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daqueles que estão à sua volta.
que existe em você

contribuindo para o avanço da sua vida e


Conheça o astronauta

possibilidades, expande sua mente e adquire


que lidera, explora o desconhecido, vê novas

conhecimento através de experiências únicas,


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AUTOR:
Sérgio Barreto
COAUTORA:
Tássia Trajano
EDITORAS:
Fátima Machado e Amanda Campos
GERENTE DE PESQUISA E DESENVOLVIMENTO:
Márcia Frantz
EQUIPE DE PESQUISA E DESENVOLVIMENTO:
Edu Rocha, Felipe Ceschin, Gilliatt Moreira Neto,
Glaucio Santos, Gustavo Telles, Hérica Rodrigues,
Maria Cristina Carmo, Mylene Guedes, Natasha
Nunes, Ruth Gaynor e Sonia Alves
ILUSTRADORES:
Andressa Meissner, Eduardo Neves,
Leonardo Stawski e Willian Lopes
DESIGNERS GRÁFICOS:
Bruna M. Fraga, Eduardo Neves,
Leonardo Stawski e Willian Lopes
DIAGRAMADORES:
Eduardo Neves e Leonardo Stawski
PROJETO GRÁFICO:
Patrícia Figuerôa Knack
ARTE-FINALISTA:
Anderson Oliveira
PRODUTORA GRÁFICA:
Debora Oliveira
PRODUTORA EDITORIAL:
Ana Freitas
PRESIDENTE:
Flávio Augusto da Silva

PRODUZIDO POR:

ISBN:
978-85-8187-047-2
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Eu dedico este livro
aos meus filhos: Deyse,
Carlos Eduardo e Daniel.
Eles me ensinaram tanto sobre a vida que meu
mundo mudou completamente—muda enquanto
escrevo estas palavras, esperando eles chegarem
da escola. E continuará mudando.

SÉRGIO BARRETO
AUTOR E DIRETOR DE PESQUISA
E DESENVOLVIMENTO

TODAS AS IMAGENS DO SHUTTERSTOCK.


Thanawat Treetrisit / Shutterstock.com
DavidCarillet / Shutterstock.com

TODOS OS DIREITOS RESERVADOS.


Nenhuma parte deste livro pode ser reproduzida ou usada sob
qualquer forma ou meio sem o consentimento por escrito da Wise Up.
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A Wise Up acredita que aprender
uma nova língua transforma vidas.
Este aprendizado abre relevantes para o mundo
novas possibilidades dos contemporâneo—tópicos que
pontos de vista pessoal são essenciais para aqueles
e profissional. Estamos que acreditam que a mudança
preparados para elas? Um é a única constante da vida.
novo horizonte estará ao
nosso alcance quando nos Coaching e Oratória
tornarmos cidadãos do
mundo—estamos preparados Gerenciamento de
para isso? Estamos prontos Tempo e Negociação
para abraçar a mudança
plenamente? A Wise Up tem
Trabalho em Equipe
como objetivo ajudar seus
e Liderança
alunos a transformar a ideia de Planejamento
mudança em uma crença, em Estratégico e
uma inovação em suas vidas. Empreendedorismo
Nosso material também
garante que você esteja Você vai aprender inglês
preparado para todas as e debater tópicos que
possibilidades que a fluência certamente vão lhe ajudar a
em inglês proporciona. estar mais preparado para
As aulas estão baseadas levar sua vida pelo caminho
em tópicos extremamente que sempre sonhou.
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Acreditamos que, com
aprendizado, passamos
a olhar o mundo através
de novas lentes:
o mundo ao nosso redor se transforma
exatamente como a paisagem muda
durante uma jornada. Também acreditamos
que o aprendizado dá início a um processo
de descoberta que nos transforma e que
reflete um mundo em constante movimento
de mudança. Em outras palavras, mudança
e aprendizado andam lado a lado—quando
um começa, o outro nunca para.
A Wise Up crê que a mudança é
uma força que nos impulsiona; acredita
que nossos alunos devem ver o mundo
com novos olhos, ter novas paixões,
seguir novos caminhos e descobrir novas
possibilidades em um universo de mudança.
c
o

effectively?
communicate
is it easy to
LESSON 4
happen?
teamwork
we make
how can
LESSON 3
conflicts?
teamwork
manage
can you
LESSON 2
together?
you grow
how can
LESSON 1

PA R T 1
PA R T 1
PA R T 1
PA R T 1
n
t

16
e

38

82
60

PA R T 2
PA R T 2
PA R T 2
PA R T 2
n
t

92
72
46
24
s

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103 112

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REVIEW 1–4 PA R T 1 PA R T 2
DO YOU TAKE WHAT DOES IT TAKE
RESPONSIBILITY? TO BE A LEADER?

LESSON 5 PA R T 1 122 PA R T 2 132


what is your
leadership
style?

LESSON 6 PA R T 1 142 PA R T 2 156


How do you
get the best
out of a team?

REVIEW 1–6 169


HOW CAN WE ENGAGE
PEOPLE IN TASKS?

language coaching 181


irregular verbs 186
portfolios 195
written assignments 243
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L

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P A R T 1

Choose the picture


that best describes

and then follow the

opinion on the topic.


to find out the class’s
finding
teacher’s instructions
A COMMON VIEW

your view on teamwork

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HOW CAN YOU
GROW TOGETHER?

teamwork: a concept

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Watch the Personal and Professional Development
Video and answer the questions.

A. Which areas are related to the interviewee’s work?

( ) Health and Technology


( ) Technology and Pharmacy
( ) Biochemistry and Health
( ) Wealth and Health

B. Write the expressions related to teamwork mentioned on the video.

C. Select the words and phrases that are related to the relationship
between the leader and the team.

( ) Guide
( ) Inspire
( ) Reprimand
( ) Glorify
( ) Get out of the way
( ) Prepare the way
( ) Select

17
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S S O N

a great team player


Most people would like to improve their
teamwork skills, and now you know
important words and expressions to
guide you to be great team players.

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Do the following tasks with
your classmates according
to your level.

Complete the text about being a great team player by following the instructions in parentheses.
BASIC 1

A Great Team Player

(greeting) I am a great team player because I

(verb to be + adjectives about personal characteristics)

18
HOW CAN YOU
GROW TOGETHER?
Complete the text about being a great team player by following
BASIC 2–BASIC 3

the instructions in parentheses.

A Great Team Player

I believe that I am a great team player because


(verb to have + complements)

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I also

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(verb to like + complements)
Besides that, some years ago, I
(actions in the simple past)
in order to improve my teamwork skills. Well, I think that’s it! (farewell)

Answer the following questions.


INTERMEDIATE 1–INTERMEDIATE 2

a) What do you think one must or should do to be a good team player?

b) What actions do you think you will or you are going to take to improve
your teamwork skills? Be emphatic.

Write the information as requested.


INTERMEDIATE 3–ADVANCED 2

a) Effective actions you have taken as a team player (use the present perfect).

b) Ineffective actions you had probably taken before you became a good
team player (use the past perfect).

c) S
 upporting actions any great team player will have taken one day (use the
future perfect).

19
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1
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STRONGER
growing

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HOW CAN YOU
GROW TOGETHER?
It’s time to analyze your production. Teams grow stronger when they learn together.

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for NEXT CLASS

Watch the Language Videos and


the Personal and Professional
Development Video (Lesson 1) again.

Research on the web adjectives or behavior


that are not features of “great team players.”
Write them down in the activity Being a Bad
Team Player (Lesson 1, Part 2).

Prepare the Written


Assignment according
to your level.

Write three sentences introducing


BASIC 1

someone you admire. Make sure


you mention his or her personal
characteristics.

Write five sentences about


BASIC 2

someone you admire. Make


sure you mention things the
person likes and dislikes to do.

21
L E
1
S S O N

Write a three-line paragraph about


BASIC 3

someone you admire. Make sure you


mention things this person did that
makes him or her admirable. Write a four-line paragraph

INTERMEDIATE 1
about someone you admire.
Make sure you give your
opinion about the person
and say what you believe the
person will do in the near future.

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Write a five-line paragraph

INTERMEDIATE 2
about someone you admire.
Make sure you mention things
the person is going to do
(related to plans) and things you
should or you must do to be as
admirable as the person is.

Write a six-line paragraph


INTERMEDIATE 3

about someone you admire.


Make sure you mention things
the person has done that
makes him or her admirable.

Write a seven-line paragraph


ADVANCED 1

about someone you admire.


Make sure you mention
important things the person
has done and what led him or
her to do those things.

Write an eight-line paragraph about


ADVANCED 2

someone you admire. Make sure you


mention important goals the person
will have accomplished by the end of
the year. Also, compare them to the
goals you will have accomplished by
the end of the year.

22
HOW CAN YOU
GROW TOGETHER?

FOR
FURTHER Read the Language Guide to reinforce the topics
PRACTICE you have studied, especially the ones the teacher
highlighted in the activity Growing Stronger.

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Do the activities in the Practice Area
according to your level to reinforce
the content you studied.

Search for texts and videos


about how to be a great
team player on the web.

Notes

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A BAD TEAM PLAYER


being
P A R T 2

Write adjectives and behavior that describe bad team players.


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HOW CAN YOU
GROW TOGETHER?

writing
as a team

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In order to work together as a team, there are
certain skills you need to develop—for example,
listening to others and making yourself clear.

Practice these skills


by writing a short
paragraph together
with your classmates.
Take a look at the
pictures—the class will
choose one person
and then follow
the instructions to
complete the task.

25
L E
1
S S O N

Simple Present
BASIC 1–BASIC 2

• Write his or her personal information: name, age, marital status,


profession, and origin.
• Use adjectives related to personal and physical characteristics.
• Mention food and colors the person likes and household
chores the person does.

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Vocabulary Box
marital status – married, single, divorced, widowed
professions – doctor, lawyer, dentist, economist, salesperson, police officer, pilot, teacher
household chores – to clean the house, to do the dishes, to cook, to do the laundry, to iron clothes

Giving Opinion and Modal Verbs


BASIC 3–INTERMEDIATE 2

• Write about leisure activities the person does.


• Write about the person's plans.
• State the person’s opinion about learning English.
• Mention things the person can and could do (abilities).

Vocabulary Box
leisure activities – to travel abroad, to have dinner with friends, to sunbathe, to take a walk
plans – to buy a house, to study abroad, to travel, to start a business, to have kids

26
HOW CAN YOU
GROW TOGETHER?
Reporting Sentences and Present Perfect
INTERMEDIATE 3–ADVANCED 2

• Mention how the person describes himself or herself (e.g., He considers himself… /
She says that she is…)
• Write about things the person hasn’t done yet. State the person’s opinion about
learning English.
• Mention things the person usually does regarding bank transactions and investments.

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• State the person’s general opinion about politics.

Vocabulary Box
bank and investments – savings account, current account, to ask for a bank loan, to pay, to save, to buy
politics – to support / to root for, to vote for, to campaign, to elect, to cover up for

27
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demand a lot of teamwork.


Making the best choice may
working
together

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HOW CAN YOU
GROW TOGETHER?

Work together with your classmates and complete the dialogues by


following the instructions given.

Complete the dialogue by choosing the correct option in parentheses.


BASIC 1–BASIC 3

Topics: Articles and Plural Forms

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Emily: What (a – an) beautiful day!
Steve: A beautiful day? (A – The) weather is awful. It’s raining!
Emily: That’s why it’s (a – Ø) beautiful!
Steve: Really? (Children – Childs) can’t play outside. (Person – People) get wet on their way to
work. (Busies – Buses) are crowded. The streets are full of (leafes – leaves).
Emily: You have (a – the) very negative view of life, uh? I prefer to see life from (a – an)
different perspective. Let’s have a cup of tea or maybe eat some (cookie – cookies) to
celebrate this rainy day!
Steve: No, thanks. I hate tea.
Emily: OK then, at least I tried…

29
L E
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S S O N

Complete the dialogue by using the words and expressions from the box.
INTERMEDIATE 1–INTERMEDIATE 3

Topics: Verbs Followed by Gerund or Infinitive, Comparative Forms,


Giving Good News, Expressions with Will

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I’ll do my best well traveling more interesting than
the good news is to hire people to go

Edward: What do you think of traveling to Thailand on our next vacation?


Maggie: Thailand? , I don’t know…I’ve never thought of going there. Isn’t the
plane ticket too expensive?
Edward: that tickets are on sale at Asian Airlines today…Besides
that, it is much staying home as we did on our last
vacation. Come on…I’m sure you will enjoy to Thailand.
Maggie: I know I’d love anywhere with you, but if you don’t remember, we
are starting a business this year: we need to plan sales strategies,
, to train people, to create procedures, among other things.
Edward: I know…that’s exactly why we need to relax. Listen to me! When we come back from
this trip, to get everything done in time, OK?

30
HOW CAN YOU
GROW TOGETHER?

Complete the dialogue by following the instructions in parentheses.


ADVANCED 1–ADVANCED 2

Topics: Present Perfect, Gerund Clauses, and Expressions Related to Bank Transactions

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John: Hey, Harry!
(ask what Harry has done in the last few months)
Harry:
(write what Harry has done since February using two expressions related to bank
transactions and investments)
John: I got you…
(use a gerund clause with one of the expressions mentioned by Harry)
Harry: I know it’s hard, but in the near future,
(use the present continuous to write about Harry’s plans)

31
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Watch a video of a woman who wants to improve her


portfolio
teamwork skills and do the activities according to your level.

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(
(
(
language

Things that can help improve teamwork skills:


)
)
)
coaching
Feelings about developing an analysis of my teamwork skills:

nervous / anxious

bored / demotivated
comfortable / motivated
HOW CAN YOU
GROW TOGETHER?

33
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L E
1
S S O N

for NEXT CLASS

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Watch the Personal and Professional
Development Video on the online platform
and do the follow-up activities (Lesson 2).

Watch the Language Video on the online platform


and do the follow-up activities (Lesson 2).

Read the Language Guide to reinforce


the topics you have studied.

Don’t forget to evaluate your experience


this week on the online platform. Your
opinion is very important to us.

Search the web for quotes about teamwork or


definitions of the concept. Write the one you like
the most to show your classmates next class.

FOR
FURTHER Do the activities in the Practice Area
PRACTICE according to your level to reinforce
the content you studied.

Leaders need to be great team players.


Who is your favorite world leader? Take
the chance to research this person’s life.
Reading improves your vocabulary.

34
Notes
HOW CAN YOU
GROW TOGETHER?

35
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L E
2
S S O N P A R T 1

teamwork
BELIEFS
Share the quotes or sentences about

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teamwork you found in your research.

teamwork conflicts:
two sides

A. Watch the Personal and Professional Development Video and identify the
following elements.

a) Definition of conflict:

b) Keywords that relate to conflict:

38
CAN YOU MANAGE
TEAMWORK CONFLICTS?
c) What is “culture of respect”?

B. Answer the questions together with your classmates.

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a) What is expected that people do when solving conflicts in a team?

CONFLICT MANAGER
A conflict manager is a professional specialized in coming up with effective strategies to settle conflicts.

b) What are the characteristics of a good conflict manager?

39
L E
2
S S O N

CONFLICTS
and some
STRATEGIES

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Each group will read a part of an article about
managing conflicts. The article is about a
fictional professional specialized in the topic.
Do what is requested to your level, then follow
the teacher’s instructions to put all pieces of
information together.

Reading Tips:
Underline all the words you know. David Parker is a thirty-five-year-old conflict
BASIC 1–BASIC 3

Circle keywords. manager. He is a dedicated professional


Write possible meanings for the and has a strong personality. Currently,
words you don’t know. he is working at A.T.C. Inc. He wrote three
Focus on the general idea. books about teamwork, including The Art
of Managing Conflicts. His books were
sold in more than twelve countries. He is
famous for the conflict strategy L.T.S.E.—
which means “Listen first, talk afterwards;
separate people from problems and
explore options together.”

40
CAN YOU MANAGE
TEAMWORK CONFLICTS?
a) Describe the author's physical characteristics.

b) Who is the author mentioned in the text? What is he currently doing?

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c) How many books did the author write?

d) Which conflict strategy did the author become famous for?

Take a look at what David Parker says about conflicts and answer the questions.
INTERMEDIATE 1–INTERMEDIATE 3

"Conflicts are natural. We will certainly face conflicts in life almost every day.
We cannot avoid them. They are part of human interaction.

Every day, from the moment we get up in the morning, we deal with people:
our family, friends, co-workers, bosses, classmates, etc. And all those people
have different backgrounds, feelings, beliefs, and goals. It is inevitable that
conflicts arise; however, the way you react is what really matters. The strategy
'Listen first, talk afterwards; separate people from problems and explore
options together' was devised to help us cope with conflicts."

a) According to the author, how often will everyone face conflicts?

b) What’s the author’s opinion about conflicts?

41
L E
2
S S O N

c) According to the author, why can’t we avoid conflicts?

d) What strategy was devised to help us cope with conflicts?

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Take a look at what David Parker says about conflicts and answer the questions.
ADVANCED 1–ADVANCED 2

"One day, I noticed we must have missed something important while dealing with conflicts and that
was when I developed a strategy to ensure that the outcome of these conflicts is positive: 'listen first,
talk afterwards, separate people from problems and explore options together.'

Before that, I had been trying to impose my point of view, maybe unconsciously, and that happened
because I never listened to others. Mark Cheas, a very intelligent businessman, once told me,
'Believe me: train your listening skills because they will make a huge difference in your life.'
I also remember that some years ago, I used to dislike people that disagreed with me. That was so
stupid—we learn from plurality. And last but not least, I strongly believe that together we go further."

a) What had the author been doing before he developed a strategy to deal with conflicts?

b) The author mentions part of a conversation he had with Mark Cheas. Use reported speech to retell it.

c) Which sentence best summarizes the text?

( ) The author emphasizes the importance of conflict-management strategies and gives examples.
( ) The author narrates stories about teamwork.
( ) The author says that teamwork is the origin of conflicts.

d) Which conflict strategy is mentioned in the text?

42
CAN YOU MANAGE
TEAMWORK CONFLICTS?

solving it as a

team

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Both pictures portray teamwork situations. Together with your
classmates, choose only one picture to talk about. Then answer
the questions according to your level.

Who is in the picture? Where are they?


BASIC 1–BASIC 2

What do they do? What is happening?

What happened? What is


BASIC 3–INTERMEDIATE 1

your opinion about it?

What will happen?


INTERMEDIATE 2

What shouldn’t they do?

43
L E
2
S S O N

Has this situation ever


INTERMEDIATE 3

happened to you? How did


What should they have

ADVANCED 1–ADVANCED 2
you react? If it hasn’t, how
would you deal with it if this done to avoid this

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ever happened to you?
other conflict that you
consider to be more
serious than the one
described in the picture.

for NEXT CLASS

Watch the Language Videos and


the Personal and Professional
Development Videos (Lesson 2) again.

Do the activity Hands at Work (Lesson 2,


Part 2) according to your level.

FOR Do the activities in the Practice Area


FURTHER according to your level to reinforce
the content you studied.
PRACTICE
List the conflicts you have been facing in life and
come up with strategies to deal with them. If you
find it hard to come up with strategies on your own,
search “strategies to manage conflict” on the web.

Read the Language Guide to reinforce


the topics you have studied.

44
CAN YOU MANAGE
TEAMWORK CONFLICTS?

45
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L E
2
S S O N P A R T 2

word it OUT!

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You have studied some important things about conflict management. It’s time to remember some
of them using a brainwriting technique. Together with your classmates, write at least ten words or
expressions that come to your mind when you think of this topic.

46
CAN YOU MANAGE
TEAMWORK CONFLICTS?

hands at work

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Together with your classmates,
do the following tasks and put the
strategies you studied into practice.

BASIC 1 A. Draw a picture that represents what John is describing.

I am John. I am tall and thin. I have long hair and blue eyes. This is Julie, my
girlfriend. She has long blond hair and black eyes. Oh, that is my brother Tom over
there. He is chubby and short. He has a tattoo and he has short black hair. And last
but not least, those are my pets: my dog Larry and my cat Jack.

47
L E
2
S S O N

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B. Write a similar text based on the picture.

A. Julie is a secretary. She lives with her sister, Claire. Complete the sentences
BASIC 2
by following the instructions in parentheses. For the verbs, choose between
the simple present or the present continuous.

Julie: My life at work (to be – negative) easy.


My supervisor, Mr. Martin, is very
(adjective) and (adjective). He
(to like – negative) me at all…At work,
I do many tasks, for example: I
(work tasks) and (work tasks).
Claire and I (to have – negative) a maid,
so we (to do) all the chores. This week, Claire
(leisure activity) with her boyfriend, Tim, so
I (to study – negative) for my college exams
because I (to do) everything at home.
For example, right now, I (household
chores) and also (household chores).

B. Write sentences about what you do at work and about what you are doing at home this week.

48
CAN YOU MANAGE
TEAMWORK CONFLICTS?

A. Complete the following narration with the verbs in parentheses in the

BASIC 3–INTERMEDIATE 1
simple past or in the past continuous.

Nowadays, John is a bank manager, but he (to work)


as a salesperson at a big store for two years. While he (to sell)

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is that with the economic crisis last year, the store
(to close). While John (to talk) to a friend about the job
he (to lose), his friend (to tell)
him that there was an opening at the bank. John
(to go) to the interview and (to get) the job. Now John
earns twice as much and he is even happier in his job. Trust me: you won’t find
another professional who is more dedicated than John.

B. Answer the questions based on the text.

a) For how many years did John work as a salesperson?

b) How much money does John earn at the bank?

c) What expression to call the reader’s attention is used in the text?

49
L E
2
S S O N

A. John used to work as a salesperson. Take a look at the items John used to sell and write
INTERMEDIATE 2–INTERMEDIATE 3

sentences giving your opinion about the products by expressing certainty or doubt. Use
comparatives of equality and of inferiority to support your opinion.

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a) Cell phone A and cell phone B

b) Television A and television B

B. Answer the following questions.

a) Have you or anyone you know ever bought any product and regretted it afterwards? Why?

b) Has any of your classmates ever bought a product he or she can’t live without?

c) Is there any difference if a customer says: "I liked to use this phone" and "I liked using this
phone"? Explain it.

50
CAN YOU MANAGE
TEAMWORK CONFLICTS?
A. John and his girlfriend Julie sometimes have arguments. Complete the dialogue by
ADVANCED 1–ADVANCED 2

following the instructions in parentheses.

John: I don’t get it...Why are you so angry about me going out tonight?
Julie: Oh, you don’t get it? Maybe it’s because you’re going out with your crazy
friends I don’t really like...
John: Don’t you trust me?
Julie: I do, but we are in a relationship and…

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John: OK! Listen to me,

(Define “relationship” in a subtle way.)


Julie: Oh really? To me,

(Give a different definition of “relationship” in an emphatic way.)


John: So, what do you want? Do you want me to stop going out with my friends?
Julie: That’s not it…

(Apologize for overreacting.)
John: Hm…

(Praise Julie for her attitude.)

B. Together with your classmates, write a definition of relationship. Choose to be subtle or


emphatic.

51
L E
2
S S O N

doing it
together

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Managing conflicts is about being ready to teach others and open to learn
from them. The teacher will work on the language items you used in the
previous activity. Stand up and help by building a team explanation.

language
coaching
We tend to deal more effectively with
conflict when we get to know ourselves
better. Learn more about your strengths
and weaknesses while learning English.
Then come up with strategies to
overcome your weaknesses.

52
Strengths (things I am good at while studying English):

Strategies to solve the problems I have while studying English:


Weaknesses (things I have a hard time with while studying English):
CAN YOU MANAGE
TEAMWORK CONFLICTS?

53
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L E
2
S S O N

yourproject

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You will work on a Project as your written evaluation. In this class, you
will be introduced to it. In Lessons 4 and 6, you can bring questions and
ideas to be discussed.

Influential people make teams grow stronger. Choose a famous


BASIC 1

person that inspires you, do some research on this person, and


make a poster including the following information.

• Pictures • Marital status


• Description of family • Personality and physical
members characteristics
• Name • Important things the person
• Age has (friends, pets, etc.)
• Origin • Routine
• Profession

Influential people inspire teams. Do some research on a famous person


BASIC 2

that inspires you. Write the famous person’s webpage profile (on a sheet
of paper) including the following information.

• Describe the person’s physical • Mention the person’s


and personal characteristics (use profession and work tasks.
photos). • Mention daily activities the
• Mention the person’s likes and person likes and hates doing.
dislikes. • Mention inspiring activities the
person is currently doing.

54
CAN YOU MANAGE
TEAMWORK CONFLICTS?

Influential people can motivate teamwork. Do some research on

BASIC 3
a famous person that influences a lot of people and write five blog
entries about this person including the following information.

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• What the person does and is • What the person did this week
doing that influences people. and how it impacted other
• Work tasks the person regularly people’s lives.
does. • Mention the amount of work the
• Leisure activities the person person has to do and give your
does. opinion about it.

Influencing people is important in teamwork. On the web, find a list of the


INTERMEDIATE 1

top-ten most influential people in the world. Choose two people from the
list, do some research on their lives, and write two paragraphs about them
with the following information.

• Their background • Give your opinion about these


• Important moments in their lives people (be emphatic).
• Mention what you were doing • Based on their background, say
while these people did important what you believe these people
things in their lives. will do to keep influencing others.

Influencing people is important in teamwork. There are lists online of the


INTERMEDIATE 2

top-ten most influential people in the world. Choose two people from one of
those lists and write two paragraphs about them with the following information.

• Give your opinion in a subtle way • Comment on their plans.


about both people you chose. • Mention what you believe these
• A comparison between the two people should do and what
two people you chose, focusing they mustn’t do in order to keep
on their skills to influence others. influencing others.

55
L E
2
S S O N

Influencing people is important in teamwork. On the web, find a list of the


INTERMEDIATE 3

top-ten most influential people in the world. Choose three people from the
list and write a three-paragraph text including the following information.

• Explain why you chose these • Use an argumentative strategy


people. to explain why these people are
• Mention important actions or so influential in the world.

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projects they have already or • Report important issues raised by
never done. these people in speeches, talks,
or interviews.

Influencing people demands developing a lot of skills, including how to promote


ADVANCED 1

effective teamwork. Do some research on the most influential people in modern


society and write a text including the following information.

• Explain what the most influent people in modern society have in common.
• Make a retrospective analysis of the life of an influential person explaining
what important actions this person had taken before influencing others.
• Make a definition for the concept “influential people.”
• Explain what you believe an influential person may or will do in order to
influence more people.

Do some research on “influential leaders in modern society” and


ADVANCED 2

write a four-paragraph text including the following information.

• Define “leadership” by using two different techniques.


• Introduce the person you chose.
• Report a dialogue, presentation, or situation involving this person.
• Raise hypotheses on what this person could have done in the past.
• Explain what important actions this person will have taken in the future.
• Explain how important this person is for the place he or she lives in.

56
CAN YOU MANAGE
TEAMWORK CONFLICTS?

for NEXT CLASS

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Watch the Personal and Professional
Development Video on the online platform
and do the follow-up activities (Lesson 3).

Watch the Language Video


on the online platform and
do the follow-up activities
(Lesson 3).

Read the Language Guide to


reinforce the topics you have studied.

Don’t forget to evaluate your experience this


week on the online platform. Your opinion is very
important to us.

You’ve got your Project


that is due on exam day.
FOR Time to get started!

FURTHER
PRACTICE
We talked about strategies to work as a team. Have you ever
thought of your strategies to study at home? You can search the
web for "learning strategies" or for "language learning strategies"
and choose some of them to use.

You also experienced reading a text and the teacher helped


you with some strategies to cope with it. Try reading other texts
in English and put your reading strategies into practice. You
can go for short stories, blogs, or newspaper articles. Reading
improves vocabulary and sentence organization.

57
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L

60
b)
a)
E
S
S
3O
N

Keywords
d)
c)
P A R T 1

ABOUT TRUST
it's all
keywords to describe it.
the idea of trust and think of some
Choose the picture that best portrays

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HOW CAN WE MAKE
TEAMWORK HAPPEN?

learning from others


We need to know people better so that we can trust them. Watch a video
about Elizabeth, a professional that dedicated some of her time to get to
know her co-workers. Afterwards, answer the questions about Elizabeth
and her co-workers according to your level.

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61
L E
3
S S O N

a) How old is Elizabeth Stevens?


BASIC 1–BASIC 2

b) Where does Elizabeth work?

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c) What does David dislike to do?

d) Where does Linda live?

a) According to Elizabeth, how much trust does teamwork require?


BASIC 3–INTERMEDIATE 2

b) What happened while Elizabeth was traveling on vacation?

c) Who is the friendliest man Elizabeth has ever met? Why does she say so?

62
HOW CAN WE MAKE
TEAMWORK HAPPEN?

a) According to Elizabeth, what could she have done when she left on vacation?
INTERMEDIATE 3–ADVANCED 2

b) Besides getting to know more about her co-workers, what other things has

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Elizabeth been doing to promote trust?

c) Elizabeth finishes her talk by leading people to reflection.


Report the questions she raises at the end of the talk.

learning
as a team
It’s time to explore the language items from
the previous activity collaboratively.
BASIC 1–BASIC 2

63
L

64
ADVANCED 1–ADVANCED 2 BASIC 3–INTERMEDIATE 1 E
S

INTERMEDIATE 2–INTERMEDIATE 3
S
3
O
N

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HOW CAN WE MAKE
TEAMWORK HAPPEN?

getting to know
my teammates
better

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Do the following tasks to learn more about your classmates. Remember
that we build trust in a team by getting to know our teammates better.
Follow the teacher’s instructions.

a) Create questions about the following topics to ask your classmates.


BASIC 1
Pay attention to structure and to the proper use of question words
and include the verbs to be, to have, to like, to live, and to work.

• Name
• Last name
• Age
• Profession
• Residence
• Place of work
• Likes and dislikes about sports, movies, etc.
• Family members (if the person has brothers, sisters, etc.)

65
L E
3
S S O N

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b) Interview at least two classmates using the questions you created and take
notes of their answers.

Student 1:

Student 2:

BASIC 2– a) C
 reate questions about the following topics to ask your classmates.
BASIC 3
Pay attention to structure and to the proper use of question words.

• Work schedule: starting time and finishing time


• Activities the person is doing this month
• Frequency with which the person studies English
• Activities the person did on the last vacation
• The number of pets and friends the person has
• The amount of time the person sleeps or rests after work

66
HOW CAN WE MAKE
TEAMWORK HAPPEN?
b) Interview at least two classmates using the questions you created and take
notes of their answers.

Student 1:

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Student 2:

INTERMEDIATE 1– a) C
 reate questions about the following topics to ask your classmates.
INTERMEDIATE 3 Pay attention to structure and to the proper use of question words.

• What the person was doing last weekend


• The worst and the best parks, restaurants, or malls in the person's city
• Useful pieces of advice to have fun in the person’s city (should and must)
• What the person has been doing lately that he or she likes and hates

67
L E
3S S O N

b) Interview at least two classmates using the questions you created and take notes
of their answers.

Student 1:

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Student 2:

ADVANCED 1– a) Create questions about the following topics to ask your classmates.
ADVANCED 2
Pay attention to structure and to the proper use of question words.

• Actions or decisions the person shouldn’t have taken professionally


• Personal definition of “teamwork” or “leader”
• The most exciting/surprising/irritating moments in the professional life

b) Interview at least two classmates using the questions you created and take
notes of their answers.

Student 1:

68
HOW CAN WE MAKE
TEAMWORK HAPPEN?
Student 2:

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ALL Wrap-up
LEVELS
• Time to present what you studied.
• Role of mistakes.

Let’s think about the role of mistakes in our methodology.


• The teacher is not going to correct all the mistakes you make all the time.
• Correction does not guarantee you won’t make the same mistake again.
• There’s a time to analyze mistakes, and a time to experience speech flow.
• Some mistakes affect communication, others don’t.
• Some explanations are above your level.

What do I do?
• Practice topics on the online platform.
• Prepare the Written Assignment.
• Analyze mistakes in the Written Assignment and in the Portfolio using
the Language Guide.
• Work on the Project.
• Do the For Further Practice activities.
• Take part in classroom activities.

Notes

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for NEXT CLASS

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Watch the Language Videos and
the Personal and Professional
Development Videos (Lesson 3) again.

Do the activity “Trust + Confidence”


(Lesson 3, Part 2).

Do the activity Identity Analysis


(letter A) according to your level.

Prepare the Written Assignment


according to your level.

Write a six- to eight-line dialogue between you and a


teammate (a family member, a co-worker, a friend, etc.)
in which you both exchange information. Make sure
you include the following topics.

Age, profession, place


BASIC 1

where you live and work, The time when you and your
BASIC 2

and your likes and dislikes. teammate do daily tasks, the


places you usually go to, the
frequency with which you
perform certain activities, and
how much time you save to relax.

What you did last weekend, number


BASIC 3

of places you went to, what you ate


and the quantity, and the type of
food you are not eating and why.

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HOW CAN WE MAKE
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What you both were doing at the end

INTERMEDIATE 1
of last year, tasks you can do now but
you couldn’t do in the past and vice
versa, and objects or things you had
when you were a kid or a teenager
that you miss (specify quantity).

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The most important moment
INTERMEDIATE 2

in your professional life,


Ask and talk about

INTERMEDIATE 3
the cause and effect of this
moment in your life, and problems you have
a narration of the worst been through lately,
moment of your personal life. give pieces of advice
on these problems,
and your opinion.

Ask and explain how you


ADVANCED 1

lead a balanced life (work


and family), mention what you
should have done differently
in life, and list conditions that
would make your life better. Ask and say what may or might
ADVANCED 2

have happened if you had


chosen a different career and ask
and define what you understand
by “professional success.”

FOR
FURTHER Visit the online platform and take the chance
PRACTICE to improve pronunciation in the Voice Lab.

Do the activities in the Practice Area according to


your level to reinforce the content you studied.

Search definitions of “trust” and of “identity” on the web.


Then write down words that, in your opinion, express
your identity—that will expand your vocabulary.

There are insightful videos online about teamwork and


trust. Why don’t you take a look at them? If you are a
Basic student, prefer videos with subtitles in English.

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a) What is the area of research?


the following questions accordingly.
+ CONFIDENCE
trust
P A R T 2

Watch the Personal and Professional Development Video and answer


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HOW CAN WE MAKE
TEAMWORK HAPPEN?

b) Why are they a team?

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c) How do you build trust and confidence in a team?

identity analysis
When there is trust, people build an identity together.

Getting to know everyone in a team is not easy, but it is essential to build trust
and to create a teamwork identity. Complete the self-analysis according to
your level and write your own by using the text you will complete as a model.

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BASIC 1–
BASIC 2 A. Choose the correct option to complete the description.

OK…(Hi – Take care), I’m Sarah Shatner. I (live – work) in a small house with my
parents. My (brother – mother) Lisa is very sincere and straight to the point and my
(sister – father) Jack is very frank too. I’m a very (dedicated – lazy) girl.
I (like – dislike) my job as an intern in a big company. I (always – never) spend

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some quality time with my family: we talk and we go out together. My family plays an
important role in my life.

B. Write your profile description. Make sure you include the following information.

• Name and the place where you live


• Some family members’ characteristics
• Likes and dislikes
• Frequency with which you do some activities with your family
• Personal characteristics

BASIC 3–
INTERMEDIATE 1 A. Choose the correct option to complete the description.

Good morning. I’m Phillip Meyers and I am a twenty-five-year-old lawyer.


I (got – get – was getting) a new job last week and I (work – worked – am working)
on several different projects this month. I’m very reserved, so I have
(a few – a little – much) close friends…I love (they – them – their) very much and
(they – them – their) play a very important role in my life.
While I (was going through – go through – going through) some tough
moments in my life, my friends (made – were making me – make) all the
difference. Unfortunately, I don’t see them as much as I would like to…Some
years ago, I (can’t – can – could) do great things with them, but nowadays, I
(am working – I worked – works) a lot. Well…I hope that changes. They really
complain they don’t see (I – me – my) often…

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HOW CAN WE MAKE
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B. Write your profile description. Make sure you include the following information.

• Name, age, and profession


• What you are currently doing
• Number of friends you have
• Narrate what your friends did or were doing at special moments in your life.
• Mention something you could do some years ago but you can’t do anymore.

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INTERMEDIATE 2–
INTERMEDIATE 3 A. Choose the correct option to complete the description.

Good afternoon. I am Gabrielle Brown and I am a ( 1 ). I do love traveling,


so my job suits me perfectly. When I am not flying, I practice yoga and
meditation, ( 2 ) I am probably ( 3 ) person you will ever meet. To tell you
the truth, I used to be a very anxious person, but ( 4 ) on my anxiety for
years. I knew I ( 5 ) work on it and I have succeeded in doing that. There is
nothing ( 6 ) disliking something about yourself.

1. ( a ) flight attendant ( b ) aisle ( c ) flight ( d ) in-flight service


2. ( a ) however ( b ) nonetheless ( c ) so ( d ) why
3. ( a ) calmer than ( b ) less calm than ( c ) the least calm ( d ) the calmest
4. ( a ) I’ve been working ( b ) I worked ( c ) I am not used to working ( d ) I am not working
5. ( a ) mustn’t ( b ) hadn’t better ( c ) had to ( d ) didn’t have to
6. ( a ) worse than ( b ) better than ( c ) worst than ( d ) not good as

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B. Write your profile description. Make sure you include the following information.

• Name and profession


• Your opinion about your profession
• A negative personal aspect you worked on or have been working on
• A comparison of what you were like some years ago to what you are like
nowadays considering this negative personal aspect.

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ADVANCED 1–
ADVANCED 2 A. Complete the following description with the instructions in parentheses.

Good afternoon. I am William Taylor. I am a person who


(to do in the present perfect) so many wrong things in life that I consider
myself a pro in making the same mistakes over and over again.
(connector – consequence), I am here to talk about how to avoid making
mistake after mistake. Many years ago, I bought a book that changed
my life. In one of the chapters, it (to write in
the passive voice) that you are influenced by the people around you. I
(to think in the past perfect + never) about it, but
now I totally agree with it and that’s why I always try to be around those
I admire. I (modal + perfect infinitive + to do) it earlier
in my life, but unfortunately, I was not the type of man who made conscious
decisions back then. I
(modal + perfect infinitive + to go through) some disappointments and
frustrations that I (modal + perfect infinitive +
to avoid) if I had followed that simple piece of advice: be surrounded by
people you admire. (word used to express condition) you haven’t
done it yet, it’s never too late.

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HOW CAN WE MAKE
TEAMWORK HAPPEN?
B. Write your profile description. Make sure you include the following information.

• A moment that changed your life


• What life had been like before it
• What life has become like after it
• A piece of advice to the reader

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our team's
identity

Together with your classmates, complete a description of your team’s


identity by adding characteristics you have, like, dislike, and believe
in as a team.

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OUR TEAM’S IDENTITY (AS A CLASS)

As a team, we are

As a team, we like

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As a team, we don’t like

As a team, we believe in

portfolio

Complete the dialogues between people getting to know each


other at the end of the book according to your level. Hand in the
Portfolio sheet to the teacher.

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HOW CAN WE MAKE
TEAMWORK HAPPEN?

for NEXT CLASS

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Watch the Personal and Professional
Development Video on the online platform
and do the follow-up activities (Lesson 4).

Watch the Language Videos on the online


platform and do the follow-up activities (Lesson 4).

Read the corresponding Language Guide entries


to reinforce the topics you have studied.

Research on the web the characteristics


of good and bad communication.
Take notes and bring them next class.

Don’t forget to evaluate your experience


this week on the online platform.
Your opinion is very important to us.

FOR
FURTHER Review the topics you have been studying
PRACTICE and take notes of questions. Try to solve
them by using the Language Guide and by
asking the teacher for help if necessary.

Visit the online platform and take the chance


to reinforce the language items studied.

79
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L E
4
S S O N P A R T 1

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teamwork SKILLS
In order to be effective, teamwork demands that we develop a series of skills.
Choose the skill portrayed in the images and answer the teacher’s questions.

a) b)

c) d)

( ) managing conflicts ( ) setting goals


( ) knowing each other ( ) fostering leadership
( ) building an identity ( ) establishing communication

82
IS IT EASY TO
COMMUNICATE
EFFECTIVELY?

teamwork
communication

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A. Watch two scenes and choose the option that represents a
sample of effective teamwork communication in your opinion.

( ) Sample 1
( ) Sample 2

B. Some elements are essential to effective communication. In groups, write one-line definitions or
examples of these elements.

Completeness Assertiveness Transparency Interactivity Attentive listening

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communication in each dialogue.


what are
the option that represents the missing feature of effective teamwork
Choose the best options to complete the conversations. Then choose
THEY SAYING?

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IS IT EASY TO
COMMUNICATE
EFFECTIVELY?
BASIC 1–
BASIC 3

DIALOGUE A
Ann: OK, so (where – what) do we meet today to finish the school report?
Barbara: We can meet (in – on) Stanford Street.
(There is – There are) a lot of calm restaurants for us to sit and talk.

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Robert: Hey, I don’t want to go to a noisy place, we have (many – much) things to discuss!

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Barbara: OK, then...
MISSING FEATURE: ( ) Completeness ( ) Interactivity
( ) Assertiveness ( ) Attentive Listening
( ) Transparency

DIALOGUE B
Jack: (How long – How far) is 5th Avenue?
Mary: Let me see…well…I’m not sure…I think you need to walk (several –
much) blocks, I mean, four blocks, and you will see a bookstore.
The bookstore is red…no, I think it’s blue, and it’s very big. Then
you have to take a (very – noisy) street and you will see some…
some gardens…I guess there is a church beside the gardens.
Anyway, in front of this church, there is a large avenue full of
people and there you are. I’m not sure, but I think there’s another
option. You can also walk (a couple of – much) streets…
Jack: Oh, wait! I'm totally lost now. Do you really know how to get there?

MISSING FEATURE: ( ) Completeness ( ) Transparency


( ) Assertiveness ( ) Interactivity
( ) Attentive Listening

INTERMEDIATE 1–
INTERMEDIATE 3

DIALOGUE A
James: OK, Mr. Thompson, so this is my first day of work. What
tasks (should – have to) I do?
Mr. Thompson: You (must – have) to do all your tasks by the end of the day.
James: OK, but what are they?
Mr. Thompson: Listen, you are a…sales assistant. So, obviously, you must (neither – either)
do the manager's tasks (nor – or) the receptionist's.
James: I know that, but what exactly should I do?
Mr. Thompson: You (had better – shouldn’t) start working right away, young man…

MISSING FEATURE: ( ) Completeness ( ) Interactivity


( ) Assertiveness ( ) Attentive Listening
( ) Transparency

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DIALOGUE B
Tom: Are you busy, David?
David: Not really…
Tom: (Would you mind if you passed by – Would you mind passing by)
my room at 10 for us to talk?
David: Of course not.
(some time later)

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Tom: Well, since I started the project with you, (I've been having – I had)
trouble collecting relevant information. I just don’t know where to find it.
David: All right.
Tom: I don’t know, maybe we (should – have) look for different paths.
David: OK.
Tom: Could you please say something?
David: Well, uh…I don’t know. I’m kind of busy now. Can we talk later?

MISSING FEATURE: ( ) Completeness ( ) Interactivity


( ) Assertiveness ( ) Attentive Listening
( ) Transparency

ADVANCED 1–
ADVANCED 2

DIALOGUE A

Martha: Esther, could you help me out here?


Esther: Sure.
Martha: There’s something wrong with the numbers on this report. Before I got to the conclusion,
I (had thought – thought) it (was well-written – was well-wrote), but it’s actually so
confusing…
Esther: I didn’t have the chance to read it, (so – however), I can’t give you my opinion.
Martha: Can you take a look at it, please? I would like another pair of eyes on it.
Esther: Come on, Martha. Bryan wrote it, so you know what to expect.
Martha: I don’t get it. What do you mean?
Esther: People (have been saying – said) that he’s not doing his best…that since Mark got
the promotion, he (had been – has been) depressed. It seems that he really wanted
that position…
Martha: Who is saying that?
Esther: I don’t know…people…
Martha: You can’t believe everything you hear, that’s nonsense!

MISSING FEATURE: ( ) Completeness ( ) Interactivity


( ) Assertiveness ( ) Attentive Listening
( ) Transparency

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COMMUNICATE
EFFECTIVELY?
DIALOGUE B

Edward: Phillip, what’s your opinion about the new policies the directors presented?
Phillip: Well…hmm, let me see…They (were presented – were been presented)
last month, weren’t they?
Edward: Yeah! The policies about reducing the number of employees and acquiring new
machinery…
Phillip: You know this issue (has been widely discussed – is widely discussed) lately…and

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people don’t seem to agree with it.
Edward: I know that. But what do you think about it?
Phillip: They (could have been – must have been) implemented later on…or…maybe not…It was
actually kind of nice to implement them now.
Edward: What do you mean?
Phillip: This is not the time or place to start a discussion about such a delicate issue, you know?
Edward: I see…for you, it's never time to discuss anything.

MISSING FEATURE: ( ) Completeness ( ) Interactivity


( ) Assertiveness ( ) Attentive Listening
( ) Transparency

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communication
creates bridges.

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A. Use the following phrases and ask questions to get to know your classmates better.

Do you have…? What do you think about…?


Do you like…? What were you + (verb in the –ING form)…?
Where do you…? What should we do when…?
Where did you…? Should I…?
How do you…? Would you…?
How did you…? Have you ever…?
Did you…? Have you been + (verb in the –ING form)…?
Are there…in your…? What had you + (past participle)…before…?
Is there…in your…?

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IS IT EASY TO
COMMUNICATE
EFFECTIVELY?

B. Use the following phrases to give your opinion about success or about family.

I really don’t like (to)… I guess people have to…


I really love (to)… You either…or…if you want to…
There are many… You should neither…nor…if you want to…
There are a few… I would never…

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There is/are a lot of… I should have already…
I think people had better… I could have already…
I believe we must / must not… By 2025, I will have already…

your project: first follow-up


Share with the class some of your ideas or problems regarding your Project.
Take notes of suggestions and of solutions the teacher and your classmates give.

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for NEXT CLASS

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Watch the Language Videos and the
Personal and Professional Development
Videos (Lesson 4) again.

Read the Language Guide to reinforce


the topics you have studied.

What are some common communication


problems you have at work or at home?
Make a list of three or four problems in
the Communication Problems Alert activity
(Lesson 4, Part 2).

FOR
FURTHER Do the activities in the Practice Area
PRACTICE according to your level to reinforce
the content you studied.

Watch your favorite TV series and movies (with


or without subtitles) and look for situations in
which communication failed or communication
features were missing. It is always interesting
to pay attention to that in real-life situations.

90
EFFECTIVELY?
IS IT EASY TO

91
COMMUNICATE

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L E
4S S O N P A R T 2

communication PROBLEMS ALERT

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A. List common communication problems you researched.

B. Watch the Personal and Professional Development Video and choose the strategies and ideas the
entrepreneurs provide us with in order to avoid or to solve teamwork communication problems.

( ) Always vote for the best decision. ( ) Create team competition.


( ) Pay attention to the way you provide ( ) Have an etiquette policy.
instructions and say things. ( ) Never speak loud.
( ) Be a non-judgmental organization. ( ) Choose if it is face-to-face or written
( ) Create empathy and motivation in the office. communication.

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IS IT EASY TO
COMMUNICATE
EFFECTIVELY?

communication
Wwithin a team

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Many factors may lead a team to communication problems,
including participants’ personalities, backgrounds, and beliefs.
Read the profiles of three team members. Based on the
profiles, predict the communication problems they may have.

Lisa Brown
Lisa is a 27-year-old resolute financial
manager. She avoids getting into arguments
and prefers having calm discussions.
However, she tends to be rude if pushed,
and sometimes...

Steve Meyers
Steve is a 32-year-old financial assistant who is very
attentive to everything that happens around him. He
loves talking to his co-workers and he says he needs
to know everything that is going on. He uses all the
information he can get to support his decisions.

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James Burns
James is a 41-year-old lawyer who loves to spot
mistakes and incoherence in other people’s

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work. The thing is that instead of helping others
solve problems, he prefers to complain about
them. He is very stressed out and often reacts to
mistakes in a rude way.

Possible problems in communication:

listening
to the team
Listen to Lisa, Steve, and James
talk about a project they have.
The conversation is divided into
three parts and you need to
identify the main idea in each of
them. Afterwards, identify the
communication problem in the
conversation and explain why it
happened.

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LEVELS
ALL

Part B
Part A

Part C
STARTING A NEW BUSINESS

Why did the problem(s) happen?


Communication problem(s) that happened in the conversation:
EFFECTIVELY?
IS IT EASY TO

95
COMMUNICATE

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L E
4
S S O N

going further into Listen to the recording

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team talk
again and do the
following tasks according
to your level. Remember
that establishing good
communication with your
classmates is essential to
do a great job.

a) L
 isten to Lisa's description of the place they visited and write the
BASIC 1–BASIC 3

elements mentioned by using there + to be. Afterwards, draw it.

96
IS IT EASY TO
COMMUNICATE
EFFECTIVELY?
b) How long did Steve drive to get to the place?
BASIC 1–BASIC 3

c) What characteristics does the place have according to James?


Does he like it?

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a) What would Lisa do if she were James or Steve? Why?
INTERMEDIATE 1–INTERMEDIATE 2

b) How do they compare Amanda’s project to theirs?

c) What type of store is Sports and Us? Write a short dialogue between
a customer and a salesperson at this store.

97
L E
4
S S O N

a) Why was Lisa sneezing? If you were a doctor, what advice


INTERMEDIATE 3–ADVANCED 2

would you give her?

b) How did Lisa reply to Steve’s comment about Amanda’s project? In

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your opinion, why did she react that way?

c) Imagine that Lisa, Steve, and James decide to sit and talk about
location issues. Continue the dialogue and make sure they reach
an agreement.

Notes

98
IS IT EASY TO
COMMUNICATE
EFFECTIVELY?

language
coaching

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Learning English is all about communication. As you studied in
this class, many factors may have an impact on communication.
It’s time to analyze and come up with strategies to cope with two
of the factors that affect communication in English.

EMOTIONS AND PERSONALITY

• Does tension or anxiety lead you to make mistakes or even hinder communication?
• Are you so calm when you speak or write that you end up taking too long or getting lost?
• What can you do to cope with your feelings?

LANGUAGE

• Do you sometimes feel like you don't know all the words you need to talk about a specific topic,
so you give up on communicating?
• Do you continue communicating even when you notice you need to use a structure you don't know?
• What can you do to cope with lack of vocabulary or structures?

99
L E
4
S S O N

for NEXT CLASS

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Watch the Personal and Professional
Development Video on the online platform and
do the follow-up activities (Review 1–4, Part 1).

Watch the Language Video on the


online platform and do the follow-up
activities (Review 1–4, Part 1).

Read the Language Guide to


reinforce the topics you have studied.

Don’t forget to evaluate your experience


this week on the online platform.
Your opinion is very important to us.

FOR
FURTHER
PRACTICE Do the activities in the Practice Area
according to your level to reinforce
the content you studied.

You are reaching the middle of the module, so next


class, you will have a Review class. Study the content
of the previous classes, take notes of any questions
you might have, and try to find the answers by using
the Language Guide, dictionaries, etc.

Think of your communicative strategies and write


your own profile as a communicator. How would
you describe yourself as a communicator?

100
EFFECTIVELY?
IS IT EASY TO
COMMUNICATE

101
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102
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DO YOU TAKE RESPONSIBILITY?

PA RT 1
W ho is to
blame?

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As we have seen, there is teamwork in our professional lives and in our
personal lives (family, friends, sports teams, etc.). What happens when
something goes wrong? How do you react when people make mistakes, fail
to accomplish a goal, or have an inappropriate reaction to a situation?

103
R
1–4
E V I E W

Watch the Personal and Professional Development Video and put the steps
in order according to the strategy used to develop the team’s responsibility
regarding their failures, inappropriate actions, and/or mistakes (accountability).

( ) Understand why it happened.


( ) Have a talk with team member(s).
( ) Avoid pointing fingers.

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Being Responsible
and Meeting Deadlines

Teams usually have deadlines, and meeting them shows that a team understands
their objective. It also shows how responsible the team is. Now, let’s have a chat
to check how you deal with deadlines.

104
DO YOU TAKE RESPONSIBILITY?

What do you
BASIC 1–BASIC 2

usually do
What could you do in order to

INTERMEDIATE 1
to meet your
meet your deadlines faster?
deadlines?
What should or must you do in
order to meet your deadlines?

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What did you
BASIC 3

do to meet the
deadline of your
last project?
What would you

INTERMEDIATE 2
never do to meet
a deadline?

What have you been doing


INTERMEDIATE 3

to meet your deadlines?


Have you ever failed to meet
a deadline? Talk about it.

Are there any procedures you


ADVANCED 1

follow to meet deadlines?


Say three or four steps that
usually help you meet your
deadlines.

Talk about a deadline you


ADVANCED 2

didn’t meet. What could you


have done in order to meet
that deadline?

105
R

106
E
V
I
E
1–4
W

Running
skills you studied about meeting deadlines into practice.
job. Play a quiz game together with your classmates and put the
In our everyday tasks, we have to meet deadlines and do a good
Against the Clock

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DO YOU TAKE RESPONSIBILITY?

RULES:

The teacher will divide the class into groups.


Each group will have four tasks to do in ten minutes.
The tasks are organized according to students’ levels—one or more tasks for each level in the
group, according to the number of students.

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SCORE:

Time

All tasks finished on time – 10 points


Three tasks finished on time – 8 points
Two tasks finished on time – 6 points
One task finished on time – 4 points
No task finished – 0 points

Correct Task

Each correct task – 5 points


Each incomplete task – 2 points
Each incorrect task – 0 points

107
R

108
E
V
I
E
1–4
W

Dealing
with Anxiety and Stress
Anxiety is one of the worst enemies when dealing with

the way your body responds when you are under pressure?
deadlines. Have you ever thought of the way you breathe or

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DO YOU TAKE RESPONSIBILITY?

Discuss the topics according to your level. Then make a


presentation to the class.

How do you respond to being under pressure?


BASIC 1–BASIC 3

What do you usually do to relax?

Give your opinion about Define stress and anxiety

ADVANCED 1–ADVANCED 2
INTERMEDIATE 1–INTERMEDIATE 3

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the impact of stress in in your own words.
modern society.
Present a sequence
What should people do in of three steps that are
order to avoid stress? useful for dealing with
stress and anxiety.

ALL
LEVELS

• Let your breath flow into your belly as gently as possible, don’t force it.
• Breathe in through your nose and breathe out through your mouth.
• Keep the same pace while inhaling and exhaling.
• Close your eyes and check if any part of your body is tense, especially your shoulders.
• Keep going for at least one minute.

Shall we give it a try?

That’s our chance to finish the class relaxing and thinking about the way we
breathe. Let’s do it for one minute.

Learning is a matter of understanding content.


Learning is also a matter of having the proper mindset and attitude.

109
1–4
R E V I E W

FOR N E X T
CLASS

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Watch the Language Read the
Videos and the Language Guide
Personal and Professional to reinforce the
Development Videos topics you have
(Review 1–4, Part 1) studied.
again.

Write three
characteristics you
believe are necessary
to be an effective leader.
You will use them next
class.
FOR
FURTHER Take a look at your
PRACTICE mistakes and also at
the language items you
studied until lesson 4 and
write two or three questions
or topics on which you need
Is there a leader further explanation. They
that you admire? will be used in the activity
Why don’t you look Solving Problems.
for information about this
person online? It’s important
to invest time in activities
to use English outside
the classroom.

Do the
Visit the
activities in
online platform
the Practice Area
and take the
according to your
chance to improve
level to reinforce
pronunciation in
the content you
the Voice Lab!
studied.

110
WHAT DOES IT TAKE TO BE A LEADER?

111
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112
R
E
V
I
E
1–4 W

PA RT
2

what other features does a leader need to have?


A Leader:

In this class, you will study leadership. Besides being responsible,


Necessary Features

Last class, you studied the importance of responsibility in teamwork.


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WHAT DOES IT TAKE TO BE A LEADER?

A. Compare your research results to your classmates’ and come up with a top-five list
on the features a leader needs to have.

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B. Watch the Personal and Professional Development Video and check what the
interviewee says about leadership characteristics.

Food for Thought

Are you the leader of your learning process? What effective actions do you need to take to be
in charge of your learning process?

113
1–4
R E V I E W

Leadership:
we need actions.

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We have discussed the characteristics a leader must have.
But leadership is made of effective actions.

Take on the identity of a character, Jack London, and write


a guide on how to be an effective leader. Each level will be
responsible for a different part of this guide. Make sure you make
the most of the task you are assigned.

A. Read the text.

Jack London is an expert in leadership. He was hired to make a


presentation on how to be an effective leader. As a leader, Jack will
use his life as an example of effective leadership. His speech is very
precise and full of details, since he wants to win over the audience.

114
WHAT DOES IT TAKE TO BE A LEADER?

B. Take on the identity of Jack London and do the tasks according to your level.

Introduce yourself by mentioning your name, age, profession, marital


BASIC 1

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status, likes and dislikes, and the place where you live and work.
Mention the characteristics a leader must have in a family and at work.

Reinforce the characteristics a leader must have by using your schedule


BASIC 2

as an example. Narrate the activities you do daily and the activities you are
doing temporarily. Make sure you show how busy and organized your life is.

115
R
1–4 E V I E W

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Highlight the characteristics a leader must have by describing your
BASIC 3

background. Show the importance of studying hard and working with


different people. Make sure you mention moments in your life when
you studied at specific institutions and what you learned there.

Highlight the importance of the leader having clear action plans. Mention
INTERMEDIATE 1

your plans (personal and professional) and narrate what you are doing to
make your plans come true.

What should an effective leader do? Make sure you mention the worst
INTERMEDIATE 2

characteristics or attitudes a leader can have as well as the best ones.

116
WHAT DOES IT TAKE TO BE A LEADER?

Mention remarkable moments you have had in your life and emphasize
INTERMEDIATE 3

how these moments made you become a leader.

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Explain the step-by-step process of becoming an effective leader.
ADVANCED 1

Make sure you mention what must, mustn’t, should, and shouldn’t
be done in this process.

Define leadership in an emphatic or subtle way.


ADVANCED 2

Defend your concept of leadership by narrating real-life events.

117
1–4
R E V I E W

ALL
LEVELS Put the following elements of leadership in order of importance.

( ) charisma
( ) speech
( ) actions
( ) ideas

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( ) promises

Solving Problems

Is there any language item you still have questions about? Write it on a
piece of paper and hand it to your teacher. You and your classmates
will help each other!

118
WHAT DOES IT TAKE TO BE A LEADER?

FOR N E X T
CLASS

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Watch the
Personal and
Professional
Development Video Watch the
on the online platform Language Video
and do the follow-up on the online platform
activities (Lesson 5). and do the follow-up
activities (Lesson 5).

Read the
Language
Guide to
Read the reinforce the
profiles topics you have
presented in the studied.
activity Learning
from Leaders and
prepare yourself
for classroom
discussion.
Don’t forget
to evaluate your
experience this
FOR week on the online
platform. Your opinion
FURTHER is very important
to us.
PRACTICE

Perform an
awareness task: Which
features from the top-five Do you know a film
list of an effective leader do that showcases a true
you have? Which ones do you leader or true teamwork?
not? What can you do in order Why don’t you watch it again
to have those features? in English with or without
Write down your subtitles? It will certainly
answers. improve your listening
skills and vocabulary.

119
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L E
5
S S O N P A R T 1

learning

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FROM LEADERS
A. Read some texts about different leaders.

Lisa Brown
She wants to promote harmony among team
members and to help solve any conflict. She
creates connections between team members.
Team connection is as important as the result.

Steve Meyers
He loves social equality. He wants everyone to work
as a team. It is extremely important that everyone
participate in important decisions, so the whole
team is equally responsible for the results.

James Burns
He believes time is not to be wasted, so he
prefers giving instructions rather than teaching.
He wants others to follow him and to obey
his rules. He is really worried about meeting
deadlines and accomplishing goals.

122
WHAT IS YOUR
LEADERSHIP STYLE?

B. Based on the texts, discuss the following questions.

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• Do they present the same
leadership characteristics?
Compare their features.
• Do they influence people
the same way? Explain the
differences.
• Are their leadership styles
always positive or negative?
Why?

into leadership
styles
A. Read about the following leadership styles and match them to the
characters in the previous activity (Lisa, James, and Steve). One style won’t
be used.

1. The Democratic Leader


Has a clear message to the world about the future, listens to others, shares
the decision-making process, prefers subtle comments to directive orders,
and makes everyone responsible for failures or for successes.

2. The Coaching Leader


Enjoys developing people, sees the professional and human aspect of
each person, encourages change and self-awareness, and may fall into
inspirational talk.

123
L E
5
S S O N

3. The Affiliate Leader


Focuses on relationship and group connections, creates high empathy and
interpersonal relationships. Failures and low performance may go unnoticed.

4. The Authoritative Leader

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Focuses on results and provides clear directions. Handles tense, nerve-wrecking
situations well. However, usually has a moody personality: sometimes affectionate,
and other times rude. Doesn’t give people and processes the attention they may
need.

B. Complete the following sentences about the leadership styles according to your level.

BASIC 1– a) I like / I don’t like (leadership style),


BASIC 3 but .

b) I am a (leadership style), but


.

c) The (leadership style) is


so .

d) The (leadership style) is


and .

e) The (leadership style) or the


(leadership style) are so .

f) I hate (leadership style)


because .

124
WHAT IS YOUR
LEADERSHIP STYLE?

INTERMEDIATE 1– a) T
 he (leadership style) may
INTERMEDIATE 3 , and besides that, .

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b) The (leadership style) might
not or .

c) The (leadership style) is


(comparative form) (leadership style)
because .

d) The (leadership style) is


(superlative form) when .

e) Both (leadership style) and


(leadership style) have problems with
so .

f) Not only (leadership style) but also


is great at . That’s why .

ADVANCED 1–
ADVANCED 2

a) If I had a (leadership style), I


.

b) If I have a (leadership style), I


.

c) If I had had a (leadership style), I


.

d) Should I have a (leadership style), I


.

125
L E
5
S S O N

real-life
leadership

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A. Watch the Personal and Professional Development Video. Then sort the words and
expressions from the box into the correct description and classify the leadership styles.

visionary had a clear message allows people to flourish with him


great confidence gave people a goal gets specialists to work with him
calm nature didn’t impose his ego when he spoke, people listened to him

126
Leader 1

Leader 3
Leader 2

Notes
B. Choose one leadership style mentioned in the activity and write a three-line opinion about it.
WHAT IS YOUR
LEADERSHIP STYLE?

127
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L E
5
S S O N

leadership

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talks
Choose the correct options to complete the
dialogues according to your level and then
identify the leadership styles of the characters.

BASIC 1– Lucy: So, Tom, I heard you are a chef now. (Can you – May I) tell me more about
BASIC 3 your job?
Tom: I (love – hate) it! The restaurant is fantastic! My job is all about controlling
people: I need to give instructions (and – but) commands to my staff, and
when things go wrong, I have to punish them.
Lucy: Gosh! You’re strict! You know I’m (a – an) teacher, right? I don’t punish
(my – your) students. I care about (your – their) future, (but – so) I want
them to find their own path to grow.
Tom: That’s interesting, (but – so) you understand (a – the) situations are
completely different, don’t you?
Lucy: Yeah, I know they are different. The thing is, I just can’t see myself punishing
and giving orders. I don’t know how things are in a restaurant, though.
Tom: (Why – How) don’t you go there tonight? I can show you how things work.
Lucy: That would be great, but how do I get there?
Tom: It’s on Schwarz Avenue. You (take – go straight) Elman Street and
(turn right – take) on Jackson Avenue. Walk two blocks and there you are.
Lucy: Oh, I think I know it. It’s the (two – second) restaurant after the church, isn’t it?
Tom: Exactly!

Lucy’s leadership style:

Tom’s leadership style:

128
WHAT IS YOUR
LEADERSHIP STYLE?

INTERMEDIATE 1– Linda: Mark, I’m a little bit confused about the way you manage the new
INTERMEDIATE 3 team. (Can you explain it to me – What’s the matter)?
Mark: Sure. I avoid conflict: It’s (better – worse) to strengthen the relationship
between the team members than to encourage competition.
Linda: I like the fact that you foster strong relationships between people,
(but – therefore) I see you praising everyone all the time. What do

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you do with the mediocre results?
Mark: Right now, I want to focus on good results. I (may – might not)
deal with the bad ones later. If I focus on bad results now, the team
members (will lose – would lose) the confidence I took so long to build.
Linda: But if you only (praised – praise) people for whatever they do, they
will get demotivated, don’t you think so?
Mark: I (used to have – was about to have) your leadership style of
imposing orders and punishing people; (moreover – however),
I didn’t get good results. That’s why I changed.
Linda: I believe that, in certain moments, you should (neither – not only)
give orders (nor – but also) punish people so that you can meet
deadlines and achieve goals.
Mark: Yeah, I agree with you. That’s not the moment for me to use this
style, (though – furthermore).
Linda: You are really smart, (aren’t you – don’t you)?
Mark: Well…let’s wait and see. When we get the results, you’ll see
(that – which) this style also works.

Mark’s leadership style:

Linda’s leadership style:

129
L E
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S S O N

ADVANCED 1– David: Rita, hi! I’m sorry! I (am going to – was going to) call you, but I’m really busy
ADVANCED 2 today. Please, (stand up – sit down). Tell me, how is the project going?
Rita: I adopted a new leadership style. Now I’m focused on raising the team
members’ awareness of (either – neither) their strengths (or – nor) of
their weaknesses.
David: That sounds great! Adapting your style to the team is essential, and I really
believe it’s time for you to help the team look forward to a brighter future.

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Rita: Yes, I want to help them find their own paths to grow within the team…
Oh, but tell me: what (were you going to – are you going to) do with
the new team you got?
David: This group is very heterogeneous. There are people (who – what) want
to go through a faster path and others (who – whom) want to make
more careful decisions. If I only imposed rules, things (would – will) get
worse. That’s why I decided to build consensus through participation.
I’m trying to give everyone the opportunity to speak and to make
decisions. I believe that this way, people will (get serious – get along)
with each other and will feel more motivated.
Rita: That’s a good strategy. People tend to feel more comfortable working at
a place (which – where) they are heard.

Rita’s leadership style:

David’s leadership style:

for NEXT CLASS

Watch the Language Videos and


the Personal and Professional
Development Videos (Lesson 5) again.

Research the leadership styles you studied


today and find others. Bring your notes next
class—you’ll need them.

Prepare the Written Assignment


according to your level.

130
WHAT IS YOUR
LEADERSHIP STYLE?
Write five sentences about
BASIC 1

your likes and dislikes


Write five sentences about one

BASIC 2
related to food and colors.
of your friend’s preferences for
clothes and colors.

Write a five-line paragraph about a


BASIC 3

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restaurant you usually go to. Make
sure you give your opinion about the
Write a five-line

INTERMEDIATE 1
dishes served there.
paragraph about
what may or might
happen to the
weather in your
Write two four-line city today.
INTERMEDIATE 2

paragraphs about your


daily activities at work.
Make sure you compare
them and express how you
feel while you do them. Write two paragraphs
INTERMEDIATE 3

about what will happen


to the world if pollution
is not reduced. Make
sure you use relative
pronouns.

Write a fifteen-line text on


ADVANCED 1

important actions you were


going to take but didn't and Research jokes with cultural
ADVANCED 2

explain why. Make sure you meaning, write them, and explain
use connectors and relative their meaning. Afterwards, mention
pronouns. cultural jokes about your country
and also explain their meaning.

FOR
FURTHER
PRACTICE Watch videos or movies in which there are leaders
speaking. Take notes of their characteristics, as well
as the strategies they use to influence people.

Visit the online platform and take the chance


to improve pronunciation in the Voice Lab.

131
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S S O N P A R T 2

time to share

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KNOWLEDGE

A. Together with your classmates, discuss the four leadership styles you studied last class.
Follow the teacher’s instructions.

B. You were asked to research leadership styles different from the ones
you studied last class. Share what you found with your classmates and add
the information to the discussion about leadership styles.

132
WHAT IS YOUR
LEADERSHIP STYLE?

leadership arena
Get ready to engage in a debate to defend one leadership style
according to the context the teacher will give you. The teacher will
also provide a detailed analysis and you will choose the best work.

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CONTEXT 1
My family is huge. Everyone in the family has different preferences and opinions. And because of that,
everybody argues all the time. I need to assume the leadership and put an end to the arguments.

Leadership style vs. Leadership style

The winner is: leadership style .

CONTEXT 2
My kids will take an important exam next year. The thing is, they have a lot to learn and they are
not really into studying. I know I need to be a good leader and help them achieve good results.

Leadership style vs. Leadership style

The winner is: leadership style .

133
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S S O N

CONTEXT 3
I just became the manager of a group of workers that are used to doing their tasks without even
thinking of why they do them. As a leader, I want to change their perspective and make them think,
make plans, establish goals, but I just do not know what leadership style to choose.

Leadership style vs. Leadership style

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The winner is: leadership style .

spotting and
solving problems
Being an effective leader implies being able to solve problems. Read the
following testimonials, spot the mistakes, and underline them. Correct
the mistakes and discuss why the leadership style adopted did not work
and what style you would rather use in these contexts.

134
WHAT IS YOUR
LEADERSHIP STYLE?
BASIC 1–
BASIC 3 I don’t know what’s going on. I like to giving people voice. I think it’s
important that everybody in the team feels like part of it but contributes
to the decision-making process. I allowed your students to take part
in all the decisions, but now the class is a real mess. I constantly ask
my students, “May you give us the answer?”, “May you help me out?”
but they simply do not listen to me. I think being a democratic leader
is not working. Students keep on arguing and shouting and not paying

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attention to class. Oh…you want to know their age? They are five-year-
old kids. Again: I’m lost. What should I do?

Correct version of the underlined mistakes:

Problem(s) with the leadership style adopted:

Best leadership style:

INTERMEDIATE 1–
INTERMEDIATE 3 I must confess I do not know what to may happen if things continue this
way. I was so happy when I heard I was going to work with a team of the
better financial managers in the market; therefore, happiness became
frustration. Their egos are so huge that they simply refuse to take my
orders. Deadlines are short, so I need to impose rules. Furthermore,
the rules are useless, because the members of the team do not follow
them. One of the team members whose was responsible for collecting
data simply did not show up in the last meeting. If I do not fix things
immediately, we would not hand in the project on time.

Correct version of the underlined mistakes:

135
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S S O N

Problem(s) with the leadership style adopted:

Best leadership style:

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ADVANCED 1–
ADVANCED 2 I am a specialist whose people can count on to fix unhealthy lifestyles.
The problem is that I have a group of five people when need to change
their habits drastically. I opted to give them both some rules to follow
nor some prohibitions, but they seem to be unhappy about it. One of the
members of the group complained that instead of rules, they need to
learn how to make their own decisions so that they can continue leading
a healthy lifestyle in the future. I am going to give them some more rules
this week, but I gave up after this member said those words. The point is,
I’ve always worked with rules, and now I’m lost.

Correct version of the underlined mistakes:

Problem(s) with the leadership style adopted:

Best leadership style:

136
WHAT IS YOUR
LEADERSHIP STYLE?

portfolio

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Do the tasks according to your level. Afterwards, check which leadership skills from
the list you practiced while doing the activities.

ALL Which of the following skills did you practice while doing the Portfolio
LEVELS
tasks? Can you relate them to the skills a leader needs to have?

( ) Analyzing what is requested


( ) Analyzing the options you have
( ) Making choices
( ) Spotting problems or mistakes
( ) Brainstorming solutions
( ) Correcting problems
( ) Others:

137
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S S O N

for NEXT CLASS

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Watch the Personal and Professional
Development Video on the online platform
and do the follow-up activities (Lesson 6).

Watch the Language Video on the online platform


and do the follow-up activities (Lesson 6).

Read the Language Guide to reinforce


the topics you have studied.

Don’t forget to evaluate your


experience this week on the
online platform. Your opinion
is very important to us.

FOR Think of situations in which you assume a leadership position.


FURTHER Describe the contexts and come up with the most effective
leadership styles to be adopted. Then answer the question:
PRACTICE what kind of leader am I?

138
Notes
WHAT IS YOUR
LEADERSHIP STYLE?

139
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L

142
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S
S
6O
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P A R T 1

A closerLOOK
Follow the teacher’s instructions.
It’s time to analyze your Portfolio production.

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HOW DO YOU GET THE
BEST OUT OF A TEAM?

your team
at its best

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A. How can you make your team perform at its best?
Feedback is a great tool, so let's talk about it.

a) What is feedback?
( ) It’s giving somebody the right answers.
( ) It’s about showing others the impact their mistakes have, and that they mustn’t make mistakes.
( ) It is about making others reflect on their choices and actions.

b) When is it necessary to give feedback?


( ) When we delegate a task or during a project, for example.
( ) Every time someone makes a mistake.
( ) Only when somebody asks for feedback.

B. Why is feedback important for the team? Why is it important for the leader?

C. Now you are going to perform a task in one minute. Then you’ll receive
the teacher’s feedback. Are you ready?

143
L E
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S S O N

Introduce yourself and include your personality traits, likes and

BASIC 1
dislikes, where you live, your profession, where you work, and
who your family members are.

Choose five of the following question words and create questions to get to know a
BASIC 2

person better. Use the simple present.

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Who What Whose What time When How Where
How old How often How far Why How much How many

Choose five of the following question words and create questions to get to know a
BASIC 3

person better. Use the simple past.

Who What Whose What time When How Where


How old How often How far Why How much How many

Use six of the following modal verbs or modal expressions to give advice
INTERMEDIATE 1–INTERMEDIATE 2

to a person who is starting at a new company.

Can May Might Will Must


Be supposed to Be used to Be necessary Should Would

Share your professional background and your


INTERMEDIATE 3

dreams with your classmates. Tell them:

• What you have already done


• What you haven’t done yet
• What you have been doing lately
• What you will do if you…

Use four of the words and expressions in the box to provide a sequence of
ADVANCED 1–ADVANCED 2

steps for someone who wants to save money to buy a house.

To bring home the bacon To borrow To lend To purchase To rip off


To cost an arm and a leg To earn To spend To pay up Cash cow

144
HOW DO YOU GET THE
BEST OUT OF A TEAM?
D. What techniques did the teacher use to give you feedback?

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how to give
feedback

Watch the Personal and Professional Development Video and take notes of the tips on
how to give good feedback. Then organize them in order of importance.

145
L E
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S S O N

Hands at work
Do the following tasks according to your level. Use the Language Guide
if necessary. Afterwards, follow the teacher’s instructions and engage in

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a feedback-based task.

A. In pairs, write questions using each of the following question


BASIC 1
words to interview your classmate.

a) What time

b) Who

c) Where

d) When

e) How

B. Interview your classmate and change the answers into a short


paragraph. Here’s a model for you.

John wakes up at five a.m. to go to work. He goes to work with his


wife, Lisa. He works at TWC Company in Illinois. On Mondays and
Wednesdays, he studies English. He goes to the English school by bus.

146
HOW DO YOU GET THE
BEST OUT OF A TEAM?
A. Create the schedule of a very busy person, named John. Make sure you include
BASIC 2
professional and leisure activities.

TIME SUN MON TUE WED THU FRI SAT


7 a.m.
9 a.m.

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noon
2 p.m.
6 p.m.

B. Write a dialogue between John’s secretary, Sally, and his new friend, Tom.
Tom is curious to know about John’s daily tasks.

A. Look at the following picture and write one sentence for


BASIC 3
each of the following items.

147
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S S O N

a) What

b) What time

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c) When

d) How often

e) Whose

f) Used to

B. Jessica—the family’s new neighbor—wants to know more about the family.


Write a dialogue between Jessica and one of the parents in the picture.
Use all the questions and sentences from letter A in your dialogue.

148
HOW DO YOU GET THE
BEST OUT OF A TEAM?
A. Write questions using the following items.
INTERMEDIATE 1

a) Can (Ability)

b) Could (Past ability)

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c) Should

d) Be used to

e) Used to

B. Answer the questions you created to write a paragraph based on the


following model.

Sarah can ride a bike and so can Lisa. Sarah could climb trees when she was
a kid, but Lisa couldn’t. Sarah and Lisa shouldn’t climb trees anymore because
now they are adults. Lisa used to go to school in her neighborhood, but Sarah
used to go to school at a distant neighborhood. They are used to working a lot.

149
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6
S S O N

INTERMEDIATE 2
A. Write a paragraph about yourself following the guidelines.

• Mention your preferences (where you prefer to live, to work, etc.)


• Talk about your future including your schedule and professional
arrangements (use the simple present and the present continuous).
• Mention what you are used to, accustomed to, and supposed to
do at work and at home.

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B. Think of your best friend. How different do you think your answers would be?
Write a new paragraph comparing you and your best friend. Follow the model.

I would rather live on the beach than in the mountains; Julie, however, would
rather live in the mountains because she loves the cold weather. On Mondays,
I go to work by bus, but Julie goes by car. Next Friday, I am traveling with my
mother to New Zealand, but Julie is staying at home with her boyfriend. I am
used to traveling a lot, especially because of work, but Julie is used to spending
her days in the office.

150
HOW DO YOU GET THE
BEST OUT OF A TEAM?
A. Follow the instructions.
INTERMEDIATE 3

a) Say what you ought to do if you lose your job.

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b) Say what other job you would have if you could.

c) Say what it means to have “the perfect job.”

B. Think of your best friend. How different do you think your answers would be?
Write a paragraph comparing your best friend with you.

151
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6
S S O N

A. Complete the following statements about your life.


ADVANCED 1

a) I've never... / I've already... / I haven't...yet.

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b) I’ve been…lately.

c) Before I started studying English, I…

d) If I had had the chance, I…

B. Write a paragraph about the changes your best friend has already been
through in life and also the changes he or she will have experienced by the
end of the year.

152
HOW DO YOU GET THE
BEST OUT OF A TEAM?

ADVANCED 2

A. Write a dialogue between a couple having an argument about time and


money. Make sure you use at least two of the expressions in the box.

cost an arm and a leg in the long run cash cow

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to burn your fingers chicken feed to tighten your belt
at all costs against the clock at the eleventh hour

B. Report the dialogue you wrote.

153
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S S O N

for NEXT CLASS

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Watch the Language Videos and the
Personal and Professional Development
Video (Lesson 6) again.

Do some research on what is


necessary to receive feedback
effectively. Take notes on what you
found and bring them next class.

FOR
FURTHER Do the activities in the Practice
Area according to your level to
PRACTICE reinforce the content you studied.

Practice receiving feedback. Not only do we


need feedback on our work tasks but also on
our behavior as friends, relatives, etc.

154
BEST OUT OF A TEAM?
HOW DO YOU GET THE

155
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L

156
E
S
S
6O
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side
the other
P A R T 2

a) What are the biggest challenges when receiving feedback?


used to give feedback. But how do we go about
You have already studied techniques that can be

receiving feedback? Answer the following questions.

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HOW DO YOU GET THE
BEST OUT OF A TEAM?
b) Research: What is necessary to make the most of the feedback you receive?

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feedback and delegating tasks
WHAT’S THE CONNECTION?
Watch two videos that portray delegating tasks, then answer
the questions.

a) What were the tasks requested in both videos?

b) What were the characters’ moods regarding the tasks in the videos?

c) In which video was the mother successful in delegating? Why?

d) Based on the videos, what is the key to success when delegating tasks?

157
L

158
E
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6
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N

time to
delegate!

the tasks, your group properly delegates the subtasks.


Do the tasks according to your level. Make sure that before starting
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HOW DO YOU GET THE
BEST OUT OF A TEAM?

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BASIC 1– A. Read the text.
BASIC 2

George has a very busy life. He wakes up at seven a.m. every day and watches
the news. From Monday to Friday, he takes his kids to school at eight a.m. On
Tuesdays and Thursdays, at nine a.m., he goes to the gym. He works Monday to
Thursday from ten a.m. to seven p.m., but on Fridays, he takes Spanish classes
at ten a.m. and starts work at eleven a.m. George’s job is very stressful. He has a
leadership position: he is a manager. When he arrives from work, it’s almost nine
p.m. He cooks dinner, talks to his wife, and goes to bed at ten p.m.

B. Organize George’s schedule based on the text.

TIME SUN MON TUE WED THU FRI SAT


7 a.m.

8 a.m.

9 a.m.

10 a.m.

11 a.m.

12 p.m.

1 p.m.

2 p.m.

3 p.m.

4 p.m.

5 p.m.

6 p.m.

7 p.m.

9 p.m.

10 p.m.

159
L E
6
S S O N

C. W
 rite a dialogue between George and a new acquaintance, Mark.
Follow the guidelines.

GUIDELINES

Mark asks questions using what time and how often.


Mark makes some requests.

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BASIC 3– A. Read the text.
INTERMEDIATE 1
George Watson is the financial manager at EFG Company. He
has a very stressful routine at work. Some years ago, George was
the financial assistant and had fewer tasks to do, such as attend
meetings, write reports, and follow the rules. Nowadays, he has to
hold meetings, read reports, write emails, delegate tasks, and create
rules. George is good at delegating. The problem is that George is
so busy that he never gives feedback to his assistants and problems
frequently occur because of that.

B. Write a paragraph giving your opinion about George’s actions at work.


Make sure you use adjectives and expressions to give opinion.

160
HOW DO YOU GET THE
BEST OUT OF A TEAM?
C. Write the work tasks a financial assistant and a financial manager do at
EFG Company. Afterwards, give your opinion about the level of difficulty
of each task.

Work Tasks Work Tasks


(financial assistant) (financial manager)

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INTERMEDIATE 2– A. Read the text.
INTERMEDIATE 3
George was hired five years ago by Mr. Thompson to work as the
financial assistant at EFG Company. Mr. Thompson is very rude and
insulting. He wanted George to do everything as quickly as he could,
and it was never good enough. After some years, Mr. Thompson
retired and now George is the financial manager. George respects
his assistants; he is very friendly and he listens to his team. George
loves delegating tasks. He believes work gets done faster if you
delegate. The problem is that George only delegates, but never
follows up on the work his assistants do.

161
L E
6
S S O N

B. Based on the text you read, write an email as if you were one of George’s co-workers giving him some
advice on how to improve as a leader. Make sure you use at least two of the phrasal verbs in the box.

to think about to think it over to think through to back up to get along with to bring up subjects
to figure out to focus on to point out to add up to single out

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C. Compare George’s leadership style to Mr. Thompson’s. Make sure you use paired conjunctions and
state your opinion on their styles.

ADVANCED 1– A. Read the text.


ADVANCED 2
George Watson is a British financial manager that worked as a
financial assistant at EFG Company in the United States. One day,
George was having a chat with his co-workers and told them that
in the previous company he worked at, his manager was fired for
getting pissed at work.
His co-workers looked at George and asked, “Do they fire people
just for getting pissed?”
George insisted, “But he was totally pissed! At work!”
Everybody was confused.
Finally, George realized the cause of the misunderstanding and
explained it to his co-workers.

162
Notes
misunderstanding.

to rewrite them.
B. Why didn’t George’s co-workers understand what he meant? Explain the

C. Direct speech is used at some points of the text. Use reported speech
BEST OUT OF A TEAM?
HOW DO YOU GET THE

163
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L E
6
S S O N

project FOLLOW-UP

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You must be almost done with your Project, but it is OK to still have
questions. Take notes of any you might still have about the Project
and solve them together with the teacher and your classmates.

language
coaching
A. In which ways do the teacher and the school give you feedback on your
learning process?

B. In Wise Up classes, in what activities do we delegate tasks to students?


What is their importance?

164
HOW DO YOU GET THE
BEST OUT OF A TEAM?

for
NEXT CLASS
Watch the Personal and Professional
Development Video on the online platform
and do the follow-up activities (Review 1–6).

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Read the Language Guide to reinforce
the topics you have studied.

Don’t forget to evaluate your experience


this week on the online platform.
Your opinion is very important to us.

You’ve got your Project that is due on


exam day. How is it going? Time to put
the final touches!

Do the activity Engaging


in Teamwork according
to your level.

FOR
FURTHER
PRACTICE Visit the online platform and take the
chance to improve pronunciation in
the Voice Lab!

Study the topics


from Lessons 1–6
and bring any
questions you may
have next class.

165
L

166
E
S
S
6
Notes
O
N

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BEST OUT OF A TEAM?
HOW DO YOU GET THE

167
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R

168
E
V
I
E
1–6
W

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HOW CAN WE ENGAGE PEOPLE IN TASKS?

Engaging in
Teamwork

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Put some teamwork skills into practice by doing
the following tasks with your classmates.

BASIC 1–
BASIC 2 Look at the picture and write one sentence for each topic.

a) His physical characteristics and personality

b) His likes and dislikes

c) His routine and temporary activities (mention the time he performs such activities)

169
R

170
E
V
I
E
1–6
W

INTERMEDIATE 1
BASIC 3–

a) Her current and past jobs

b) Your opinion about her job


Look at the picture and write two sentences for each topic.

c) What she may or might do about the dish she is preparing


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HOW CAN WE ENGAGE PEOPLE IN TASKS?

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INTERMEDIATE 2–
INTERMEDIATE 3 Look at the pictures and write a three-line paragraph for each topic.

a) C
 ompare how they feel about their jobs. Make sure you mention what they have done that led
them to be happy or sad at work.

b) Mention what they used to do some years ago and what they are used to doing nowadays.

c) Give your opinion about what they might do to lead happier lives.

171
1–6
R E V I E W

ADVANCED 1–
ADVANCED 2 Look at the picture and write a four-line paragraph for each topic.

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a) Mention what she had done to improve professionally before she was
hired for this position.

b) Give your opinion on how she can keep on improvising as a professional.

c) Report a short dialogue she may have had with one of her students.

172
HOW CAN WE ENGAGE PEOPLE IN TASKS?

Answering
Questions

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A group of people becomes a team when they work together to
solve problems and to achieve a goal. There is engagement when
all members have the same level of dedication. Engagement is what
makes a team overcome obstacles.

A. According to your level, choose only the items you still have questions about.

( ) The use of verbs to be and to have


BASIC 1
( ) Simple present
( ) Expressing likes and dislikes
( ) Definite and indefinite articles (a, an, the)
( ) Imperatives
( ) Expressing time
( ) Question words (what, where, when, who, what time)
( ) Others:

173
1–6
R E V I E W

( ) Difference between simple present and present continuous


BASIC 2
( ) Making requests
( ) Expressing preference
( ) Imperatives
( ) Expressing possession
( ) Question words (what, where, when, who, what time, whose)

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( ) Use of connectors (and, but, so)
( ) Others:

( ) Simple past
BASIC 3
( ) Used to
( ) Countable and uncountable nouns and quantity expressions
( ) Making offers and requests
( ) Giving directions
( ) Giving and asking opinion
( ) Question words (what, where, when, how often, whose, why)
( ) Others:

( ) Plans
INTERMEDIATE 1
( ) Modal verbs (may, might, should, can, could, must)
( ) Connectors of addition, contrast, and conclusion
( ) Giving opinion
( ) Relative pronouns who and that
( ) Past continuous
( ) Used to vs. be used to
( ) Others:

( ) Be going to vs. modal verb will


INTERMEDIATE 2
( ) Modal verbs (may, might, should, can, could, must, will, and would) and modal
expressions (be accustomed to, be used to, be about to, and others)
( ) Comparative forms
( ) Superlative forms
( ) Relative pronouns (who, that, which)
( ) Tag questions
( ) Would rather
( ) Others:

174
HOW CAN WE ENGAGE PEOPLE IN TASKS?

( ) Present perfect
INTERMEDIATE 3
( ) Giving good and bad news
( ) Present perfect continuous vs. present perfect vs. simple past
( ) Paired conjunctions (either…or, neither…nor, not only…but also, both…and)
( ) Would you mind...?
( ) First conditional and zero conditional

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( ) Relative pronouns (who, that, which, whose)
( ) Others:

( ) Past perfect and past perfect continuous


ADVANCED 1
( ) Past perfect vs. present perfect
( ) Modal verbs + perfect infinitive (must have, should have)
( ) Making a definition
( ) Passive voice
( ) Relative pronouns (who, that, which, whom, when, where)
( ) Reported speech
( ) Others:

( ) Paraphrasing
ADVANCED 2
( ) Perfect forms: present perfect, present perfect continuous, past perfect,
past perfect continuous, and future perfect
( ) Modal verbs + perfect infinitive (may, might, should, must, could + have)
( ) Reported speech
( ) Making a definition
( ) Implied meaning (proverbs and jokes)
( ) Zero, first, second, and third conditionals
( ) Others:

B. Never forget that you are part of a team! Answer your classmates’
questions so you have yours answered too.

175
1–6
R E V I E W

C. Engagement Meter

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Grade your level of engagement in the tasks by
asking yourself the following questions.

Did I praise good ideas? Did I support others?


Did I criticize while offering a solution? Did I motivate others?
Did I make suggestions? Did I do my best?

More About
Engaging People
in Tasks
A. We often need to use different engagement strategies to keep people around
us motivated to achieve positive results. Watch the Personal and Professional
Development Video and take notes of three strategies mentioned.

176
1.

3.
2.

B. What are some other possible engagement strategies?


HOW CAN WE ENGAGE PEOPLE IN TASKS?

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1–6
R E V I E W

Solving
Engagement
Problems

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Listen to Lisa Brown, Steve Meyers, and James
Burns again. In this class, they talk about
engagement problems they have.

BASIC 1–
BASIC 3 Match them to their problems.

( 1 ) Lisa ( ) lack of a human approach


( 2 ) Steve ( ) lack of challenges
( 3 ) James ( ) lack of supervision and feedback

INTERMEDIATE 1– What are the causes of each engagement problem?


INTERMEDIATE 3

ADVANCED 1– What daily actions could Lisa’s, Steve’s, and James’s


ADVANCED 2 leaders take to engage them in their tasks?
The teacher will assign each group a character and
you are supposed to list at least three things the
leader could do to make the character motivated
and engaged every day.
Character:
Strategies:

178
HOW CAN WE ENGAGE PEOPLE IN TASKS?

FOR N E X T
CLASS

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Take the chance
to review the topics
and to practice on the
online platform. Do Don’t forget to
your best! bring your Project
next class.

Revising is
important for a
successful project.
Read your project
again and:

• Check spelling.
• Check text organization: is it coherent?
Are the paragraphs well-organized?
• Check if all the requirements were met: Were the
language items used? Does the text have
the required length?
• Rehearse your presentation. If possible,
have someone watch you to give you feedback.

179
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LANGUAGE
COACHING

1 Self-awareness is key.
When you work as a team, you give and receive feedback all the time. In this book, you
discussed the characteristics of effective feedback. Find them in the book.

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When your exams are handed back, you are able to look at yourself as if in a mirror.
In a certain way, exams send you a message; they work as a feedback tool for your
development. But can you listen to them? If you pay attention to them, you can develop
self-awareness.

2 What is a proper attitude?

A. You need a proper attitude to develop self-awareness. What do you usually see while
looking at yourself in the mirror?

181
182
B O O K
3

• Point out mistakes


people that frequently does the following:

Are these attitudes positive or negative? Why?


• Criticize
B. Let’s talk about group work. Imagine you are working with a group of

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LANGUAGE
COACHING
C. You also need a proper attitude to look at exams and to develop self-awareness.
Choose the feelings and attitudes that are useful when analyzing exams.

( ) reading carefully ( ) hate ( ) anxiety


( ) preconceptions ( ) rational analysis ( ) nervousness
( ) pride ( ) self-control ( ) patience
( ) openness ( ) anger ( ) fear

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3 The Exam
The teacher will hand back your exams. Analyze them with the proper
attitude discussed in the previous activity and complete the following table.

Very Good

How does it affect my communicative skills?

Good

How does it affect my communicative skills?

183
184
Weak
B O O K
3

How does it affect my communicative skills?


Needs improvement

How does it affect my communicative skills?

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LANGUAGE
COACHING

4 You are the leader:


being in charge
of your learning process

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Now that you have developed self-awareness skills using your exam as a
feedback tool, can you be in charge of your learning process? What’s your
next step? What direction will you choose?

Here is a list of some possible actions:

( ) Prepare classes more carefully.


( ) Organize my schedule to use the Practice Area more frequently.
( ) Focus on listening and understanding skills.
( ) Focus on reading and understanding skills.
( ) Keep organized notes.
( ) Be more engaged in the classroom activities.
( ) Review more frequently and research when in doubt.
( ) Retake the module to explore the activities further.
( ) Save more time to work on the Project.
( ) Others:

185
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

arise arose arisen

awake awoke awoken

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be was/were been

bear bore borne

beat beat beaten

become became become

begin began begun

bend bent bent

bet bet/betted bet/betted

bid bid/bade bid/bidden

bite bit bitten

bleed bled bled

blow blew blown

break broke broken

breed bred bred

bring brought brought

broadcast broadcast broadcast

build built built

burn burnt/burned burnt/burned

burst burst burst

bust bust/busted bust/busted

buy bought bought

cast cast cast

catch caught caught

choose chose chosen

cling clung clung

186
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

come came come

cost cost cost

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creep crept crept

cut cut cut

deal dealt dealt

dig dug dug

do did done

draw drew drawn

dream dreamt/dreamed dreamt/dreamed

drink drank drunk

drive drove driven

dwell dwelt/dwelled dwelt/dwelled

eat ate eaten

fall fell fallen

feed fed fed

feel felt felt

fight fought fought

find found found

fit fit/fitted fit/fitted

flee fled fled

fling flung flung

fly flew flown

forbear forbore forborne

forbid forbade forbidden

forecast forecast(ed) forecast(ed)

forget forgot forgotten

forgive forgave forgiven

forsake forsook forsaken

187
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

forswear forswore forsworn

freeze froze frozen

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get got gotten

give gave given

go went gone

grind ground ground

grow grew grown

hang hung hung

have had had

hear heard heard

hide hid hidden

hit hit hit

hold held held

hurt hurt hurt

keep kept kept

kneel knelt/kneeled knelt/kneeled

know knew known

lay laid laid

lead led led

lean leant/leaned leant/leaned

learn learnt/learned learnt/learned

leap leapt/leaped leapt/leaped

leave left left

lend lent lent

let let let

lie lay lain

light lit/lighted lit/lighted

lose lost lost

188
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

make made made

mean meant meant

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meet met met

mislay mislaid mislaid

mistake mistook mistaken

pay paid paid

put put put

quit quit quit

read read read

rend rent rent

ride rode ridden

ring rang rung

rise rose risen

run ran run

saw sawed sawn/sawed

say said said

see saw seen

seek sought sought

sell sold sold

send sent sent

set set set

shake shook shaken

shed shed shed

shine shone shone

shoe shod shod

shoot shot shot

show showed shown

shrink shrank shrunk

189
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

shut shut shut

sing sang sung

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sink sank sunk

sit sat sat

slay slew slain

sleep slept slept

slide slid slid

sling slung slung

slink slunk slunk

smell smelt/smelled smelt/smelled

speed sped/speeded sped/speeded

speak spoke spoken

spell spelt/spelled spelt/spelled

spend spent spent

spill spilt/spilled spilt/spilled

spin spun spun

spit spat spat

split split split

spoil spoilt/spoiled spoilt/spoiled

spread spread spread

spring sprang sprung

stand stood stood

steal stole stolen

stick stuck stuck

sting stung stung

stink stank/stunk stunk

strew strewed strewn

stride strode stridden

190
irregular
VER B S

INFINITIVE SIMPLE PAST PAST PARTICIPLE

strike struck struck

string strung strung

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strive strove striven

swear swore sworn

sweep swept swept

swing swung swung

swim swam swum

take took taken

teach taught taught

tear tore torn

tell told told

think thought thought

throw threw thrown

thrust thrust thrust

tread trod trodden

understand understood understood

undertake undertook undertaken

upset upset upset

wake woke woken

wear wore worn

weave wove/weaved woven/weaved

weep wept wept

wet wet wet

win won won

wind wound wound

withdraw withdrew withdrawn

wring wrung wrung

write wrote written

191
192
Notes

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Notes

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PORTFOLIO L E
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P A R T 2

Name:
Teacher: Group:

analyzing personal characteristics

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BASIC 1

A. The following table is about Tania. Circle the correct


options according to the video.

Nationality Canadian – Mexican – American

Profession architect – lawyer – engineer

Physical Characteristics fat and short – tall and athletic – beautiful and organized

Personality dedicated and outgoing – mature and shy – insecure and shy

B. W
 rite two sentences using the verb to be or the verb to have to
describe your positive and negative characteristics as a team player.

Positive:
Negative:

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O
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P A R T 2

Name:
Teacher: Group:

analyzing routine

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BASIC 2

A. Watch the video and identify the requested information.

a) Household chores Tania does with her family:

b) Household chores Tania dislikes:

B. Write four sentences about household chores that you do on a regular basis.

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O
N

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P A R T 2

Name:
Teacher: Group:

analyzing the past

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BASIC 3

A. Choose the correct answer to each question according to the video.

a) Why does Tania talk about three years ago?

( ) Because three years ago she solved a serious problem.


( ) Because three years ago she had a serious problem.

b) What happened three years ago?

( ) Tania realized she didn’t have good teamwork skills.


( ) Tania had problems with her family.

c) Did Tania spend time with her family in the past?

( ) Yes, she did.


( ) No, she didn’t.

d) How much time does she spend with her family now?

( ) She spends more time with her family.


( ) She spends all her free time with her family.

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e) Mark the only sentence that is true.

( ) Tania enjoyed her job.


( ) Tania didn’t need her job.
( ) Tania had a terrible job.
( ) Tania wanted to change jobs.

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B. W
 rite two sentences about important changes that happened in your life.
Make sure you mention when these changes happened.

Notes

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P A R T 2

Name:
Teacher: Group:

analyzing opinion

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INTERMEDIATE 1

A. Choose the correct answer to each question according to the video.

a) A
 ccording to Tania, how happy is her family nowadays when compared
to the past?

( ) They are sadder nowadays.


( ) They are happier nowadays.
( ) They are more excited nowadays.

b) What important action will Tania take next week?

( ) She will attend a conference on active listening.


( ) She will look for a new job.
( ) She will do her best to spend more time with her family.

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O

B. W
N

teamwork skills? Write two sentences.


 hat about you? What do you think people should do to develop their

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S S O N

P A R T 2

Name:
Teacher: Group:

analyzing the future

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INTERMEDIATE 2

A. Choose the correct answer to each question according to the video.

a) T
 hree years ago, there was a turning point in Tania’s life. What did Tania
realize she had to improve?

( ) She realized she needed to change jobs.


( ) She realized she had to improve her teamwork skills.
( ) She realized she needed to be closer to her family.

b) Tania says, “We’re happier now.” In your opinion, why does she say that?

( ) B ecause she learned to share the household chores with her family
and now they enjoy the time they spend together.
( ) Because her family helped her find a new job that is much better
than the previous job she had.
( ) Because she quit her job to dedicate all her time to the family.

c) What is Tania going to do when she attends a conference on active listening?

( ) She is going to start improving her listening skills.


( ) She is going to attend other lectures afterwards.
( ) She is going to share what she learns with her family.

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O
N

B. What are you going to do in order to improve your teamwork skills? Write two sentences.

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P A R T 2

Name:
Teacher: Group:

analyzing the connection

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INTERMEDIATE 3

between present and past


A. Choose if the sentences are true ( T ) or false ( F ) according to the video.

( ) Tania has always been an organized person.


( ) Tania was fired from a company she enjoyed working at.
( ) Tania started to have problems listening to others only after she was fired.
( ) Tania’s mother has told her she always listened to her.
( ) Since Tania got divorced, she has developed her teamwork skills.

 hat have you done for a long time that either undermined or boosted
B. W
your teamwork skills?

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O
N

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P A R T 2

Name:
Teacher: Group:

analysis of past actions

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ADVANCED 1

A. Choose whether the sentences are true ( T ) or false ( F ) and correct


the ones that are false according to the video.

( ) T
 hree years ago, Tania’s life changed. Before that, Tania had always been a
great team player.

( ) When she was fired, Tania didn’t change anything.

( ) T
 ania learned a lot about how to be a good team player, but she knows she
still has a lot to learn.

B. W
 hat other experiences with teamwork had you had before taking our classes?

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

projecting the future:

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ADVANCED 2

a deeper analysis
A. C
 hoose if the sentences are true ( T ) or false ( F ) and justify all your
answers according to the video.

( ) Tania believes that her teamwork skills were affected by her intimidating looks.

( ) Tania believes that by the end of the year she won’t have become a better
team player.

( ) Tania believes that teamwork needs to be about having a great time.

B. T
 ania says that teamwork “is all about getting some eggs and making a nice
omelet.” Do you agree with her? Defend your point of view.

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O
N

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P A R T 2

Name:
Teacher: Group:

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BASIC 1 Follow the instructions in parentheses to complete this job interview.

Emily: So, you are Andrea Parker…I’m Emily Roth. Nice to meet you.
Andrea: Nice to meet you too.
Emily: You are here for the position of personal assistant, right?
Andrea: Yeah.
Emily: Good…I’ll ask you a couple of questions so that I can get to know you a little.
Andrea: All right!
Emily: (ask the age)
Andrea: (answer the age)
Emily: Do you have a big family? Tell me a little bit about it.
Andrea:
(talk about the family)
Emily: OK…Tell me, what are your personal characteristics?
Andrea:

(mention at least four personal characteristics)


Emily: That’s nice…Tell me something you like.
Andrea:

(talk about likes)

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Notes
Andrea:
O
N

Emily: Good…Now tell me something you don’t like.

Emily: Now, please choose one of the topics and write a twenty-line text giving your opinion about it.
(talk about dislikes)

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P A R T 2

Name:
Teacher: Group:

Louis and David are going to work as a team and need to get to know

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BASIC 2
each other better. Complete the dialogue.

Louis: Good afternoon, Mr. Johnson. It’s great to know we’ll work together in this project.
David: Hi, Louis. Please, call me David. I heard great things about your work…I think we should get to
know each other better. Tell me, ?
Louis: I live in a small house in New Hampshire with my wife and kids. What about you?
David:
Louis: It’s really near work. ?
David: I rarely drive to work. I prefer walking. By the way, you said you have kids.

?
Louis: I have three kids: Laura, James, and Phillip. What about you? Do you have kids?
David:
.
Louis: I love my kids. I think I am a very dedicated father.
David: I bet you are, and I heard you are a dedicated professional as well. It will be great to work with you.

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

Mandy is back after some time off and Claire talks to her about it.

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BASIC 3
Complete the dialogue.

Claire: Hi, Mandy. I heard you were on vacation. How was it?
Mandy:

.
Claire: Everybody says it is a beautiful place. What did you do there?
Mandy:
. Oh, I heard you traveled to Boston
last week to close a deal with some new investors…Tell me: how many hours did you spend
trapped in that meeting room?
Claire:

.
Mandy: I see…Can I ask you a question? What’s your opinion about our company?
Claire:

.
Mandy: Oh, that’s very clever…I like your point. I’m sure I’ll learn a lot from you.

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

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INTERMEDIATE 1 Alice and James are very dedicated professionals. Complete the dialogue.

Alice: Hi, James. What tasks did you do while I was off last week?
James:

.
Alice: Wow! You worked a lot. You are a very dedicated and responsible professional, you know.
James: Er…thanks. Tell me…were you able to relax during your time off?
Alice:

.
James: I see…you are a dedicated mother. How many days off did you take?
Alice:

.
James: I bet that’s not enough for a mother of four. If you need more time for the project, we can
work it out together.

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

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INTERMEDIATE 2 Barbara and John talk about experience and plans. Complete the dialogue.

Barbara: John, we’ve been working together for quite a while, but we don’t know much about each
other, do we?
John: Well, I guess you are right, we often spend most of our time working…So, tell me more
about yourself, how did your professional life start?
Barbara:

.
John: Wow! So you are the most experienced manager here at the office!
Barbara: Not the most experienced, but
,
for sure. I see you are getting an MBA…tell me about your plans as a manager.
John:

.
Barbara: That’s great! You are one of the most focused professionals I know. Well, sometimes I
remember the time when we didn’t work that much…

(talks about activities she used to do).

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

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INTERMEDIATE 3 Cindy is having a hard time with her team and Joseph tries to help.
Consider positive and negative ideas to promote teamwork to complete the
dialogue.

Cindy: I’ve been going through a tough time with this project. I simply cannot work in a team…
Joseph: This probably happens because the team doesn’t have an identity yet. You only try to do
things by yourself and then impose your ideas to the group.
Cindy: Hm…you must be right. I can see that happening. What else have I been doing that
hinders teamwork?
Joseph:

.
Cindy: Can you explain to me what steps I should take to promote teamwork?
Joseph:

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

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ADVANCED 1 Edward failed as a leader and Roxanne tells him to learn from the
experience. Consider positive and negative ideas to promote
teamwork to complete the dialogue.

Edward: Roxanne, I totally failed as a team leader.


Roxanne: At least you could learn from the experience, right?
Edward: I’m not so sure I have learned enough…Please, help me with it. What could or should I
have done differently to promote teamwork?
Roxanne:

.
Edward: Hm…so, if I

.
Roxanne: That’s it! I’m sure you’ll do a better job next time!

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

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ADVANCED 2 Read the dialogue between Karen and Thomas,
who are struggling to work as a team, and rewrite the
highlighted parts in a way that teamwork happens.

Karen: It was said at the meeting that we should work together, as a team!
Thomas: Well…I’m trying to work as a team…
Karen: Oh, really? So, what is teamwork for you?
Thomas: Teamwork is like building a house: each person does their part separately and
the house is the result of the minor tasks combined.
Karen: I give up. It is almost impossible to work with you.

Thomas:

Karen:

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Notes
O
N

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P A R T 2

Name:
Teacher: Group:

A. W
 ork on a four-line text expressing your likes and dislikes about the

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BASIC 1
following topics: sports, colors, food, and personality traits.

B. W
 rite a short dialogue between a student and a teacher. Make sure you use
at least two of the sentences in the box.

Ask me if you have any questions. Be quiet. Listen to me!


Pay attention. Open the books to page 40.

Notes

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P A R T 2

Name:
Teacher: Group:

A. T
 ake a look at the following topics and write a five-line paragraph

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BASIC 2
comparing your preferences to your best friend’s.

sports – leisure activities – household chores

B. Imagine you are lost in a neighborhood. Write a dialogue in which you ask
information on how to get to a specific place.

Notes

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O
N

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P A R T 2

Name:
Teacher: Group:

A. W
 rite a four-line paragraph giving your opinion about one of the tasks

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BASIC 3
you are currently doing at work.

B. W
 rite a dialogue between a tourist who is lost in your city and you. Make
sure you explain how he gets to at least two different tourist attractions.

Notes

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P A R T 2

Name:
Teacher: Group:

A. W
 rite the weather forecast for two days of the week in your city. Make sure

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INTERMEDIATE 1
you mention what may or might happen to the weather.

B. W
 rite a dialogue between two people giving different opinions about the
death penalty. Make sure you use connectors of addition, contrast, and
conclusion and expressions to ask for or to provide clarification.

Notes

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PORTFOLIO L E
5S S O N

P A R T 2

Name:
Teacher: Group:

A. W
 rite about the best or the worst times of your life by comparing what

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INTERMEDIATE 2
you were used to doing when you were younger to what you
are accustomed to doing nowadays.

B. W
 rite a dialogue between two friends arguing about the best place to
live. Make sure you use comparative and superlative forms as well as
the relative pronouns who, that, and which.

Notes

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PORTFOLIO L E
5S S O N

P A R T 2

Name:
Teacher: Group:

A. W
 rite a paragraph about what will happen in your country if guns

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INTERMEDIATE 3
are legalized.

B. W
 rite a dialogue between two people arguing about their political
preferences. Make sure they use different ways to confirm their statements
as well as paired conjunctions.

Notes

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O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Matheus Gois | CPF 10326983490
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PORTFOLIO L E
5S S O N

P A R T 2

Name:
Teacher: Group:

A. W
 rite a paragraph about what your life would have been like if you hadn’t

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ADVANCED 1
made certain important decisions.

B. W
 rite a dialogue between you and a friend in which you argue about
different lifestyles. Make sure you mention actions you were going to take
but didn’t because of the lifestyle you chose. Also use the relative pronouns
you studied.

Notes

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PORTFOLIO L E
5S S O N

P A R T 2

Name:
Teacher: Group:

A. Write a paragraph about the following topics.

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ADVANCED 2

a) What you would do if you had a different job or a different career.

b) The places you would have visited if you had had the chance.

B. Read the following joke and explain its meaning.

Robin: What do you call an Irishman in the knockout stages of the World Cup?
Willian: What?
Robin: A referee.

Notes

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O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Matheus Gois | CPF 10326983490
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RPH
O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Matheus Gois | CPF 10326983490
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Notes

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O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Matheus Gois | CPF 10326983490
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O material didático é de uso exclusivo e restrito ao processo didático-pedagógico do aluno: Matheus Gois | CPF 10326983490
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