report
back to you. I’ve made a note to contact you next year to make sure that things have
improved. Maybe two weeks after Chinese New Year?
Mr. Liu: That’s fine. In fact, I’m going to be in London that week, so I’ll come in to see
you.
Adam: Excellent. If you let us know nearer the time when you’re available, we’ll set up an
appointment.
Mr. Liu: Thank you.
Adam: And thank you for telling us about these issues. Now, while you’re on the phone,
is there anything else we can help you with? You may have noticed this …
267
Module 8, Lesson 3
[Information] The following letter is an email response to a complaint. You may already
have seen it in Learn English Select.
Label the letter using the headings below.
1. Final apology 2. Postal address for 3. Initial apology 4. Offer of

correspondence and background financial
information compensation
5. Explanations 6. Explanation of 7. Introductory 8. Actions taken
for problems actions taken paragraph which following
because of the outlines the issue investigation
complaint
BARTON & CRAIG
Floral Avenue
London WC1 5TT
Dear Ms. Martin
We were extremely sorry to hear about your bad experience at High Point Conference Centre.
The problems you describe are very serious and we agree that they are not acceptable.
We carried out an inspection of High Point in November last year and did not find any of the
problems you mentioned. Consequently, we were very surprised and disappointed to receive
your letter. However, as the recommendation to use High Point came from us, we must accept
our share of the responsibility for what happened. We can only apologise.
We have investigated the problems you described. We contacted the manager of High Point
with your complaints. He informed us that there were a lot of unusual problems there during
the week of your conference, namely:
 The person who normally checks their audio equipment was off sick that week.
 There was a temporary problem with broadband internet services that week which
affected everyone in the area, not just the conference centre.
 Their head chef and two other kitchen staff were off sick that week as well.
We were not completely satisfied with these explanations and therefore we will not recommend
High Point to other clients until we have carried out another inspection. We understand that
High Point has changed owners since our last inspection. We have contacted the new owners
about the problems you experienced and we will ensure that you are copied in on their reply.
Meanwhile, in recognition of the inconvenience you experienced during your conference, we

would like to offer you a discount of ten per cent on your next conference booking with us.
Again, please accept my most sincere apologies on behalf of Barton & Craig. We do hope that
this will not affect our business relationship and look forward to being of assistance to you in
the future.
Yours sincerely
Meera Gupta
www.bartonandcraig.com
268

Read the following complaint email from a customer of the Indian Star restaurant.
Write a letter in response in the box which follows.
Dear Indian Star Restaurant,

I am writing to complain to you about the terrible experience which I and my family had
recently in your restaurant. Despite the fact that you have a very good reputation on
many review websites, our experience was the complete opposite.
For example, your restaurant says that your staff are ‘highly skilled’ and ‘very friendly’.
However, when we arrived we had to wait 30 minutes for a table because you had
overbooked. During this time, your staff did not offer us a drink or even a chair to sit
down on.
When we finally managed to get a table, the problems continued. My wife wanted to eat
the chicken, but you had run out and so she had to order something else. Also, when our
food finally came, it was cold, and some of the vegetables were not cooked properly.
This is obviously very disappointing, especially as the meal was quite expensive.
I look forward to receiving your response.
Yours sincerely
Gopal Modi
269
Module 8, Lesson 4
Identify the main problems discussed in this text, which is taken from LES.
Neil: Hi Sally … OK, the aim of this meeting is to review the complaints we've had from
clients recently. Sally, I asked you to compile a list of customer complaints.
Sally: Yes, I emailed it to you yesterday.
Neil: Yes, I got it, thanks. Here it is.
Julia: Me too, thanks.
Neil: Well, I suggest we start with this list. Could you go through the items on your list
Sally and give us a bit more detail?
Sally: Yes, of course. Well, the complaints fall into two main categories. First there are
complaints about our performance, and secondly there are complaints about the service
providers we recommend.
Neil: OK, let’s start with the comments about us.
Sally: Well, over two thirds of the complaints are about us – 73 per cent to be precise –
were about difficulties people had with contacting us.
Julia: That’s high! Were the complaints about contacting us by phone or by email?
Sally: Both. Just over half of the complaints concerned phone queries and just under
half were about email queries.
Neil: And what were the specific problems?
Sally: A number of people said that, when they phoned us, we had made them wait for
too long.
Julia: Oh dear!
Sally: The system helps …
Julia: I hoped that our …
Sally: Sorry, Julia. After you.
Julia: I was going to say, I hoped that our new telephone answering system would solve
that problem.
Sally: Well, the system helps with answering the phone, but not with putting the client in
contact with a member of our team.
Julia: Right?
Sally: For example, one client told us that he was really happy that someone had
answered the phone after only four or five rings. But then he realised that the phone
was answered automatically.
Julia: Well, we need to do something about that.
Sally: One of my team members was speaking to Mr. Liu, a client from China last week.
Mr. Liu said that he and his colleagues had often waited till the following day to get a
reply from us.
Neil: That’s because of the difference in time zones.
Julia: OK, we’ll have to address that as well.
Sally: And he also mentioned that some of his colleagues had problems with
communicating in English. He asked me why we didn't employ more Chinese-speaking
team members.
270
Julia: OK, let’s look into that as well. And what’s the biggest cause for complaint about
our service providers?
Sally: Well, most of the complaints are about the quality of the places we recommend,
especially the hotels.
Neil: For example?
Sally: Well, a lot of clients said they had chosen a particular hotel on our
recommendation. Then when they got to the hotel, they weren't satisfied with it. One
client even said that we weren't honest. He said that we recommended hotels because
we got money from them. We didn't recommend them because they were good hotels.
Julia: That’s really worrying! OK, let’s decide ...
What advice would you give the company about solving these three problems?
 People had problems contacting the company by both phone and email.
 Chinese customers had problems in communicating in English.
 Clients think that the company is only recommending hotels to get commission.
What would you do in the following workplace situations?
Situation 1
You've just started working for an IT company. You have a great idea for a new app,
which you think will be really popular. You share it with one of your co-workers.
However, the next day, you discover that your co-worker has shared this idea with your
boss, saying that it was his. The boss loves the idea, and promotes your co-worker,
giving him all the credit.
Situation 2
You have worked in a small shop for many years. You really like the owner, who is very
kind to you. She decides to hire her only son to work in the shop, but he is very bad. He
comes in late, steals money and ignores customers. You don’t want to upset the owner,
but you think that the son’s activities threaten the future of the business.
271
Situation 3
You work in the sales department of a shop. The team is of 5 people. You have a
collective team sales target which has been set by the management. 4 of the team,
including you, work hard to try and meet this target. There is one other member of the
team who does not work as hard. He is often on his phone talking to his family when he
should be working. He always seems tired, and is often rude with customers. The rest of
the team are worried about the impact he is having on meeting the targets.
What would you do in the following workplace situations?
Situation 1
You've just started working for an IT company. You have a great idea for a new app,
which you think will be really popular. You share it with one of your co-workers.
However, the next day, you discover that your co-worker has shared this idea with your
boss, saying that it was his. The boss loves the idea, and promotes your co-worker,
giving him all the credit.
Situation 2
You have worked in a small shop for many years. You really like the owner, who is very
kind to you. She decides to hire her only son to work in the shop, but he is very bad. He
comes in late, steals money and ignores customers. You don’t want to upset the owner,
but you think that the son’s activities threaten the future of the business.
Situation 3
You work in the sales department of a shop. The team is of 5 people. You have a
collective team sales target which has been set by the management. 4 of the team,
including you, work hard to try and meet this target. There is one other member of the
team who does not work as hard. He is often on his phone talking to his family when he
should be working. He always seems tired, and is often rude with customers. The rest of
the team are worried about the impact he is having on meeting the targets.
272
Module 8, Lesson 5
What would you do in this situation?

You are the manager of a large restaurant. You receive an email from the manager of a
holiday tour company who ate at your restaurant last week. He received some negative
feedback from some of his guests, who said the food was not cooked properly and was
overpriced. That week your main chef was off sick, and you had to get a temporary chef
in. He is a good customer who brings hundreds of people to your restaurant every year.
In your groups discuss what your group would do in the following situation. When
you have agreed, you must give a 3-minute presentation to the rest of the class.
At least two people in your group must speak in this presentation.
Your group is the senior management team for a large IT company. You have been
getting a lot of complaints from junior members of staff about their wages, and the fact
that senior managers are earning a lot more money. You think that is affecting people’s
attitude to work, but there are also risks in paying people more money – and you may
have to fire some people in order to pay others more.
You run your own shop selling fruit and vegetables. Business has been good for many
years, but recently more and more people have been complaining about the quality of
what you sell. You wonder whether your suppliers are providing you with poor produce.
A new supermarket has opened nearby, and it is important for you to keep your
customers happy, otherwise you will find it difficult to remain in business.
You are the senior management team in a school. You receive a letter from 50 sets of
parents (out of 500 sets of parents in the school) who are concerned about a new
teacher. The new teacher has very good qualifications, but she teaches in a different
and unusual way to most teachers. The students really like this new teacher, and have
been responding very positively to her.
273
Situation 1: Your group is the senior management team for a large IT company. You
have been getting a lot of complaints from junior members of staff about their wages,
and the fact that senior managers are earning a lot more money. You think that is
affecting people’s attitude to work, but there are also risks in paying people more
money – and you may have to fire some people in order to pay others more.
Situation 2: You run your own shop selling fruits and vegetables. Business has been
good for many years, but recently more and more people have been complaining about
the quality of what you sell. You wonder whether your suppliers are providing you with
poor produce. A new supermarket has opened nearby, and it is important for you to
keep your customers happy, otherwise you will find it difficult to remain in business.
Situation 3: You are the senior management team in a school. You receive a letter from
50 sets of parents (out of 500 sets of parents in the school) who are concerned about a
new teacher. The new teacher has very good qualifications, but she teaches in a
different and unusual way to most teachers. The students really like this new teacher,
and have been responding very positively to her.
Module 9, Lesson 1
Which of the following adjectives do you think can be used to describe business
meetings? Are there any other adjectives which you think could also be used?
274
Read the following statements about business meetings. Do you think they are
true or false? Explain your reasons.
True? False?
1. Meetings can only take place face-to-face
2. Meetings should be as long as possible
3. Meetings should be interesting
4. You don’t need to know what will be discussed in a meeting
beforehand
5. Meetings may involve a small or large number of people
6. There should be a written record of what happens in a
meeting
7. One person should be responsible for getting agreement in
a meeting
Complete the following sentences in your own words about potential meeting
problems.
1. If a meeting is too long …
2. If there are too many people in a meeting …
3. If there is no written record of a meeting…
4. If there is nobody in charge of a meeting …
5. If people have not prepared for the meeting beforehand …
Discuss the following questions in your group.
1. How long should a business meeting be?
2. What is the maximum number of people who should be in a meeting?
3. How can the chair involve everybody in the meeting?
4. What kind of information should be found in a meeting’s minutes?
5. What should you do when you receive a meeting agenda?
275
Module 9, Lesson 2
Look at the following pictures of meetings. What examples of good and bad practice can
you see?
276
MEETINGS “DOs” and “DON’Ts”

The list of ‘dos’ and ‘dont’s’ has been mixed up. Tick the statements which are dos,
and place a cross next to the don’ts.
Dos Don’ts
1. Ignore what other people say
2. Stay on topic
3. One person speaking at a time
4. Go off topic
5. Be engaged
6. Listen to others
7. Use “we” or “I”
8. Be dominated by one or two people
9. Talk very generally
10. Be late or distracted
11. Seek consensus
12. Summarise as you are going along
13. Support group decision
14. Set a clear start and end time
15. Have a clear objective
16. Use “you”, “them” or “they”
17. Recognise when someone has done something good
18. Think you are always right
19. Attack and be aggressive
20. Build on others’ ideas
21. Keep useful information to yourself
22. Focus on positives as well as challenges
277
Discuss the following question in Discuss the following question in

your group. After this activity, you your group. After this activity, you
will be put into a different group, will be put into a different group,
where you will have to share what where you will have to share what
you have discussed. you have discussed.
1. How can you make sure people stay on 2. How can you make sure people are
topic in a meeting? engaged in a meeting?
Discuss the following question in Discuss the following question in

your group. After this activity, you your group. After this activity, you
will be put into a different group, will be put into a different group,
where you will have to share what where you will have to share what
you have discussed. you have discussed.
3. How can you make sure everybody’s 4. How can you get consensus in a
voice is heard in a meeting? meeting?
Discuss the following question in

your group. After this activity, you
will be put into a different group,
where you will have to share what
you have discussed.
5. How can you address problems and

challenges?
Module 9, Lesson 3
Write the following phrases, related to ‘agreement’, ‘disagreement’ and ‘partial

agreement’ in the correct category.
 I see what you mean. However, …  That’s not how I see it

 Not necessarily  I’m not so sure
 I couldn’t agree with you more  I am of a different view
 I like that idea  I don’t share your view
 I take your point but …
 I think so too
 You’re right
 I totally disagree
278
Agreement Disagreement Partial Agreement
Agreement Disagreement Partial Agreement
 I couldn’t agree with  I totally disagree  I see what you mean.

you more  That’s not how I see However, …
 I think so too it  Not necessarily
 I like that idea  I am of a different  I take your point but
 You’re right view …
 I don’t share your  I’m not so sure
view

1 I think electricity should be free
3 Everyone should go to school until they are 18
5 Petrol prices should be doubled
7 All children should have to play one hour of sport a day
2 Mobile phones should be banned
4 Nuclear power is a good thing
6 Health care should be free
8 There should be school six days a week
279
Module 9, Lesson 4
Apologies for Not everybody who is invited to the meeting may be able to attend
absence (e.g. they may be on holiday, working away from the office, or busy in
another meeting). People who are going to be absent usually would
contact the chair or secretary to say they cannot come.
Minutes of
last meeting
Regular In many businesses there are items which are discussed at every
agenda items meeting. These items would usually be things like finance, staff issues,
marketing and so on.
Specific
agenda items
Any other This is sometimes known as ‘AOB’. It is an opportunity for people to
business raise other issues of particular concern.
Details of
next meeting
Apologies for
absence
Minutes of It is usual to look at the minutes (the written notes) of the previous
last meeting meeting at the start of every meeting. There are two reasons for this.
The first is to give people the opportunity to correct anything which
was written down incorrectly (e.g. if it says you said something, but
you did not). The second is to check whether people have done their
‘action points’ from the previous meeting.
Regular
agenda items
Specific There will be specific things to discuss at meetings – for example
agenda items events which are coming up soon, issues which have happened
recently and need to be discussed etc.
Any other
business
Details of The time and location of the next meeting are usually agreed as the
next meeting last item.
280
Apologies for Not everybody who is invited to the meeting may be able to attend
absence (e.g. they may be on holiday, working away from the office, or busy in
another meeting). People who are going to be absent usually would
contact the chair or secretary to say they cannot come.
Minutes of It is usual to look at the minutes (the written notes) of the previous
last meeting meeting at the start of every meeting. There are two reasons for this.
The first is to give people the opportunity to correct anything which
was written down incorrectly (e.g. if it says you said something, but you
did not). The second is to check whether people have done their
‘action points’ from the previous meeting.
Regular In many businesses there are items which are discussed at every
agenda items meeting. These items would usually be things like finance, staff issues,
marketing and so on.
Specific There will be specific things to discuss at meetings – for example
agenda items events which are coming up soon, issues which have happened
recently and need to be discussed etc.
Any other This is sometimes known as ‘AOB’. It is an opportunity for people to
business raise other issues of particular concern.
Details of The time and location of the next meeting are usually agreed as the
next meeting last item.
Background meeting materials for: Finance Manager

 It has been a good last quarter in terms of income generated. Income has
increased by 23% compared to the same period last year. Similarly, sales have
gone up by 15%.
 However, profits have not increased at the same rate. Profits were up only 2%,
which is a little bit concerning. This means that we are spending much more than
we should on creating our products. It would be good to get some ideas about
how we can reduce these costs.
 Related to this, our staff costs are now the highest they have ever been. In the
short-term this is fine, but if the situation is the same in 6 months’ time, we may
have to make people redundant.
 There are some challenges in the next quarter. We will need to spend a lot of
money on our insurance renewal. The large claim which we made last year after
flood water damaged our product means that the premium will be much higher
this year. Does anyone have any contacts with other insurance companies who
may be able to offer a cheaper premium?
 We are due to have the auditors come in next week. All department heads need
to have a plan about how they will approach this. Please could you share this with
me in the meeting.
281
Background meeting materials for: Human Resources Manager

 Staffing levels are currently very high. This month we had 22 new members of
staff. This has resulted in quite a lot of pressure on the HR department. If this
continues, we may need some more staff ourselves!
 The company is currently fighting a legal case against a former employee, who
said that we fired him unfairly. We have made him a financial offer, which he
refused. We need to decide what to do about this.
 The annual staff questionnaire has now been completed. A full report is available
and will be sent to you soon by email. Some of the main findings are as follows
o 76% replied that they are satisfied or very satisfied with the company.
Particular positive points included: good salary, good IT equipment, and
quality of the managers.
o However, this means that nearly a quarter of staff are dissatisfied or very
dissatisfied. This is of serious concern. The main reasons for this are the
lack of holidays (only 10 days a year, on average), the lack of training
opportunities, and the remote location of the office. It would be good to
discuss these points in the meeting to see what solutions there may be.
Background meeting materials for: Communications Manager

 The advertising campaign which we ran last month was very successful. More
than 50,000 people saw our Facebook and Twitter adverts, resulting in 1,200
sales. However, this was quite an expensive process. I think it would be good to
do this again next month if there are funds for this.
 We asked about the staff newsletter in the annual staff questionnaire. The
feedback which we got was quite disappointing. Most staff do not read it, and
about 20% did not even know it existed! We need to take a decision about it.
 Thanks to the investment in new phones and computers, our response times to
calls and emails is much faster than it has ever been. The average call wait is just
15 seconds, and emails are generally answered within 3 hours. However, not all
departments have had this upgrade. This is definitely something to consider.
 The website is still an area of concern. In the last quarter it crashed 12 times,
which is unacceptable. We lost many orders because of these problems, which is
obviously costing us money. I think one problem is that we have been growing
very quickly, but our website has not been developed at the same speed.
282
Module 10, Lesson 1
Desert Island
Imagine you are on a desert island. Which 8 of the following 15 items would you take
with you?
A container of water Some tins of food A clock

Some saucepans A hammer and saw A large flag
Some matches Clothes Some random seeds
Chairs 8 random books A mobile telephone
A bag of footballs A laptop A violin
Write these phrases about the language of negotiation in the right part of the table
No, you go first

I’m not sure I understood you.
Excuse me, but did you say…?
After you
I’m sorry I interrupted you.
Go ahead
I’m sorry, could I interrupt you?
Ok, I’m listening
283
Teacher’s Notes: Face-to-Face (B1)
To give way to the other To ask the other person To check what someone
speaker to continue means
Imagine your group has been chosen to lead the first ever journey to Mars. What 8 things
would you take with you, in case you met any aliens, to explain to them about what Earth is
like.
284
The United Kingdom’s international organisation for educational opportunities and cultural relations
Module 10, Lesson 2
Student 1 Student 2
You want to sell your pen to to your partner. You want to buy the pen which your partner
You must try and get the highest price you is offering you. The maximum you are
can. The minimum which you are willing to prepared to pay is 150 rupees, but you want
accept is 100 rupees, but obviously you to get it for as little as possible.
want to get as much as possible.
The following phrases can be used in discussion and negotiation. Write them in the
correct part of the table.
 Sorry to interrupt, but …

 Sure, go ahead.
 Would you mind repeating that?
 I’m sorry, but I don’t quite follow you.
 Yes, no problem.
 Sorry, but I don’t get that.
 I’m sorry, do you mind if I finish first?
 If I could just say something here …
 Could I come in here?
 Could you say that again please?
 Please let me finish first, then you can have your turn.
 Excuse me. Can I interrupt you for a moment?

interruption
285
Statements to Discuss
1. The rich should pay higher taxes.
2. Energy should come from renewable sources.
3. The vote should be given to 16 year olds.
4. Sport should be compulsory for 2 hours per day for children.
5. Drugs should be legal.

Q1: Strongly agree Q1: Slightly agree Q1: Slightly disagree
Q2: Slightly agree Q2: Slightly disagree Q2: Strongly disagree
Q3: Slightly disagree Q3: Strongly disagree Q3: Slightly agree
Q4: Slightly disagree Q4: Slightly agree Q4: Strongly agree
Q5: Strongly agree Q4: Strongly disagree Q4: Slightly agree
Module 10, Lesson 3
What is the Prisoner’s Dilemma?

Imagine that you and your friend are arrested for a crime. The police are uncertain which of
you was in charge of committing the crime, and which person just helped the other to do it.
You are taken to different rooms and given a choice:
 If you both remain silent, you are both released and do not have to go to jail at all.
 If one betrays the other, the betrayer goes free, and the other is imprisoned for 10
years.
 If you each betray each other, you are both imprisoned for 5 years.
286
Results table for decision making in the Prisoner’s Dilemma
Your friend remains silent Your friend betrays

You remain silent 0 years (you) / 0 years 10 years (you), 0 years
(friend) (friend)
You betray 0 years (you) / 10 years 5 years (you), 5 years friend)
(friend)
Results table for decision making in the Colour Game
Other team chooses blue Other team chooses red

Your team chooses blue 3 pts (you), 3 pts (other) -5 pts (you), 5 pts (other)
Your team chooses red 5 pts (you), -5 pts (other) -3 pts (you), -3 pts (other)
What is the Prisoner’s Dilemma?

Imagine that you and your friend are arrested for a crime. The police are uncertain which of
you was in charge of committing the crime, and which person just helped the other to do it.
You are taken to different rooms and given a choice:
 If you both remain silent, you are both released and do not have to go to jail at all.
 If one betrays the other, the betrayer goes free, and the other is imprisoned for 10
years.
 If you each betray each other, you are both imprisoned for 5 years.
287
Results table for decision making in the Prisoner’s Dilemma
Your friend remains silent Your friend betrays

You remain silent 0 years (you) / 0 years 10 years (you), 0 years
(friend) (friend)
You betray 0 years (you) / 10 years 5 years (you), 5 years friend)
(friend)
Results table for decision making in the Colour Game
Other team chooses blue Other team chooses red

Your team chooses blue 3 pts (you), 3 pts (other) -5 pts (you), 5 pts (other)
Your team chooses red 5 pts (you), -5 pts (other) -3 pts (you), -3 pts (other)
288
Module 10, Lesson 4
 Name: Malcolm Bradman  Name: Simon Sen

 Current position: Owner and manager of  Current position: Director of Human
own sports company Resources
 Background Information:  Background Information:
o I appeared in and directed several o I have worked as an event
plays at university (comedies and planner and understand the
tragedies); importance of social occasions.
o I am very fit, and play sport on a o I have worked at a senior
very regular basis. management level for many
o I volunteer with a local animal years.
charity, and coordinate the work of o I have been a team leader in
many of the other volunteers. many different roles, both with
o My bachelor’s degree was in digital small and large teams. I consider
media. myself to be a natural leader.
o I did military service many years
ago.
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 Name: Indira Sohail  Name: Sobita Chan

 Current position: Teacher and Social  Current position:
Worker  Background Information:
 Background Information: o I have good technological skills,
o I scored the second highest marks and understand how to use (and
in my school leaving exams in the repair) all different types of
whole state. I also got the best equipment including mobile
degree at my university in the year phones, cameras and computers.
that I left. o I am an active sports player, and
o My expertise is predominantly in have represented my state at
physics and mathematics, although both basketball and tennis.
I also have a good understanding o I have climbed Mt. Everest, the
of geography and economics. highest mountain in the world.
o I am very focused, and like seeing o I like going to the gym and
projects through to the conclusion. keeping fit.
o Member of local astronomy club.
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Which of the 4 candidates would be most suitable for this job?
Job: Astronaut
willing to be away from home for many months at a time, and will be living in
difficult physical circumstances. If you are in space, you will be working with a
small team of 3-4 other people, so a good sense of humour, and the ability to
live with people who may be different to you is very important. You must also
have a good general understanding of science. Good leadership skills would
be a bonus.
Useful phrases which can be used in discussion and negotiation.

interruption
 Sorry to interrupt, but …  I’m sorry, do you mind if I  Sorry, but I don’t get that.
 Could I come in here? finish first?  I’m sorry, but I don’t quite
 If I could just say  Please let me finish first, follow you.
something here … then you can have your  Could you say that again
 Excuse me. Can I turn. please?
interrupt you for a  Yes, no problem.  Would you mind
moment?  Sure, go ahead. repeating that?
Which of the 4 candidates would be most suitable for these jobs?
Job: Lion Tamer

Job Details: This is a very dangerous job, and only the very brave should apply. You must
be able to show that you have a love for animals (especially lions and other
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big cats), and that you have some experience of looking after them. You must
be a patient person, as training lions takes a very long time.
Job: Photographer
Job Details: Since your role will be very general, the ideal candidate will have experience
in a wide range of situations – e.g. weddings, sports events and fundraising
events. It will also be beneficial if you have experience of taking personal and
family pictures. You will need to be flexible as your working hours may be very
unpredictable. Some days you may need to be available at 6am; other days,
you will be working until midnight.
Job: Spy
discover possible threats to India. You must be clever, brave and loyal. We are
looking for people with a range of different skills – so you might have been a
teacher, soldier, police officer or shop worker beforehand – we are interested
in what you might be able to provide.
Module 10, Lesson 5
A kitchen equipment company, SinkCo has a problem with their agent network. Read
some background information about the situation.
Background
SinkCo’s is very dependent on local sales agents in overseas markets. These agents have
valuable knowledge about the market conditions and culture in their respective regions.
Agents normally work for SinkCo on a commission basis, that is, they keep a certain
percentage of the money received from the sale of goods.
The problem
In the past two years the number of agents has decreased. A few agents have stopped
working during this time. This is normal; some agents are lost every year. Some retire, some
go out of business. Until recently, however, SinkCo has been able to recruit new agents to
replace these. Now, it seems, it is much more difficult to recruit new agents. This is putting
SinkCo in a dangerous situation. If many more current agents leave Sinkco, sales could be
lost completely.
Possible causes
In order to investigate possible causes of the issue, a survey questionnaire was sent to all
SinkCo’s overseas agents about what they think it is like doing business in this situation.
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Role play cards for Company
 You feel that your medium-sized saucepans look okay, and it would cost a lot of
money to redesign them. There is a major redesign of all saucepans due in two years’
time, and you will do it then.
 You are very concerned that your agents may go to work for one of your
competitors. If they did this, they would be taking lots of secret information, and you
would need to recruit a lot more agents. You would be happy to pay agents a bonus
of between 5,000 and 8,000 rupees per year to stay with you.
 You feel that the commission rates you pay (5%) are reasonable, but you would be
prepared to pay up to a maximum of 8.5% in order to keep the agents. You would
prefer to keep this rate as low as possible though.
 You are planning to provide training to your staff in how to write more clearly.
 You are happy to provide materials in other languages, but you feel the agents
should pay some of the costs.
Role play cards for Agents
 You feel that medium-sized saucepans were designed about 20 years ago. You want
the style to be updated within 3 months.
 You know that the company does not want you to leave and work for a competitor.
You know they are going to offer you a bonus. You think you can potentially get
10,000 rupees, but you would be satisfied with 6,000.
 You are angry that the commission rates paid are so low. You get 5% of the sale price
of every item. You feel that it should really be 10-12%, but you would be satisfied with
an increase to 7.5% (but no lower than this).
 You feel that the company should write in simpler English in their emails.
 You feel that the company should provide materials in other languages.
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Situation 1
S1 & S2 are the managers of Paper and Pencils Incorporated, a company based in India.
S3 & S4 are representatives of the workforce.
The management would like to expand the company overseas, which would require the
current workforce to work longer hours, and to operate on a 24 hour / day basis. This would
make the company a lot more profit.
You need to find a solution which both sides are happy with.
Situation 2
S1 & S2 are two managers who want Paper and Pencils Incorporated to focus their exports in
the Asian region. They think it will be simpler to do this, and they will still make a good profit.
S3 & S4 are two managers who want Paper and Pencils Incorporated to focus on their
exports worldwide. Although this will be riskier, and more expensive, there is a potential for
more profit in the long-term.
You need to find a solution which both sides are happy with.
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MODULE 11- LES ONLINE MATERIALS (MODULES 3 & 4)
Module 11 – Tutorial week

You will have an opportunity to complete some of the Learn English Select Module 3
online end-of-tests
MODULE 3
Vocabulary 1
Match each word or phrase with the correct definition.
target facilities the majority budget apology
human resources agenda bonus
1. The amount of money which a company can spend, or their plan for spending it
2. Extra money paid to an employee as a reward for good work
3. The department in a company which organises contracts and pay for employees
4. The department in a company which deals with buildings and equipment
5. The list of topics to be discussed at a meeting
6. Something to aim for, for example an amount of sales to achieve in one month
7. More than half of something
8. Something you say or write to explain that you are sorry for something
Vocabulary 2
A manager is introducing a new member of staff to her colleagues. Complete the

introduction with the correct words.
introduce line team supervises reports charge responsible
‘Can I ____________ you to Tom? He ____________ the trainees. Tom ____________ to

the head of marketing, Laura Robinson. Laura will be your ____________ manager too. She
is in ____________ of the customer support ____________. She’s also ____________ for
training.’
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Grammar 1
Put the words in the correct order to make sentences.
responsible organising I for meetings be

1. Will _______________________________________________________
disappointed extremely with product. this

2. I’m _______________________________________________________
not Wi-Fi enough is fast

3. The _______________________________________________________
my straightaway tell manager

4. I’ll _______________________________________________________
team IT helpful were particularly not

5. The _______________________________________________________
Grammar 2
Read the sentences in direct speech and in reported speech. Complete the reported
sentence with the correct words.
'The hotel is too expensive.'

1. The customer complained that the hotel ________ too expensive.
'I have called the helpline five times today!'

2. She said she ________ called the helpline five times that day.
'We can send a consultant to advise you on the problem.'

3. They said they ________ send a consultant to advise ________ on the problem.
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'All our agents are busy at the moment.'
4. The recording said that all ________ agents ________ busy.
'I'm drafting the agenda for tomorrow's meeting.'

5. James said he ________ drafting the agenda for the meeting the next day.
'We'll deal with your complaint immediately.'

6. The representative said they ________ deal with ________ complaint immediately.
'You should complain about the food – it's terrible!'

7. She said that I ________ complain about the food.
Reading 1
Janet writes to the public relations department of a hotel company to complain about
a bad experience at one of their hotels. Read her email and choose the correct
answers to the questions.
From: Wise, Janet
To: Heron Public Relations Department
Cc:
Subject: Poor service at your Birmingham hotel
Dear Madam or Sir
I am writing to say how dissatisfied I am with the service I received at one of your hotels
recently. I booked three nights at your Birmingham hotel in order to attend the International
Fashion Fair and conference. I chose your hotel because it is near the conference centre
and because I have always found Heron hotels comfortable and reliable in the past.
However, in this instance I was very disappointed.
The room was very small, and in fact there was hardly enough room to walk around the bed.
There was a party taking place in the bar on the Thursday (my first night). I could hear it in
my room and it went on until after 2 a.m. I had a very poor night’s sleep, which was
unfortunate as I had to leave at 7 the following morning to attend a pre-conference meeting.
To make matters worse, I had to attend the meeting without breakfast. I enquired the
evening before, and the receptionist assured me that it would be possible to have breakfast
at any time from 6.15. When I got to the breakfast room at 6.30, however, a bored-looking
waiter informed me that the kitchen staff had not arrived yet and breakfast would not be
served until 7 – which was too late for me.
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I am extremely surprised that a hotel which claims to “understand the needs of business
customers” (your website) cannot provide a reliable early breakfast service. I complained to
the shift manager when I checked out and asked him to take off the cost of the missed
breakfast from the bill. He said that he did not have the authority to do this as breakfast was
included in the room rate. He advised me to contact your public relations department, which
I am now doing.
I would be grateful, therefore, if you would let me know what you can offer to compensate
me for the poor service I received.
Yours faithfully
Janet Wise
1. What was the reason for Janet’s visit to Birmingham?
(a) holiday
(b) work
(c) shopping
2. Which of these does Janet give as a reason for choosing the Heron Hotel?
(a) good location
(b) reasonable price
(c) good reputation
3. On her first night at the hotel she slept badly because…

(a) the bed was uncomfortable.
(b) the hotel was noisy.
(c) she had to prepare for a meeting.
4. Why did she miss breakfast on her first morning?

(a) There was no one to prepare it.
(b) She had not paid for it.
(c) She got up too late.
5. According to their website, Heron hotels …

(a) are very reliable.
(b) serve a good breakfast.
(c) are especially suitable for business people.
6. What did Janet ask the shift manager to do?
(a) reduce her bill

(b) give her a free breakfast
(c) contact the public relations department
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Reading 2
The public relations manager at Heron Hotels replies to Janet’s email of complaint.
Choose the correct words to complete the reply.
To: Janet Wise

From: Heron Public Relations Department
Subject: RE: Poor service at your Birmingham hotel
Complaint reference number: CB5923
Dear Ms Wise
I was extremely / quite / totally sorry to hear about the unfortunate experience that you
had at our Birmingham hotel. I hope / agree/ believe that the service that you received on
this occasion is not acceptable.
I understand that the bar was busy last Friday evening because members of a visiting
football team were staying at the hotel and they were celebrating their success in a match
they had played earlier in the day. This is not a normal situation and it is likely / unfortunate
/ annoying that this happened while you were staying with us. Nevertheless, the bar staff
should / may / can have asked the guests to keep the noise down after 11 p.m. I will
enquire as to why they did not do this. I have asked the shift manager to explain why they
were not able to serve breakfast at 6.30. Our regular breakfast service starts at 7 a.m., but,
as we state on our website, we are always keen / willing / about to provide an earlier
breakfast to guests who request it in advance, as you did. I can just / really / only apologise
that this was not done.
The shift manager was not able to offer you a refund for your missed breakfast because, as
he explained, breakfast is included in the room rate, so there is no specific charge for
breakfast on your bill. However, given the circumstances, I can / will / might instruct our
accounts department to refund to you the entire charge for one night’s stay.
Finally, I am sorry that you found your room small. Our business customers generally find
that our standard single rooms provide enough / much / large space for a short stay, and
they appreciate our completely / absolutely / extremely competitive rates. For an
additional charge of only £15, you can book one of our spacious executive double rooms
which you may find more suitable for your needs.
To apologise for the inconvenience you experienced during your stay with us, please find
attached a voucher which offers you one night’s stay in an Executive Double room, as well
as a complimentary welcome drink in our bar.
Yours sincerely
Lesley Baines
Public Relations Manager
Heron Hotel Group UK
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MODULE 4
Vocabulary 1
Complete each sentence with a word related to the word in brackets. For example:
‘This hotel is not good enough. Can you suggest another possibility? (possible)
1. Can I make a ______________? (suggest)

2. Completing this work so quickly is a fantastic ______________. Well done! (achieve)
3. I feel that I’m ready to take on more ______________. (responsible)
4. Have you noticed the ______________ that we’ve made to our helpline service?
(improve)
5. Attending the training course has certainly increased my ______________. (confident)
6. I don’t want any further ______________ with this project. (involve)
7. A well-written response to a complaint can make the ______________ between keeping
a customer and losing one. (different)
Vocabulary 2
Choose the correct word to complete each sentence.
1. A: Sorry, I interrupted you. - B: Don’t worry. Go first / after / ahead.
2. What? Finish this job in three days? You can’t be joking / serious / right!
3. I’m going to arrange / agree / supervise for you to work in the finance department for
a while.
4. I’m good at figures but I need to work up / on / over my writing skills.
5. I think I should achieve / apply / attend a course in report writing.
6. We are losing customers in the North American market. This is a serious concern / fear /
interest.
7. A: This department needs more staff. B: Justly / Rightly / Exactly! I agree completely!
8. Think / Imagine / Allow that we had a new computer system. What difference would that
make?
Grammar 1
Choose the correct word or expression to complete each sentence. If no word is
needed, choose ( – ).
1. The training centre will provide laptop computers for course participants so you mustn’t
/ can’t / don’t need to bring your own.
2. This is a serious complaint. We ought / had better / need deal with it quickly.
3. This document is for use by company staff only. You don’t need to / don’t have to /
mustn’t show it to external clients or customers.
4. If you give me your report this afternoon I will / - / would send you my comments
tomorrow morning.
5. If you would / will / - email our helpdesk we will respond within 24 hours.
6. You generally are getting / will get / get on better with clients if you speak their
language.
7. I hear you had a performance review meeting yesterday. How did it go / was it going /
has it gone?
8. I was nervous when I had / have / - started this job, but now I feel more confident.
9. When am I going / do I go / have I to have my next performance review meeting?
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Grammar 2
Read the sentences in direct speech and in reported speech. Complete each reported
speech sentence with the correct word.
offered told thought complained promised reported
1. ‘You haven’t replied to my last email.’ - The customer ______________that we hadn’t

replied to her last email.
2. ‘I’ll definitely get back to you by the end of the day.’ - He ______________ to get back
to me by the end of the day.
3. ‘In my opinion your prices are too low.’ - The consultant ______________ that our
prices were too low.
4. ‘Your probationary period is over.’ - My supervisor ______________ me that my
probationary period was over.
5. ‘The majority of your customers are satisfied with your service.’ - The researcher
______________ that the majority of our customers are satisfied with our service.
6. ‘I could help you to draft the agenda if you like.’ - Silviya ______________ to help me
draft the agenda.
Reading 1
A kitchen equipment company has a problem with their agent network. Read an
extract from a discussion document about the problem and choose the correct
answer to each question.
Discussion document (extract)
Background
In our overseas markets we are very dependent on local sales agents. These agents have
valuable knowledge about the market conditions and culture in their respective regions.
Agents normally work for us on a commission basis, that is, they keep a certain percentage
of the money received from the sale of our goods.
The problem
In the past two years the number of agents has decreased. A few agents have stopped
working with us during this time. This is normal; we expect to lose some agents every year.
Some retire, some go out of business. Until recently, however, we have been able to recruit
new agents to replace these. Now, it seems, it is much more difficult to recruit new agents.
This is putting us in a dangerous situation. If many more of our current agents leave us, we
could lose our sales in some markets completely.
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Possible causes
In order to investigate possible causes of the issue, I sent a survey questionnaire to all our
overseas agents. I asked them to tell us how they feel about doing business with us. The
questionnaire and the detailed results are attached to this document. Here is a brief
summary.
Of 68 agents:
11 did not reply

15 said they were completely satisfied with our products and with the service that they get
from us
Of the remaining 41:
8 said our products were not up to date, and so they were difficult to sell in their market
3 of these agents said they would consider changing to one of our competitors
15 complained of communication problems, such as
- taking too long to reply to emails
- using difficult language (not all agents are fluent in English, remember!)
10 said that the marketing literature that we send them is not suitable for their market: for
example, it isn't available in their language. There were similar comments about our website
7 said our rates of commission are too low.
1. According to the writer of the document, what is one advantage of working with local
agents?
(a) It saves money.

(b) They know a lot about their markets.
(c) They are dependable.
2. What is the problem described in the document?

(a) The company has lost a large number of agents.
(b) The company has not been able to recruit enough new agents.
(c) The company has no agents at all in some markets.
3. The writer contacted all the overseas agents in order to get …

(a) advice.
(b) more business.
(c) feedback.
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4. The majority of the agents …
(a) sent some negative comments.

(b) sent only positive comments.
(c) did not reply.
5. Some agents think that the company’s products are …

(a) too expensive.
(b) old-fashioned.
(c) difficult to use.
6. Language can be a problem in relation to …

(a) communication with agents.
(b) marketing materials.
(c) communication with agents and marketing materials.
Reading 2
Read an extract from a guide for managers on how to conduct performance reviews.
Complete the extract with the correct words.
previous promotion responsibility progress
objectives improvement considering feedback
meeting
Performance reviews are a good way to inform employees about the quality of their work
and the _______________ they have made. You can also use these meetings to discuss
areas of their performance that need _______________.
Be prepared
Make sure you are well prepared for a review by _______________ the employee’s past
performance and looking at relevant documents such as reports of _______________
performance reviews, feedback from customers and colleagues etc. You should also give
the employee enough time to prepare. Be ready to answer questions and to discuss salaries
and opportunities for _____________.
Balance
Discuss both the positive and negative aspects of the employee’s performance, using actual
examples of good and bad practice. Give clear and helpful _______________ and allow the
employee to respond. It is good if the employee does most of the talking, as a good review
can be an opportunity for an employee to take _______________ for his or her own
development. Together, discuss ways of improving the employee’s performance in the
future and agree realistic _______________ for the year ahead. If previous objectives were
not met, talk about why they were not met and develop a plan to make sure they are met in
the future.
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Follow up
Between reviews, monitor employees’ performance and check whether they are
_____________ their objectives. Give them regular feedback, but not in a way that makes
them stressed or uncomfortable.
Module 12, Lesson 1
Complete these gaps with a suitable word.
In a performance review ____________, your ____________ will ask you ____________
to find out more about your ____________. This is so they can ____________ you for your
good work. Also this helps them ____________ parts of the job in which you need more
____________.
Manager Employee
 You are satisfied, in general, with  You have enjoyed your time so far
the employee’s performance. You working as an astronaut. Although
think they have been working hard you have not yet been into space,
and are committed to the job. you are working towards this.
 One area which you think they can  You have been concentrating a lot
work on is their physical fitness. on your physical training. This has
Although they have been working involved lots of gym work. You
hard, if they are to go into space, gave been doing this at least 2-3
they need to be even fitter. hours every day.
 You think they will be a good  You have also had a lot of
leader, although they perhaps leadership training. You feel you
need to be more focused on have made progress here too, and
people’s emotional needs feel comfortable leading a team.
sometimes. You think you are a good listener.
 You are not sure when the  You would like to play more of a
employee will be able to go into role in directing the training of
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space. This is something which astronauts. You feel you have
you are discussing with your something to add here.
managers.
Module 12, Lesson 2
Positive feedback Evidence
You have worked well with Positive feedback from colleagues.

others
305
Negative feedback How this can be improved
You do not take enough I will ask my line manager to give me more
responsibility independence.
Module 12, Lesson 3
Write a sentence describing one challenge / difficulty / problem you face in being a
student.
Challenge:
Solution 1:
Solution 2:
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Solution 3:
Solution 4:
Meera’s Performance Objectives

What Meera Says
 I know I need to improve my writing skills.
What Meera’s Line Manager Says

 I think you need to learn more about Barton & Craig.
 I’m going to arrange for you to have some one-to-one meetings with managers from
other departments.
 I think you need to take on more responsibility.
Performance Objective How will this be achieved?

1
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Module 12, Lesson 4
Look at the following work objectives. Do you think they are good objectives? Why / why
not?
1. I will make lots of money for the company over the next year.
2. I will develop my English skills to a minimum of IELTS 6.0 by the end of the year.
3. I will improve the computer skills of all the company’s staff (2,000 people) by the end
of next month
4. I will participate in training.
5. I will improve my presentation skills because the company wants me to bring in more
business. I will get feedback from people I present to.
6. I will increase my department’s profits by 8% within the next 6 months.
7. I will develop my IT skills because I am interested in them, even though I do not use
them in my day-to-day work.
8. I will attend two conferences which are relevant to my new position in order to
develop my knowledge and meet potential customers.
When talking about performance review objectives, SMART targets are commonly used.
What do you think the letters in this abbreviation stand for? Select the correct word in each
case.
S (a) Sensible (b) Specific (c) Simple

M (a) Measurable (b) Magnificent (c) Moveable
A (a) Amazing (b) Acceptable (c) Achievable
R (a) Relevant (b) Reliable (c) Radical
T (a) Terrifying (b) Tough (c) Time-bound
A specific goal is:

 Clear to anyone, even if they do not know the area very well.
 Well-defined, with a clear focus.
A measurable goal can be:

 Something which can be assessed in a quantitative way (e.g. through numbers,
getting data).
 Or, something which can be assessed in a qualitative way (e.g. through discussions /
feedback).
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An achievable goal is:

 Possible within the amount of time.
 Not too challenging but not too easy.
A relevant goal is:

 One which is important and useful for the company / organisation.
 One which fits in with the strategy of the company / organisation.
A time-bound goal is:

 One where there is enough time to do what is needed.
 Has a clear beginning and end date.
Identify 4 goals for your English learning for the medium-term (i.e. the next 6-12
months). Make sure that your goals are SMART.
Objective 1:
Objective 2:
Objective 3:
Objective 4:
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Identify 4 goals for your English learning for the medium-term (i.e. the next 6-12
months). Make sure that your goals are SMART.
Objective 1:
Objective 2:
Objective 3:
Objective 4:
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Module 12, Lesson 5
Performance Review Form

Positon: Student
Name of Employee: _____________ Name of Line Manager: ________________
Question Your feedback / answer Line manager feedback /

advice
What are your
strengths, in
general?
Do you work well

with others?
Name 1 or 2
specific things
you have
achieved
recently.
What areas do
you think you
need to improve,
and how will you
do this?
What steps do
you need to take
to achieve your
goals in the
short-term?
What steps do
you need to take
to achieve your
goals in the long-
term?
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Module 13, Lesson 1
Student 1 words Student 2 words

1 Calculator 1 Light
2 Kettle 2 Car
3 Bottle of water 3 Whiteboard
4 Pencil 4 Glasses
5 Book 5 Knife and fork
6 Rucksack 6 Mobile phone
Read the information below, which is taken from LES. Once you have read the
information, draw the graph it describes in the box.
Draw the graph here …
312
A line graph shows total global sales of running shoes from 2004 to 2014 in billions of
dollars. The global sales of running shoes was $14.7 billion in 2004. Sales grew steadily from
2004 to 2007. Sales peaked in 2007 at $17.5 billion. Then they began to decline in 2008.
Sales then started to recover in 2010. Following this recovery, they increased slightly in
2011, and then there was a sharp increase from 2012 to 2014. The global sales of running
shoes was $20.5 billion in 2014. The data are summarised in the following table.
Year Sales in
billions of
dollars
2004 14.7
2005 15.5
2006 17.0
2007 17.5
2008 17.0
2009 16.9
2010 17.5
2011 17.7
2012 18.4
2013 19.7
2014 20.5
Useful language for describing graphs:
Verbs (and verb phrases) Adjectives (adverbs) Nouns

Go up, go down, decline, Significant(ly), slight(ly), Low point, high point, peak,
grow, remain stable, hit a low stable, rapid(ly) drop
point, climb, fluctuate, drop,
fall
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Student 1 Graph to Dictate
Average customer numbers at different times of day in (Mondays)

1000
900
800
700
600
500
400
300
200
100
0
0800-1000 1000-1200 1200-1400 1400-1600 1600-1800
Student 2 Graph to Dictate
Annual Profits (2011-2016) in thousands of rupees

600
500
400
300
200
100
0
2011 2012 2013 2014 2015 2016
-100
-200
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Module 13, Lesson 2
The following phrases, which can be used to describe graphs, are taken from LES.
Write them underneath the correct graph.
Sales increased slightly.

There was a fluctuation in sales.
Sales increased rapidly.
Sales remained stable.
Sales fell slightly.
Sales reached a peak.
There was a significant decline in sales.
Sales fell to a low point
1 2 3 4
5 6 7 8

In your groups, discuss the meaning of these words / phrases for talking about teams.
Positive words / phrases about teams Negative words / phrases about teams
team player, teamwork, communication, criticism, sarcasm, gossip, blame,
leadership, motivation, trust, problem pessimism, negativity, aggression, poor /
solving, compromise, empathy, fairness, low morale
optimism, honesty, consistency, good /
high morale
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Discuss these questions about teams. Make brief notes underneath each question.
1 Think of good teams which you have been part of. What have been their main
characteristics? Can you give examples?
2 Think of bad teams which you have been part of. What have been their main
characteristics? Can you give examples?
3 What types of jobs require lots of teamwork? What jobs do not require much teamwork?
4 How do companies build teamwork? What strategies and techniques can be used?
The following activities can be used to develop teamwork, and require very few – if
any – materials.
Silent Circle
One person is selected to stand in the middle of the circle wearing a blindfold. The challenge
is for the rest of the group to pass an object around (e.g. a tin with marbles in) without
making any noise. If the blindfold student guesses correctly where the object is, they win. If
the group passes the object round without them guessing, they are the winners.
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Counting Together
The group stand in an outward facing circle. They have their backs to each other so that
nobody can see anybody else’s face. As a team they have to count as high as they can out
loud with only one person saying a number at a time. Students must listen carefully to each
other to do this successfully.
Blind Retriever
This is a blindfold activity. The group is split into smaller teams. They compete against each
other to retrieve an object, which is placed somewhere in the classroom. One person in each
team is blindfolded; the other members of the team must direct them to get the object
before the other teams can.
Sheep and Shepherd

In small teams, blindfolded team members must be guided into a pen by the shepherd giving
them verbal commands. The team that puts the largest amount of sheep into their pen is the
winner.
Back-to-Back Drawing Working in pairs, one person must describe a shape without saying
what it is. Their partner must try to draw the shape they are describing. This activity focusses
heavily on verbal communication and listening skills.
Birthday Line-Up
Participants line up in a straight line side-by-side. They are then asked to get in order of
either their birthdays (from January – December) or their ages (youngest to oldest).
Human Shapes
Working together as a team, the group have to use their bodies to form letters and words.
Move Tennis Balls

The team race against the clock to retrieve and move as many tennis balls from one bucket
to another, without using their hands or arms.
Stand Up Straight
Pairs sit back-to-back, arms linked and have to stand up together. When successful make a 4
and do the same.
Front Page
In this activity, the group creates a mock-newspaper with headlines based on what they
think the department/company will achieve in the near future.
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Module 13, Lesson 3
Introducing our new FRESH TRAIL range

[1] Whether you're an experienced trail runner or new to trail running, these are the shoes
for you.
[2] Why do I need a special pair of shoes for trail running? Won't my current pair of running
shoes be OK?
[3]
 If you aren't running on a road or track, your shoes need to hold the surface better.
 If you accidentally tread on stones or rocks, your shoes need to protect you.
 If you run through water or ice, your shoes need to keep your feet dry.
[4] Made with the latest high-quality lightweight materials, Fresh Trail shoes don't feel heavy
but they do feel safe. And our great designs for men and women mean you don't have to
compromise on style or safety.
[5] Fresh Trail – follow the Greenwood Sports trail to great quality and great value.
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What order do the different components of this product description come in?
A. Explaining how the product is manufactured

B. Explaining different situations with the product is designed for
C. Marketing message / sales slogan
D. Describing the target customers
E. Dealing with possible customer objections
1 _____________________________________________
2 _____________________________________________
3 _____________________________________________
4 _____________________________________________
5 _____________________________________________
Write a product description for this product in the box which follows.
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320
321
Module 13, Lesson 4
What products are made by the following companies?
1 2 3
4 5 6
Group 1
People are always losing things like wallets, keys, mobile phones etc. when they come into
their house. You have created a tiny, cheap microchip which can be stuck onto these
objects. These microchips link to an app on your phone, so you can always find them. You
are launching this product, which you think will sell well.
Discuss the following questions in your group:

 What is the product’s name?
 What is the product’s USP (unique selling point)?
 How could the product make a positive difference to people’s lives?
 What kind of person would want to own this product?
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Group 2
Portable batteries for mobile phones have become increasingly popular in recent years, but
there doesn’t really exist one for laptops which is light and cheap. After years of research,
your company has invented one, which you are now bringing to the market.

Group 3
People spend a fortune on their pets. Your company designs hi-tech products for the pet
market. Your latest invention is a pet bowl which uses lasers to work out the pet’s weight and
size. When you pour food into it, it will beep when you have added the correct amount. This
means people’s dogs and cats will not become overweight.

Group 4
You work for a robot company. Your company has managed to create the first all-purpose
robot for less than $1,000. This robot can sweep up dirt, make tea/coffee, answer the door,
do simple cooking and many other tasks. You think many middle-class families would be
interested in buying this product.

Group 5
You work for a technology company which specialises in devices which you can wear on
your wrist. Your new device automatically measures things like your calorie intake, whether
you are hydrated enough, how tired you are etc. It sends this information to an app on your
smartphone, which will make recommendations in case you need to, for example, eat or
drink less or more.

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Module 14, Lesson 1
Discuss these questions.
1. Have you ever given a presentation? If so:
o what have you presented on?
o who have you presented to?
o how do you feel about giving them?
2. What are your main concerns about giving a presentation?
3. Think about a good presentation / lecture which you have seen before. Make a list of what
was good about it.
These are some good aspects of presentations. What do you think they mean? Write a
brief definition in the table, and then compare with a partner.
Time
management
Dealing with
questions
Body
language
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Engaging
the audience
Eye contact
Voice
projection
Preparation
Module 14, Lesson 2
Some of the main things which can be found in the different sections of a presentation
are:
Introduction
 Introduction to yourself;
 Overview of what you will be talking about;
 Structure of the presentation;
 Interesting piece of data (to get people interested);
 Reason why this question is important / interesting.
Main Body
 Main argument;
 Examples (to support your main argument);
 Data (including numbers, charts, graphs etc.);
 Quotations / References.
Conclusion
 Answer to the question;

 Summary of main points;
 Discussion of limitations;
 Request for questions.
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Module 14, Lesson 3
Discuss the following questions with a partner.
1. Why do people get nervous when giving presentations?
2. What can you do to avoid getting nervous when giving presentations?

Here are 3 techniques for Here are 3 techniques for Here are 3 techniques for
dealing with nerves when dealing with nerves when dealing with nerves when
giving presentations. giving presentations. giving presentations.
Speak more slowly than you Smile Use visualisation

would in a conversation This is something natural you techniques
Leave longer pauses between can do that will send positive Imagine that you are
sentences. This slower pace chemicals through your body. delivering your
will calm you down, and it will presentation to an
also make you easier to hear, Drink water audience that is interested,
especially at the back of a Adrenalin can cause a dry smiling and positive. Keep
large room. mouth, which in turn leads to this positive image in your
difficulties when speaking. mind and remember it
Just before you start talking, Make sure you have a glass of when you begin
pause, make eye contact, and water nearby. Take sips
smile throughout. It can also be Think about the audience
This last moment of peace is useful if you just need to take Remember that the
very relaxing and gives you a short pause. audience is there to get
time to adjust to being the some information and it is
centre of attention. Breathe deeply your job to put it across to
Adrenalin causes you to them.
Press and massage your breathe quickly and shallowly.
forehead This means that less oxygen Practice beforehand
Doing this will create more gets to your brain. Breathing The more times you can
energy inside your brain, and deeply also means that your practice, the easier the
will help your ability to speak. voice is more level and is less presentation will be. You
likely to go up and down. will know what words are
coming next, which means
you can focus on things
like body language and eye
contact.
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Discuss these questions.
1. Have you used any of the techniques above? Did they work for you?
2. Which do you think you might try next time you give a presentation?
Module 14, Lesson 4
Fill in each blank with an appropriate word and complete the question/statement.
Asking general questions

could would wonder mind wondering I
1. _________ you mind …………?
2. I was ________________ if you ………?
3. I______________ if you could ………?
4. _____ I ask…………?
5. Would you ___________ if_____ ………?
Asking for further information

specific expand explain bit detail more care could
6. Could you be a _______ more ____________?

7. I’m sorry, but could you ____________ in more ___________?
8. __________ you tell me (us) ___________ about ………….?
9. Would you _____________ to _________________ on that?
Playing for time
question raised interesting point sure glad question

appreciate
10. That’s a very ___________ ______________.

11. I’m ________ you asked that _______________.
12. You have ______________ an important ______________ there.
13. I’m _________ you will ________________ how complicated this matter is.
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Saying nothing
real position the moment ignore
14. It’s difficult to say at _______________.
15. I’m afraid I’m not in a _______________ to comment on that yet.
16. I think we can ______________ the problem of ……………. for a moment. The _________
issue is ……………………….
Clarifying questions
simple mean understand quite
17. It depends what you __________ by …………….

18. I’m afraid I don’t ________ _____________.
19. I don’t think it’s ________________ as ________________ as that.
OPINIONS AND ATTITUDES
Read through the sentences below, then put a circle round the number which reflects your
opinion. Use the key below.
1 I strongly agree 2 I slightly agree

3 I slightly disagree 4 I strongly disagree
There is no life after death 1 2 3 4
Divorce is wrong 1 2 3 4
University education ought to be entirely free of charge 1 2 3 4
Smoking in public places should be banned 1 2 3 4
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All forms of cigarette advertising should be banned 1 2 3 4
Soap operas may be harmful to those who watch them regularly 1 2 3 4
There should be no control on migration 1 2 3 4
Module 14, Lesson 5
You are going to watch a presentation by one of your classmates. When they have
finished, give them feedback about the following areas:
 Was it interesting? (e.g. Did they engage the audience? Did they use their voice well?
Did they look like they were enjoying it?)
 How was their time management? (e.g. Was there a good balance between the
introduction, main body and conclusion? Was it the right length?)
 What was their body language like? (Did they make eye contact? Did they seem
nervous?)
 Did they seem well-prepared? (Did they remember what they had to say? Had they
researched topic well?)
Module 15, Lesson 1
How did you feel about…? 
Doing your last [Draw your own emoji]

presentation 😎 😪 😱
Giving feedback
� � 😏
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Receiving feedback
� 😡 �
Doing your next

presentation 😍 😫 😜
What evidence / reasons can be given for the following statements. Note: you do not
necessarily have to agree with these statements.
Energy should come from renewable The vote should be given to 16 year
sources. olds.
Sport should be compulsory for 2 hours Drugs should be legal.

per day for children.
330
Think about your next presentation and the arguments / opinions which you will be
putting forward. What evidence / reasons will you give to support them?
Argument Reasons / Explanation

#1
#2
#3
#4
#5
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Module 15, Lesson 2
Body language Pauses
Pronunciation Volume
Pitch Variance
Speed Emotion
There are several important aspects of presentations to keep in mind:
 Body language - make sure that you have a proper posture. If your shoulders are
low, and your legs are crossed, you do not appear as being honest.
 Pronunciation - pronounce each word. Avoid slang or informal words. Avoid saying,
"you know", or repeating the same words.
 Pitch - pitch refers to the highs and lows of your voice. Whatever you do, avoid a
monotone – the audience will feel bored if you speak in a very flat way.
 Speed - it is important to control your speed of speaking. About 120 words per
minute is the normal pace for a presentation. Any faster and it may be difficult to
follow what you are saying. If it is too slow, it may sound like a lecture. If you do not
know how quickly you talk, record yourself and then count the number of words.
 Pauses - the pause is a useful tool. When you want to highlight a certain word, pause
for one second before. If you really want to emphasise it, pause before and after the
word.
 Volume - volume is another good tool to try and persuade people about what you
are saying. However, you should use it carefully. Let your volume go up and down
where necessary. Try to "project" or throw your voice out over the entire group -
speak to the last row.
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 Variance - Change your pitch, volume, and speed at least once every 30 seconds, if
only for just one word. Never go more than one paragraph without a change. This
keeps your audience interested your speech. It sounds more interesting.
 Emotion – Don’t be afraid to be emotional – within reason.
1. What might the audience think if your body language is poor?

2. What might be the outcome if your voice is monotonous?
3. What happens if you speak too fast? Or too slow?
4. What can pauses be used for?
5. Why should you speak to the last row?
6. What happens if you do not vary your voice?
Module 15, Lesson 3
Common Signposting Language

Put these words into the correct category. You should add two words to each box:
In additionOverall To illustrate Yet Such as Therefore

Instead In other Other Alternatively Despite this Thus
words factors
Moving now In contrast In However In fact Briefly
conclusion
Accordingly Importantly Currently As a rule Turning to Previously
To indicate additional information To indicate an example
Besides X, there is also Y For example

Furthermore For instance
___________________ In particular
To demonstrate
Moreover ___________________
___________________
___________________
Also
including
To replace one viewpoint with To make a concession

another
___________________ Nevertheless
___________________
On the contrary
___________________ In spite of this
___________________
Rather, Nonetheless
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To indicate a result or an effect To compare or contrast

___________________ ___________________
As a result/consequence In comparison
Consequently ___________________
Hence/Thus
___________________ On the one hand / on the other hand
Conversely
Because of this Similarly / Likewise
Due to this By the same token
To indicate a particular time frame To generalize
or sequence of events
After / Before / Prior to this In general

___________________ ___________________
During this period/event/time In most cases

Eventually / Finally / Lastly On the whole
First(ly)...Second(ly), etc. ___________________
A second reason
The third aspect
Subsequently
Initially
Next
___________________
Simultaneously
To place emphasis To indicate a summary
___________________ ___________________
Indeed Overall
Actually To put it briefly
___________________ To sum up / To summarise
It is clear that ___________________
Clearly / Obviously That is
To indicate a conclusion To indicate a change in focus
Given these facts ___________________

Hence / Thus Having examined X, I now turn to the
___________________ issue of Y
___________________ ___________________
To conclude to the question/issue of X
So
334
Common Signposting Language
To indicate additional information To indicate an example
Besides X, there is also Y For example

Furthermore For instance
In addition In particular
Moreover To demonstrate
Other factors To illustrate
such as
Also
including
To replace one viewpoint with To make a concession

another
Instead Nevertheless
On the contrary Despite this
Alternatively In spite of this
Rather nonetheless
Yet
To indicate a result or an effect To compare or contrast
Accordingly However
As a result/consequence In comparison
Consequently In contrast
Hence/Thus On the one hand / on the other hand
Therefore Conversely
Because of this Similarly
Due to this Likewise
By the same token
To indicate a particular time frame To generalize

or sequence of events
After / Before / Prior to this In general

Currently As a rule
During this period/event/time In most cases
Eventually On the whole
Finally Overall
First(ly)...Second(ly),..., etc.
A second reason The third aspect
Subsequently
Initially
Lastly
Next
Previously
Simultaneously
To place emphasis To indicate a summary
In fact Briefly
Indeed Overall
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Actually To put it briefly
Importantly To sum up
It is clear that That is
clearly To summarise
Obviously In other words
To indicate a conclusion To indicate a change in focus
Given these facts Turning to

Hence
In conclusion Having examined X, I now turn to the
Therefore issue of Y
Thus
Moving now to the question/issue of X
To conclude
So
Module 15, Lesson 5
You are going to watch a presentation by one of your classmates. When they have
finished, give them feedback about the following areas:
 Was it interesting? (e.g. Did they engage the audience? Did they use their voice well?
Did they look like they were enjoying it?)
 How was their time management? (e.g. Was there a good balance between the
introduction, main body and conclusion? Was it the right length?)
 What was their body language like? (Did they make eye contact? Did they seem
nervous?)
 Did they seem well-prepared? (Did they remember what they had to say? Had they
researched topic well?)
336
MODULE 16 - LES ONLINE MATERIALS (MODULE 5 & 6)
MODULE 16 - CONSOLIDATION
You will have an opportunity to complete some of the Learn English Select Modules 5
+ 6 online end-of-module tests
Vocabulary 1
Match the correct ending with the beginning of each sentence.
production in order to meet demand.

longer than cheaper alternatives.
advertising campaign.
a low point last summer.
range.
on price.
a press release.
1. We have decided to launch a specialist __________________________________
2. We need to issue __________________________________
3. We must emphasise the quality of our watches because we can’t compete
__________________________________
4. These shoes will last __________________________________
5. Sales of garden furniture hit __________________________________
6. We will have to speed up __________________________________
7. This year we will add two new products to our existing
__________________________________
Vocabulary 2
Complete the report with the correct words.
ensure persuade brand target trend fluctuate campaign
Sales are looking good this year, and we must ____________ that this upward
____________ continues. However, because overall demand continues to ____________,
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we think that this is not the right time to launch new products. Our next advertising
____________ will stress value for money, in order to ____________ price-conscious
customers and to ____________ them to choose our ____________.
Grammar 1
Read the active sentences. Complete each passive sentence with the correct words.
We expect this product to do very well in the market.

1 This product __________________ to do very well in the market.
We offer our regular customers an exclusive service.

2 Our regular customers __________________ an exclusive service.
We aim this range of products at price-conscious customers.

3 This range of products __________________ at price-conscious customers.
We met our sales targets last year.

4 Our sales targets __________________ last year.
We designed this advertising campaign to attract a younger customer base.

5 This advertising campaign __________________ to attract a younger customer base.
Both experienced and inexperienced users may use this product.

6 This product __________________ by both experienced and inexperienced users.
We can give further discounts to loyal customers.

7 Loyal customers __________________ further discounts.
Our competitors are offering a 50 per cent discount.

8 A 50 per cent discount is being offered __________________ our competitors.
Grammar 2
Choose the correct word or phrase to complete each sentence.
1 TV is … effective media for advertising.

(a) one of the most
(b) most of the
(c) the one of most
2 How … expensive is their product than ours?
(a) more than

(b) the more
(c) much more
3 Peterson’s is … company in the industry.
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(a) the second biggest
(b) second the biggest
(c) the biggest second
4 You need to work … if you want to succeed at this job.
(a) a harder a bit

(b) a hard bit more
(c) a bit harder
5 Our costs are a bit … they were last year.
(a) lower
(b) low than
(c) lower than
6 Can we try to arrange an … date for the meeting?
(a) more early

(b) earlier
(c) earlier than
Reading 1
Read the product description about a new cycling jacket. Choose the correct words to
complete the description.
Product description
Our new jackets are aimed at leisure cyclists. These are people who cycle frequently, who go
for rides at weekends and perhaps ride a bike to work, but who don’t take part in
competitive cycle sport / work / days. According to the latest research findings, leisure
cycling is known / supposed / expected to increase by 20 per cent over the next five
years.
Our research shows that the two main factors for these people when they choose cycle
clothing are safety and escape / protection / forecast from the weather.
Safety is particularly important at night. For this reason, we are offering the new jackets in a
range of bright shapes / colours / sizes to make the cyclist more visible in the dark. The
jackets are 100 per cent new / waterproof / stylish, with a special lining that keeps the
wind out. Consequently, the cyclist should stay dry and comfortable in all weather
conditions.
In addition to these factors, the jackets are sold / forecast / designed to look good. We
want customers to feel that the jacket is suitable for casual outdoor wear, even when they
are not cycling. In this way, we aim to make them attractive / available / known to young,
fashion-conscious cyclists.
Marketing strategy
The main competitor for this product will be the Free Rider jacket, which JQ Sportswear are
about to launch. Their jacket will be waterproof like ours, and they too are stressing safety in
their marketing message, but their main selling point is weight / price / size.
Reading 2
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Read the brief overview of trends in the restaurant trade. Choose the correct ending
for each sentence.
expected to increase significantly unchanged recovering

up by 33 per cent expected to fall
1. The economy is ___________________________________

2. Food prices are ___________________________________
3. Energy prices are ___________________________________
4. Internet bookings are ___________________________________
5. Demand for spicy food is ___________________________________
The following is a brief overview of current trends that are expected to affect the restaurant
trade during the coming months.
The economy
After a long period of decline, the economy has started to grow again. This should boost
consumer confidence, leading to more restaurant bookings.
Food prices
The prices of basic food ingredients such as rice and sugar, which have been rising steadily
for the past five years, are predicted to peak soon and then to fall slightly as a result of good
harvests in North America and Central America.
Energy prices
Gas and electricity prices, always an important cost factor in the restaurant trade, are
forecast to rise sharply in the New Year.
Internet bookings
The proportion of restaurant bookings made online has increased by a third since this time
last year. This gives a clear advantage to restaurants that have well-developed websites.
Spicy food
Consumer research shows that the demand for strong flavours remains steady, reflecting
the continuing popularity of Asian styles of cooking.
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MODULE 6
Vocabulary 1
Match each phrase to the correct image.
A chart
A graph
A heading
Bold type
A table
Italic type
1 2 3
4 5 6
Vocabulary 2
Complete each sentence with the correct words or phrases.
Could I make a complaint / suggestion / survey? Would you mind if I make / solve / take
questions at the end of my presentation and not during it?
We trialled / tried / surveyed this product extensively with customers before we launched
it, so we are confident / decided / ensured that it will succeed in the market.
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I advise you to include a slide at the beginning to show the print / shape / structure of
your presentation, and a heading / summary / topic at the end.
After the meeting I received a lot of positive reply / feedback / argument from my
colleagues, which was very reassuring / assuring / ensuring.
My presentation went well on the whole but I think I’ll do it otherwise / alternatively /
differently next time.
Grammar 1
Put the words in the correct order to make sentences.
. dropped 10 per cent with sales last year, have
1 Compared ____________________________________________________
will the ? take how long meeting me tell
2 Could you ____________________________________________________
is economy bad been the has because .
3 This ____________________________________________________
their new range our competitors launch out when will .
4 Find ____________________________________________________
the know profits in ? what caused fall
5 Do you ____________________________________________________
two-year guarantee . offer our competitors, a we
6 Unlike ____________________________________________________
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Grammar 2
Choose the correct word to complete each sentence.
Finally result over reason down out up
1. Avoid reading ____________ what’s already on your slides. The audience will get
bored.
2. ____________, I would like to thank my colleagues for all their help.
3. We made a loss last year. For this ____________, we need to reduce costs this
year.
4. The presenter spoke too quickly for some of our overseas partners so we asked
her to slow ____________.
5. I need to go ____________ my slides one more time before my presentation

tomorrow.
6. We won’t meet our target unless we speed ____________ production.
7. The ____________ of the campaign was that sales figures improved by 15 per
cent.
Reading 1
Read the extract from a research report. Are the sentences true or false?
Research report on Finebrew

Lab tests
First, we tested the machine carefully in our labs. These tests were mainly concerned with:
 Safety
Obviously, safety is a priority for our customers and for us. As far as possible, we aim
to eliminate risks due to electrical faults or accidents involving hot liquids. The
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laboratory tests showed that the machine meets all the government standards for
safety.
 Reliability
We wanted to ensure that the machine makes coffee to the same standard – same
strength, same temperature, same flavour – every time. As a result of the reliability
tests, we made some small changes to the machine's technical specifications.
Blind tasting
We invited a group of experts (well-known chefs and food writers) to our head office in
Slough. We served them cups of coffee, some made with the Finebrew and some made with
our competitors' machines, without telling them which was which. We asked them to
compare the different brews for flavour and aroma.
In 83 per cent of cases the experts preferred our coffee. In the remaining 17 per cent of
cases they couldn't tell the difference.
Customer trials
We gave our machine to 30 families and asked them to try it out in their own kitchen –
alongside their existing coffee machines – for three weeks. At the end of that time we asked
them to fill in a questionnaire to give us their feedback.
Twenty-three (just over 75 per cent) of the families reported that they found the Finebrew
easier to use than their usual coffee machine. More importantly, 27 (90 per cent) reported
that the Finebrew made a better tasting cup of coffee. Twelve families (40 per cent) said that
it made coffee faster than their existing machines.
1 The research described in the report took place before the product launch. _________
2 Finebrew developers had to adjust both the machine’s safety and reliability settings after
the lab tests. _________
3 The purpose of the blind tasting research was to find out whether the Finebrew was safe
or not. _________
4 The experts tasted the coffee at their own homes. _________
5 All of the experts preferred coffee made by Finebrew to coffee made by competing coffee
machines. _________
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6 Most of the families who took part in the customer trials found Finebrew easier to use than
their existing machines. _________
7 Most of the families said Finebrew was better than their existing machines in terms of
speed. _________
Reading 2
Read the notes made on a product launch event. Choose the correct ending for each
sentence.
Notes on the launch of the new Delillo luggage range
The name of the new range is Club Flyer. This matches the way their advertising is aimed at
frequent flyers. It also suggests an exclusive product, more suitable for business class travel
than economy.
The products shown at the launch were a small cabin suitcase (Cabin Flyer), designed as
hand luggage, and two larger suitcases (Club Master and Club Master Plus).
The presentation referred to the products as 'super lightweight', and this is clearly a key
selling point. The cabin suitcase weighs only 1.8 kilos, but has the maximum permitted
dimensions for hand luggage. It has a separate compartment for carrying a laptop. All three
cases have wheels and an extending handle, like most competing products.
The two larger cases are only slightly heavier than the cabin case. As well as being slightly
bigger, the Club Master Plus is made of a stronger material. According to the press release,
this provides increased protection.
Another key selling point is security. A positive feature is that if you buy all three cases
together, they can be set up (at no extra cost) so that they are all opened with the same key.
This will save you having to carry three keys around.
As already mentioned, Delillo are promoting these suitcases as exclusive products. This is
reflected in the prices: the Club Flyer cases are around 30 per cent higher than other
products in the market. They obviously believe that people will pay extra for lightness and
security.
Appearance does not seem to be a key selling point for Delillo. They offer only two colours:
black and light grey. The design is simple but not distinctive. Apart from the Delillo logo,
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which appears together with the product name on the lid, there is nothing to distinguish
these suitcases from hundreds of others.
1 The writer thinks that the Club Flyer suitcases are aimed at people who
(a) often travel by air.

(b) go on business trips a lot.
(c) usually fly economy class.
2 If a customer wants to take hand luggage onto the plane, he or she can take
(a) any one of the three suitcases

(b) the Cabin Flyer.
(c) the Club Master.
3 Like other competing products, Club Flyer suitcases

(a) have wheels and an extending handle.
(b) have a separate compartment for carrying a laptop.
(c) are super lightweight.
4 Compared to the Club Master suitcase, the Club Master Plus is
(a) more expensive

(b) lighter.
(c) made of a stronger material.
5 If you buy all three suitcases, you can

(a) use the same lock for all three.
(b) use the same key for all three locks.
(c) buy three keys for a special price.
6 Delillo aims to compete with other companies on

(a) weight
(b) price.
(c) looks.
7 What distinguishes Club Flyer suitcases from others in terms of appearance is

(a) its colour.
(b) its design.
(c) its logo.
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Module 17, Lesson 1

STUDENT 1
“Africa and India: Past, Present and Future”
by Kamal Ahmed
This presentation will focus on the possible benefits of collaboration between India and the
Continent of Africa. India and Africa share strong historical links. This includes trade between the two
areas, as well as similarities in terms of population size and economic situation. More recently, both
areas have seen technological revolutions, which will be the main part of this presentation. I will look
in particular at how technology will affect media, healthcare and public sector.
STUDENT 2
“India, Media and Freedom of Speech”
by Samira Kohli
Indian media is itself under the spotlight and faces many challenges. These challenges are in the
process of emerging. The media has a huge responsibility to serve all members of Indian society.
This presentation looks at whether it is doing this, Samira Kohli, who has been a journalist for both
newspapers and on radio and television for more than 20 years, is our guide through this difficult
and controversial area.
STUDENT 3
“How can India Meet its Future Healthcare Needs?”
by Indira Jadeja
This presentation will focus on the three key areas of health care – cost, quality, and access, within
the context of providing services to 1.3 billion people. India continues to face healthcare challenges
common in the developing world such as infant mortality and diseases. However, the wealthier parts
of the population face health issues such as diabetes and obesity. With very poor public healthcare
on the one hand, and excellent facilities on the other, how does India face all its healthcare
challenges?
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STUDENT 4
“Is India a Future Superpower?”
by Mim Kaji Khan

Dr. Khan will examine whether India has the potential to become a global superpower by 2030. He
will look at a range of data and information to present his argument that India can achieve this – but
significant changes will have to take place. Not only will India have to radically change its economy, it
will also have to make fundamental political and social changes as well.
PANEL DISCUSSION: WHEN EDUCATION IS NOT ENOUGH – SKILLING THE WORLD’S LARGEST
YOUTH FORCE
India’s youth population is one of the highest in the world. There are hundreds of millions of young
people who can contribute to India’s future, if their skills and knowledge are developed in
appropriate ways. But the overall global framework is changing rapidly, which raises the question
about what kind of skills and what type of knowledge should young people be developing? How do
we ensure that India’s young people have the ability to lead full, interesting and economically
productive lives? This panel discussion will explore some of the different opportunities for this.
348
Module 17, Lesson 2
STUDENT 1
WHAT’S STOPPING THE LARGEST DEMOCRACY FROM BECOMING THE GREATEST?
India is the largest democracy of the world. Its election commission has never failed to deliver free
and fair elections on time. However, many international studies have shown that Indian democracy
does not necessarily work as well as we might think. What is holding India back from being ranked as
a perfect democracy? It seems there are some basic problems in the ‘political culture’ that need to
be corrected. This includes corruption, the influence of money, high illiteracy and low representation
of women in politics. The presentation will discuss questions like: What electoral reforms do we need
to strengthen this democracy? What are likely to be the problems that stop change from
happening?
STUDENT 2
HOW TO ATTRACT AND RETAIN HIGHLY-SKILLED TALENT
“In some countries, such as China and India, the shortage of high-skilled workers may make it hard to
sustain high economic growth rates.” The economic growth rates since 2010 haven’t been
spectacular. While the shortage of high-skilled workers is only one of the factors contributing to this
situation, it is still a significant factor. This presentation will explore both the attractions and
challenges of working in India and try to address misunderstandings which exists. It will answer the
question: what can be done to retain local and/or attract global top talent to work in India?
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Module 17, Lesson 3
steering group project plan admission charge free

deadlines date benefits target audience
capacity budget objectives communicate
1. Assemble a __________________ of the main people who will make the event happen
2. Set your __________________ - what do you want the event to achieve, and why?
3. Decide how you will measure the event’s success
4. Define your __________________ and decide on target number of attendees
5. Identify a venue and check its __________________
6. Identify the best __________________ and time to attract the desired audience
7. identify the opportunities and __________________ the event will offer your audience.
This will influence the publicity materials you create.
8. Decide on the best way to __________________ with potential participants.
9. Cost the event as accurately as possible. Fix a __________________ and identify the
budget holder. Make sure you include everything.
10. Set the date
11. Set the __________________, if any. In some cases, a free event lacks perceived value,
and a (small) charge may actually draw a larger audience. If the event is
__________________ more invitees are likely to accept but fail to turn up.
12. Draw up a detailed __________________ and timeline with clear
__________________, working backwards from the date of the event.
1. Assemble a steering group of the main people who will make the event happen
2. Set your objectives - what do you want the event to achieve, and why?
4. Define your target audience and decide on target number of attendees
5. Identify a venue and check its capacity
6. Identify the best date and time to attract the desired audience
7. Identify the opportunities and benefits the event will offer your audience. This will
influence the publicity materials you create.
8. Decide on the best way to communicate with potential participants.
9. Cost the event as accurately as possible. Fix a budget and identify the budget holder.
Make sure you include everything.
10. Set the date
350
11. Set the admission charge, if any. In some cases, a free event lacks perceived value, and a
(small) charge may actually draw a larger audience. If the event is free more invitees are
likely to accept but fail to turn up.
12. Draw up a detailed project plan and timeline with clear deadlines, working backwards
from the date of the event.

Your school / college wants to organise a conference for 20 local education establishments.
The theme of the conference is going to be: “How can local schools and colleges work
together more effectively to improve educational outcomes?” In your group, discuss the 12
components of organizing a conference, writing your notes in the box below.
10
11
12
351
Module 17, Lesson 4
Put the following stages of organising a conference in order. Do not look back at the
materials in the last lesson.
1. Identify the opportunities and benefits the event will offer your audience. This will
influence the publicity materials you create.
2. Cost the event as accurately as possible. Fix a budget and identify the budget holder.
Make sure you include everything.
3. Identify a venue and check its capacity
4. Identify the best date and time to attract the desired audience
6. Set your objectives - what do you want the event to achieve, and why?
7. Define your target audience and decide on target number of attendees
8. Assemble a steering group of the main people who will make the event happen
9. Draw up a detailed project plan and timeline with clear deadlines, working backwards
from the date of the event.
10. Decide on the best way to communicate with potential participants.
11. Set the admission charge, if any. In some cases, a free event lacks perceived value,
and a (small) charge may actually draw a larger audience. If the event is free more
invitees are likely to accept but fail to turn up.
12. Set the date
1 The food is not very nice. 2 The Wi-Fi is not very good.
3 There are not enough female toilets. 4 For some sessions there are not
enough seats.
352
5 I can’t get access to the internet. 6 It is too far from my hotel room to the
conference centre.
7 I cannot hear the speakers very well. 8 There are no lockers to store things
safely.
Module 18, Lesson 1
Are you more likely to do the following as part of a business trip or a holiday trip? In
each case tick the appropriate column.
Business Holiday trip Both

trip
1. Meeting potential customers
2. Going to the beach
3. Meeting existing customers
4. Giving a presentation about your
business
5. Going sightseeing
6. Going to dinner in a restaurant
7. Swimming in the ocean
8. Attending a conference
9. Presenting your products at an
exhibition
10. Staying in a hotel
Meeting Notes: Mr. Yang, CEO, Xing Enterprises Ltd.

 Mr. Yang has been at company 14 years. Made CEO last year.
 His assistant, Ms. Yu, also at meeting. She has a marketing background.
 Gave short PowerPoint presentation (5 mins), mostly about sales data in India. He was
impressed by the high profit margins in 2016.
 Also seemed to like most of the products … positive feedback … some products
353
though may need some changes for the Chinese market as not suitable.
 208 supermarkets across China … big customer … could be good long-term income.
He will talk to his sales directors to get their thoughts.
 Also has links in Taiwan / Hong Kong so could be new markets.
 Price? Seemed a bit worried … Talk to Sue in head office to see if any flexibility
1. Is Mr. Yang an important person?

____________________________________________________________
____________________________________________________________
2. What went well in the meeting?
____________________________________________________________
____________________________________________________________
3. What didn’t go so well?
____________________________________________________________
____________________________________________________________
4. What future opportunities might there be?
____________________________________________________________
____________________________________________________________
5. What are the next steps which he has to take?
____________________________________________________________
____________________________________________________________
Dear Mr. Yang,
Thank you for your hospitality last week when I came to visit you in Shanghai. It was a
pleasure to be able to talk to you about my company. I am glad that you liked our products,
and that you feel that it would sell well in your supermarkets. With regards to some of the
concerns that you had, I am sure that through discussion we can reach agreement. I look
forward to hearing how many items you would like to order.
If you have any questions, please do not hesitate to ask.
Yours sincerely,
David Moffat
Chief Executive, All India Food and Drink Pvt. Ltd.
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Module 18, Lesson 2
Facts about Information

Business
Etiquette
1
10
355
1. When in doubt, introduce 2. A handshake remains the 2. A handshake remains the

others most common form of most common form of
Always introduce people to greeting greeting
others whenever the A handshake is a simple way A handshake is a simple way
opportunity arises, unless of showing that you are of showing that you are
you know that they already polite and confident. It also polite and confident. It also
know each other. This makes sets the right tone for future sets the right tone for future
people feel valued. relationships, and makes you relationships, and makes you
seem professional. seem professional.
4. Double check before you
hit send 3. Watch your language 4. Double check before you
Check your emails for Verbal and written hit send
spelling and grammar communications are less Check your emails for
mistakes. If you make these formal than they were spelling and grammar
kinds of mistakes you may historically, but you should mistakes. If you make these
make a bad impression. Also still be careful to avoid slang. kinds of mistakes you may
check you are not saying make a bad impression. Also
anything you shouldn’t! 10. Don’t give your business check you are not saying
card to everyone you meet anything you shouldn’t!
7. Avoid the “Big Two” Whilst it is still important to
In a work environment, give out your card, even in 6. Don’t eavesdrop
unless you know people very an ‘email age’, it can be seen Everyone is entitled to
well, it is best to not discuss as quite aggressive if you do private conversations, in
politics and religion. In a this to everybody you meet person or over the phone.
professional situation, it may as soon as you meet them. The same goes for e-mail;
cause problems if you don’t stand over someone’s
discuss. shoulder and read their e-
mails.
356
3. Watch your language 8. Be on time 5. Don’t gossip

Verbal and written Everyone is busy and has too In an office situation it may
communications are less much to do! But if you are be difficult to not gossip, but
formal than they were punctual, this shows people you should try. Gossip is
historically, but you should that you value their time. This never harmless. It hurts the
still be careful to avoid slang may create a positive people you are talking about,
relationship. Being later is as well as you. It is
5. Don’t gossip unfair to others. disrespectful, and may make
In an office situation it may you look bad.
be difficult to not gossip, but 9. Don’t use your phone
you should try. Gossip is during meetings 8. Be on time
never harmless. It hurts the When you’re in a meeting, Everyone is busy and has too
people you are talking about, focus on the meeting much to do! But if you are
as well as you. It is discussion. Don’t take calls, punctual, this shows people
disrespectful, and may make text or check e-mail. It’s that you value their time. This
you look bad. disrespectful to the other may create a positive
attendees, not to mention, relationship. Being later is
7. Avoid the “Big Two” extremely annoying. It also unfair to others.
In a work environment, makes meetings last longer.
unless you know people very 9. Don’t use your phone
well, it is best to not discuss 10. Don’t give your business during meetings
politics and religion. In a card to everyone you meet When you’re in a meeting,
professional situation, it may Whilst it is still important to focus on the meeting
cause problems if you give out your card, even in discussion. Don’t take calls,
discuss. an ‘email age’, it can be seen text or check e-mail. It’s
as quite aggressive if you do disrespectful to the other
this to everybody you meet attendees, not to mention,
as soon as you meet them. extremely annoying. It also
makes meetings last longer.
1. When in doubt, introduce others

Always introduce people to others whenever the opportunity arises, unless you know that
they already know each other. This makes people feel valued.
2. A handshake remains the most common form of greeting
A handshake is a simple way of showing that you are polite and confident. It also sets the
right tone for future relationships, and makes you seem professional.
3. Watch your language
Verbal and written communications are less formal than they were historically, but you
should still be careful to avoid slang.
357
4. Double check before you hit send
Check your emails for spelling and grammar mistakes. If you make these kinds of mistakes
you may make a bad impression. Also check you are not saying anything you shouldn’t!
5. Don’t gossip
In an office situation it may be difficult to not gossip, but you should try. Gossip is never
harmless. It hurts the people you are talking about, as well as you. It is disrespectful, and
may make you look bad.
6. Don’t eavesdrop
Everyone is entitled to private conversations, in person or over the phone. The same goes
for e-mail; don’t stand over someone’s shoulder and read their e-mails.
7. Avoid the “Big Two”

In a work environment, unless you know people very well, it is best to not discuss politics
and religion. In a professional situation, it may cause problems if you discuss.
8. Be on time
Everyone is busy and has too much to do! But if you are punctual, this shows people that
you value their time. This may create a positive relationship. Being late is unfair to others.
9. Don’t use your phone during meetings

When you’re in a meeting, focus on the meeting discussion. Don’t take calls, text or check e-
mail. It’s disrespectful to the other attendees, not to mention, extremely annoying. It also
makes meetings last longer.
10. Don’t give your business card to everyone you meet

Whilst it is still important to give out your card, even in an ‘email age’, it can be seen as quite
aggressive if you do this to everybody you meet as soon as you meet them.
358
Module 18, Lesson 3
Which of the 4 stages of culture shock do the following statements relate to? Write
the numbers in the appropriate box.
1. You enjoy new sounds, sights and smells

2. You don’t miss everyday things from your home country
3. You are interested in the similarities and differences with your home culture
4. You find the newness of the culture is not as interesting as it was
5. You experience highs and lows
6. You have initial excitement
7. You focus more on the differences, not the similarities
8. You feel small differences are more like big problems
9. You are ‘bicultural’
10. You may begin to feel you actually prefer some aspects of the new culture
11. You feel that the ‘new’ culture is not really new.
12. Your experience is like that of a tourist
13. You may become negative towards the local people
14. You are homesick
15. You start to become more familiar with the new culture
16. You are very interested in finding out more about where you are
17. You feel more comfortable and less isolated
18. You appreciate aspects of your home country as well as where you are living
19. You feel that you will have no problems adjusting to your new surroundings
20. You start to understand the host culture more
21. You feel where you live is like another home
22. You start to see stereotypes of people
23. You are able to live and work at your full potential
24. You start to question some of your assumptions about the world
STAGE 1: “The Honeymoon” STAGE 2: “Culture Shock”
STAGE 3: “Gradual Adjustment” STAGE 4: “Feeling at Home”
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The following headings refer to ways in which culture shock can be overcome. Add
explanations for each of the points.
Keep an open
mind
Learn the local

language(s)
Go to local
festivals
Do not assume
your own
culture is
‘better’
Have a sense
of humour
Module 18, Lesson 4
Which of the following facts about culture are true and which are false?
True? False?
1. In Mexico, people celebrate New Years Eve by eating
12 grapes at midnight.
2. In Japan, you can hire a handsome man to watch sad
films with you. He will wipe away your tears.
3. In China, TV shows and films featuring time travel
cannot be shown.
4. In Denmark, citizens have to select baby names from a
list of 7,000 names which have been approved by the
government
5. In Malaysia, the government said that people were not
allowed to wear yellow clothes.
6. In Singapore, selling or spitting out chewing gum is
illegal.
360
Module 18, Lesson 5
STUDENT 1: RUSSIA
 A very family-centred society
 Many families are quite small. Women often work outside the house, in addition to
being responsible for childcare / the house
 Russians are often very proud of their country. They like to sing patriotic songs.
 They take pride in their culture and their monuments.
 Russian society is quite communal – this relates to Russian agricultural history, where
people would work the land together. As such, the idea of being a ‘stranger’ is
different in Russia.
 Russian handshakes can be very firm! They are also likely to have direct eye contact.
 When Russian women meet, they will often kiss each other on the cheek three times.
 Gifts are common in Russian on birthdays, at Christmas and at New Year.
 If you are invited to a Russian house for dinner, take a small gift. It is common for men
to take flowers, but do not give yellow flowers.
 Do not get a present for a baby until it is born – it is bad luck to do this sooner.
 If you are going to a Russian’s house for dinner, make sure you are not later than 15
minutes from the time you were told. You should also dress in a formal way.
 Leaving a small amount of food on your plate tells your hosts you have enjoyed the
meal and that you are full.
 Russians will take a good business deal whether they like you or not. However, it is
still good to develop a network of people you can trust. In Russian this is known as
‘svyasi’.
 Bureaucracy means that some things can take a long time. Patience is therefore
important.
 Appointments are important when meeting. You should make these appointments a
long way in advance.
 The first week of May has many public holidays.
 Meetings often take a long time.
 Make sure your shoes are polished!
STUDENT 2: CHINA
 “Face” is very important in Chinese culture – meaning ‘good reputation’ or ‘respect’.
There are different types of face, such as ‘Gei-mian-zi’, which is giving respect to
other, and ‘Liu-mian-zi’, when mistakes are avoided and you show wisdom.
 China is heavily influenced by Confucianism – a philosophy which emphasises the
importance of relationship in society. These relationships are between: rules and
subject; husband and wife; parents and children; brothers and sisters; and friends and
friends. Through the balance of these relationships, society is stable.
 China is a collective society, where group relationships are crucial. People are often
willing to restrict their individual happiness for the sake of the group.
 In meetings, people will often be quiet, as they do not want to disagree with the other
person in public. This would mean a loss of face for both people.
 Non-verbal communication – facial expressions, tone of voice and posture – are very
important in business meetings.
 Frowning is considered to be disagreement – so be careful in meetings. Try to not
show too much emotion. Don’t stare directly into people’s eyes.
 The oldest person in a group should always be greeted first.
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 The Chinese have a good sense of humour, but you need to get to know the person
first!
 Do not give any gift of scissors, knives etc. as this symbolises the cutting of the
relationship. Also, do not give clocks, flowers or handkerchiefs, as these are
associated with funerals.
 Four is an unlucky number. Eight is a lucky number.
 Trust is very important in Chinese business.
 You need to be patient. Relationships can take a long time to develop.
 Generally speaking, it will only be the senior members of the Chinese team who will
talk during meetings.
 It is very important that you do not lose your temper or get angry during meetings
This would risk ending the business relationship immediately.
STUDENT 3: USA
 Most Americans get to first name basis quite quickly. This is normal.
 The dress code for meetings can be very flexible depending on who you are meeting,
and what the weather is like.
 Punctuality is important for business meetings, so make sure you are on time. In
some places it can be seen as a sign of disrespect if you are late.
 Although meetings may appear to be relaxed, they are taken seriously. There will
often be an agenda which is followed.
 If you make a presentation, it should be focused and direct. Do not waste time telling
them things they do not need to know. Evidence is important – if you can support
your argument with data, Americans are likely to listen to you more.
 The key thing is to get a contract agreed – the development of the relationship can
follow at a later date.
 Americans will often try and haggle during negotiations to get the price lower and to
maximise their profit.
 Employees will often be consulted about important decisions – the decisions are not
just made by senior staff.
 Don’t miss deadlines – this will be seen as a sign of poor organisation and
management.
 Smoking is increasingly rare – you may need to check where you are allowed to do
this. It is forbidden in many public spaces.
 Visiting an American’s home is often quite informal – you will not necessarily be
expected to dress formally.
 Americans can be very direct in the way that they speak. This can sometimes be seen
as aggressive or rude.
 Handshakes are very common both in greeting and when leaving. When saying
goodbye, Americans will often use a phrase such as ‘let’s do lunch’ or ‘see you
around’.
 Never give money as a gift.
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Module 19, Lesson 1
Imagine that you had to write a report about a conference which you helped to
organise. Which of the following phrases might you use in a report?
1. The conference went brilliantly and superbly well.

2. The conference didn’t go very well because the hotel staff were not very supportive.
3. The conference was a complete disaster.
4. The conference was a success because the whole team worked well together.
5. There were some positive aspects to the conference, but also some problems.
6. There were three main reasons why this conference went well, which are outlined
below.
Some questions which you should consider when writing a report are as follows:
1. How long should the report be? 2. Is there a particular structure which
the report should follow?
3. Who will be reading the report? 4. How will the report be used?
5. Is there anything in particular which you need 6. Is there anything that should not be
to talk about in the report? included in the report?
363
Module 19, Lesson 2

Match these pie charts with their accompanying descriptions.
A. “The topics discussed at the

5 conference met my needs and
Strongly Agree
expectations.”
15
1. Ninety per cent of delegates are happy
Agree
with the conference topics, choosing
43 either ‘5’ or ‘4’ when asked whether they
Neither agree
12 agree the topics met their needs and
nor disagree
expectations. None of the delegates are
Disagree
unhappy with the topics. Several
delegates wish to learn more about our
Strongly
25 competitors’ products.
Disagree
B. “I was happy with the conference

2 hotel.”
14 Strongly Agree 2. Most delegates are unhappy with the
hotel because it was too far from the
Agree conference centre. They complain about
‘waiting 20 minutes for the bus to the
22 conference centre in the rain’. However,
Neither agree
nor disagree
they think that the hotel was mostly ‘clean
62
and comfortable’.
Disagree
C. “I was able to understand all the

10 5 conference presentations.”
Strongly Agree
12 3. Most delegates say that they were able
to understand the presentations. But some
Agree
complain that the technical presentations
were hard to understand. Several
Neither agree
nor disagree
delegates ask for more handouts either
25 during or after the presentations.
Disagree
48
Strongly
Disagree
364
D. “My travel arrangements were well
organised.”
10
Strongly Agree 4. Almost everybody is happy with their
travel arrangements, with just three per
cent having complaints.
Agree
34 56
Neither agree
nor disagree
“The sessions were the right length.”

E. 5. In total, 84 per cent of delegates say
3
that the session was the right length. Two
7 or three delegates think that some of the
Strongly Agree presentations were too long.
Agree
Disagree
90
Label the following graphs, and state what the purpose of each is.
Sales for Company 1 (2016)
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
365
Pre-tax profits (millions of rupees)

6
0
2014 2015 2016 2017
Company 1 Company 2 Company 3
Number of Employees
300
250
200
150
100
50
0
2014 2015 2016 2017
Company 1 Company 2 Company 3
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Module 19, Lesson 3
Discuss the following questions with your partner
1. What is a feedback form?
2. Have you ever filled in a feedback form? What were the circumstances?
3. Why do companies use feedback forms?
GREENWOOD INTERNATIONAL SALES CONFERENCE – FEEDBACK FORM
In this form, you will see a number of statements about the conference. First, say whether
you agree or disagree with them, using this scale:
1: Strongly disagree 2: Disagree 3: Neither agree nor disagree 4: Agree 5:

Strongly agree
Then add your comments in the space below. Thank you very much for taking the time to
complete this questionnaire. Your comments will help us to plan future conferences.
Name: ________________________
Conference content
1. The topics discussed at the conference met my needs and expectations.
1 2 3 4 5 Your comments:
I learned a lot of new things at the conference, especially when I spoke

X to colleagues from other countries. I would have liked a bit more
information about competitors’ products.
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2. The sessions were the right length.
I thought the sessions were exactly the right length. It was good to
X
have time to ask questions after each presentation.
3. I was able to understand all the conference presentations.
Most of the presentations were easy to understand. The presenters

were careful not to speak too fast. Some of the technical information
X
was hard to follow. If the presenters had given us more handouts, we
would have understood better.
Conference arrangements
4. My travel arrangements (flight and hotel bookings) were well organised.
The hotel was comfortable, but the location was bad. We had to walk for
20 minutes in the rain because the buses were full. If the hotel had been
X
nearer to the conference centre, I would have enjoyed the conference
more.
5. I was happy with the conference hotel.
The hotel was comfortable, but the location was bad. We had to walk for
20 minutes in the rain because the buses were full. If the hotel had been
X
nearer to the conference centre, I would have enjoyed the conference
more.
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GREENWOOD INTERNATIONAL SALES CONFERENCE – FEEDBACK FORM

In this form, you will see a number of statements about the conference. First, say whether
you agree or disagree with them, using this scale:
1: Strongly disagree 2: Disagree 3: Neither agree nor disagree 4: Agree 5:

Strongly agree
Then add your comments in the space below. Thank you very much for taking the time to
complete this questionnaire. Your comments will help us to plan future conferences.
Name: ________________________
Conference content
1. The topics discussed at the conference met my needs and expectations.
2. The sessions were the right length.
369
3. I was able to understand all the conference presentations.
Conference arrangements
4. My travel arrangements (flight and hotel bookings) were well organised.
5. I was happy with the conference hotel.
370
Module 19, Lesson 4
Feedback Recommendation
1. I learned a lot of new things at the
conference, especially when I spoke
to colleagues from other countries. I
would have liked a bit more
information about competitors’
products.
2. I thought the sessions were exactly

the right length. It was good to have
time to ask questions after each
presentation.
3. Most of the presentations were easy

to understand. The presenters were
careful not to speak too fast. Some of
the technical information was hard to
follow. If the presenters had given us
more handouts, we would have
understood better.
4. The hotel was comfortable, but the
location was bad. We had to walk for
20 minutes in the rain because the
buses were full. If the hotel had been
nearer to the conference centre, I
would have enjoyed the conference
more.
371
Recommendation Potential Problem

1. We should have a presentation and
discussion about our competitors and
their products during the
conference.
2. We should ask presenters who are giving

a technical presentation to include more
handouts. They also need to speak more
slowly and repeat information during the
presentation.
3. We should consider having more time

for questions at the end of each
presentation. This was not mentioned
in the questionnaire replies. However,
in several presentations I attended,
two or three people wanted to ask
questions but there wasn't enough
time
4. All presenters should email copies of
their presentation slides and
handouts to conference delegates.
They do not want to carry too much
paper around, especially if they are
travelling.
5. We need to book a hotel that is close

to the conference centre. Some big
hotels can offer conference rooms
and guest rooms in the same building.
We should consider that option as
well.
372
Module 19, Lesson 5
The following information feedback forms were written by attendees at a conference

which you helped to organize. Use it to produce a report on the conference which
gives an accurate picture of what people thought.
1 = Terrible 2 = Poor 3 = Satisfactory 4 = Good 5=

Excellent
Questions
 Q1 How would you rate the facilities?
 Q2 How would you rate the presentations?
 Q3 How would you rate the accommodation?
 Q4 How would you rate the staff support?
 Q5 How would you rate the conference overall?
 Q6 Do you have any additional comments?
Q1 5 Q2 2 Q3 3 Q4 4 Q5 4 Q1 4 Q2 3 Q3 1 Q4 4 Q5 3 Q1 3 Q2 3 Q3 2 Q4 4 Q5 2
Q6 The presentations were Q6 Q6
generally not relevant for The accommodation was My accommodation was not
delegates. There should have very poor. The rooms were as good as I’d expected. The
been more discussion small and hot, and also the hotel looked much better on
beforehand about what kind shower did not work. the website than in real life.
of presentations should have However, the conference For me, this spoiled the
been given. Overall the facilities were good – I could conference slightly, although
conference was pretty good, check my email and print I would say that the staff
and I would come again next things whenever I needed, support was pretty good.
year. and the office staff were very
helpful indeed.
Q1 4 Q2 4 Q3 3 Q4 5 Q5 4 Q1 5 Q2 3 Q3 1 Q4 4 Q5 4 Q1 4 Q2 2 Q3 2 Q4 4 Q5 4
Q6 Q6 Q6
The presentations were The facilities were some of
mostly enjoyable, although it the best I have ever Some presentations were
is difficult to see how they experienced at a conference satisfactory, but many were
will be useful in my business – the WiFi, the provisions of too complicated for the
life. The staff were generally coffee, the food, the admin majority of the respondents –
excellent – very etc. I would certainly be especially those whose first
knowledgeable and always interested in coming back language was not English.
happy to help. I would next year, although I would The staff support was good –
certainly consider coming probably want to stay in a I felt that they were very
again, but probably only if it different hotel as this one much in control of what was
were a bit cheaper. was not very good. going on. I will return.
373
MODULE 20 - LES ONLINE MATERIAL (MODULES 7 & 8)
MODULE 20 – CONSOLIDATION
You will have an opportunity to complete some of the Learn English Select Module 7
online end-of-module tests
Vocabulary 1
Complete the story with the correct words.

cancelled
direct
outbound
inbound
transferred
mechanical
Our ____________ flight was non-stop to San Francisco, but we couldn’t get
a ____________ flight for the ____________ flight so we had to make a stopover in
Chicago. But the flight to Chicago was ____________ because of a ____________
problem, but we managed to get ____________to a flight with another airline.
Vocabulary 2
Choose the correct words or phrases to complete the sentences.
1. We need to make a disadvantage / decision / offer on the conference venue.

2. We should book a hotel for the delegates. Can you look online and see what’s available /
occupied / preferable?
3. Please indicate on your order form if you have any special arrangements /
requirements / alternatives.
4. The conference centre is a long way from the airport. This is a true / total / serious
disadvantage.
5. I think we have to book and pay / confirm / reserve a venue before the end of the
month.
6. Will my hotel room be paid for in advance / early / before?
7. Knowing the local language can be main / major / general advantage when you do
business abroad.
8. Breakfast and lunch are included but conference guests should make their own requests
/ arrangements / requirements for dinner.
374
Grammar 1
Liam was late to a meeting. Read his explanation and put the events in the correct
order.
It was raining when my flight arrived, so I took a taxi to the station. When I went to the ticket
office to buy my train ticket to come here, I couldn't find my wallet. I had left it in the taxi! I
immediately called the taxi company. Fortunately the taxi driver had already found my wallet
in the back seat of his taxi. He very kindly brought it to the station and gave it to me, but by
that time I had missed my train and I had to wait an hour for the next one. When I finally got
to Head Office, the meeting had already started.
1. Liam arrived at the airport.

2. The taxi driver brought Liam his wallet.
3. Liam missed his train.
4. Liam phoned the taxi company.
5. The meeting started.
6. The taxi driver found Liam’s wallet.
7. Liam arrived at Head Office.
8. Liam took a taxi to the station.
Grammar 2
Choose the correct word or phrase to complete each sentence.
Over
Might
Will
After
By next Friday
Won’t
As soon as
1. I probably ____________ be able to finish the report this week.

2. We will deliver the items that you ordered ____________ we receive your payment.
3. The weather is bad in Madrid so my flight ____________ be delayed.
4. Please reply to this enquiry ____________ at the latest.
5. Our competitors ____________ probably lower their price to match ours.
6. We will maintain our usual service ____________ the holiday period.
7. We must arrange a meeting for the week ____________ next.
375
Reading 1
Here are extracts from three hotel websites. Read the extracts and match each
feature with the corresponding hotel.
Griffith Manor
Situated in possibly the most beautiful valley in South Wales, on the edge of the Brecon
Beacons National Park, our peaceful location makes Griffith Manor the ideal venue for your
family holidays, business meetings and more. We have easy transport connections, close to
the M4 motorway and with Cardiff International Airport only 45 minutes' drive away. Our
individually styled bedrooms are available from only £65 per night for a single room with en-
suite facilities and full Welsh breakfast.
In our bistro restaurant you can dine on classic dishes made from the finest local ingredients
while enjoying breath-taking views over the Usk Valley.
Our meeting room is fully equipped with digital projection and audio facilities, with space for
up to 120 delegates. Our daily rate is £630, including refreshments (tea, coffee, mineral
water). Conference and meeting delegates are eligible for a 10 per cent discount on our
overnight and restaurant charges.
Western Lodge
If you are looking for a comfortable business hotel in the western suburbs of London, look
no further. All our rooms have en-suite shower facilities, satellite TV and free Wi-Fi. Our bar-
restaurant is open daily until midnight and room service is available 24/7, serving gourmet
snacks and drinks. Our conference suite, comprising three air-conditioned rooms with state-
of-the art audio-visual equipment, accommodates up to 150 people and can be hired for
£550 per day.
Getting here
Our location close to Heathrow Airport makes us the ideal choice for international meetings
or for that overnight stay before or after a long-haul flight. With our complimentary shuttle
bus service, you can reach Terminals 1, 2 and 3 in just ten minutes and Terminals 4 and 5 in
15. With fast rail links to Paddington Station, you can be in the Central London in 20 minutes.
Our room rates

Single: £75 per night
Double: £95 per night
CRANWORTH HOTEL
For a conference experience with a difference, come to Cranworth Hotel. Our four
conference rooms have movable walls so that the space can be configured to suit your
requirements. All have excellent sound and video equipment and network points for super-
fast internet connections. All this can be had for as little as £880 per day. Our room rates
start at £120 per day, for a luxury single room with breakfast. Guests have free use of our
fitness centre, with gym, heated pool and sauna. Our award-winning restaurant specialises in
Thai and Indonesian cuisine.
Cranworth Hotel is situated in the heart of Edinburgh with its historic sights and vibrant night
life. Edinburgh Waverley station is just ten minutes' walk away. The airport bus stops right
outside the hotel and takes just 30 minutes to reach Edinburgh International Airport.
376
is cheapest for accommodation
is in the city centre
is in a quiet location
serves South-East Asian food
is nearest to an airport
does not mention internet facilities
has a swimming pool
is cheapest for conferences
Griffith Manor Western Lodge Cranworth Hotel
Reading 2
Read the instructions from a tour operator to passengers. Choose the correct words
to fill the gaps.
1. Airport security procedures take time. You should check in at least two hours before
your scheduled waiting / departure / travelling time.
2. At the check-in desk, you will be issued a boarding pass. You are advised / allowed /
delayed to then proceed directly to security.
3. Wait in the departure lounge until your flight is called. Consult the departure boards and
listen to announcements in case there is a change / delay / movement of departure
time or gate.
4. Go to the departure gate as soon as your flight is called. Some gates are quite far away,
so you may need to wait / allow / hurry up to 20 minutes to reach your gate.
5. On arrival at Frankfurt International Airport, read / listen to / follow the signs that say
‘International Flight Connections’. These will take you to the transfers lounge.
6. Our representative will meet you in there and issue you with your boarding pass for your
last / connecting / direct flight to Athens. Wait until your flight is called.
7. On arrival / transfer / boarding in Athens, collect your luggage from the baggage hall
and proceed to the exit. Our tour guide will meet you in the arrivals area.
377
MODULE 8
Vocabulary 1
Choose the correct words to complete the sentences.
analysed excited terrified worked

complained relieved made went
1. My colleague Jeremy has _______________ the questionnaire responses.

1. Some of the delegates _______________ about the quality of the presentations.
2. He _______________ some recommendations in his report about how to better
organise the conference next year.
3. I was very nervous before my presentation and I felt very _______________ when it
was over!
4. When I came to give my presentation I couldn’t find my notes. I was _______________ !
5. I’m looking forward to joining your team and I feel very _______________ about
working with you all.
6. I liked your idea of having the technical presentations at the beginning. I thought it
_______________ well.
7. How do you think the conference _______________ ?
Vocabulary 2
Complete each sentence with the correct ending.
me. journey. apologies. touch. handout. help. fault.
1. Bye! Have a safe _______________
2. I’m very grateful for all your _______________
3. I’m afraid that isn’t a good time for _______________
4. The presenter should have given us a _______________
378
5. It was good to meet you. Please keep in _______________
6. The mistake in the programme is my _______________
7. I forgot to attach my comments. Please accept my _______________
Grammar 1
Choose the correct words or phrases to complete the sentences.
1. I called Head Office on my mobile while I ... at the airport.

(a) was waiting
(b) waited
(c) had waited
2. Some delegates were talking while I … my presentations

(a) gave
(b) had given
(c) was giving
3. I finished my phone call quickly when I … my line manager come in.
(a) was seeing
(b) saw
(c) had seen
4. It … when we landed in Montreal.
(a) was snowing
(b) snowed
(c) did snow
5. You mentioned that you … send us a copy of your slides but we haven’t received
anything yet.
(a) were going to
(b) will
(c) wouldn’t
6. I’m afraid I can’t meet you on Friday. ... to Brussels that day.
(a) I’m flying
(b) I shall fly
(c) I must be flying
7. Our research shows that 95 per cent of our customers ... happy with the service we are
providing.
(a) were
(b) are
(c) would be
8. Yuki offered ... me to prepare my presentation.

(a) that she would help
379
(b) helping
(c) to help
Grammar 2
Put the words in the correct order to make grammatically correct sentences.
better would have had spoken more slowly understood her our overseas
delegates
8. If the presenter
________________________________________________________________
If have that you spent so long on my report weren’t going to read it. I’d
known
9. I wouldn’t__________________________________________________________
that question. have asked he wouldn’t had understood the presentation
10. If Juan____________________________________________________________
it had been have been more successful if better organised. would
11. The conference

_______________________________________________________________
the conference. you were going to send me feedback on your
12. You said___________________________________________________________
offered review my presentation. you we to spoke,
13. When_____________________________________________________________
phone checking in rang to the hotel. while was I
14. My_______________________________________________________________
380
Reading 1
Read the email exchange between Rolf and Caroline, who work for different branches
of the same multinational company. Choose the correct answer to each question.
From: Caroline Brown

To: Rolf Spencer
Subject: Conference report
Hi Rolf
It was good to meet you at the international sales conference. We both agreed to write a
report on the conference for the senior management team, so I thought perhaps we could
work together. I have received the feedback forms from all the delegates and I'm going to
analyse them early next week. I could send you a spreadsheet with the results, and then we
could meet by teleconference to plan our draft together? (I'd prefer to meet face-to-face,
but I can't fly to Berlin again, unfortunately!) What do you think? Are you available for a
conference call any time on Thursday or Friday next week?
By the way, could you send me a copy of your slides so that I can show them at our next
sales department meeting?
Best regards
Caroline
…………………………………………………………………………………………………………………………………………………………………………
From: Rolf Spencer
To: Caroline Brown
Subject: Re: Conference report
Hi Caroline
It was a pleasure to meet you too, and I'm glad you got back to Birmingham safely. I would
love to work with you on the conference report. I'm afraid Thursday and Friday are public
holidays here in Germany, and I'm attending the International Kitchen Fair in Leipzig the
following Monday, but I'm free after that. Is Tuesday the 18th possible for you?
I'd be very interested to see the responses to the feedback forms when you have them.
I'm glad you liked my presentation. Here are the slides (attached).
Best
Rolf
From: Caroline Brown
To: Rolf Spencer
381
Subject: Re: Re: Conference report
Attached: delegates' responses.xls
Hi Rolf
Yes, Tuesday the 18th will be fine. Shall we say 10.00 a.m., your time? I'll set up a conference
call and invite Sarah, my assistant, to join us. I attach a spreadsheet with the delegates'
responses to the feedback forms, as promised.
You said in your email that you were attaching your slides, but I couldn't see any attachment.
Did you forget?
Best wishes
Caroline
…………………………………………………………………………………………………………………………………………………………………………
From: Rolf Spence
To: Caroline Brown
Subject: Re: Re: Re: Conference report
Attached: conference slides.ppt
Hi Caroline
I'm so sorry! I thought I had attached my slides but clearly I hadn't. We have a new email
system and I'm not used to it yet. I must have clicked on 'Save' instead of 'Attach'. However,
I'm sure I have attached them this time!
Best
Rolf
1 Which of the following is true?
(a) Rolf and Caroline have known each other for a long time.
(b) Rolf and Caroline met for the first time recently.
(c) Rolf and Caroline have never met face-to-face.
2 Who is going to write a report on the sales conference?

(a) Rolf
(b) Caroline
(c) Both Rolf and Caroline
3 Why does Caroline suggest a teleconference meeting?

(a) Because she and Rolf are in different cities.
382
(b) Because she prefers it to meeting face-to-face.
(c) Because she will be out of the office.
4 Why does Caroline want a copy of Rolf’s presentation?
(a) To show to her colleagues.

(b) To include in her report.
(c) To learn from it.
5 Why can’t Rolf speak with Caroline next week?
(a) He will be busy.

(b) His office will be closed.
(c) He will be away on business.
6 When is the teleconference taking place?
(a) Friday afternoon

(b) Monday morning
(c) Tuesday morning
7 Why didn’t Rolf attach his presentation slides to his email the first time round?
(a) He forgot.
(b) He selected the wrong option in his email program.
(c) He couldn’t find the file.
383
Reading 2
Look at the data table and read the following extract from a report on conference
delegates’ feedback. Complete the extract by choosing the correct words.
Strongly Agree Neither Disagree Strongly

agree agree nor Disagree
disagree
The conference venue was well chosen. 60% 22% 12% 6% 0%
The catering facilities were satisfactory. 25% 38% 22% 12% 3%
The sessions were the right length. 30% 46% 20% 4% 0%
The presentations were relevant to my situation.31% 45% 20% 4% 0%
The presentations were easy to understand. 41% 35% 8% 16% 0%
There was enough time for discussion. 10% 22% 19% 35% 14%
Some / Most / Not many delegates are happy with the conference venue. Individual
comments show that this is partly because the conference centre and the accommodation
were in the usual / same / other hotel, unlike in previous years when we had a separate
conference centre. Delegates are less happy / happier / equally happy with the catering
facilities. We think some of the negative responses to this question wouldn’t / will / may be
from vegetarians who are unhappy that there was no vegetarian option for the dinner on
Saturday.
Seventy-six per cent of delegates are happy with the length of presentations, and same /
right / other proportion found them relevant to their situation. This is encouraging and a
better result than last year’s. Most delegates found the presentations easy to understand.
However, a majority / minority / half disagreed with this statement. Next year, we should
ask presenters to speak more slowly.
Just exactly / over / under half of the delegates think that there was not enough time for
discussion. Next year we should reduce the length of presentations to increase / allow /
spend sufficient time for questions and discussion.
384
ANSWER KEYS TO LES MATERIALS END-OF-MODULE-TESTS
Module 6
LES MODULE 1 ANSWERS
Vocabulary 1
1. Previous experience; 2. Price range; 3. Bank loan; 4. Covering letter; 5. Travel agency; 6.
Job description
Vocabulary 2
1. Priority; 2. Across; 3. Matches; 4. Unique; 5. Register; 6. Gained; 7. Impressed; 8. Fluent; 9.

Role
Grammar 1
1. Bored with; 2. Exciting; 3. Most attractive; 4. Most important; 5. Least; 6. Did you find; 7.
Was; 8. Did you go; 9. Were you; 10. Was it like?
Grammar 2
1. Shouldn’t; 2. Mustn’t; 3. Ought; 4. Should; 5. Why don’t you
Reading 1
Colchester … Oxford … Spanish … assistant … department … consultant … agency … French
Reading 2
Industry … experience … customer-facing … dealing … essential … salary … apply
385
Vocabulary 1
1. challenge; 2. reputation; 3. pension; 4. shifts; 5. accurately; 6. eventually
Vocabulary 2
1f 2e 3b 4g 5c 6h 7a 8i 9d
Grammar 1
1 have worked; 2 studied; 3 to plan; 4 travelled; 5 would; 6 dealing; 7 to provide; 8 to take
Grammar 2
1. Daniela speaks good Russian, doesn’t she?

2. They’ll pay overtime for this work, won’t they?
3. Benjamin always stays calm under pressure
4. Both of my brothers are teachers
5. We don’t have enough staff for this project
6. I get on well with all my colleagues
7. Our sales team visit India twice a year
Reading 1
1c 2b 3a 4b 5b 6c
Reading 2
Strength ... trained … keen … responsibility … organized … managing … pressure … prioritise …

team
Module 11
Vocabulary 1
1. budget; 2. bonus; 3. human resources; 4. facilities; 5. agenda; 6. target; 7. the majority; 8.

apology
386
Vocabulary 2
‘Can I introduce you to Tom? He supervises the trainees. Tom reports to the head of
marketing, Laura Robinson. Laura will be your line manager too. She is in charge of the
customer support team She’s also responsible for training.’
Grammar 1
1. Will I be responsible for organising meetings? 2. I’m extremely disappointed with this
product. 3. The Wi-Fi is not fast enough. 4. I’ll tell my manager straightaway. 5. The IT team
were not particularly helpful.
Grammar 2
1 was 2 had 3 could / us 4 their / were 5 was 6 would … my 7 should
Reading 1
1b 2a 3b 4a 5c 6a
Reading 2
extremely; agree; unfortunate; should; willing; only; will; enough; extremely
Vocabulary 1
1 suggestion 2 achievement 3 responsibility 4 improvement 5 confidence 6 involvement 7

difference
Vocabulary 2
1 ahead 2 serious 3 arrange 4 on 5 attend 6 concern 7 Exactly 8 Imagine
Grammar 1
1 don’t need to 2 had better 3 mustn’t 4 will 5 - 6 will get 7 did it go 8 – 9 am I going
Grammar 2
1 complained 2 promised 3 reported 4 told 5 thought 6 offered
387
Reading 1
1b; 2b; 3c; 4a; 5b; 6c
Reading 2
progress; improvement; considering; previous; promotion; feedback; responsibilities;

objectives; meeting
Module 16
LES MATERIAL MODULE 5 ANSWERS
Vocabulary 1
1 advertising campaign
2 a press release.
3 on price.
4 longer than cheaper alternatives.
5 a low point last summer
6 production in order to meet demand.
7 range
Vocabulary 2
ensure; trend; fluctuate; campaign; target; persuade; brand
Grammar 1
1 is expected 2 are offered 3 is aimed 4 were met 5 was designed 6 may be used 7 can be
given 8 by
Grammar 2
1 (a) 2 (c) 3 (a) 4 (c) 5 (c) 6 (b)
Reading 1
sport; expected; protection; colours; waterproof; designed; attractive; price.
388
Reading 2
1 recovering 2 expected to fall 3 expected to increase significantly 4 up by 33 per cent 5

unchanged
LES MATERIALS MODULE 6 ANSWERS
Vocabulary 1
1 A heading 2 Bold type 3 Italic type 4 A chart 5 A graph 6 A table
Vocabulary 2
suggestion; take; trialled; confident; structure; summary; feedback; reassuring; differently
Grammar 1
1 Compared with last year, sales have dropped 10 per cent.

2 Could you tell me how long the meeting will be?
3 This is because the economy has been bad.
4 Find out when our competitors will launch their new range.
5 Do you know what caused the fall in profits?
6 Unlike our competitors, we offer a two-year guarantee.
Grammar 2
1 out 2 Finally 3 reason 4 down 5 over 6 up 7 result
Reading 1
1 True 2 False 3 False 4 False 5 False 6 True 7 False
Reading 2
1 (a) 2 (b) 3 (a) 4 (c) 5 (b) 6 (a) 7 (c)
389
Module 20
Vocabulary 1
outbound; direct; inbound; cancelled; mechanical; transferred
Vocabulary 2
1.Decision 2. Available 3. Requirements 4. Serious 5. Confirm 6. Advance 7. Major 8.

Arrangements
Grammar 1
1–8–6–4–3–2–5–7
Grammar 2
1. Won’t 2. As soon as 3. Might 4. By next Friday 5. Will 6. Over 7. After
Reading 1
Griffith Manor: is cheapest for accommodation; is in a quiet location; does not mention
internet facilities
Western Lodge: is nearest to an airport; is cheapest for conferences
Cranworth Hotel: has a swimming pool; serves South-East Asian food; is in the city centre
Reading 2
1. Departure 2. Advised 3. Change 4. Allow 5. Follow 6. Connecting 7. Arrival
Vocabulary 1
1 analysed 2 complained 3 made 4 relieved 5 terrified 6 excited 7 worked 8 went
390
Vocabulary 2
1 journey. 2 help. 3 me. 4 handout. 5 touch. 6 fault. 7 apologies.
Grammar 1
1 (a) 2 (c) 3 (b) 4 (a) 5 (a) 6 (a) 7 (b) 8 (c)
Grammar 2
1 If the presenter had spoken more slowly our overseas delegates would have understood
her better.
2 I wouldn’t have spent so long on my report if I’d known that you weren’t going to read it.
3 If Juan had understood the presentation he wouldn’t have asked that question.
4 The conference would have been more successful if it had been better organised.
5 You said you were going to send me your feedback on the conference.
6 When we spoke, you offered to review my presentation.
7 My phone rang while I was checking in to the hotel.
Reading 1
1 (b) 2 (c) 3 (a) 4 (a) 5 (c) 6 (c) 7 (b)
Reading 2
most; same; less happy; may; same; minority; under; allow
391

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Student’s Book: Face-to-Face (B1)

LEARN ENGLISH SELECT FACE-TO-FACE COURSE

Learn English Select face-to-face course Level B1– Pre-intermediate

 To contextualize and deepen students’ understanding of the key language learnt

This introduction provides a brief overview of the following:

1) Your learner booklet

1. Your Learner Booklet contains the following for each session:

2. You are also advised to keep a separate portfolio to collect examples of

PORTFOLIO TASKS AT LEVEL B1

NOTES ON EXPERIENTIAL LEARNING AND PROJECT WORK

2) Experiential learning activities

Have fun and enjoy the course!

By the end of Module 1 students will:

KEY LEARNING POINTS OR KEY TIPS

 When you speak remember to use contractions to sound more natural.

Ways of talking about hopes and Ways of showing interest

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources: include links to websites or further reading here.

 https://goo.gl/xrhP0u British Council Showing Interest

 using the online course: Learn English Select

KEY LEARNING POINTS OR KEY TIPS

 It’s important to make a note of language in whole sentences or

To talk about how you feel about things: Ways of agreeing

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

This lesson is about

KEY LEARNING POINTS OR KEY TIPS

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 https://goo.gl/rvos9b: Employability of Indian Graduates

 Introducing soft skills.

KEY LEARNING POINTS OR KEY TIPS

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources:

 Sharing your hopes, expectations and fears about the course.

KEY LEARNING POINTS OR KEY TIPS

 It’s natural to have fears or worries about a course. It is really important to

Ways of talking about hopes Ways of talking about fears

Ways of talking about expectations

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources: include links to websites or further reading here

 https://goo.gl/s8V88Y British Council Tips for being a good student

MODULE 2: WHAT KIND OF JOB DO YOU WANT?

By the end of Module 2 students will:

 Be able to talk about the kind of job they want

 Understanding and using job-related language in a range of meaningful contexts

KEY LEARNING POINTS OR KEY TIPS

Salary = money you are paid for work

a) What did you learn in this module?

c) How is this learning useful for you?

d) What areas would you like to learn more about?

Some helpful resources: