First part (30 minutes)
Please finish the test and check the answers
Second part (30 minutes)
What is a report?
A report is a formal piece of writing similar in tone to an essay. You always write reports
to a superior, this could be a teacher a
director or anyone who you should be respectful.
A report analyses a present situation and often has recommendations and is
divided into sections that contains factual information. It is written in a formal style
and uses headings for each section
B2 First (FCE) Report: Structure
Introduction
The purpose of this report is to….
Subheading + Paragraph
Give the relevant facts
Subheading + Paragraph
Give the relevant facts
We will use the example FCE report topic below:
Last year a new sport and leisure centre opened in your home
town. You have recently received the following letter from the manager of the
centre:
I am writing to all members of the Active Leisure Club tgo
thank you for your custom over the last year. We want to make the facilities
even better this year! Please send a short report to us, telling us what you
think are the best and worst aspects of the club. We also want to hear your
suggestions for new facilities…
Write your report to the manager of the club (between
140-190 words).
Step 1: Find – key points, topic and target reader
Step 2: Title
Although the title is not obligatory, it is certainly an
attractive addition and could be something like:
Report on ……. + Topic
Topic + : a report
Example
Title: Report on
Active Leisure Club facilities
Title: Active Leisure Club facilities: a report
Step 3: Introduction
A good and equivalent introduction should contain two
things:
Firstly, you have to state the purpose of the report as clearly as possible – this gives the reader a clear idea of what to expect and sets the tone for the rest of the report.
The purpose of the report is nothing more than three points
you found (in step 1)
describe the best aspects of the club
describe the worst aspects of the club
suggest new facilities
Let’s use them now:
The purpose of this report is to outline the best (point 1)
and worst parts (point 2) of our club, as well as to recommend improvements to
the facilities. (point 3)
The purpose of this report is to outline the best and worst
parts of our club, as well as to recommend improvements to the facilities. The
data for the report was collected based on the opinions of club members
(source)
The aim of this report is to
As requested, I am writing this report to
This report aims to outline/assess
The purpose behind this report is to
Step 4: The body paragraphs (main content)
When we have a ready title and introduction to our report,
we can move on to writing the proper content.
In the main content, you should answer the main key points
that you discovered in the task (see step 1) under suitable subheadings, and
each is placed in a separate section/paragraph.
Remember to use:
transitional words, expressions and conjunctions, which link the
sentences and make the text more fluid
The first observation to make concerns…
It has to been stressed that…
According to (the majority of respondents)…
In spite of (the fact that)…
Despite (the fact that)…
The outlook for …… is (far from)
bright/optimistic/depressing/daunting
The future looks bleak/remains uncertain/is promising
This seems unlikely in the near/foreseeable future
TIP: Headings are very important!
When you write a report every paragraph must have a title
but don’t worry, these do not need to be creative titles. This is not an
article!
Headings must be factual. They must only let the reader know
what information will be contained in the paragraph.
Introduction… , Positive aspects of… , Negative aspects of…,
Improvements…, Recommendations…, Suggestions…
Step 5: Conclusion
After writing the entire content, we only have a summary
where we can also include our suggestions or recommendations – to do this we
can use some specific language that is there to persuade the manager of the
centre to take up our idea and implement it.
Suggestions & conclusions – add a heading
In the final analysis, the best solutions seem to be to
improve the quality of the menu and the service at the café as well as the
maintenance schedule and number of staff at the gymnasium. If manager is
decided to follow recommendations, the experience of members would improve
– persuasive language (recommendations)
– suggestions
I suggest/recommend
I would like to suggest/recommend
I therefore suggest
I advise you (not) to
I believe it would be beneficial
It would be advisable to
You may wish/want to consider
If you wish to…, you should
If we wish to…, we ought to
To sum up….
A report is a formal
paper, it has to be concise, well-organized, which makes it recommended to use
bullet points and headings so that the reader can quickly find the information
they are looking for in your text.
The language of a
report is expected to be formal and objective. For this reason, you should
avoid including yourself or your views in most of your sentences.
Example
Report on Active Leisure Club facilities
The purpose of this report is to outline the best and worst
parts of our club, as well as to recommend improvements to the facilities. The
data for the report was collected based on the opinions of club members
The best aspects of the club
Most members seem to enjoy the swimming pool with it’s daily
water exercise classes and the opportunity to swim in 50-metre lanes. It also
appears that offering a child care programme is appreciated by the majority of
our members since many of them have families, but still would like to use the
facilities of the club.
The worst aspects of the club
According to most of the members I have spoken to, the café
does not meet their expectations with below-average food and slow service.
Another problem is the state of the gymnasium which, in general, is avoided by
many because of broken equipment and a lack of staff during peak times.
Suggestions & conclusions
In the final analysis, the best solutions seem to be to
improve the quality of the menu and the service at the café as well as the
maintenance schedule and number of staff at the gymnasium. If manager is
decided to follow recommendations, the experience of members would improve
Provided that these recommendations are taken into
consideration,…
In conclusion,…
From the research one can conclude that…
Now start writing your report on this:
You have just come back from a two-day study trip to a historic town. Your teacher has asked you to write a report about your visit, saying what you saw during the two days and whether you would recommend a similar visit for other students.
Write your report
ACTIVITIES SESSION 15 - JULY 12th
First part (45 minutes)
How to Write a Formal Email/letter for FCE Writing
Writing a formal letter/email will require a consistently appropriate
response for the specified target reader.
They are written to an individual or to an organization.
The purpose may be, for example:
to apply for part-time or holiday work (application letter)
to apply for study or scholarship opportunities (application
letter)
to complain about something (complaint letter)
to make suggestions about something
to request information (inquiry letter)
1. Salutation: [Dear…
] If you don’t know the name of the person you are writing to, use “Dear Sir or
Madam,” whereas if know the person’s name you write “Dear Mr Smith” or “Dear Ms
Smith”. Use the title “Ms” if you don’t know if the woman is married or
unmarried.
2. The first paragraph (opening): Say why you are writing. Clearly state the
subject or context. Here, you state your
reasons for writing the letter and, if needed, what you are responding to. This
should not be more than a couple of lines.
Useful phrases for the opening
I would like to apply for one of the scholarships I saw
advertised in your prospectus… (applying for a scholarship)
I am looking for outdoor work during the summer holidays and
I would like to apply for the position of hotel lifeguard assistant which I saw
advertised in my university’s student newspaper…. (applying for a job)
I have seen your advertisement for the job in the local
newspaper. I am writing because I would like to apply for the job….(applying
for a job)
3. The next paragraphs (main content): Give the details about why you are writing. Organize
all the essential information in a clear and logical way. Use linking structures to make your letter
flow.
In the next paragraphs, you give more details about why you
are writing. Give relevant information, but don’t expand too much. Use linking
structures to make your letter flow.” Moreover”, “Furthermore”, “In addition”
are all good examples of words that can be used to link sentences together.
You should always be polite and respectful, even if you
complain. A useful way to achieve it, especially in formal letters, is to use
‘modal verbs’, i.e., would, could, or should.
4. The last paragraph:
Say how you expect the other person to respond to your letter if this is
appropriate. It consists of telling the
person what you would like them to do as a result of the letter, whilst also
thanking them for their time. – “Thank you for your time. I hope to hear from
you at your earliest convenience”
5. Closing and signing off:
Finish your letter with an appropriate comment. Don’t just stop
abruptly. Yours ……….
When signing off, look at how you started as a guide. If you
don’t know the name of a person you can sign off with “Yours faithfully,” and
if you do know the name of the person you should use “Yours sincerely,”. Your full name a surname should then be
written under this.
It’s very important to write simple, clear and logical
informal letters. Contractions should not be used (“I am” not “I’m”). Therefore, keep your letter short, direct and
to the point
Write a Formal letter in your personal link
Second part part (45 minutes)
How to use conditionals:
zero, first, second, third and mixed.
If clause + Result clause
Making conditional sentences is an everyday part of your native language,
and introducing them to your English conversation can really improve your
level of communication. There are four conditionals in total
What is a Conditional Sentence?
A conditional sentence is based on the word ‘if’. There are always two parts
to a conditional sentence – one part beginning with ‘if’ to describe a possible
situation, and the second part which describes the consequence. For example:
We’ll get wet if it rains / If it rains, we’ll get wet.
We can also invert the two parts of a conditional sentence so that the ‘if’ part
comes second, and this is especially common in questions. For example:
What will you do if you miss the train?
How can you finish the project if you don’t have a computer?
What happens if the students don’t pass an exam?
There are four types of conditional sentences:
1 – The first conditional0 – The zero conditional
2 – The second conditional
3 – The third conditional
It is also possible to mix the second and third conditional.
Let’s look at each conditional to see how we use them.
The Zero Conditional
We use the zero conditional to talk about permanent truths,
such as scientific facts, and general habits. The structure is simple:
Here are some examples:
If you heat water to 100°, it boils.
If you eat a lot, you put on weight.
If it doesn’t rain for a long time, the earth gets very dry.
If we go out with friends, we normally go to a restaurant.
If I’m tired, I go to bed early.
The First Conditional
We use the first conditional to talk about a realistic situation in the present or future.
The structure of the first conditional is as follows:
Here are some examples:
If you’re free later, we can go for a walk.
If they’re hungry, I’ll make some sandwiches.
If you’re not back by 5pm, give me a ring.
If he studies hard, he’ll do well in the exam.
If we arrive late, we must get a taxi.
He’ll call if he needs help.
if you’re tired, take a break
Another way to make first conditional sentences is to use ‘unless’ which means
‘only if’ or ‘except’. As with ‘if’, the word ‘unless’ can never be followed by ‘will’
but only by the present simple. For example:
Unless you hurry up, you won’t catch the bus.
I’ll carry on doing this work, unless my boss tells me to do something else.
We’ll stay at home unless the weather improves.
The Second Conditional
We use the second conditional to talk about improbable or impossible situations
in the present or future. Here is the structure:
For example:
If I had more time, I’d exercise more. (But I don’t have more time so I don’t.)
If I were rich, I’d spend all my time traveling. (But I’m not rich so I can’t.)
If she saw a snake, she’d be terrified.
If he didn’t have to work late, he could go out with his girlfriend.
What would you do if you were offered a job in Canada?
You wouldn’t have to walk everywhere if you bought a bike.
A common expression used to give advice has the second conditional structure.
The expression is ‘If I were you, I’d..’, meaning ‘in your situation, this is what
I would do’. For example:
A: I’ve got a headache.
B: If I were you, I’d take an aspirin.
A: I don’t understand this.
B: If I were you, I’d ask your teacher for help.
A: This order won’t be delivered on time.
B: If I were you, I’d phone the customer to let them know.
The Third Conditional
We use the third conditional to talk about impossible situations, as in the
second conditional, in the past. We often use the third conditional to describe
regrets. The structure is:
Here are some examples:
If we had left earlier, we would have arrived on time.
If you hadn’t forgotten her birthday, she wouldn’t have been upset.
If they had booked earlier, they could have found better seats.
If I hadn’t learnt English, I wouldn’t have got this job.
What would you have studied if you hadn’t done engineering?
They wouldn’t have hired you if you hadn’t had some experience abroad.
You could have helped me if you’d stayed later.
Mixed Conditionals
It’s possible to combine the second and third conditional in one sentence
when we want to make a hypothesis about the past that has a consequence
in the present. In this case, the structure is:
Here are some examples:
If you’d studied harder, you’d be at a higher level now.
We’d be lying on a beach now if we hadn’t missed the plane.
They’d have much more confidence if they hadn’t lost so many matches.
What would you be doing now if you hadn’t decided to study?
Now you’ve seen all the English conditionals, start practicing by using
them whenever you can. Make some of your own examples following the
structure patterns written.
If you practice, using conditionals will become easy!
Write your name and check your understanding!!!
Third part (30 minutes)
Fourth part (20 minutes)
ACTIVITIES SESSION 14 - JULY 11th
First part (15 minutes)
Record yourself reading the first 10 tongue twisters
You can use Vocaroo or another tool you may feel more comfortable with.
Second part (40 minutes)
Let´s speak with our partners: Go to your chat rooms
A. Write the name of a classmate in each sentence that you think best matches the statement.
1. _____________________spends a lot of money on clothes.
2._____________________isn't afraid of spiders.
3. _____________________went to bed late last night.
4._____________________lives in an apartment.
5._____________________is a romantic person.
6. _____________________would like to travel around the world.
7. _____________________has had a haircut recently.
8. _____________________can juggle.
9._____________________ studies English every day.
10._____________________doesn’t have a pet.
11._____________________ is interested in art.
12. _____________________wouldn’t like to go sky diving.
13._____________________ doesn’t like cats.
14._____________________has been to Southeast Asia.
15. _____________________didn’t go out last weekend.
16. _____________________plays a musical instrument.
17. _____________________is feeling sleepy at the moment.
18._____________________ has been to the cinema this week.
19._____________________ hasn’t been on holiday this year.
20. _____________________can play football really well.
B. Now, ask your classmates tag questions to see if your statements are right or wrong. Award yourself one point for each correct statement.
Examples:
You spend a lot of money on clothes, don't you? Yes, I do. / No I don't.
You aren't afraid of spiders, are you? Yes, I am. / No, I'm not.
C. Share your review with your partners and discuss how to improve each one of them.
Third part (40 minutes)
Minimal pairs
Fourth part (20 minutes)
Reading comprehension with phrasal verbs
Fifth part (30 minutes)
How to Write an Informal Email for FCE Writing
The Writing B2 First (FCE) paper consists of 2 parts. In the first one, you have to write an essay. In the second one, you must choose between different types of writing, among which you might want to choose to write an email.
An email is an example of interactive writing, which means that we are writing to someone rather than just for someone to read. For this reason, emails and letters are a very particular type of writing for FCE in comparison with essays, articles, reviews, or reports. So let’s take a look at the main characteristics of emails:
Purpose of an informal email: The purpose of an informal
email will depend on each task. Some tasks ask you to provide your friend with
some important information, while others might ask you to ask for some advice.
It is common for a friend or relative to ask you something about the place
where you live while saying that they will be visiting soon.
Language: Given that we are writing to a friend or close relative, our language will be relaxed and friendly. We could call it informal language if you want. So we will be making use of contracted forms, common phrasal verbs, colloquial expressions and even flexible punctuation (E.g.: using em dashes «–»)
Structure: One of the cool things about emails is that they
always follow the same structure. In general terms, we always need an opening
and a closing formula; an introductory and closing paragraghs; and the body,
which will consist of as many paragraphs as ideas you are asked to discuss.
Common topics: Many informal emails to friends and relatives
deal with giving advice on a certain subject, such as visiting your hometown,
keeping fit, advice on which cities to visit in your country, organizing a
party for a mutual friend, etc. Sometimes, these topics may appear in combination.
Number of words: like all FCE Writing tasks, informal emails
should be written in 140 – 190 words.
Time for writing an informal email:
The addressee: an English friend of yours
The context: is visiting your city next summer
The main ideas/paragraphs: tell him about the places he/she should visit / and the clothes he/she should wear / invite him to stay with you during his/her s
Share your letters here
ACTIVITIES SESSION 13 - JULY 10th
First part (40 minutes)
Let´s write our article. (Do it in your personal link)
Possible Topics
My Favorite Sport
Tell us about your favorite sport, why you enjoy it, and whether you would recommend it to other people.
Cities of the Future
What will cities look like in 100 years’ time? Write an article and tell us.
A Fantastic Place to Visit
Write an article and tell us about a nice place you have visited recently and why you like it. Tell us whether you would recommend this place to other people.
Health and Fitness
Write an article and tell us about the importance of health and fitness and what we can do to remain healthy and fit.
The Best Advice I Have Ever Received
Write an article and tell us about the best piece of advice you have ever received. Who gave it to you and why was it helpful?
A Famous Person
Write an article about a famous person in your country. Why is he/she famous? Why do people admire him/her?
A Historical Figure I Admire
Write an article and tell us about a person from history you admire. Why do you admire him/her? What did he do?
A Person I Admire
Write an article and tell us about a person you admire in your life. Why do you admire him/her? How has he/she influenced you?
A Day in My City
Write an article and tell us what a tourist could do in your city for a day.
Where could he/she go? What could he /she do? What could she /he eat? How could he/she travel around?
The Most Interesting Day in My Life
Write an article and tell us about your most interesting day. Why was it interesting? What did you do? Who did you spend it with?
Happiness
Write an article and tell us about the things that make you happy
My Favorite Computer Game
Write an article and tell us about your favorite computer game. Would you recommend it to other people?
My Favorite Subjects
Write an article and tell us about your favorite subjects at school. Why do you enjoy them? Are there things you don't like about them although they are your favorite?
Friends!
What qualities are you looking for in a friend? Are your friends similar to you? Is it necessary to always agree with your friends?
The Most Useful Thing I Have Ever Learned
Write about what is the most useful thing you have ever learned. Who did you learn it from? How has it been useful to you?
An Unusual Object
Write an article and tell us: Have you ever had an unusual object? What was it? What made it unusual? Where did you find it?
Childhood Experiences
Write an article and tell us about an experience you had when you were a child and why you have been unable to forget about it
Second part (15 minutes)
1. Unscramble these words:
Nice: ice, in
Peter: peer, tree, pet, tee
House: hose, shoe, she, he, so, us, use
Farm: arm, far, ram, ma, am
Table: eat, tea, able, beat, tale, belt, beta, late, bet, at, be, lab, let, tel
2. How many words can you write in a minute?
Starting with letter A E P T
Third part (30 minutes)
A Review
What a review is?
A critical appraisal of a book, play, film, etc. published in a newspaper or magazine.
It should give an overview of current thinking on the topic. And, unlike an original research article, it will not present new experimental results.
Tips for writing great reviews
- Be informative and insightful: Be specific and relevant to the place you’re reviewing, and describe what other visitors are likely to experience. Highlight what makes the place special, and try to share something unique and new.
- Be authentic: Review your own experience, and explain what the place was like and the service you received. Try to be as accurate as possible, and include both the positive and negative aspects of your visit.
- Be respectful: Business owners often use feedback to improve their offerings. Even if you’re frustrated, make sure your criticism is constructive. Additionally, please avoid profanity.
- Write with style: Check your spelling and grammar, and avoid excessive capitalization and punctuation. In general, a paragraph is a great length for a review.
- Avoid personal and professional information: Do not include the phone numbers or URLs of other businesses in your reviews. Additionally, do not write reviews for places where you are currently or formerly, an employee.
- In general, reviews are structured in a similar way to a standard essay, with an introduction, a body and a conclusion.
How to write a review?
Discuss what you like or dislike about the story. Give reasons to support your opinion. You may want to compare and contrast the story with other stories you have read by the same author or in the same genre. You can also compare the story to your own personal experience or a current event in the news.
The basic steps on how to write a review are as follows:
- Understand the topic.
- Make relevant basic research on the topic.
- Gather relevant background information to be used while writing the review.
- Create an argument or an opinion on the topic.
- Present the facts and critically analyse them.
- Write the final review.
You are building a tourist website in English: write a review of a restaurant you have eaten at in your town. Review the restaurant giving your opinion and saying whether or not you would recommend it.
Tag questions (or question tags)
They turn a statement into a question. They are often used for checking information that we think we know is true.
Tag questions are made using an auxiliary verb (for example: be or have) and a subject pronoun (for example: I, you, she). Negative question tags are usually contracted: It's warm today, isn't it (not 'is it not')
Usually, if the main clause is positive, the question tag is negative, and if the main clause is negative, it's positive. For example: It's cold (positive), isn't it (negative)? And: It isn't cold (negative), is it (positive)?
If the main clause has an auxiliary verb in it, you use the same verb in the tag question. If there is no auxiliary verb (in the present simple and past simple) use do / does / did (just like when you make a normal question).
There is one weird exception: the question tag after I am is aren't I.
For example: I'm in charge of the food, aren't I?
Postive sentences, with negative tags
Negative sentences, with positive tags
ACTIVITIES SESSION 12 - JULY 7th
First part (30 minutes)
Let's finish our test and send it in Moodle.
Second part (30 minutes)
Compare your answers in your chat rooms and share your opinions about this type of test.
Third part (30 minutes)
Let´s learn how to write an article
ACTIVITIES SESSION 11 - JULY 6th
First part (30 minutes)
Let´s share the magazines with your partners
Second part: (120 minutes)
Send your activity using Moodle
Please do not use a dictionary or any other help
ACTIVITIES SESSION 10 - JULY 5th
First part (30 minutes)
Let´s write the transcription of the video.
Use this Jamboard
Second part: (30 minutes)
Let´s go to our chat rooms and discuss the topic: "Intercultural Communication In The Workplace". Write your opinions here
Third part: (15 minutes)
A saying is a short, clever expression that usually contains advice or expresses some obvious truth. Many traditional sayings are still in general use today.
Fourth part: (50 minutes more or less)
Create your own magazine
Create an English Learning magazine with 4 sections.
Think about interesting facts related to B2 English learning
Share your magazine with your partners
ACTIVITIES SESSION 09 - JULY 4th
First part (45 minutes)
Collocations
What is a collocation?
Collocations are fixed expressions which are made up of two or more words that are commonly used in English. They can seem confusing at first, but once you learn them you will be using them all the time.
These combinations just sound "right" to native English speakers, who use them all the time. On the other hand, other combinations may be unnatural and just sound "wrong". Look at these examples:
| natural English... | unnatural English... |
|---|---|
| the fast train fast food | the |
| a quick shower a quick meal | a a |
For the ones who have time for practicing : Exercise
Second part: (30 minutes)
Change the sentences to passive voice.
1. One of the cleaners has found my purse. 2. The robber hit him on the head with a hammer. 3. The government has built a new road in this area. 4. The assistant handed me a note. 5. We elected John class representative. 6. Someone has taken my wallet. 7. Many people use bicycles as a means of transport. 8. They advised me to get a visa. 9. They were rebuilding the old road when I drove by. 10. The local council opened a new shopping centre. 11. They haven’t decided anything yet. 12. The crowd was slowly filling the new stadium. 13. Someone has suggested that the shop should close. 14. Dad used a knife to open the window. 15. The waitress will bring you your drinks in a minute 16. Nobody ever heard anything of John again. 17. People asked me the way three times 18. Lots of people had parked their cars on the pavement. 19. The helpers have not packed the boxes yet. 20. They are still preparing the food. 21. They will launch the new ship next week. 22. Christopher Wren built the church in the 17th century. 23. Beckham scored the goal in the 35th minute. 24. We serve all main courses with vegetables and salad. 25. Someone pushed Harry over the railing.
For the ones who have time for practicing : Exercise
Third part: (50 minutes more or less)
Conversation in chat rooms
Do you know ... what Glass ceiling is?
Do a research with your partners and prepare a "10 minutes" inform.
Fourth Part (15 minutes)
Use your personal link (please in the first line... do not do it at the end)
Write about Glass Ceiling using Collocations, passive voice, modals, and phrasal verbs. Please underline the expressions related to them. (Them: Coloocation - passive - modal - phrasal)
ACTIVITIES SESSION 08 - JUNE 30th
First part (45 minutes)
Each group shows their activity and the group develops them.
Second part: (10 minutes)
Third part: (30 minutes more or less)
Explanation
The passive voice is often used in formal texts. Switching to the active voice will make your writing clearer and easier to read.
| Passive | Active |
|---|---|
| A great deal of meaning is conveyed by a few well-chosen words. | A few well-chosen words convey a great deal of meaning. |
| Our planet is wrapped in a mass of gases. | A mass of gases wrap around our planet. |
| Waste materials are disposed of in a variety of ways. | The city disposes of waste materials in a variety of ways. |
If we want to say who or what performs the action while using the passive voice, we use the preposition by. When we know who performed the action and are interested in him, it is always better to switch to the active voice instead.
| Passive | Active |
|---|---|
| "A Hard Day's Night" was written by the Beatles. | The Beatles wrote "A Hard Day's Night". |
| The movie ET was directed by Spielberg. | Spielberg directed the movie ET. |
| This house was built by my father. | My father built this house. |
Read more about the passive voice and active equivalents for all English verb tenses.
Forming the passive voice
The passive voice in English is composed of two elements:
the appropriate form of the verb 'to be' + past participle
| Affirmative | Negative | Interrogative | Negative interrogative |
|---|---|---|---|
| The house was built in 1899. | The house wasn't built in 1899. | Was the house built in 1899? | Wasn't the house built in 1899? |
| These houses were built in 1899. | These houses weren't built in 1899. | Were these houses built in 1899? | Weren't these houses built in 1899? |
To clean, passive voice
| Subject | + to be (conjugated) | + past participle | + rest of sentence |
|---|---|---|---|
| Simple present | |||
| The house | is | cleaned | every day. |
| Present continuous | |||
| The house | is being | cleaned | at the moment. |
| Simple past | |||
| The house | was | cleaned | yesterday. |
| Past continuous | |||
| The house | was being | cleaned | last week. |
| Present perfect | |||
| The house | has been | cleaned | since you left. |
| Past perfect | |||
| The house | had been | cleaned | before they arrived. |
| Future | |||
| The house | will be | cleaned | next week. |
| Future continuous | |||
| The house | will be being | cleaned | tomorrow. |
| Present conditional | |||
| The house | would be | cleaned | if they had visitors. |
| Past conditional | |||
| The house | would have been | cleaned | if it had been dirty. |
| Infinitive | |||
| The house | must be | cleaned | before we arrive. |
Passive voice with infinitives
The infinitive passive voice is used after modal verbs and other most verbs normally followed by an infinitive.
Examples
- You have to be tested on your English grammar.
- John might be promoted next year.
- She wants to be invited to the party.
- I expect to be surprised on my birthday.
- You may be disappointed.
Passive voice with gerunds
Gerunds are used after prepositions and verbs normally followed by a gerund.
Examples
- I remember being taught to drive.
- The children are excited about being taken to the zoo.
- The children are excited to be taken to the zoo.
- Most film stars hate being interviewed.
- Most film stars hate to be interviewed.
- Poodles like to be pampered.
- Poodles like being pampered.
Using "to be born"
"To be born" is a passive form and is most commonly used in the past tense. However, in some cases, the present or future tense is appropriate.
Examples
- I was born in 1976.
- Where were you born?
- Around 100 babies are born in this hospital every week.
- We don't know on exactly which day the baby will be born
Time for a break
Fourth Part (40 minutes)
Let´s go to our chat rooms
And share opinions about stress at work
Stress Discussion 1. What are some situations that cause stress? 2. What are the biggest causes of stress in your life? What about at work? 3. Which people cause you the most stress at work? 4. Do you work well under pressure? Why or why not? 5. Which jobs do you think are the most stressful and why? Which jobs do you think are the least stressful and why? 6. Do many people take time off work because of stress? How is this viewed in your country? Is it accepted or stigmatized? 7. Would you prefer a high-paid job that was very stressful, or a low-paid job free of stress? Why? 8. What are some ways people can relieve their stress?
Fifth part (40- 50 minutes more or less)
Use your personal link (please in the first line... do not do it at the end)
Write about stress using passive voice, modals, and phrasal verbs. Please underline the expressions related to them. (Them: passive - modal - phrasal)
You have noticed that various members of your team appear to be very stressed at the moment. Write an email to your team advising them about how to deal with stress. Include information about how they can manage their workloads better in order to avoid stress, and how to relieve stress if they experience it.
ACTIVITIES SESSION 07 - JUNE 29th
First part (5 minutes)
Second part: (30 minutes more or less)
Let´s practice in Moodle
Let's answer these possible questions:
1. Why are you leaving your current job?
2. What do you look for in a good supervisor?
3. If you were hired how would your supervisor help you do the best on the job?
4. Tell me about your relationship with your current and past supervisors
5. Talk about a work environment that you think would be ineffective for you.
Third part: (20 minutes)
Time for a reading comprehension
Fourth part: (30 minutes)
Let´s go to our chat rooms
Discuss these questions:(as many questions as you can)
What is your ideal job?
Would you rather work at home, in an office, or in different locations all the time?
What is a job that pays a lot of money, but that you would not want to do?
Do you think that school prepares you for finding a job?
What do you think is the most important thing for you about a job?
Would you rather have a lot of money or a job that you enjoy?
Would you like a job working with animals?
What do you think is the most dangerous job?
What are some jobs that require you to travel? Would you like to have one of these jobs?
Do you think it is a good idea to work with family / family/friendsfriends? Why (not)?
Do you know anyone who has an interesting job?
What is the best / worst job you have ever had?
What are some reasons that a person might stay in a job that they do not enjoy?
Would you like to have a job that works with technology?
How many hours/week do you think is a good amount to work?
What profession do you think is underpaid?
What profession do you think is overpaid?
What are some advantages/disadvantages to owning your own business? Is this something that you think you would enjoy?
Time for a break (15 minutes)
Fifth part: (30 minutes) Go to your chat rooms
Prepare with your partners an activity using phrasal verbs and modals. It can be an exam, a game, an explanation… it's up to you!
Sixth part (30 minutes more or less) Go to your plenary session
Show up to your partners
ACTIVITIES SESSION 06 - JUNE 27th
General proposals - 15 minutes
Abre este enlace para unirte a mi grupo de WhatsApp:
https://chat.whatsapp.com/LoDNwAw6tBs82owx2H5VNR
If you are a UNAL student you are free to use your credentials
if not... simply use your ID in the 2 boxes
The first part (45 minutes)
Video: listen and write what you understand ( Moodle)
Second part: (15 minutes)
Check your understanding by answering the questions about the video. Transcription is going to appear so you will have the opportunity to do your corrections about it.
Third part: (50 minutes more or less)
Prepare for an interview - moodle forum
A break in question 5 (15 minutes)
5 more questions
Forth part - 30 minutes
Let´s speak with our partners
Go to our chat rooms
Go back to the plenary session at 8:50 if the activity is over.
I will let you know using the chat of each session.
ACTIVITIES SESSION 05 - JUNE 26th
A COVER LETTER
Let’s start with your header
Your name will be in the heading and signature of your
letter.
WHAT’S THIS SECTION ABOUT?
The Recipient area is used in formal business letters to
show the name and mailing address of the person to whom you are sending the
letter. This section is optional.
The Opener
This is where you’ll briefly introduce yourself, say where
you found the job and why it interests you.
The Opener is the first sentence or two of your letter. This is where
you introduce yourself and why you're the best candidate for the position.
Here are some openers:
[Friend Name] told me about your opening for a new [Target
Job Title], and they suggested I apply. Here's a little bit about my
background.
I have been following [Target Company] for years now. When I
saw your opening for a [Target Job Title], I knew that this was my chance to
join a great company. I'm confident that, with my industry knowledge and
experience, I can be a strong member of your team.
I have been following [Target Company] for years now. When I
saw your opening for a [Target Job Title], I knew that this was my chance to
join a great company. I'm confident that, with my industry knowledge and
experience, I can be a strong member of your team.
Please consider my application for the [Target Job Title]
position. I believe that my skillset and experience match well with your needs.
I have included my resume for your review and look forward to learning more
about [Target Company].
I am an experienced [Target Job Title] seeking an
opportunity at your company. I have a strong track record and am looking
forward to bringing my skills and abilities to the team.
I am excited to apply for the [Target Job Title] position
you recently posted on [Referral Source or Job Board]. Having read through the
job requirements, I believe I am qualified for the role and will be able to
exceed your expectations.
The Body
This is the main part of your letter. Highlight your skills
and show the employer why you are right for the job. Here's where you describe the most relevant
and convincing reasons why you should be hired for the particular job.
Useful vocabulary about your skills :
In my [Previous Job Title] position with [Previous Employer Name], I handled tasks very similar to what you outlined in your job ad. With my ability to learn, I know I can quickly close any knowledge gaps to become an asset to your team.
I have effective communication skills and the motivation to
take on challenging work. I'm also skilled at editing, merchandising and
process improvement. I am confident that I have the drive, knowledge and
experience you need.
People-Person
At my previous company, I had a reputation for being able to
work with everyone. I enjoy figuring out what motivates people, finding common
ground and getting things done. I am also good at editing, merchandising and
process improvement which helps me to build productive relationships and achieve
solid results.
Results-Oriented
Throughout my career, I have been recognized for achieving
results. I enjoy problem-solving and utilize my abilities in editing,
merchandising and process improvement to ensure that I meet my goals.
Dependable
I am an experienced [Job Title] with demonstrated skills in
editing, merchandising and process improvement. I am a dependable asset to the
team, always punctual and determined to get the job done. I never waiver in my
contribution to my team as I am always ready to help out my co-workers to
achieve the end result.
Employment
Gaps
Have you taken a break from working and want to let
employers know why?
Here are the explanations you can use
Covid-19 : Furloughed
Due to the ongoing pandemic, my current place of work has
furloughed all employees until further notice. As I currently do not have a
timeline for returning to work, I’m searching for a new role. As a hardworking
[Previous Job Title] with a strong record of dedicated service, I know I can be
a valuable addition to your team at [Target Company].
Covid-19 : Laid Off
In my previous role I was a skilled and hardworking
[Previous Job Title], but due to the ongoing pandemic my previous employer was
forced to lay off all employees. While this period was unplanned and unexpected,
I put the time to good use and am ready to get back to the workforce.
Family / personal medical issues
I have been out of the field for a time due to some
unexpected medical issues. Everything has been taken care of and I am ready to
get back into the workforce. I would be open to elaborate more if you have
further questions!
Education
You may notice a gap in my employment while reviewing my
resume. During this period, I elected to take a leave from the workforce in
order to go back to school. The time that I was able to commit to my education
has been invaluable to my professional growth, and I am eager to re-enter the
professional sphere and apply my newfound qualifications and knowledge to the
job.
Relocation
As you review my resume, you may notice a brief gap in my
work experience. I resigned from my previous position to relocate across
country to accommodate a new career opportunity for my spouse. While managing
the logistics of my move, I studied industry news, trends and events to keep my
knowledge current. I am now settled and prepared to take the next steps in my
career.
The Closer
This is the final paragraph where you will sign off and can
include next steps.
Here are the closers we recommend
Call to
Action area
For more details about my background, please review my
enclosed resume. I believe that I can be the [Target Job Title] you're looking
for and welcome the opportunity to speak with you at your earliest convenience.
The Call to Action area is where you encourage the recipient to take the next step in the hiring process.
Consideration
If you could give me a call, that would be great. I'm really interested in working for [Target Company], and I hope you'll consider me for the position.
Looking forward to a response
I would greatly appreciate your review of my enclosed resume
and outlined credentials. I believe that I can be a valuable addition to
[Target Company] and your business goals. At your convenience, I am available
for an interview or further discussion. I look forward to your response.
Add your signature
Phrasal verbs – Quizzis https://quizizz.com/join/quiz/6499c6c051d3b0001d5c07d1/start
Let´s talk about the meaning of phrasal verbs learned in the activity.
Modal Verbs
English Grammar
Modal verbs are a part of the larger
category called auxiliary
verbs which are verbs that cannot be used on their own. They
need to be accompanied by another (main) verb. Sometimes modal verbs are
called modal auxiliaries.
The following words are modal verbs: Can, Could, May, Might, Must, Shall,
Should, Will, Would.
They are modal auxiliary verbs that provide additional information
about the verb that follows it.
Modal verbs are used to express ability, obligation, permission,
assumptions, probability and possibility, requests and offers, and advice. Each
modal verb can have more than one meaning which depends on the context of that
sentence (or question).
- You can go now. (=
permission)
- I can play the
guitar. (= ability)
Structure with Modal Verbs
A Modal verb is followed by another verb in the base form (the
infinitive without the 'To') and they are not conjugated (we don't add an 'S'
in third person). See the following structure:
Subject + Modal Verb + Verb (base form of the infinitive)
- I can speak
English (NOT: I can
tospeak English) - He can speak
Spanish (NOT: He can speak
sSpanish) - She can speak
Spanish (NOT: She can
sspeak Spanish)
Modal Verbs in Negative Sentences
Subject + Modal Verb + not + Verb (base form of
the infinitive)
- You must not walk
on the grass. (= You mustn't walk on the grass.)
- He cannot speak
Arabic. (= He can't speak Arabic.)
- We should not be
late. (= We shouldn't be late.)
As you can see in the examples above, contractions of the Modal
verb + not are normally possible.
The negative of can is cannot ('not' is joined to 'can') and the
contraction is can't
Modal Verbs in Questions
Modal Verb + Subject + Verb (base form of the infinitive)
- May I help you?
- Can I have
another piece of cake please?
- Would you like to come
with us?
Uses of Modal Verbs
Below we have a list of Modal verbs and the different uses of each
with examples.
bat but
batter butter
cap cup
bad bud
began begun
drank drunk
fan fun
hat hut
ran run
sang sung
swam swum
ankle uncle
back buck
badge budge
bag bug
ban bun
bank bunk
banker bunker
brash brush
cam come
crash crush
dabble double
dad dud
ham hum
hang hung
mad mud
massed must
pan pun
rang rung
rash rush
sack suck
sax sucks
stand stunned
track truck
bang bung
cab cub
cram crumb
dam dumb
damp dump
dram drum
fanned fund
flash flush
gnat nut
hag hug
paddle puddle
pack puck
pat putt
rag rug
sand sunned
sank sunk
scam scum
slam slum
slang slung
stack stuck
stank stunk
tang tongue
tag tug
tramps trumps
wan won
blabber blubber
champ chump
dab dub
dank dunk
flank flunk
flax flux
gash gush
glam glum
grab grub
hanker hunker
hash hush
hatch hutch
jag jug
lag lug
mat mutt
pap pup
patter putter
rabble rubble
ram rum
sally sully
sap sup
sapper supper
scram scrum
shacks shucks
slag slug
slash slush
slat slut
stab stub
tab tub
tack tuck
tat tut
thrash thrush
ACTIVITIES SESSION 04 - JUNE 23rd
If you are facing difficulties, perseverance is the solution!
Perseverance is the continuous effort necessary to achieve the goals we set for ourselves. It is important not to give up in the face of the difficulties that we may face along the way, never to lose will and hope. It is precisely these setbacks or frustrations that teach us to be patient and seek solutions to overcome any obstacle.
Doc developed during the session
Part One
Listen again and answer the questions
1 What is the problem on the M1 southbound?
road closure
breakdown
2 What is the problem on the M25 clockwise?
roadworks
heavy traffic
3 What is the problem with the East Coast rail line?
fallen tree
engineering works
4 Will the following people experience delays? Choose Yes or No.
Harry plans to travel eastbound along the M8 between junctions 16 and 15.
Yes
No
5 Denise wants to travel southbound along the M1 between junctions 24a and 24.
Yes
No
6 Archie plans to travel westbound between junction 20 and junction 21.
Yes
No
7 Ruth intends to travel clockwise around the M25 between junctions 25 to 28.
Yes
No
8 Louise wants to travel on the Northern Rail route between Haydon Bridge and Bardon Mill.
Yes
No
9 Carlos is planning to travel on the East Coast rail line between Edinburgh Waverley and Kirkcaldy.
Yes
No
Read aloud with the speaker
Man:
It’s a wet Friday and everyone’s heading home, so let’s go over to Paula for the travel news.
Woman:
Thanks, Neil. There’s a lot to get through today. First of all, to the M8 westbound in Glasgow, now there’s been an accident between junctions 17 and 18, and there’s one lane shut, and that means that there are very, very long delays heading west, back as far as junction 14, and if you’re heading onto the M8 at the junctions between 14 and 18, expect heavy congestion on the slip roads and the roads leading onto the motorway. Eastbound is moving pretty slowly as well, between 18 and 14.
Now the M1 southbound, we’ve still got the breakdown between junctions 25 and 24a, affecting traffic and causing long delays in that direction, and traffic in the other direction is also moving slowly.
The M1 is also closed northbound between junctions 42 and 43 and a diversion is in place, which means traffic is practically at a standstill from junction 40 onwards. There’s still no reopening time on the M1 so these delays aren’t likely to clear soon.
Further along the M62, westbound, there was an accident between junctions 20 and 21. This has now been cleared, and all lanes are now open, but there are still long tailbacks all the way from Leeds to Manchester.
On the M6, southbound, the accident between junctions 14 and 15 has also been cleared, but there are patchy queues still there, all the way down to junction 5. Northbound, traffic is very heavy along this stretch. It is moving, but again, there are patchy hold-ups all the way up.
Now there are problems on the M25 due to roadworks - really long queues clockwise between junction 8 all the way to junction 16, where it meets the M40. There’s a brief respite, then there are long queues again between junctions 19 and 24, and again from junction 29 over the QE2 Bridge. Anticlockwise, queues start at junction 17 and they don’t really let up until junction 5 where it meets the M6. There’s hardly a break in the queue. All lanes are open anticlockwise - the congestion is just due to the solid weight of traffic.
On the trains, there is disruption on South West trains between Epsom and Ashtead due to people walking on the line causing delays of up to two hours. A signal failure on Arriva trains between Ludlow and Craven Arms is causing minor delays of up to 20 minutes. Normal service has resumed on the Northern Rail route between Haydon Bridge and Bardon Mill which was disrupted earlier following a fallen tree. There are also delays on the East Coast line between Edinburgh Waverley and Kirkcaldy due to engineering works.
On the ferries, there is a reduced service on the Red Funnel service between Southampton and the Isle of Wight due to a technical problem. That’s all from me, I’ll be back in half an hour.
General questions
https://www.dictionary.com/games/quizzes/words-that-exist-in-the-us-but-not-uk-quiz
- Part two
Go to our chat rooms and start writing the answer of this question: Have you got a CV?
Do you have any tips to share?
Besides, yesterday each one of you wrote your CV using a template… compare
your activities and enhance them with the help of your partners.
You may also compare them with this check list:
- Part three
Phrasal verbs
1. Would you _______ my dog for me this weekend?
a) look b) look after c) look up
2. My neighbour _______ eggs yesterday.
a) ran b) ran out of c) ran into
3. John _______ his leg at the baseball game.
a) broke b) broke down c) broke off
4. Our boss _______ our meeting until next week.
a) put b) put off c) put down
5. Could you _______ the music while I'm on the phone?
a) turn b) turn off c) turn around
6. I don't _______ my new science teacher.
a) get up b) get over c) get on with
7. We both _______ meeting your new girlfriend.
a) look b) look up c) look forward to
8. My car _______ on the highway today.
a) broke down b) broke off c) broke away
9. It will be easier to read if you _______ the lights.
a) switch b) switch on c) switch over
10. I have to _______ to the finish line and back.
a) run away b) run out of c) run
Now it´s time to be creative... write your own story using as many phrasal verbs as you can...
ACTIVITIES SESSION 03 - JUNE 22nd
Doc developed during the session
Part one
B2 Phrasal verbs
Complete the sentences below, using a phrasal verb from the box in its correct form.
BASED ON - BRING UP – COUNT ON - DEAL WITH - GO OVER – LEAVE OUT - MAKE OUT
- MOVE IN – PULL OFF - PUT TOGETHER – RUN INTO - TURN DOWN
1. It was very interesting to see how the construction workers _________ the bridge
_________ .
2. In today's world it's difficult to ____________________ children so that they can get
something out of life.
3. Can we ___________________ the arrangements once again to make sure that everything
will work out fine.
4. My parents have bought a new house recently and we're planning to ________________
soon.
5. There was a lot of fog so I couldn't __________________ the license plate of the car.
6. The manager offered her an excellent job, but she simply ____________ it __________ .
7. The headmaster doesn't want to ___________________ naughty students all the time.
8. He ___________________ some important information at the interview because he didn't
want his new boss to know everything about him.
9. The film you're about to see is _____________________ a true story .
10. You're my best friend. I can always _____________________ you if something goes wrong.
11. She finally succeeded in ____________________ the deal even though it was difficult to get
all the parties agree.
12. I _____________________ an old friend a few days ago. We hadn't seen each other since
college.
Part two
Preparation task
Write the words in the correct groups.
dump filmmaker recycle documentary rubbish shot spoiler
waste premiere reuse scene polluted film pollution
Reading text:
A Plastic Ocean: a film review
A Plastic Ocean is a film to make you think. Think, and then act. We need to take action on our
dependence on plastic. We’ve been producing plastic in huge quantities since the 1940s.
Drink bottles, shopping bags, toiletries and even clothes are made
with plastic. 1) ………………… . What happens to all the rest?
This is the question the film A Plastic Ocean answers.
It is a documentary that looks at the impact that plastic waste has on the environment.
Spoiler alert: the impact is devastating.
The film begins as a journey to film the largest animal on the planet, the blue whale. But during the journey the filmmakers (journalist Craig Leeson and environmental activist Tanya Streeter) make the shocking discovery of a huge, thick layer of plastic floating in the middle of the Indian Ocean. 2) ………………… . In total, they visited 20 locations around the world during the four years it took them to make the film. The documentary premiered in 2016, and is now on streaming services such as Netflix
It’s very clear that a lot of research went into the film. There are beautiful shots of the seas and marine life. 3) ………………… . We see how marine species are being killed by all the plastic we are dumping in the ocean. The message about our use of plastic is painfully obvious
4) ………………… . In the second half, the filmmakers look at what we can do to reverse the tide of plastic flowing around the world. They present short-term and long-term solutions. These include avoiding plastic containers and ‘single-use’ plastic products as much as possible. Reuse your plastic bags and recycle as much as you can. The filmmakers also stress the need for governments to work more on recycling programmes, and look at how technology is developing that can convert plastic into fuel.
We make a staggering amount of plastic. In terms of plastic bags alone, we use five hundred billion worldwide annually. Over 300 million tons of plastic are produced every year, and at least 8 million of those are dumped into the oceans. 5) ………………… . Once you’ve seen A Plastic Ocean, you’ll realise the time is now and we all have a role to play.
Task 1 Match the missing sentences (a–e) with the correct place in the text (1–5).
a. This prompts them to travel around the world to look at other areas that have been affected.
b. These are contrasted with scenes of polluted cities and dumps full of plastic rubbish.
c. We live in a world full of plastic, and only a small proportion is recycled.
d. The results are disastrous, but it isn’t too late to change.
e. But the film doesn’t only present the negative side.
Task 2 Complete the sentences with the words from the box
. We urgently need to ……………………………… action about the plastic waste problem.
2. The hurricane had a devastating ……………………………… on the island.
3. The filmmakers ……………………………… a shocking discovery in the Pacific.
4. The answer was painfully ……………………………… to everyone in the room.
5. Everyone has a ……………………………… to play in this situation.
6. It’s not too late to ……………………………… the tide and fix the problem.
7. This is a short-……………………………… solution. It won’t work forever.
8. There is a staggering ……………………………… of plastic in the world.
Discussion
What documentary films would you recommend?
Part three
Part Four
Part Five
ACTIVITIES SESSION 02 - JUNE 21st
https://docs.google.com/document/d/1qDruDZIXsdBYuQjsbmWw_tA1sWFe7vFP1Fc_7W6aWlg/edit
Preparation task Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary Definition
|
1. …… vague |
a. to perform or complete a job or activity. |
|
2. …… to carry out a task |
b. unclear, not specific or definite. |
|
3. …… democratic |
c. a system where members are ranked according to status or authority. |
|
4. …… a hierarchy |
d. based on the idea that everyone is equal and should be
involved n making decisions. |
|
5. …… to come up with |
e. to think of something such as an idea or plan. |
|
6. …… resentment |
f. to be seen or understood in a certain way. |
|
7. …… to be perceived |
g. to have the ability to take action without someone telling
you what to do next. |
|
8. …… to have initiative |
h. dissatisfaction and bad feelings from being treated unfairly. |
Part one: Reading comprehension
Reading text: Cultural expectations and leadership - Unscramble sentences.
|
Alejandro Ruiz Arias |
When
she announced her decisions on the project, they would continue giving their
opinions as if it was still up for discussion. |
|
Andrea Catalina Marin Ochoa |
After
weeks of frustration, Gabriela emailed her Swedish manager about the issues
she was facing with her team. |
|
Andrés Martínez Arias |
When
Gabriela took the issue to her Swedish manager, rather than stepping in with
directions about what to do, her manager took on the role of coach and
focused on getting her to come up with her own solutions instead. |
|
Angie Lorena Garcia Ariza |
What
Gabriela was experiencing was a cultural clash in expectations. She was used
to a more hierarchical framework where the team leader and manager took
control and gave specific instructions on how things were to be done. |
|
Brayan Sebastian Yepes Garcia |
Dutch
social psychologist Geert Hofstede uses the concept of ‘power distance’
to describe how power is distributed and how hierarchy is perceived in
different cultures. |
|
Carlos Daniel Vanegas Vasco |
Her
Swedish team, however, were used to working in a low power distance culture
where subordinates often work together with their bosses to find solutions
and make decisions. Here, leaders act as coaches or mentors who encourage
independent thought and expect to be challenged. |
|
Diego Camilo Mayorga Ballesteros |
She
was excited about her new role but soon realized that managing her new
team would be a challenge. |
|
Edwar Alfonso Gutierrez Ramirez |
Her
manager simply asked her if she felt her team was still performing, and what
she thought would help her better collaborate with her team members. Gabriela
found her manager vague and didn’t feel as if he was managing the situation
satisfactorily. |
|
Edwin Yecid Gonzalez Gomez |
This
more directive management style worked well for her and her team in Brazil
but did not transfer well to her new team in Sweden, who were more used to a
flatter hierarchy where decision making was more democratic. |
|
Eliana Del Sol Silva Ariza |
In
her previous work environment, Gabriela was used to a high power distance
culture where power and authority are respected and everyone has their
rightful place. In such a culture, leaders make the big decisions and are not
often challenged. |
|
Fabian Felipe Vaca Daza |
Despite
their friendliness, Gabriela didn’t feel respected as a leader |
|
Gustavo Adolfo Posada Rodriguez |
When
Gabriela became aware of the cultural differences between her and her team,
she took the initiative to have an open conversation with them about their
feelings about her leadership. Pleased to be asked for their thoughts,
Gabriela’s team openly expressed that they were not used to being told what
to do. |
|
Ingry Yiney Vargas Montes |
With
a better understanding of the underlying reasons behind each other’s
behaviour, Gabriela and her team were able to adapt their way of working. |
|
Juan Diego Munevar Velandia |
They
realised that Gabriela was taking it personally when they tried to challenge
or make changes to her decisions, and were able to explain that it was how
they’d always worked. |
|
Juan José Uribe Hernández |
Her
new staff would question her proposals openly in meetings, and when she gave
them instructions on how to carry out a task, they would often go about it in
their own way without checking with her |
|
Laura Gaviria Vargas |
They
enjoyed having more room for initiative and creative freedom. When she told
her team exactly what she needed them to do, they felt that she didn’t trust
them to do their job well. |
Reading text: Cultural expectations and leadership
Gabriela worked for a multinational company as a successful project manager in Brazil and was
transfered to manage a team in Sweden...
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Gabriela was then able to make adjustments to her management style so as to better fit the
expectations of her team and more effectively motivate her team to achieve their goals.
https://learnenglish.britishcouncil.org/skills/reading/b2-reading/cultural-expectations-leadership
Part two: Speaking activity
Students share opinions about the reading comprehension.
Part three: Vocabulary activity
Explanation about phrasal verbs
https://www.intercambioidiomasonline.com/2018/10/25/b2-level-phrasal-verbsdeveloping-your-knowledge/
Part three: Vocabulary activity
Quizz https://wordwall.net/resource/10809758/phrasal-verbs-b2
Part Four: Listening activity
https://www.examenglish.com/B2/b2_listening_education.htm
Listen to the text without help
Listen to the tex using the script
Try to follow the speaker aloud
Part Five: Writing activity
Use the information shared in the first exercise to write a perception about the reading.
Use your personal link to write about the things you may need for writing a CV.
ACTIVITIES SESSION 01 - JUNE 20TH
Introduce yourself
Information about the course
Project during this first month: Looking for a job: cv – interview – job committee board
Create your personal link (notebook)
CONVERSATION ACTIVITY: CHAT ROOMS
Questions about professional
development, career paths, and future opportunities
Markman says it’s critical
to understand what growth and career development will look like in the job. You
want to be sure that you can see yourself not just in the role you’re currently
applying for but that there is a career path at
the organization that you’re excited about.
- What
learning and development opportunities will I have in this role?
- How does the
team I’ll be part of continue to grow professionally?
- Are there
examples of a career path beginning with this position?
- What are the
common career paths in this department?
- How are
promotions typically handled?
- Where have
successful employees moved on to?
- What am I
not asking you that I should?
- Is there
anything else I can provide you with that would be helpful?
- Is there
anything I clarify for you about my qualifications?
- What are the
next steps in the hiring process?
Questions to Avoid
Here are a few examples
of what not to ask at the end of your interview:
- What’s the starting salary?
- Can you tell me about your health
insurance?
- What are your paid leave policies?
First part (45 minutes)
de
Second part: (15 minutes)
de
Third part: (50 minutes more or less)
de
Forth Part (15 minutes)
de
Fifth part (30 minutes)
de
No comments:
Post a Comment
Thanks for your comment.
As soon as I read it I will let your comment be visible in the blog.
See you!