MODULE 1: Entering the Job Market

Table of Contents
MODULE 1: Entering the Job Market............................................................................................................................. 1
Module Overview ..................................................................................................................................................... 2
Module 1 Vocabulary................................................................................................................................................ 4
Lesson 1: Job Search Overview ................................................................................................................................. 9
Lesson 2: Identifying Your Interests and Skills........................................................................................................ 11
Lesson 3: Language Focus: Vocabulary and Word Forms ....................................................................................... 13
Quiz: Word Forms: Things, Actions, People............................................................................................................ 15
Lesson 4: Choosing the Job That’s the Best Fit for You........................................................................................... 16
Lesson 5: Language Focus: Present Simple vs. Present Progressive....................................................................... 18
Quiz: Simple Present or Present Progressive.......................................................................................................... 21
Optional Reading Practice: Set SMART Goals to get ahead in your career............................................................. 22
Lesson 6: Understanding Job Descriptions – Reading a Job Advertisement........................................................... 24
Quiz: Key Words in a Job Advertisemente.............................................................................................................. 26
Lesson 7: Language Focus: Phrases to Compare Similarities.................................................................................. 27
Lesson 8: Language Focus: Phrases to Contrast Differences .................................................................................. 29
Optional Discussion: Written Comparison of the Job Search Process .................................................................... 31
Module 1: Wrap-Up and Looking Ahead ................................................................................................................ 34
Wrap-up.................................................................................................................................................................. 34

© 2022 by FHI 360. “Module 1 Packet: Entering the Job Market” for the Online Professional English Network
(OPEN), sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360. This work is an adaptation of “Unit 1: Entering the Job Market”, by The University
of Pennsylvania licensed under the Creative Commons Share-Alike License. To view a copy of the license,
visit https://creativecommons.org/licenses/by-sa/2.0/
MODULE OVERVIEW

This work is a derivative of by " " by and "Untitled Image" by under .

Overview
Welcome to Module 1 of the English for Career Development MOOC! Learning about the necessary steps in the US
job application process will help you become a successful job seeker. Career planning begins with a clear
understanding of your professional interests and skills for the job market as well as the current jobs in demand.
We will look at the job search process through selected readings and video lectures. We will also learn and use
vocabulary that will help you understand the job application process. This unit will end with a discussion board that
lets you apply the vocabulary learned to the ideas we’ve studied.

Learning Objectives:
By the end of this unit, you will be able to:
• Identify the steps in the job search process
• Define and accurately use content-related vocabulary in course activities and games
• Identify word forms to expand your vocabulary
• Identify the simple present and present progressive when describing interests and skills.
• Identify phrases for comparing and contrasting
• Compare and contrast the job search process in the US and your home country

2
To-Do List

In order to successfully complete Module 1, please do the following:

1. Review: Module 1 videos, presentations, and articles. (2 hours)

2. Discuss: Optional: Join your colleagues in a group discussion. Compare and contrast the job search
process around the world. (30 minutes)
3. Check-In: Complete the following quizzes:
a. Key Words in a Job Advertisement* (20 minutes)
b. Things, Actions, and People (20 minutes)
c. Simple Present vs. Present Progressive (20 minutes)

3
MODULE 1 VOCABULARY
Module 1 will feature the following key vocabulary words. You can return to this page to review as needed. These
words may appear in quizzes throughout the course.
an applicant (n)

Definition: An applicant is a person who is asking for a job.

Sample Sentence: The company is now accepting resumes from qualified applicants.

to apply (v)

Definition: When you apply, you send your information to an employer to ask for a job.
Sample sentence: In the United States, a person will send a resume and cover letter to formally apply for a job.

a candidate (n)

Definition: A candidate is a person who might get a job.

Sample Sentence: After a person applies for a job, they become a candidate.

a career (n)

Definition: A career is an occupation or profession that requires special training and continues over a long period
of time.
Sample sentence: Knowing your interests and skills helps you to choose the career that is best for you.

4
to contrast (v)
Definition: When you contrast, you talk about the ways two things are different.
Sample Sentence: There are certain phrases you can uses to contrast different things.

a cover letter (n)

Definition: A cover letter is a formal letter to the employer to introduce the job seeker, show qualifications, and
ask for an interview.
Sample Sentence: I will send my resume along with a cover letter to apply for that position.

duties and responsibilities (n)

Definition: Duties and responsibilities are tasks done regularly in a job.

Sample Sentence: This job seems like one I can do because I'm qualified and I can perform the duties and
responsibilities well.

an employee (n)

Definition: An employee is a person who is hired and begins working.

Sample Sentence: Amin has worked with us for two years. He is one of our best employees.

5
an employer (n)
Definition: The employer is the person or organization making the decision to give the applicant a job.
Sample sentence: I sent my cover letter and resume to the employer.

to hire (v)

Definition: When you hire someone, you give them a job and pay them for the work.
Sample Sentence: When a candidate is hired and begins working, she is then called an employee.

an interview (n)

Definition: An interview is a conversation where a candidate talks with an employer about a job.
Sample Sentence: An interview is the best chance for the candidates to show their interest in a job and
demonstrate their qualifications.

a job application (n)

Definition: A job application is a written request for employment.

Sample Sentence: Nowadays, many job applications are completed online

6
to network (v)
Definition: When you network, you meet and talk with people who may help in the job search process.
Sample Sentence: When networking, job seekers talk to many people about their skills and experience in
conversations.

a resume (n)

Definition: A resume is a written document of work experience, education, and skills.

Sample Sentence: I sent my cover letter and resume to the employer.

a skill (n)

Definition: A skill is something that you can do well.

Sample Sentence: Job seekers should identify their skills and areas of interest.

7
Image Credits
1. an applicant (n.) – This image is a derivative of “Untitled Image” by Thought Catalog via Unsplash under Unsplash license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

2. to apply (v.) – This image is a derivative of “Untitled Image” by Adeolu Eletu via Unsplash under Unsplash license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

3. a candidate (n.) – This image is a derivative of “Untitled Image” by Katie White from Pixabay under Pixabay license.This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

4. a career (n.) – This image is a derivative of “Untitled Image” by Gerd Altmann from Pixabay under Pixabay license.This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

5. to contrast (v.) – This image is a derivative of “Untitled Image” by Coffee Geek on Unsplash under Unsplash license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

6. a cover letter (n.) – This image is derivative of “Untitled Image” by Trudi Nicholsfrom Pixabay under Pixabay license.This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

7. duties and responsibilities (n.) – This image is derivative of “Untitled Image” by Luis Villasmil on Unsplash under Unsplash license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360.

8. an employee (n.) – This image is derivative of “Untitled Image” by Anastasia Gepp from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

9. an employer (n.) – This image is derivative of “Untitled Image” by Ed Zilch from Pixabay under Pixabay license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

10. to hire (v.) - This image is derivative of "Untitled Image" by Tumisu from Pixabay under Pixabay license. This derivative is licensed under CC
BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.

11. an interview (n.) – This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash license . This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

12. a job application (n.) – This image is derivative of "Untitled Image" by Gerd Altmann from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

13. to network (v.) – This image is derivative of “Untitled Image” by HIVAN ARVIZU @soyhivan on Unsplash under Unsplash license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360.

14. a resume (n.) – This image is derivative of “Untitled Image” by Alabama Extension via Flickr under Public Domain. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

15. a skill (n.) – This image is derivative of “Untitled Image” by Clark Young on Unsplash under Unsplash license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

8
LESSON 1: JOB SEARCH OVERVIEW
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we will talk about the job search process and introduce you to each of the 7 steps in the
process.

Did you know that the average U.S. worker today holds 10 different jobs before age 40?

For younger workers just beginning their career that number is between 12 and 15 jobs. This means that workers
in the United States and around the world will probably change jobs often. Each time they change jobs, they have
to take part in the process known as the job search.

Searching for a job is part of career development. It's important to remember that searching for a job is part of a
process which takes time and requires several steps.

The Steps of the Job Search Process

Let's think about the search as a journey on a train. The train will stop at many places along the way to its final
destination, just as job seekers complete multiple steps in their job search.

Step 1: Identify skills and areas of interest

In the first step, job seekers need to identify their skills and areas of interest.

When looking for a job, you should ask yourself, what am I good at? What do I like to do? What have I studied?
Your answers to these questions will help you to create a clear, professional profile.

Step 2: Create a professional profile

In the second step, you create a professional profile. You write information about your education, your past work
experience, volunteer experiences, or special training. Your professional profile can also list hobbies and interests
that tell more about you as a person.

After reflecting on skills and creating a profile, it's time to start looking for a job. There are many places to search
for jobs online, in newspapers, and in person.

Step 3: Look for a job

In the third step, job seekers will need to read and understand the advertisement or job description. Then, decide
if their skills match the job description.

Step 4: Write a resume

In the fourth and fifth steps, the job seeker moves into the application part of the process. In this part of the
process, job seekers send their information to the employer to apply for a job.

In the United States, a person will send a resume and cover letter to formally apply for a job. A resume is a written
document of one's employment, education, and skills.

9
Step 5: Write a cover letter
The cover letter is a formal letter addressed to the employer to introduce the job seeker, show qualifications, and
ask for an interview.

Step 6: Network and build relationship

In addition to cover letters, many people use networking events as a way to introduce themselves to future
employers. This is the sixth step in the process. When networking, job seekers talk to many people about their
skills and experience in conversations. Networking is focused on meeting people and building relationships in
person. Whether it is through a cover letter or a short conversation, job seekers are trying to get an interview for a
job.

Step 7: Interview for the job

As the seventh step, the job interview is the best chance for the candidates to show their interest in the job and
demonstrate to employers how they are qualified for the job. Formal interviews are often in person but can
sometimes be done by telephone or video. In all of these interviews, the job seeker needs to be able to ask and
answer questions briefly and clearly.

Summary
Let's review the job search process. Job seekers begin by identifying their skills and interests, create a professional
profile, and read job descriptions. After choosing a job, they write a resume and cover letter to formally apply and
request an interview. Job seekers often talk to many people casually in networking events. In a formal job
interview, candidates really present their skills to a future employer.

What’s Next?
Now, let's move on to identifying skills and interests.

10
LESSON 2: IDENTIFYING YOUR INTERESTS AND SKILLS
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we will talk about how to make a list of your interests and skills. Then we will talk about three
types of skills: things you do, things you know, and ways you act. Knowing your interests and skills helps you to
choose the career that is best for you.
What are interests?
Let's begin with a definition of interests and skills. Interests are subjects, ideas, or things you want to know more
about. Interests can also be an activity or hobby that you enjoy doing in your free time.

For example, if you like to play computer games, cook, or read books, you could say those are interests or hobbies.

What are your interests or hobbies? Write two lists on one page, the left side with subjects or things that you like
learning about and the right side a list of things that you enjoy doing. When making these lists, think about yourself
as a person, not just a worker.

Let's look at this with an example job seeker, John. One of his interests is reading Internet news articles about
computer programming. He should write that in the left side of the paper. John also enjoys playing online
computer games, so he should put that on the right side of the paper.

This image is a derivative of "Untitled Image" by Matthew Guay and "Untitled Image" by Erik Mclean on Unsplash under Unsplash license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360.

When you write all of the things that you are interested in, you may notice that they are related or connected in
some way. Many career coaches say that knowing your interests or hobbies often helps you to identify your skills.

11
What are skills?
So, what exactly are skills and how are they different from interests?

First, a skill is the ability to do something well. Some skills are natural, meaning that we are born with these skills.
Other skills are learned, and we develop these skills over time. Skills can also be divided into more categories.
Functional skills are things you can do, like driving. Subject skills are things you know, for example, Japanese
history. And personal trait skills are ways that you act, such as being on time.

For example, let's look at John's skills. We know that John likes to read about computer programming and play
online computer games. When he plays games online, he is able to watch the screen and type quickly at the same
time. John is also very good in all of his math classes, and he asks many questions. So, we can say that he has
strong math skills, and he is curious. Using this example, we can see that John has functional skills (typing quickly),
subject skills (math). and personal trait skills (curiosity).

This image is a derivative of "Untitled Image" by Cytonn Photography, "Untitled Image" by Antoine Dautry, and "Untitled Image" by Jeremy
Bishop on Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the
U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

Now that John knows his interests and skills, he might begin looking for jobs that are related to technology or
computer programming. Like John, once other job seekers identify their interests and skills, they are more likely to
choose a job or career path that is best for them.

Summary
Let's review what we've learned about interests and skills. Interests are things we want to know about or activities
that we like. Skills are the ability, natural or learned, to do things well. Our skills are often divided by functional
skills, things you do, subject skills, things you know, and personal trait skills, ways that you act.

What’s Next?
Next, we will look at some useful words and phrases for the job search process.

12
LESSON 3: LANGUAGE FOCUS: VOCABULARY AND WORD
FORMS

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we're going to talk about some useful words and phrases that you'll hear many times
throughout the job search process. We will organize these words into three categories: things, actions, and people.

This image is derivative of “Untitled Image” by Trudi Nicholsand “Untitled Image” by Anastasia Geppfrom Pixabay under Pixabay license and
“Untitled Image” by Adeolu Eletu via Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN
Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

Things
Let’s begin with important definitions of things, or general concepts.

Occupation and career. An occupation is like a job because both are very specific. For example, being a waiter is a
job or occupation. If Tom works as a waiter, a bartender, and a restaurant manager over 20 years, he can say that
he has a career in the restaurant industry. An occupation is a person's work as a way to earn money.

A career is an occupation or a profession that requires special training and continues over a long period of time.

Here's another example, Yuki has worked for the clothing company UNIQLO for ten years. She began her career in
the fashion industry with different occupations, first as a sales clerk, then as a store manager. Now, she works at
the company's main office as a fashion designer.

Let's look at two more definitions of things. Employment is a general term for the activity that people do to make
money.

13
When someone asks you about your employment history, focus on work for which you were paid money.
A job application is a written request for employment, usually a specific document to be completed.

Actions
In the job search process, there are some actions (or verbs) that are very important. Let's look at five of these.
The first is to search for a job, this means to look for work in a specific occupation.

To apply for a job is to formally ask for employment, usually in writing. This means completing a specific job
application or sending documents like a resume and cover letter. We will talk more about these later in modules
two and three.

To interview for a job is to answer questions in a formal meeting.

Most interviews are face-to-face but sometimes people can interview by phone or video calls.

To be hired for a job, is to be given a job and then paid for the work. If someone says, “you're hired,” that means
you got the job.

To work is to do an activity related to one's occupation.

People
Now, let's move on to people.

A job seeker is someone who is looking for a job.

After a person applies for a job, they become a candidate or an applicant which is a person who might get the job.

These next two words sound almost the same but have very different meanings. Pay attention to the ending
sounds of these two words, employer and employee. An employer is the person making the decision to give the
applicant a job.

The employer can be a specific person or can also be a company or organization. When a candidate is hired and
begins working, he is then called an employee.

Employee is a more formal word for worker.

Summary
By now you probably noticed many of these few vocabulary words look similar. But they are actually different
word forms: nouns and verbs. One way to help remember all of these new words is to organize them into three
categories. Things are nouns, actions are verbs and people are nouns.

What’s Next?
Let's move on to a quiz where you can practice grouping the words into the correct category: things, actions, or
people.

14
QUIZ: WORD FORMS: THINGS, ACTIONS, PEOPLE
Directions:

Choose the best category (things, actions, or people) for each of the following bolded vocabulary words.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.
>>>> Please note that this quiz can only be completed in Canvas. <<<<

15
LESSON 4: CHOOSING THE JOB THAT’S THE BEST FIT FOR
YOU

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we are going to talk about how your interests and skills are related to different types of jobs.
There are six types of interests that are related to certain kinds of careers. Many job seekers have interests in more
than one category. This helps them because they have a larger list of work-related skills.

The first category is for people who have an interest in doing things. These people like to work with their hands,
use tools and be physically active. They like to move around a lot. Some jobs that might be good for these people
include working in restaurants, construction, or farming.

The second type of interest is related to thinking. These people like to work independently. They like analyzing
information, solving puzzles, and figuring out problems. Some jobs that would be very good for these people are in
lab research or accounting.

The third type of interest is related to creating. People who like to come up with new ideas and like fewer rules are
called creative. Some jobs that are good for them include graphic design, fashion design, or maybe even
performing arts, actors, or musicians.

The fourth kind of interest is related to helping. These people like to work with people. They enjoy working in
teams and organizing. Some jobs that are best for them include teaching or healthcare jobs like doctors or nurses.

The fifth area of interest is persuading. People who like persuading like to talk to others and sell products or ideas.
Some jobs that are very persuasive include sales and marketing and also business management.

The sixth kind of interest is organizing. People who enjoy organizing like to make sure a project is clear. They like
schedules and rules. Jobs that are good for people who like organizing include business administration,
management, and also research.

It's important to remember when you're choosing a job that's best for you, you should think about your interests
and skills. And then, find the best job to match.

Many different types of jobs use similar skills. For example, a person who likes to help others and likes to be active
might want to be a teacher, a doctor, or a tour guide. These jobs are very different but use similar skills.
Summary
To summarize, we learned about six types of interests and job-related skills that match those interests. We also
learned about some of the best jobs to match those interests and skills.
What’s Next?
Now, let’s look at two verb tenses you can use to talk about your job skills.

16
Six Types of Work-Related Interests and Skills
This image is derivative of “Busy craftsman” by Clark Young, “Google Analytics overview report” by Myriam Jessier, “Man holds
painted mess” by Alice Dietrich, “Untitled Image” by National Cancer Institute. “Untitled Image” by Kaleidico, and “training and
learning” by QArea via Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN
Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

17
LESSON 5: LANGUAGE FOCUS: PRESENT SIMPLE VS.
PRESENT PROGRESSIVE

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello again, in this video we're going to look at two verb tenses. The present simple and the present continuous.
You will need these two tenses to talk about your job skills, and to prepare you for the job search process. We will
examine each of these tenses, when we use them, and practice their forms.
Present Simple
So, let's begin by looking at the present simple. We use the present simple to say if something happens all the
time, or as a usual activity.

For example:
• I am an English language instructor.
• I teach English.
• I live in the United States,
• I work at a university.

You can see that I'm using the present simple, because I'm speaking about things that happen all the time for me in
our usual activities. What about you, what do you do? Are you a student? Do you work? Where do you work? You
might answer, “I'm a student”, or “I work at a clothing store” because these might be usual activities for you.

Let's look at another example. This is Marco, Marco is a student at a university. Two days a week, he also works at
a doctor's office. He answers the phone, he writes emails. He speaks with patients. These are his usual activities.
Marco’s Regular Activities

This image is a derivative of “Untitled Image” by Dollar Gill, “Untitled Image” by Helena Lopes, “Untitled Image” by Julia Hochgesang, “Untitled
Image” by Major Tom Agency, and “Untitled Image” by LinkedIn Sales Solutions via Unsplash under the Unsplash License. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

18
Okay, so how do we form the present simple?

Well, it's not called the present simple for no reason. It's actually pretty simple to form. You take the base form of
the verb, and that's it. For example, I teach English. “Teach” is the base form of the verb “to teach”. The only
exception here is the third person singular. That is, “he”, “she”, “Marco”, “the teacher”, or “it”. In this case, we add
an -s or an -es to the end of the base verb. For example,
• Jane works in a hospital.
• She teaches medical students.
• She likes her job.

Present Continuous
Next, let's look at the present continuous, or as it is sometimes called, the present progressive. This tense is used
to speak about actions that are happening right now, or right about now. For example, right now, I'm speaking to
you about the present continuous tense, and you are learning how to use it correctly.

Notice in this sentence how I used the present continuous. I'm speaking and you are learning. I'm using the present
continuous, because this is something that I'm doing, and you are doing right now. So, we use the present
continuous to talk about an action that's happening right now.

Do you remember Marco? Do you want to see what he's doing right now? Well, Marco is checking the calendar,
and making an appointment for a patient.

This image is a derivative of “Untitled Image” by Gilles De Muynck and “Untitled Image” by Alejandro Escamilla via Unsplash under the Unsplash
license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with
funding provided by the U.S. government and administered by FHI 360.

We form the present continuous by using the verb “be” in the present form. That's “am”, “are”, or “is”, and then
adding the base verb + -ing.

For example, Marco is working in the doctor's office. He is typing an email.

19
This image is a derivative of “Untitled Image” by Gilles De Muynck and “Untitled Image” by Glenn Carstens-Peters via Unsplash under the
Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State
with funding provided by the U.S. government and administered by FHI 360.

So, to sum up, if we compare these two tenses, we can see that the present simple is used to speak about actions
that are happening all the time, or usually in the present. The present continuous is used to speak about actions
happening right now. Now, why don't we look at an example where we use both of these tenses.

Let's look at Marco again. Remember, he works at a doctor's office. He is also a part-time student. What's he doing
now? He's getting ready to leave the office for the day. He's shutting down his computer, he's turning off the
lights, and he's locking the office door. Bye Marco!

Summary
To sum up, in this video we've looked at two tenses the present simple, and the present continuous. We used both
verb tenses to talk about job skills, and to prepare you for the job search process. We looked at each of the tense
forms and usage.

What’s Next?
Now, let's do a quiz to practice these verb tenses some more.

20
QUIZ: SIMPLE PRESENT OR PRESENT PROGRESSIVE

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions :
Decide if the following sentences should use the present simple or the present progressive. Choose the best
answer.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

21
OPTIONAL READING PRACTICE: SET SMART GOALS TO GET
AHEAD IN YOUR CAREER

Instructions:

All questions in this quiz refer to the reading below.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Set SMART Goals to Get Ahead in Your Career

Where would you like to be in one year? In five years? What experiences will help you achieve that? What
interests and skills would you like to use in your career? Setting a career goal is about deciding where you want to
head in your career, and noting the steps needed to reach that point.

What are examples of typical career goals?

1. Increase professional knowledge and training.
Whether taking a college class, a workshop offered by an employer, getting a certification, or other, this is
a common goal. It can be useful both if you are looking for work or are already employed.

2. Increase earnings.
Being underpaid often detracts from motivation and performance. Making changes to earn more
increases enthusiasm for most jobs and motivates a job search.

3. Improve low-functioning work processes or relationships.

This goal area can make the daily work experience more positive and rewarding.

4. Have new experiences.

Whether volunteering in your community or at work, joining a professional association to meet new
people in your field, or introducing yourself to people you never talk with, new experiences fuel interest
in your career.

5. Attain a leadership role.

Many people feel their ultimate goal is to lead in their career or organization. Establishing the steps to
achieve a leadership role makes it possible.

22
How to set goals

SMART is a popular acronym that can help you write effective goals. Try the SMART system for your career goal.

Specific – Aim for a specific, concrete area for your goal or steps. For example, “make ten job search calls following
up on my LinkedIn connections” vs. “make some networking connections.”

Measurable – To determine if your goal is measurable, ask questions such as: how much? How many? How will I
know when it is accomplished?

Attainable – Goals are most attainable when steps are thought out clearly and allow enough time. How do you
intend to accomplish your goal? Which actions follow on other actions? Is the goal realistic given where you’re
starting from? It should be a challenge, but also achievable.

Relevant – A relevant goal is one that really matters to you and to the end result. Is it worthwhile? Is this the right
time? Does your goal relate to other efforts or timelines? Does it require resources that are currently available?

Timely - A goal should be grounded within a defined time period, both for clarity and to give your action urgency.
When do you want to begin? When do you want to complete each step?

Tips to achieve your goal

• Write down the steps. Write down your career goal and the steps to get there. This will help you
remember and achieve each step. Post your list where you will see it often.
• Set deadlines. Give yourself a date to complete your goals by. Write the date when you actually finish
each step.
• Reward yourself. Taking steps toward goals is hard work. Think of small rewards to give yourself when you
complete any step, to help you stay motivated.
• Have a goal partner. Find someone to help you stick to your plan: a friend, co-worker, a job coach, or
someone else. Discuss your goals and check in with them when you complete steps. If possible, do the
same for your partner!

From https://www.careeronestop.org/ExploreCareers/Plan/set-goals.aspx , part of the CareerOneStop suite of

web products, sponsored by the U.S. Department of Labor Employment and Training Administration.

Image Credits
1. “Goals” – This image is a derivative of “Untitled Image” by Glenn Carstens-Peters via Unsplash under Unsplash License. . This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

2. “SMART” - This image is a derivative of “Untitled Image” by Brett Jordan; “Untitled Image” by Jon Tyson; “Untitled Image” by Pearse
O’Halloran; “Untitled Image” by Cris DiNoto; and “Untitled Image” by Jonathan Farber via Unsplash under Unsplash license. This derivative is
licensed CC BY 4.0 This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State
with funding provided by the U.S. government and administered by FHI 360.

23
LESSON 6: UNDERSTANDING JOB DESCRIPTIONS – READING
A JOB ADVERTISEMENT

The video for this lesson is available online. Please find the transcript for the lesson below.

Hi there, in this video, we're going to look at job descriptions. We will find out where to look for them and what
are some of the important parts we should look for when reading them. When you begin looking for a job,
you're probably going to search for jobs in job advertisements. You will usually find these advertisements
in newspapers and on Internet job sites. So, we will take a closer look at an example of this kind of advertisement
and decide what you should look for when reading it.

When you begin your job search, you might first look for jobs in a local newspaper where you live. In the United
States, many newspapers are now online, and you can find many jobs there. There are also websites that focus
only on jobs like, in the US, Monster.com.

Also, many larger companies have information on their websites about job openings, so you can go directly to the
website of the company where you'd like to work. You will probably start by looking in one, some, or all of these
places for a job.

It is normal to try and narrow your job search to the field or area where you want to work or where you have
training. For example, school teacher, or office receptionist, or truck driver, or nurse. This way, you can match
yourself with jobs that you are more likely prepared for and, therefore, you will have a better chance of getting an
interview. So, when searching through job advertisements, look for job titles related to your area of
training, experience, or interest.

Parts of a job advertisement

So, now let's look at some of the parts of the job advertisement. Say I am interested in helping people and I am an
organized person. I want to work in an office environment with other people. I find this job advertisement for a
client services coordinator, and I wonder, am I qualified to apply for it? Qualified means having the minimum
requirements to do a job.

For example, in one job this might mean you need to have a university degree. In another job it might mean you
have to have a license or a certification in a particular area like driving a truck or being a nurse. How do you know
what qualifications are needed? Well, the advertisement should clearly say this. It may say “qualifications” or
“requirements”. Let's look at this ad and see what qualifications are required. Can you see where the qualifications
are?

24
 Client Services Coordinator
Web Discount Corporation of Barcelona, Spain, seeks full-time Client Services Coordinator. Responsibilities
include greeting clients, answering telephones, and performing other clerical functions.

REQUIREMENTS
1. High school diploma and /or business college program
2. 2-4 years of clerical or administrative experience
3. Excellent organizational skills
4. Typing speed of 30 wpm
5. Word processing and database experience
6. Good communication skills

If you would like to work in an exciting environment, e-mail your resume to Pablo Caverro.
Fax: 93 412 1044
Email: pcaverro@email.com

That's right! Under the title Requirements, there is a list of six things. Number one is a qualification. Number two is
work experience. Numbers three through six are skills, things that you are able to do like typing, good
communication, and being organized.

The next question I should ask is, “what duties or responsibilities will I have to perform in this job?” Duties and
responsibilities are tasks that I do regularly in a job. Can you see what these are in this job advertisement? Let's
take a look again and see.

In this job, the duties and responsibilities are listed in the opening paragraph. They include greeting clients,
answering telephones, performing other clerical functions. The word clerical means relating to working in an
office.

If this job still seems like one I can do, because I'm qualified and I can perform the duties and responsibilities well,
then what do I need to do to apply for the job? Apply means to put yourself forward formally for a job.

Let's take one final look at a job advertisement and look for this information. Can you find it? That's right, at the
bottom it says, fax or e-mail your resume to Pablo Cavero. And it gives his fax number and e-mail address. So, if I
want to apply for this position, I will send him my resume along with a cover letter. In units two and three we'll
help you prepare these two important things.

Summary
So, in this video we've talked about where you can find a job advertisement. What are the most important parts of
a job advertisement and how can we apply for a job we are interested and qualified for?

What’s Next?
Next, practice some of the vocabulary we've looked at in this video with a short quiz.

25
QUIZ: KEY WORDS IN A JOB ADVERTISEMENTE
Directions:
For each vocabulary word, choose the best definition.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

26
LESSON 7: LANGUAGE FOCUS: PHRASES TO COMPARE
SIMILARITIES

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we're going to talk about ways to compare different things in speaking. In English, we use
certain phrases to discuss things that are similar or different. We often use these phrases as a way to describe two
or more people, places, experiences, or things. Let's begin by talking about phrases used to compare two things. To
compare things is to talk about ways two things are the same.

Here are some examples of phrases to compare the similarities of two jobs and two places for job training. We'll
look at an example first, talk about the grammar structure, and then use it in another example.

Phrase 1: “are similar because”

Doctors and teachers are similar because they work with people.
The two nouns being compared are doctors and teachers in green andunderlined. Then you see the phrase, “are
similar because” in purple and bold, followed by the independent clause, “they work with people” in red and italic.

An independent clause is a complete sentence that has a subject and a verb. In this example, the independent
clause has a subject, “they”, and a verb, “work”.

Here is another example comparing two places for education: community colleges and universities. Using the same
structure, the sentence would like this:

Community colleges and universities are similar because they offer

courses in sciences and humanities.
Notice that the independent clause in red and italic has a subject, “they”, and a verb, “offer”.

Phrase 2: “have something in common”

Doctors and teachers have skills and interests in common.

Again, the two nouns being compared are doctors and teachers in green. Then you see the phrase, “have
in common” in purple and bold. The nouns, “skills and interests” go in the middle of the phrase. It is important to
note that you must use at least one noun in the middle of this phrase.

27
Here's another example of the phrase, “have in common”.

Community colleges and universities have science and humanities

courses in common.

Phrase 3: “both/and”

Both doctors and teachers work with people to help them.

This sentence begins with the word “both” in purple and bold, followed by the two nouns in green and underlined,
and the verb phrase for more explanation. The verb phrase is very important, because it explains how the two
things are similar.

Here's another example using the phrase both/and.

Both universities and community colleges offer courses in sciences and

humanities.

Summary
So, let's review the three phrases to compare people, places, experiences, or things. One, are similar because. Two,
have something in common. And three, both/and. Remember that speakers use these phrases to make their ideas
clearer, and to explain how two things are similar.

What’s Next?
In the next video, we will look at some phrases to contrast the differences between two things.

28
LESSON 8: LANGUAGE FOCUS: PHRASES TO CONTRAST
DIFFERENCES

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we're going to talk about ways to contrast different things in speaking. We use certain phrases
to discuss things that are similar or different. We often use these phrases, as a way to explain the differences
between two or more people, places, experiences, or things.

Let's look at three phrases used to contrast two things. To contrast things is to talk about how they are different.
For example, to show how doctors and teachers are different we might say:

Phrase 1: “are different because”

Doctors and teachers are different because they each need a

special degree.
The two nouns being contrasted are doctors and teachers in green and underlined. Then you see the phrase, are
different because, in purple and bold, followed by the independent clause, they each need a special degree.
Remember, that an independent clause, is a complete sentence with a subject, “they”, and a verb, “need”.

Here is another example contrasting community colleges and universities.

Community colleges and universities are different because they

offer different types of degrees.
Phrase 2: “unlike”

Unlike doctors, many teachers complete their university degree

in four years.
This sentence begins with the phrase of contrast unlike, in purple and bold, followed by the first noun doctors, in
green and underlined. Then the second noun is said with a verb phrase for more explanation of how the two things
are different.

29
Here's another example using unlike:

Unlike community colleges, universities offer master’s degrees

and doctoral degrees.
Phrase 3: “but”, or, “whereas”

Doctors may take ten years to finish their education, but

teachers finish in four to six years.

In this sentence, each noun in green and underlined is part of an independent clause that explains how the two
things are different. The word “but” or “whereas”, goes in the middle of the sentence, and shows that there is a
difference. “But” is more commonly used in casual speaking, “whereas”, has the same meaning, it just sounds
more formal.

Community colleges offer associate degrees, whereas

universities offer bachelor’s, master’s, and doctoral degrees.

Using whereas, makes the sentence sound more formal.

Let's review the three phrases to contrast people, places, experiences, or things.

1. are different because

2. unlike
3. but or whereas

Summary
To summarize, there are certain phrases to compare and contrast how things are similar and different. Often,
speakers use these phrases to make their ideas clearer.

What’s Next?
Practice using phrases to compare and contrast in an optional discussion post.

30
OPTIONAL DISCUSSION: WRITTEN COMPARISON OF THE JOB
SEARCH PROCESS

Note: This discussion is optional and will not be graded.

In Module 1, you have learned a lot about the job search process in the Unites States. Is it the same in your home
country? Is it different? Practice using phrases to compare and phrases to contrast share the similarities and
differences.

"Apples & Oranges - They Don't Compare" by TheBusyBrain via Flickr is licensed with CC BY 2.0.

Directions: Using the information from the readings and lectures, write about the similarities and differences in
the job search process in your country and the United States.

Requirements: Write 5-8 complete sentences and use 2-3 phrases for compare/contrast. Your response can
answer these questions:
• What are some specific things that are the same?
• What are some things that are different?
• How do job seekers find jobs?
• Which job skills are most important in your country?

Peer Review:
After you have submitted your assignment, dedicate 15 minutes to reading and responding to others’ posts. Please
consider responding to at least two posts. Please respond to posts that have not yet been reviewed. This will help
everybody in the course to make progress and receive feedback on their work.

Please remember that everyone in the course is trying to learn. Some learners will be very nervous, so please try to
be encouraging with your feedback. If there are parts of the answer missing, please try to offer constructive
feedback that will help the learner to improve his/her response.

Sample response:
The US and my country are similar because people look for jobs on the Internet and use social media websites.
These websites post new jobs every day, and job seekers can search for job advertisements by location or job titles.
In my country, the job advertisements usually show the salary for the job, but in the US the salary is not part of the
advertisement. Both the US and my country prefer workers that are punctual and hard-working.

Sample peer review:

Thank you for sharing! In my country, social media is also a common way to look for jobs. We learn about job
opportunities through WhatsApp. In my country, the salary is never posted in job ads. We have to prepared to
negotiate. I wish that we could know the salary ahead of time. This way, we would know if the job application is
worth our time.

31
32
Module 1 Self-Assessment Rubric

Criteria Meets Expectations Does Not Meet

Expectations
Respond to these four questions: I answered all four I did not answer all
questions. four questions.
• What are some specific things that are the
same?
• What are some things that are different?
• How do job seekers find jobs?
• Which job skills are most important in your
country?
Be concise My response is My response is
between five and eight fewer than five or
Write five to eight sentences. sentences. more than eight
sentences.
Focus on language for compare and contrast My response includes My response does
two to three phrases not include two to
Use two to three phrases from the lessons on language for compare and three phrases for
for comparing and contrasting. contrast. compare and
contrast.

Support the English for Career Development Community I commented on at I did not reply to
least two other anyone else and/or
Spend at least 15 minutes reading others’ responses. participants’ posts, my replies did not
Reply to at least two responses, making a meaningful connecting to what connect to what
connection to what they have written. they said. they said.

33
MODULE 1: WRAP-UP AND LOOKING AHEAD
WRAP-UP

Congratulations! You have completed Module 1: Entering the Job Market

In this module:
• We identified the steps in the job search process.
• We identified word forms to expand your vocabulary.
• We compared and contrasted the job search process in the US and other countries.
• We differentiated between simple present and present progressive in course activities and games.

Looking Ahead
In Module 2, we will look at resumes.

• We will explore the key components of an American style resume.

• We will produce our own 1-page resume.
• We will identify and practice using action verbs.

You have completed Module 1! To receive your certificate and digital badge, complete Modules 2 - 5. Keep up the
good work!

34
MODULE 2

Table of Contents
MODULE 2 .....................................................................................................................................................................1
Module Overview .....................................................................................................................................................2
Module 2 Vocabulary ................................................................................................................................................4
Lesson 1: What is a resume? Why do you need one? ..............................................................................................7
Quiz: reasons for writing a resume ...........................................................................................................................9
Lesson 2: Parts of a Resume ...................................................................................................................................10
Quiz: Parts of a resume ...........................................................................................................................................14
Lesson 3: Writing a Resume, Part 1: Name and Contact Information ....................................................................15
Lesson 4: Language Focus: Key Words....................................................................................................................17
Lesson 5: Writing a Resume, Part 2: Headline and Summary .................................................................................19
Lesson 6: Writing a Resume, Part 3: Work Experience ...........................................................................................21
optional practice quiz: LIsting experience in reverse chronological order .............................................................23
Lesson 7: Writing a Resume, Part 4: Education ......................................................................................................24
Lesson 8: Language Focus: Action Verbs ................................................................................................................26
Quiz: Using Action Verbs .........................................................................................................................................28
Lesson 9: Writing a Resume, Part 5: Complete Your Resume.................................................................................29
OPTIONAL Writing Practice: Write Your Own 1-Page Resume ...............................................................................32
Optional Discussion: Reflect on Your Own Resume ................................................................................................34
Module 2: Wrap-Up and Looking Ahead ................................................................................................................35
Wrap-up ..................................................................................................................................................................35

© 2021 by FHI 360. “Module 2 Packet: Resumes” for the Online Professional English Network (OPEN),
sponsored by the U.S. Department of State with funding provided by the U.S. government and administered
by FHI 360. This work is an adaptation of “Unit 2: Resumes” by The University of Pennsylvania licensed under
1
the Creative Commons Share-Alike License. To view a copy of the license, visit
https://creativecommons.org/licenses/by-sa/2.0/
MODULE OVERVIEW

This work is a derivative of "Untitled Image" by obpia30, "Untitled Image" by congerdesign and "Untitled Image" by 422737 under Pixabay
license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network, sponsored by the U.S.
Department of State and administered by FHI 360.

Overview
Welcome to Unit 2 of the English for Career Development MOOC. After identifying jobs that interest you, the next
step is applying to these positions. Many jobs will expect you to send a résumé, or a written description of your
qualifications and employment experience. In this unit, we will take you through the steps necessary to produce a
professional-looking résumé. We will first identify the components of a résumé by looking at some examples. We
will then guide you through the process of writing your own. We will practice some of the language typically used
in résumés such as key terms and action words.

Learning Objectives:
By the end of this unit, you will:

• Identify the steps necessary to produce a professional-looking American-style resume.

• Identify and practice using action verbs
• Identify key words in your resume
• Review a variety of texts and multimedia sources and show understanding of these texts and key course
ideas through comprehension check quizzes.

To-Do List

In order to successfully complete Module 2, please do the following:

2
1. Review: Module 2 videos, presentations, and articles. (1 - 2 hours)
2. Discuss: Optional: Join your colleagues in a group discussion about writing resumes (30 minutes)
3. Check-In: Complete the following activities:
a. Reasons for Writing a Resume* (20 minutes)
b. Parts of a Resume* (30 minutes)
c. OPTIONAL Practice: Listing Experience in Reverse Chronological Order (5-10 minutes)
d. Optional Practice: Write and evaluate your own 1-page resume (60 minutes)
e. Using Action Verbs* (20 minutes)
f. Module 2 Check (5 minutes)

3
MODULE 2 VOCABULARY
Module 2 will feature the following key vocabulary words. You can return to this page to review as needed. These
words may appear in quizzes throughout the course.

contact information (n)

Definition: Your contact information includes your current postal address, email address, and telephone number.
Sample Sentence: Remember to include your contact information on your cover letter and resume.

to develop (v)

Definition: When something develops, it grows.

Sample Sentence: I developed my customer service skills while working as an office receptionist.

to draft (v)

Definition: When you draft a text, you prepare an early version or form of it.
Sample sentence: I draft our team’s quarterly reports and my manager reviews them.

to edit (v)

Definition: When you edit, you correct or change a written document.

Sample Sentence: My supervisor edits my reports after I write them.

4
a positive first impression (n)

Definition: A positive first impression is a good feeling when you meet someone.
Sample Sentence: When an employer reads your resume, you want to be sure you make a positive first
impression.

postal address (n)

Definition: A postal address is the house number, street name, city, state/province, country, and postal code or
number.
Sample Sentence: Job seekers in the United States usually include their postal address in their resumes.

to stand out (v.)

Definition: When something stands out, it is clearly better than or more significant than something else.
Sample Sentence: A better-quality paper will make your resume stand out from the crowd

a summary (n)

Definition: On a resume, a summary is a short paragraph or list of your strengths and experiences.
Sample Sentence: In the heading of my resume, I always include a short summary of my skills and experience.

5
Image Credits
1. contact information: This image is a derivative of “Untitled Image” by Please Don't sell My Artwork AS IS from Pixabay under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.

2. to develop: This image is derivative of “Untitled Image” by Sarah Richter from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360.

3. to draft: This image is derivative of “Untitled Image” by Francisco Rosa Chico from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360.

4. to edit: “Untitled Image” by Anne Karakash from Pixabay under Pixabay license. This derivative is licensed under CC BY 4.0 by FHI
360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.

5. A headline: This image is a derivative of “Full Sample Resume” by CareerOneStop, Department of Labor Employment and Training
Administration licensed under U.S. Government Works / Public Domain. This derivative is licensed under CC BY 4.0 by FHI 360 for use
in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered
by FHI 360.

6. a positive first impression: This work is a derivative of “Untitled Image” by Werner Heiber from Pixabay under Pixabay license. This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with
funding provided by the U.S. government and administered by FHI 360.

7. a postal address: This image is a derivative of “Letter” by annstanley59 from flickr under CC BY 2.0. This derivative is licensed under
CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

8. to stand out: This image is a derivative of “Untitled Image” by khamkhor from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360.

9. a summary: This image is a derivative of : This work is a derivative of an untitled image by Free-Photos, an untitled image by Memed
Nurrohmad , and an untitled image by Elionas from Pixabay under the Pixabay license . This derivative is licensed under CC BY by FHI
360 for use in the OPEN program, sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360.

6
LESSON 1: WHAT IS A RESUME? WHY DO YOU NEED ONE?

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this unit we will be talking about resumes and how to write an effective resume. In this video, we will start
by defining the resume and talk about three reasons why job seekers need a resume. In later videos, we will take
you through each part of the resume and how to write a clear and organized resume. At the end of this unit, you
will write your own resume to describe your work experience, education, and skills.

What is a resume?

Let's get started with the definition. What is a resume? A resume is a written document of work experience,
education, and skills. Resumes are usually only one or two pages long and give a short but detailed description
of your past job duties and experiences. Employers often need to read many resumes, so they look for key words
or phrases to decide if they should interview a candidate or not.

Why do you need a resume?

Why do you need a resume? Because there's a lot of competition in the job market. Jobseekers need to create a
resume that really shows their qualifications to an employer. A great resume is really important for three main
reasons.

1. Make a positive first impression

First, a great resume will get the attention of the employers and show why you are a good match for the job.
Employers will read many resumes from many different applicants. So, you need to make sure that your resume
clearly stands out to get the attention of the employer. Remember that your qualifications should match the job
advertisement. If the company is looking for someone with five years of sales experience, you should have five
years, or more, of sales experience, and say that clearly in your resume.

7
2. Highlight your skills and accomplishments.

The second reason you need a great resume is that it communicates your strongest skills and accomplishments to
a future employer. Your resume should highlight the skills that employers often look for, such as technology skills
and communication skills. Your resume should also include professional accomplishments or activities. For
example, if you wrote a book that was published, you should put that in your resume.

3. Get an interview.

The third, and most important, reason you should need a great resume is that it gets you an interview. Your
resume is your first chance to get the employer’s attention. Job seekers want to leave the reader with a positive
first impression or a good feeling. If the employer likes what they read, they will contact you to interview for the
job. The interview is your chance to meet the employer in person and give more details about your qualifications.

Summary
In summary, a resume is an important document that describes your work experience, education, and skills.
There are 3 reasons why you need a great resume: to get the employer's attention and show you are a good
match; to communicate your skills and accomplishments, and to get an interview.

What’s next?
In the next video, we will talk about the parts of a resume.

Image Credits:
1. a positive first impression - “Untitled Image” by Werner Heiber from Pixabay under Pixabay license.
2. to stand out - “Untitled Image” by khamkhor from Pixabay under Pixabay license.
3. an interview - “Untitled Image” by Van Tay Media on Unsplash under Unsplash license .

8
QUIZ: REASONS FOR WRITING A RESUME

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
Read the following statements and decide if they are reasons for writing a resume. Select True if they are a reason,
and False if they are not.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

9
LESSON 2: PARTS OF A RESUME

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we are going to look at the resume in more detail and break it down into its different parts. We
will also discover, what key things you need to include in the resume.

Make Your Resume Ready to Read

Let's begin by looking at a sample one-page resume. Some resumes are much longer than one page. But, for our
purposes, we are going to stick with a one-page version.

1 Image credit below

In this sample, I hope you can see how the writer has used lots of white space, bullet points, and a limited number
of fonts so the resume is much easier to read.

Let's look at the resume that doesn't have these things. Which resume would you prefer to read?

10
 2 Image credit below

That's right, the first one. Put yourself in the shoes of a possible employer who might read lots of resumes each
day. Which one do you think the employer would prefer reading?

So, the lesson here is, make your resume easy to read. Don't give a future employer an excuse to ignore your
resume or throw it in the trash.

So, what can you do to prevent this from happening? Well, the first thing you can do is make sure that your
resume has each of the following key parts. What are these parts?

1. Name and Contact Details

Well, the first one is your name and contact details.

3 Image credit below

If an employer wants to contact you to ask you to come for an interview, here is where they will find your full
name and information about how they can communicate with you, like your email address or telephone number.

11
2. Headline and Summary
The next part of your resume is the headline and summary. This section is where you should write the job you are
looking for and then include a summary of the skills you have. So, if we look at the sample resume again, you will
see that this person includes the job title, Project Coordinator, and then gives a short summary of her work
experience and key skills.

4 Image credit below

3. Work Experience
The third part of the resume you need to include is work experience. Here, you can list the jobs you have worked at
in the past, including your current job, if you have one. Current job means what job you have now. Be sure to list
your work experience in reverse chronological order. In other words, list your most recent job first, the one before
that next, and so on into the past.

5 Image credit below

12
If we look at the sample resume, we can see this person listed her job from 2005 to the present first and then lists
her job from 2001 to 2005 after this.

4. Education
The final part of the resume that you need to include is education. Here, you should include any high school or
college degrees you received and the year you received them. If we look at a sample resume one more time, can
you see what education Beth Smith received?

6 Image credit below

She includes her associate's degree from Northeast Wisconsin Technical College in 2001. If you have more than
one qualification, list them in reverse chronological order, similar to your work experience. So, you should begin
with your most recent degree first and then the one before that after.

Summary
So, in conclusion, in this video we have done a short overview of the different key parts of a resume.

What’s next?
In the remainder of this module, we will look at each of these parts in more detail.

Image Credit
The images on this page are derivatives of “Full Sample Resume” by CareerOneStop, Department of Labor Employment and Training
Administration licensed under U.S. Government Works / Public Domain. These derivatives are licensed under CC BY 4.0 by FHI 360 for use in the
OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

13
QUIZ: PARTS OF A RESUME

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions :
Match the parts of a resume with their purpose.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

14
LESSON 3: WRITING A RESUME, PART 1: NAME AND
CONTACT INFORMATION

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we're going to discuss the first part of a resume: your name and contact information. We will
talk about what to include and where to put this information in your resume.

It probably seems very easy but there's a specific format, or order, for this information in a resume. Job seekers
should follow the standard format to make a professional impression from the beginning of the resume.

To begin, your resume needs to clearly show your full name. This means that you write your given name first
followed by your family name. If you have a middle name, you can write it out completely or just use the first
letter. For example, Sally Ann Smith could write her name two ways. Sally Ann Smith or Sally A. Smith. Most people
include their first name, middle initial, and family name only.

Often, job seekers will make their name a larger size, or font, than the rest of the words. This helps the employer,
or the reader to find the name very quickly. It is also common to put the name in the center at the top of the page.
Another way to make the name stand out is to write it in bold letters which are darker than the other letters.

Which is easier to read?

Sally A. Smith
Sally A. Smith
"Bold Text" by FHI 360 is licensed under CC BY.

The next part is for job seekers to write their contact information which means their current postal address, email
address, and telephone number.

This image is a derivative of “Untitled Image” by Please Don't sell My Artwork AS IS from Pixabay under Pixabay license. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

15
The postal address is your official location where an employer can send you information. Your postal address is
your house number, street name, city, state or province, country and postal code or number. For example, here is
Sally Smith's postal address: 100 Main Street Los Angeles, California 90210 USA.

Your email address should be professional and contain your full name or at least a part of your name. For example,
Sally Smith's email could look like this, sallysmith@email.com or ssmith@email.com.

It is easier for a possible employer to contact you if your email address is similar to your name. For instance,
flowergirl123@email.com does not appear to be professional or make it easy for the employer to remember Sally's
name.

For telephone number, you should include at least one number for an employer to call you for an interview.
Sometimes job seekers provide a mobile number and a home telephone number. Here's an example of Sally's
phone numbers. Her home phone number is 610-555-1212. Her mobile phone number is 610-232-5551. Giving
more than one number makes it easier for an employer to contact you for an interview.

Let's review Sally's name and contact information. If she writes her name in the top center of the page, she can put
the rest of the information directly below it to look like this.

Sally A. Smith
100 Main Street
Los Angeles, California 90210
USA
sallysmith@email.com
610-555-1212 (home)
610-232-5551 (mobile)

"Contact Sally" by FHI 360 is licensed under CC BY.

Summary
In summary, we reviewed the first part of your resume, name, and contact information. You now know to write
your full name and include your postal address, email address, and telephone number.

16
LESSON 4: LANGUAGE FOCUS: KEY WORDS

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, again. In this video, we are going to look at using key words in your resume. We will discover their
importance when writing a resume. We will also look at some examples of key words in both job descriptions and
resumes.

To begin, let's explain what key words are. Employers use key words when describing a job to an applicant. They
describe the kind of things they're looking for in a successful applicant. Do you remember the job advertisement
from unit one? Let's look at it again.

Client Services Coordinator

Web Discount Corporation of Barcelona, Spain, seeks a full-time Client Services Coordinator.
Responsibilities include greeting clients, answering telephones, and performing other clerical functions.

REQUIREMENTS
1. High school diploma and /or business college program
2. 2-4 years of clerical or administrative experience
3. Excellent organizational skills
4. Typing speed of 30 wpm
5. Word processing and database experience
6. Good communication skills

If you would like to work in an exciting environment, e-mail your resume to Pablo Caverro.

Fax: 93 412 1044

Email: pcaverro@email.com

The key words used here are related to the job being advertised. These include greeting clients, excellent
organizational skills, good communication skills.

Now, after reading this job advertisement, it is really important, when applying to this position, that you refer to
these keywords in your resume and your cover letter. Why is this important? Well, because the employer who
reads your resume and cover letter will be looking for those key words to decide if you have the key skills and
qualifications to do the job.

Nowadays, many employers are using computer software to search through resumes looking for key words.
Without these key words, these employers are not likely to invite you to an interview. Instead, your resume may
go into the recycling can and we don't want that to happen, do we?

17
So, what can you do to avoid this from happening? Well, as I said, it's vital that you include some of these key
words from the job advertisement in your resume and cover letter. So, let's see how we can do that right away.

This is Yalina Hernadez's resume. She is applying for the Clients Services Coordinator position, we just looked at.
Has Yalina used any of the key words from the job advertisement in her resume? What do you think?

Yalina Hernandez
2285 S. Eisenhower Blvd
Santa Clarita, CA 91380
Tel: 661-283-5972 yalina.hernandez@yahoo.com

Client Services Coordinator

Very organized and outgoing office manager with lots of experience working in a busy office environment.
Proficient in typing and Microsoft Office software.

In this summary section, she said “very organized, lots of experience working in a busy office environment,
proficient in typing and Microsoft software.” All these terms refer to the key words in the job advertisement. So,
Yalina is doing a great job here using key words in her resume.

Summary
In conclusion, in this video, we looked at key words and examined how it's really important to include these in your
resume. Using these key words will help you to get noticed by employers and give you a better chance of getting
called for an interview.

18
LESSON 5: WRITING A RESUME, PART 2: HEADLINE AND
SUMMARY

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we're going to look at the headline and summary section of your resume. We'll look at what
information you need to include here and prepare you to write your own headline and summary. In the past,
people wrote an objective in their resume. This objective described what the candidate was looking for in a job.
However, nowadays it is more popular to use a headline instead of an objective. Can you see what the headline in
this resume is?

Abdul Al Saud
1875 West Florida Ave., Atlanta, GA 30305
Tel: 827-468-4921 abdul.alsaud@expressmail.com

Project Coordinator
Highly motivated, tech-savvy professional with over 5 years’ experience in a fast-paced consulting
environment. Extensive experience supporting senior consultants in high-profile technology projects.
Exceptional analytical ability and talent for managing information. Certified Associate in Project Management
(CAPM) certification. Proficient in:
• Project Coordination • Microsoft SharePoint
• Project Setup & Monitoring • Microsoft Project
• Project Communication • Microsoft Excel

That's right! In this case, it's Project Coordinator- someone who manages or is in charge of a piece of work.

The headline is a phrase that highlights your value as a candidate for the position you're applying for. It is often the
job title, which you want. It should be short and specific. Avoid making it too general. Again, refer back to the job
advertisement and search the key words there for help with this.

The next part is the summary. The summary is a short paragraph where you can list your strengths and experience
making you a better candidate. Often the summary is followed by a series of bullet points listing your key skills. If
we look at Abdul's resume, again, we can see he has included both a summary paragraph and a bullet point list of
his skills.

Now, let's take a closer look at each of these things.

In the summary section, Abdul has highlighted his strengths and experience. He says, “highly motivated, 5 years'
experience in a fast-paced consulting environment. Exceptional analytical ability, talent for managing information,
Certified Associate in Project Management (CAPM) certification.”

19
These are all things he wants the employer who reads his resume to see and then say, “this Abdul guy is a great fit
for my project coordinator position.”

Abdul then goes on to list some of his key skills. As we learned in our lesson about key words, these skills should
try to relate to the key words in the job advertisement.

The first set of skills he lists, the ones on the left, are related to project coordination or management. After all, he's
applying for a Project Coordinator position. These include project coordination, setup, and monitoring and
communication.

The second set of skills, the ones on the right, are related to Microsoft Software programs such as SharePoint
Project and Excel.

Overall, as you can see, Abdul makes a good first impression with the employer by writing a short and specific
headline, a clear summary of his strengths and experience, and a bullet point list of his key skills. All these are
directly connected to the job advertisement for the job he's applying to and uses key words from that ad.

Summary
In this video, I hope you have learned the importance of using a headline and a summary in your resume.

What’s Next?
Next, we will look at another important part of your resume, work experience. Bye for now.

20
LESSON 6: WRITING A RESUME, PART 3: WORK EXPERIENCE

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we will show you how to complete part three of a resume, work experience. In this part of the
resume, job seekers list job titles, their current and former employer names, locations, dates of employment, and
a brief description of the job duties they had. Some job seekers call this part experience so that they can include
volunteer work in addition to paid jobs. No matter what you call it, this section of your resume is the part that
future employers focus on most to decide if a candidate is a good match for the position.

It is important that job seekers are honest in the description of their duties because hiring officials often check
with past employers. Because a resume is only one or two pages long, it may not be possible to list all of your
experiences. You will need to choose the ones that best show your skills for the job. Job seekers list their
experience in reverse chronological order. This means they start with their current or most recent job, then the list
continues backwards by time order. Each entry is separate but contains all of the following information, job title,
employer name, location, dates of employment, and a brief description of the job duties.

Here is Tomoko's resume and description of her experience.

Experience:
Office Assistant, University of California English Language Programs, 2009 – Present
• Manage reception and telephones for 40-person office
• Develop database to track inquiries about application status
• Train temporary workers in office procedures

Program Assistant, International Student Office, University of California, 2006-2009

• Arranged special events for international students
• Assisted program directors in orientation and cultural exchange programs
• Reorganized office to be more efficient

Volunteer Coordinator, Shoreline Boys and Girls Club, 2003 – 2006

• Led afternoon activities for groups of children ages 10-17
• Managed activity budget for programs
• Recognized as Volunteer of the Year, 2005

As you can see, she listed three separate experiences, one of which is a volunteer job.

Look at the first experience. On one line, she lists the job title, Office Assistant, then the employer and the location
together, University of California, English Language Programs, followed by the years of employment, 2009 to
present.

21
The next lines are verb phrases that clearly describe what she does or did. Notice the use of present tense verbs
because this is her current job. You should also notice that the verbs used are called action verbs because they
clearly explain what a person is doing. Her verb choices “manage”, “develop” and “train”” are actions that also
show some of her skills as an employee. From this list, an employer would learn that she has computer skills, and
she can work well with a lot of other people. We will learn more about action verbs in video eight.

When describing experience, many job seekers use a bullet list of three to five lines. There is no punctuation at the
end because these are not complete sentences. it is important to be as clear and detailed as possible but in a small
amount of space. Remember that employers want to know how you are different from other candidates.

Think about what you have done well in past experiences and include those details with strong verbs. For example,
did you make your company more efficient or organized? Look at Tomoko's second experience as a program
assistant. You can see that she has arranged special events and organized the office to be more efficient. These
actions show the reader that she is well organized. This is an example of a personal trait skill that is valuable to
many employers.

Summary
Let's review what you should include in part three, work experience. Begin with your current or most recent job
and continue to list experiences backwards in time order. For each experience that you include, write the job title,
the employer name, location, date of employment, and a brief description of the job duties.

What’s Next?
Next, you can practice organizing a resume with a quiz, Ordering the Chronology.

22
OPTIONAL PRACTICE QUIZ: LISTING EXPERIENCE IN
R E V E R S E C H R O N O L O G I C A L O RD E R

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions :
This job seeker's work experience is not in the correct time order for a reverse chronological resume.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

23
LESSON 7: WRITING A RESUME, PART 4: EDUCATION

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we'll be talking about the fourth part of a resume, education. This part of the resume is very
important for current students, recent university graduates, or people with little work experience. For people with
a lot of work experience, the education section shows that they meet the required education level.

Job advertisements usually have a required degree as part of the qualifications for the job. Job seekers list each
educational experience they have had and include the name of the school, the location, the degree received, major
or subject of specialty, and the year of graduation. Those who received high grades or special honors during their
education sometimes include those awards in this section.

The development of the education part of the resume often shows future employers your academic performance,
management, and technical abilities, and general areas of interest. There are many kinds of degrees that are
included in the education section. The most common types of degrees in the United States are:
1. AA or AAS, which is associate of arts or associates of applied science. These are two-year degrees from
community colleges and technical schools.
2. is B.A. or B.S., Bachelor of Arts or Bachelor of Science. These are typically four-year degrees from a college
or a university.
3. M.A. or M.S., Master of Arts or Master of Science. These are graduate-level degrees from a university.
Number four is M.B.A.
4. Master of Business Administration. This is a graduate degree in business from a university.
5. PhD. A doctorate degree is the highest-level degree from a university.

Like the work experience section of a resume, job seekers list their educational history in reverse chronological
order. Beginning with the most recent or current degree program. Here is an example job seeker, Michael Johnson,
who attended one university and earned two degrees.

Education:
Cornell University, Ithaca, NY
• M.B.A. General Management 2015
• B.A. Sociology 2009
• Awards: Dean’s List 2008 and 2009

Notice how he begins with the name of the school and the location, that's city and state. In this example, he
attended Cornell University in the city of Ithaca, in the state of New York. On the next line, he lists his most recent
degree, an M.B.A. in General Management, which he completed in 2015. This is a graduate-level master’s degree
in Business Administration with a special focus, or major, in general management.

24
Next, he lists his B.A. in sociology which he completed in 2009. His Bachelor of Arts degree is a four-year degree
and sociology is the subject area that he studied most. After listing the degrees, Michael includes an award that he
earned in 2008 and 2009. In United States universities, Dean's List awards go to students who received very high
grades at the end of the academic year. Many people put this information in their resumes to show that they were
very successful in their courses.

Summary
Let's review part four of the resume, education. In this section, job seekers show each educational experience
separately in reverse chronological order. Each entry must include the name of the school, the location, the degree
received, major or subject area, and the year of graduation. The addition of awards or honors is not required but
does provide good information about a future employee. Job seekers include all of their education to show that
they meet the required education level for the position. Being very successful in one's education often means that
a job seeker is serious and a hard worker.

What’s Next?
Now, we will move on to the next video, which will help you to learn how to use action verbs to describe your
experience very clearly.

25
LESSON 8: LANGUAGE FOCUS: ACTION VERBS

The video for this lesson is available online. Please find the transcript for the lesson below.

Hi again. In this video, we are going to look at what we call action verbs. These are verbs that you should use
throughout your resume, so you are a more attractive candidate to an employer. We will look at some examples of
these verbs and see how we can use them in your resume.

Why should you use action verbs?

We use action verbs in our resumes because they're more specific verbs. They tell the employer a lot more about
what you do, or did, in your jobs than general verbs do.

General Verbs Action Verbs

(basic) (specific)

For example, if I said, “worked at X company”, or “did sales at Y company”, that doesn't really tell the employer
very much. The verbs are too general, or unspecific.

However, if I change “worked” to “developed a project at X company”, where develop means to grow something
and I can change “did” to, “increased sales at Y company”, where “increase” means “to make bigger”. Now it
sounds much better. I have a more active role rather than a passive one, I am more in control.

Action verbs are usually grouped together by job or skill type. Since many jobs require you to have multiple skills,
you will probably be choosing action verbs from different skill types. There are lots of action verbs to choose from,
but for our purposes today, we are going to look at a shorter list.

As I mentioned earlier if we choose the verb “do” or “make”, it is too general, but we could use a more specific
verb like “developed” or “increased”.

To Do To Increase

• I did sales at X • I increased sales at X

Company. Company.

26
Likewise, I could say in my resume, “I wrote a proposal”, where a proposal means a plan. However, what if I use a
more specific verb, such as, “drafted”, which means to prepare an early version of a text? So now I write, “I drafted
a proposal,” or I could say “I edited a report,” where the verb “edit” means to correct or change a written
document.

To Write To Draft
To Edit

• I wrote a proposal. • I drafted a proposal.

• I wrote a report. • I edited a report.

I could also use a general verb like “talk”, as in, “I talked with the customers” Or, I could use a more specific verb
like, “I negotiated with the customers,” where “negotiate” means to try to reach an agreement. Or, “I
corresponded with a new customer,” where the verb “to correspond” means to write and respond to
communication.

To Talk To Negotiate

• I talked with the • I negotiated with

customers. the new customers.

I hope you can see how not only are my choice of verbs more specific, but they, more importantly, make my role in
this job sound more active.

Summary
In this video, we looked at action verbs and highlighted their importance when writing your resume. We talked
about how using action verbs is much better than general verbs, as they make you sound like a more skilled and
accomplished worker.

What’s next?
Next, we'll take a short quiz to practice using action verbs.

27
QUIZ: USING ACTION VERBS

Directions:
Tina has recently prepared a resume. She has drafted a list of her work experience. Can you help her choose a
good action verb for each of her duties and responsibilities?

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

28
LESSON 9: WRITING A RESUME, PART 5: COMPLETE YOUR
RESUME

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this final video of Module 2, we'll talk about completing your resume. There are still some things you will
need to do to make your resume the best resume you can write.

One of these things has to do with presentation. In other words, how your resume looks. Is it easy to read? Does it
look good? Does it follow standard resume rules?

The next thing we'll discuss is proofreading and editing your resume. This means reading back over your resume
after you have written it and making sure it doesn't have any mistakes.

Finally, we'll talk briefly about the two most popular types of resumes, functional and chronological. After this
video, we hope you will feel confident and ready to research and write your own resume.

How does your resume look?

To begin then, let's look at presentation. When an employer reads your resume, you want to be sure you make a
great first impression. You can achieve this not only by having the skills, qualifications, and experience, but also by
making sure your resume looks professionally written and is easy to read.

As we've said before, you don't want to give an employer an excuse to throw your resume in the recycling can.
After all, an employer will probably read many other resumes before getting to yours. So, if it doesn't follow what
we call standard formatting, it will not make a good first impression.

Standard formatting makes a good first impression

Some examples of standard formatting include:
• using a standard font, for example, Times New Roman
• using bullet points
• using lots of white space to make the resume easier to read
• using bold text and indents to give more importance to information and show relationships between
information.

If we look at this good example of a resume, we can see each of these things.

29
This image is a derivative of “Full Sample Resume” by CareerOneStop, Department of Labor Employment and Training Administration licensed
under U.S. Government Works / Public Domain. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by
the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360.

Beth Smith uses only two fonts, Calibri and Ariel, bullet points to summarize her skills and work experience, lots of
white space, and she uses bold text and indents.

The Importance of Proofreading

The next thing you need to do after you finish writing your resume is to read through it a few times or get
someone else to read through it after you. You should read the resume looking for mistakes in grammar, spelling,
punctuation, and capitalization. If you are unsure of the rules for each of these things, ask someone who's an
expert or read a reliable book or website that explains the rules correctly. Make any necessary changes so that
your resume is free of any mistakes.

Nowadays, most employers ask you to send your resume by email or upload it to a job website. But if you're
planning on sending the resume through the mail, be sure that you use a good quality paper. In the United States,
you can buy cotton paper that is more expensive than regular printer paper, but it makes all the difference. A
better-quality paper will make your resume stand out from the crowd.

Functional or Chronological? Which type of resume should you use?

Lastly, you should think about which type of resume you should use. There are two common types of resumes
used nowadays: functional and chronological.

30
 Chronological Functional
Resume Resume
• Emphasizes abilities over
• Lists works and experience experience
in reverse chronological
order • Used by recent graduates
• Most commonly used
those who have been out
resume format of the workforce for an
extended period of time

Why use a chronological resume?

Chronological is the one most commonly used. It lists your work experience and qualifications in reverse
chronological order, starting with the most recent first. It is the one most people use when writing a resume.

Why use a functional resume?

On the other hand, a functional resume puts more emphasis on your abilities and less on your work experience. If
you have just graduated from high school or college and don't have a lot of work experience, you probably want to
emphasize your education and qualifications, and not your work experience. Or maybe you are just returning to
the workforce after being away for an extended period of time, for example, because of illness or having a child. A
functional resume may be a better fit for you in this case.

Summary
For the moment, we hope you've learned in this video the importance of good presentation, proof reading and
editing your finished resume and the basic differences between functional and chronological resumes.

What’s Next?
It's now time you put the finishing touches on your own resume. Be sure to carefully and thoroughly research the
job you're applying to and try to remember all the things we discussed in this unit. Good luck.

31
OPTIONAL WRITING PRACTICE: WRITE YOUR OWN 1-PAGE
RESUME
Note: This assignment is optional and will not be graded.

Practice Writing Your Own Resume

You have learned a lot about resumes in this module. Are you ready to try writing your own? You can use this
space to write or you can work offline. You do not need to submit this assignment. This is just a chance to practice.
Write Your Own Resume
Write your own one-page resume following the examples and guidelines in the unit.
You can write a resume for the sample job advertisement we reviewed in Module 1 (below) or you can write a
resume for a job to which you are personally interested in applying.

Client Services Coordinator

Web Discount Corporation of Barcelona, Spain, seeks a full-time Client Services Coordinator. Responsibilities
include greeting clients, answering telephones, and performing other clerical functions.
REQUIREMENTS
•
g. High school diploma and /or business college program
h. 2-4 years of clerical or administrative experience
i. Excellent organizational skills
j. Typing speed of 30 wpm
k. Word processing and database experience
l. Good communication skills
If you would like to work in an exciting environment, e-mail your resume to Pablo Caverro.
Fax: 93 412 1044
Email: pcaverro@email.com

Be Brief! Maximum-Lenth: One Page

One of the hardest parts of writing a resume is summarizing years of your life, all of your skills, experiences,
knowledge and talents into one short and compelling read. Remember, you want to stand out from the
competition. Much of that will rely on your ability to make yourself shine on just one page.

32
Self-Assessment Rubric
Criteria Meets Expectations Does Not Meet
Expectations
Name and Contact Details I included my name and I did not include my
Remember to include: contact details. name and contact
• your full name details.
• postal address
• e-mail
• phone number
Headline My headline uses key My headline does not
Use key words from the job description in a short words from the job use key words and / or
phrase that highlights your value as a candidate. description and highlights does not highlight my
my value. value as a candidate.
Summary My summary describes I did not write a
• Write a short paragraph that describes your my strengths, experience, summary or my
strengths and experience and key skills summary does not
• Use bullet points to list your key skills describe my strengths,
experience, or skills.
Work Experience My work experience is in My work experience is
• List experience in reverse chronological order reverse chronological not in reverse
(most recent experience first) order, includes details chronological order,
• Include your job title, employer, location, and about the employer, and does not include details
years of employment. uses action verbs to about the employer, or
• Use action verbs to write 3-5 phrases that describe the experience. does not use action
describe the experience verbs.
Education I have included my I have not included my
• listed in reverse chronological order educational history in educational history in
• includes name of school, location (city and reverse chronological reverse chronological
state), and the degree order. order.
Formatting My resume uses formal My resume does not use
A well-formatted resume uses: and professional formal and professional
• standard fonts (such as Helvetica, Arial, or formatting. formatting.
Times New Roman)
• bullet points to organize information
• white space to make it easy to read
• bold text to give more importance to
information
o indents to show relationships among
information

Be Brief! My resume fits on one My resume is longer

Maximum Length: 1 Page page. than one page.

33
OPTIONAL DISCUSSION: REFLECT ON YOUR OWN RESUME

Note: This discussion is optional and will not be graded.

"Untitled Image" by Brett Jordan via Unsplash under Unsplash license.

Congratulations! You have just written a one-page resume.

Take a moment to think:

• How do you feel? Are you satisfied with your resume?
• What did you do well? Is there a section that you are very proud of?
• Is there anything you would change?
• Did you have any trouble writing the resume? What was difficult?
• Do you have questions about vocabulary? Grammar? Phrases?

This discussion board is a free space to discuss all things resumes.

Take 15 minutes to read what others have written and reply to at least 2 posts.

34
MODULE 2: WRAP-UP AND LOOKING AHEAD
WRAP-UP

Congratulations! You have completed Module 2: Writing a Resume

In this module, you:
• Examined the key components of an American style resume
• Identified and practiced using action verbs and key words in a resume
• Produced your own 1-page resume

Looking Ahead
In Module 3, we will look at writing a cover letter.

You will:
• become familiar with the structures and format of cover letters and standard business letters;
• identify new fundamental vocabulary, and practice using that new vocabulary in course activities; and,
• identify and practice using past tense and present perfect verbs, sentence structure with time words, and
controlling tone with modal verbs.

You have completed Module 2! To receive your certificate and digital badge, complete Modules 2 - 5. Keep up the
good work!

35
MODULE 3

Table of Contents
MODULE 3 .....................................................................................................................................................................1
Module Overview .....................................................................................................................................................2
Module 3 Key Vocabulary .........................................................................................................................................4
Lesson 1: What is a Cover Letter?.............................................................................................................................7
Lesson 2: Professional Writing: Letter Format..........................................................................................................9
Quiz: Vocabulary Check: Letter Format ..................................................................................................................12
Lesson 3: Cover Letter Paragraph 1: Introducing Yourself......................................................................................13
Lesson 4: Cover Letter Paragraph 2: Highlighting Your Skills in the Cover Letter...................................................15
Quiz: Match the Job Description with the Skills .....................................................................................................17
Lesson 5: Cover Letter Paragraph 3: Closing...........................................................................................................18
Lesson 6: Language Focus: Present Perfect vs. Past Tense.....................................................................................20
Quiz: Grammar Review ...........................................................................................................................................22
Lesson 7: Professional Writing: Level of Formality .................................................................................................23
Lesson 8: Language Focus: Using Modal Verbs to Write Politely ...........................................................................25
Quiz: Direct or Polite Language...............................................................................................................................27
Optional Reading Practice: How Do I Write a Cover Letter? ..................................................................................28
Optional Discussion: Write Your Own Cover Letter................................................................................................30
Module 3: Wrap-Up and Looking Ahead ................................................................................................................32

© 2021 by FHI 360. “Module 3 Packet: Writing a Cover Letter” for the Online Professional English Network
(OPEN), sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360. This work is an adaptation of “Unit 3: Writing a Cover Letter”, by The University of
1
Pennsylvania licensed under the Creative Commons Share-Alike License. To view a copy of the license, visit
https://creativecommons.org/licenses/by-sa/2.0/
MODULE OVERVIEW

This work is a derivative of "Untitled Image" by blende12, "Untitled Image" by StartupStockPhotos and "Untitled Image" by ArtTower under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network, sponsored by the U.S.
Department of State and administered by FHI 360.

Overview
Welcome to Unit 3 of English for Career Development! Writing for job applications requires a specific style and
voice. A job seeker needs to understand how to write clearly and concisely, connect one’s skills to the job
description, and follow standard format guidelines. To develop these skills, video lectures will break down both the
different parts of a cover letter and individual sentences for style and voice. Video lectures and articles will help
you understand these ideas. At the end of the unit, you will choose a job from a list provided and write a cover
letter to apply for that job.

Learning Objectives:
By the end of this unit, you will:
· Become familiar with the structures and format of cover letters and standard business letters
· Identify new fundamental vocabulary, and practice using that new vocabulary in course activities
· Read, watch, and listen to a variety of texts and multimedia sources. Show us that you understand these
texts and key course ideas through comprehension check quizzes
· Identify and practice using past tense and present perfect verbs, sentence structure with time words, and
controlling tone with modal verbs.

2
To-Do List

To successfully complete Module 3, please do the following:

1. Review: Module 3 videos, presentations, and articles. (1 - 2 hours)

2. Discuss: Optional: Join your colleagues in a group discussion on cover letters (60 minutes)
3. Check-In: Complete the following activities:
a. Match the Job Description with the Skills* (20 minutes)
b. Reading Practice: How Do I Write a Cover Letter (30 minutes)
c. Vocabulary Check: Letter Format* (20 minutes)
d. Grammar Review: Present Perfect vs Past Simple* (20 minutes)
e. Direct or Polite Language* (20 minutes)
f. Module 3 Check* (5 minutes)

3
MODULE 3 KEY VOCABULARY
Module 3 will feature the following key vocabulary words. You can return to this page to review as needed. These
words may appear in quizzes throughout the course.
complimentary closing (n)

Definition: A complimentary closing is a polite ending to a letter.

Sample sentence: My favorite complimentary closing to a business letter is “warm regards.”

content (n)

Definition: Content is another word for information.

Sample Sentence: The content of your cover letter should change for each job you are applying for.

format (n)

Definition: In letter writing, format refers to structure or how the letter looks.
Sample Sentence: In the United States, professional writing follows a standard format or order and includes four
parts.

a heading (n)

Definition: In a letter, the heading includes the writer’s address and contact information, the date, the reader’s
name, and address.
Sample sentence: The heading of a letter begins with the writer’s address and additional contact information.

4
a modal verb (n)
Definition: A modal verb is a helping verb to show the speaker’s feeling.
Sample Sentence: Could and would are very common modal verbs used in cover letters, emails, and conversations
during the job search.

a salutation (n)

Definition: A salutation is an official greeting.

Sample Sentence: A typical cover letter salutation in the United States will begin with the word “Dear” followed by
the reader’s name.

a signature (n)

Definition: A signature is a handwritten name.

Sample sentence: In a cover letter, the signature is usually handwritten by the applicant followed by the typed
name.

to stand out (v)

Definition: When something stands out, it is easily seen by others.
Sample sentence: A good cover letter can really help you stand out from the competition.

5
Image Credits:

1. complimentary closing (n.): This work is a derivative of “1977-03-15 Svar pa melding om innstiling av forsendelser av juletraer” by Municipal
Archives of Trondheim via Flickr under CC BY 2.0. This derivative is licensed CC BY 4.0 by FHI 360 for the Online Professional English Network
(OPEN) sponsored by the U.S. Department of State with funding from the United States government and administered by FHI 360.

2. content (n.): This image is a derivative of “Untitled Image” by Marisa Sias from Pixabay under Pixabay license. This derivative is licensed CC
BY 4.0 by FHI 360 for the Online Professional English Network (OPEN) sponsored by the U.S. Department of State with funding from the United
States government and administered by FHI 360.

3. format (n): This image is a derivative of “Job Search & Interviewing - Cover letter" by Project IDEA via Flickr, licensed under CC BY. This
derivative is licensed CC BY 4.0 by FHI 360 for the Online Professional English Network (OPEN) sponsored by the U.S. Department of State with
funding from the United States government and administered by FHI 360.

4. a heading (n.): This image is a derivative of “Job Search & Interviewing - Cover letter" by Project IDEA via Flickr, licensed under CC BY. This
derivative is licensed CC BY 4.0 by FHI 360 for the Online Professional English Network (OPEN) sponsored by the U.S. Department of State with
funding from the United States government and administered by FHI 360.

5. a modal verb (n.): “Modal Verb” by FHI 360 is licensed under CC BY.

6. a salutation (n.): This image is a derivative of “Job Search & Interviewing - Cover letter" by Project IDEA via Flickr, licensed under CC BY. This
derivative is licensed CC BY 4.0 by FHI 360 for the Online Professional English Network (OPEN) sponsored by the U.S. Department of State with
funding from the United States government and administered by FHI 360.

7. a signature (n.): This image is a derivative of “Job Search & Interviewing - Cover letter" by Project IDEA via Flickr, licensed under CC BY. This
derivative is licensed CC BY 4.0 by FHI 360 for the Online Professional English Network (OPEN) sponsored by the U.S. Department of State with
funding from the United States government and administered by FHI 360.

8. to stand out (v.): This image is a derivative of “Untitled Image” by khamkhor from Pixabay under Pixabay license. This derivative is licensed
under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with funding provided by the U.S.
government and administered by FHI 360.

6
LESSON 1: WHAT IS A COVER LETTER?
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this module, we are going to introduce you to professional letter writing as the third part of the
application process. In addition to a resume, job seekers include a cover letter as part of their application.

There are three main reasons to write a cover letter. A written letter shows the applicant's personal style, explains
the applicant's qualifications for the job and formally asks for an interview. In later videos, we will take you
through each part of the cover letter, and how to write a clear and organized cover letter. At the end of this
module, you will write your own cover letter to apply for a specific job.

What is a cover letter?

To begin, a cover letter is a one-page formal letter and there are some parts that look the same in each cover
letter. In a later video, we will talk about professional letter format or how it looks. However, the content or
information in the cover letter should be a little different from each job you are applying for. The cover letter helps
an employer to understand more about the applicant and helps to direct attention to certain parts of the resume.

Why write a cover letter?

Reason 1: To show your personal style
The first reason for writing a cover letter is that it shows the applicants' personal style or personality. Job seekers
choose very specific words to introduce themselves to an employer. This is how they show their personal style.

For example, Tom and Beth are both applying for the same job as an international student advisor.

In his cover letter, Tom writes, “I am interested in working with international students.”

Beth writes, “I am very excited to meet and work with international students.”

The word choices in these examples show us their personal styles. We see that Tom is interested in working with
international students, but Beth is very excited to meet and work with international students. Beth's personality is
much clearer with her word choices, “excited to meet” and “work with”.

Reason 2. To explain your qualifications for the job

The second reason for writing a cover letter is to explain the applicant's qualifications for the job. Using our same
candidates Tom and Beth, let's see how they would write a short description of their qualifications.

Tom writes, “I have two years of experience working as an activities director of a language school.”

Beth says, “as a Resident Advisor, I advise students on counseling on personal, cultural and residency issues, as
well as organize professional, social and cultural programs.”

From the short descriptions in their cover letters most employers would want to read Beth's resume to find out
more about her experience.

Reason 3. To request an interview

The third reason for writing a cover later is to formally ask for an interview. There are different ways to make a
request as we will discuss it in later videos. When applicants know the name and the contact information of the
hiring manager, they may say that they will call at a certain time to arrange an interview.

For those who do not know who the hiring manager is, they should give their phone number or email address so
the employer can contact them.

Summary
To review, we now know the cover letter is the introduction to the applicant's personal style and gives a summary
of the applicant's qualifications which are explained in the resume. If employers like what they read in the cover
letter, it is possible that the applicant will be invited for an interview.

LESSON 2: PROFESSIONAL WRITING: LETTER FORMAT

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we will introduce the parts of a professional letter and the format of a letter or how it should
look. In the United States, professional writing follows a standard format or order and includes four parts. The first
part is the heading which includes the writer's address and contact information, the date, and the reader's name
and address. The second part is the salutation. The third part is the three body paragraphs, opening paragraph,
middle paragraph, and closing paragraph. And the fourth is the closing which includes a complimentary close, a
signature, and a typed name.

Writer’s Name
Writer’s Address
Writer’s Phone Number
Writer’s E-Mail Address

Date

Reader’s Name
Reader’s Address

Salutation

Body Paragraph 1

Body Paragraph 2

Body Paragraph 3

Complimentary Closing,
Signature
Typed Name

9
1. The Heading
First, the heading of a letter begins with the writer’s address and additional contact information such as e-mail
address or phone number in the top left corner.
 Beth Bradley
123 East Main Street
Philadephia, PA, 19119
(215) 898-4381
bethbradley@email.com

April 26, 2016

Jane Doe, Director

Notice how this job seeker, Beth Bradley, wrote her information here. The date follows the US format of month,
day, and then year. Don't forget the comma separates the two numbers. For example, Beth wrote this letter on
April 26th, 2016.

Beth Bradley
123 East Main Street
Philadephia, PA, 19119
(215) 898-4381
bethbradley@email.com

April 26, 2016

Jane Doe, Director

Office of International Programs
University of Texas
P.O. Box 112
Austin, TX 99999

Salutation
The next part includes the full name and address of the reader. In this example, Beth is sending the letter to Jane
Doe who is the Director of the Office of International Programs at the University of Texas.

In addition to the first and last name of the reader, Beth also writes the title and the department as Jane Doe is
part of a large university. Since you may not know whether the reader is a man or woman, it is acceptable to write
the first and last name only followed by the job title. Nowadays, many job applications are completed online, and
job seekers may not know who the reader will be. In this case, it is acceptable to leave the name off the reader’s
address and simply put the department and address of the organization.

2. The Salutation
The second part of the letter is the salutation, or official greeting, and always begins with the word “dear”.
Because this is a greeting, it is better to have a person's name. Following the word “dear”, Beth uses the person’s
full name and a comma.

10
 Beth Bradley
123 East Main Street
Philadephia, PA, 19119
(215) 898-4381
bethbradley@email.com

April 26, 2016

Jane Doe, Director

Office of International Programs
University of Texas
P.O. Box 112
Austin, TX 99999

Dear Jane Doe,

Beth knows the name of her reader, but if she did not know she could write, “Dear Hiring Manager,”. Generally,
the salutation is better if you have a person's name. But sometimes job advertisements do not provide the name
of the employer.

3. The Body Paragraphs

Next, come the three body paragraphs of the letter. This is where you introduce yourself, explain your
qualifications, and ask for an interview. We will discuss each paragraph in detail in later videos.

The opening paragraph tells the reader that you are applying for a specific job. We will talk about different ways
job seekers write this information in the next video.

The middle paragraph is where job seekers explain their skills and how they are qualified for the specific job. We
will look at examples and discuss how to write this paragraph in a later video.

The last paragraph is important because the closing should make a positive impression of the candidate. We will
talk about how to write the closing paragraph in a later video.

4. The Closing
The end of the letter includes a complimentary close, a signature, and the applicant's typed name. The
complimentary close that is used most often is “sincerely” followed by a comma. The signature is usually
handwritten by the applicant followed by the typed name.

Formatting the Letter

As for the format, all parts of the letter should be along the left side of the paper. The lines should be single-
spaced, with extra spaces between each of the parts. Writers should try to fit all the parts onto one page.

Summary
Let's review the parts of a professional letter. The heading includes the writer's address and contact information,
the date and the reader’s name and address. The second part is the salutation. The third part includes the body
paragraphs. The closing part of the letter includes a complimentary close, a signature, and a typed name.

11
QUIZ: VOCABULARY CHECK: LETTER FORMAT
>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
Use this sample letter to answer the questions below. Identify each part (1 - 4) and choose the best name for each
part.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

12

LESSON 3: COVER LETTER PARAGRAPH 1 : INTRODUCING

YOURSELF
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we will talk about ways to use your cover letter to introduce yourself to an employer.

The first paragraph of a cover letter must include:

1. a statement of application (applying for a job),
2. the specific title of the job opening, and
3. your source of information.

This is the part of the letter in which applicants show their interest in the position. Remember that the opening
paragraph also needs to get the employer's attention.

Let's look at an example job seeker, Beth, who is applying for a position as an International Student Advisor.

Dear Jane Doe,

I was interested to read the article in The Austin Times which addressed the growing
international student population at your university and noticed an opening for an
International Student Advisor. I am writing to apply for the position of International
Student Advisor in the Office of International Programs at the University of Texas. As you
can see in my resume, I graduated from the University of Pennsylvania with an M.S.Ed.,
with a specialization in Intercultural Communications.

In the opening paragraph of her cover letter, Beth starts by explaining that she read an article and the job
advertisement in a newspaper, the Austin Times. She puts this information in the first sentence. After mentioning
where she saw the advertisement, her second sentence gives a clear statement of application with the title of the
job opening. In the last sentence of this paragraph, Beth highlights or focuses on her education and area of
specialization. This is a short paragraph, but it tells an employer some important information about her. She knows
about the student population, and her education makes her a good match for the position.

There are many ways to write an opening paragraph. Each writer organizes and explains ideas differently with their
personal style.

Let's look at another example from reading one. Tomoko's cover letter.

13
 Dear Jane Doe,

I read about a job opening for an Administrative Assistant in the Seattle Times. I
understand that the Port of Seattle is growing to accommodate the increase in ships that
will be using Seattle as their base of operations. My fluency in three languages,
experience working with international visitors, and office skills would allow me to assist
your department to be successful.

Like Beth, Tomoko begins with the source of her information. She read about the job opening for an Administrative
Assistant in the Seattle Times. Tomoko chooses a more indirect approach. By saying that she read about a job
opening, and then gives the job title.

The next sentence expresses her interest in the position because she shows that she understands the company's
needs and that she is qualified to help them.

In her last sentence, she chooses to highlight her language skills, work experience, and office skills.

Again, this is a short paragraph, but it tells the employer that the applicant knows something about the company
and that she has the skills to help the company.

Job postings are not only found in newspapers nowadays. Sometimes job seekers mention the source of
information in the first sentence of the opening paragraph, especially if it is through a personal reference. If the
source of information is a person or a website, the job applicant might write something like this:

1. “At the XYZ regional conference, your colleague, Jannie Qin, told me about the job opening for an
Executive Assistant. “
2. “I am applying for the position of Administrative Assistant announced on the IronGate.com website.”

Summary
In summary, we've looked at the opening paragraph or a cover letter. This paragraph serves as the introduction to
the applicant and must include a statement of application, the specific title of the job opening, and the source of
information. Some job seekers choose to briefly write about their education, skills, or experience at the end as a
connection to the next paragraph.

What’s Next?
In the next video, we'll look at cover letter paragraph two, highlighting your skills in the cover letter.

14

LESSON 4: COVER LETTER PARAGRAPH 2 : HIGHLIGHTING

YOUR SKILLS IN THE COVER LETTER
We will talk about ways to highlight your skills and qualifications in the cover letter. In paragraph two in the
body of the cover letter, you will summarize two or three examples from your education, experience, and
interests to show a future employer how you are qualified for the job.

The examples that you choose will explain or support the information in your resume not just repeat what's in your
resume. This paragraph is your chance to really stand out from all the other applicants. Remember that employers
are looking for people who can help their business or organization be successful. Focus on how your skills and
qualifications will help them.

When you are applying for a specific position, it is a good idea to use the job description or advertisement as a
guide. The job description is very useful because it has key words about the skills and experience needed to do the
job.
International Student Advisor

Provide support to international students.

Must have two years of experience working with
international students and excellent
communication skills.

Send resume and cover letter to

janedoe@email.com

Our applicant, Beth, read a job description for an International Student Advisor, with the key words “international
students”, “two years of experience”, and “excellent communication skills”. Using the sample cover letters from
Reading One, let's look and how Beth focused on her skills in the second paragraph of her cover letter.

For the past year, I have worked as a Resident Advisor at the International House in Philadelphia. I have
been responsible for 40 international students who have recently moved to the United States. In this
position, I advise students on personal, cultural and residency issues, as well as organize
professional, social, and cultural programs. Combining interpersonal, and organizational skills. I have
been successful at assisting these students in beginning their life in the United States.
Additionally, last summer I assisted with International Student Orientation at the University of
Pennsylvania. Both of these positions have helped me to understand international student issues and
concerns. My graduate course work has increased my knowledge of international cultures, customs,
and communication styles.

15
In the beginning sentences, she writes about her current job as a resident advisor. She gives very specific
information about the students she helps and the interpersonal and organizational skills she uses. In her first
example, she explains that she works with 40 students, advises them, and organizes programs. The last three
sentences of this paragraph focus on her experience as a student when she assisted with international student
orientation and learned more about international cultures and communications.

Now, let's see how Tomoko shows her skills and qualifications in the cover letter.
As my resume shows, I have the skills and experience to work in any administrative position. I have
used Microsoft Office software for 10 years, and I have experiences with several web-based programs.
As a result of my study abroad experience in Spain and my volunteer experience at the University of
California, I have developed proficiency in other language and interacted with many other cultures.
I would welcome the opportunity to use my interpersonal skills in representing the Port of Seattle
to visitors.

She begins with her administrative skills and says that she has ten years of experience with Microsoft Office as well
as several web-based programs. Her next example focuses on her language skills. She writes about her experience
studying in Spain and her volunteer experience with people cultures. Tomiko ends the paragraph well by
connecting those skills to the company's needs. The job posting says that they need an administrative assistant
with strong computer skills and interpersonal skills. Tomiko does a good job of explaining that she has those skills.

Summary
As you can see, there are many ways for job seekers to focus on their skills and qualifications in paragraph two of
the cover letter. Some choose to use two or three examples from their education, work experience, or their
interests. In their descriptions, they are always trying to show future employers how they are qualified for the job.

What’s next?
Now, let's move on to a quiz, so you can practice matching the job description with skills and examples.

16
QUIZ: MATCH THE JOB DESCRIPTION WITH THE SKILLS
Instructions: For each question in this game, choose the skill that best matches the job description.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

17
LESSON 5: COVER LETTER PARAGRAPH 3: CLOSING
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we will talk about ways to close or end the cover letter. In this paragraph, job seekers make a
request to interview for the job, tell how they will follow up with the application, and leave the reader with
a positive impression. These items can be written in any order. The goal of this paragraph is to summarize your
interest in the job and show the employer that you are ready for the next step, a job interview. Although job
seekers do not make the decision about the interview or schedule, they should plan to call or email the employer
soon after sending the application. This shows that the applicant is serious about the job and may lead to an
interview.

Let's look at our example applicant in the United States, Beth, and see how she wrote the closing paragraph of her
cover letter.
These experiences have formed an excellent foundation on which to build my international student
advising career and I would be most interested in continuing my career at the University of Texas.
Thank you for taking the time to review my resume. I will be moving to Austin at the end of May, and I
would be delighted to meet with you shortly thereafter. I look forward to speaking with you soon.

She begins this paragraph by summarizing her experience and showing her interest in working at the University of
Texas.

She then leaves a positive impression by thanking the reader when she says, “thank you for taking the time to
review my resume.”

She also tells the reader that she plans to move to Austin at the end of May and that she will be available for an
interview at any time. This information is only necessary if you do not live in the same location as the employer.

You can see that Beth continues to make her positive impression with phrases like “would be delighted to meet
with you” and “I look forward to speaking with you soon”. Because of her positive impression, her summary of
qualifications, and her interest, Beth's closing paragraph is very effective.

Let's look at another example with Tomoko's closing paragraph.

I would appreciate the opportunity to discuss my qualifications in an interview. I will contact your
office next week to arrange a time that is convenient for you. Thank you for your consideration of my
application, and I look forward to meeting with you.

Tomoko begins the paragraph with a very polite request for an interview by saying, “I would appreciate the
opportunity to discuss my qualifications in an interview.” Her request is very indirect or polite but both applicants
are clearly asking for a chance to meet the employer in person.

18
In the next sentence, Tomoko says, “I will contact your office your office next week.” We don't know if this will be
a phone call or email, but she can do one or both. Like Beth, she also gave a specific time by saying next week.

Tomoko also leaves a positive impression by thanking the reader and expressing her interest in meeting in
person when she says, “thank you for your consideration of my application” and, “I look forward to meeting with
you.”

At the end of the cover letters, both job applicants add a complimentary close, “sincerely”, followed by a comma,
their signature, or handwritten name, and then their typed names. Your signature shows your personal style, so be
sure to write neatly and clearly so that the reader can understand your name.

Summary
To summarize, we've learned how to end the cover letter with a closing paragraph that makes a request for
an interview, tells the reader how you plan to follow up, and leaves the reader with a positive impression. We also
learned about the complimentary close, signature, and the typed name.

What’s Next?
Now let's move on to another video that talks about present perfect and past tenses.

19
LESSON 6: LANGUAGE FOCUS: PRESENT PERFECT VS. PAST
TENSE

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we're going to look at two tenses in English: Simple Past and Present Perfect. We will first
examine one use of each tense and how we form them.

When writing your cover letter, it is very important that you can understand how to use both tenses correctly.

To begin, let's look at these sentences. They are taken from a sample cover letter.

I have worked in my current job for the past three years.

I began here in 2013.
Before my current job, I studied in college for four years.

In which of these sentences is the action complete or finished? In which of these sentences is the action continuing
to now? What do you think?

That's right.

The correct answer is, “I began here in 2013” and “I studied in college” are complete or finished actions. “I have
worked in my current job for the past three years,” is still continuing. So, we can see there is an important
difference in use between these two tenses.

Do you know what tense “I began” and “I studied” is?

It's called the simple past.

And do you know what tense “I have worked” is?

It's called the present perfect.

So, to sum up, we use the simple past tense to describe a complete or finished action in the past. We use the
present perfect tense to describe an action that began in the past but continues to now.

Now, let's look at how we form each of these two tenses.

Forming the Simple Past

In the simple past, there are two types of verbs, regular and irregular verbs. “I studied in college for four years,” is
an example of a regular verb.

20
In this case, we simply add -ed or -ied. If the verb ends in y like study, add -ied to the base form of the verb. So, I
studied, you studied, he studied, she studied, etc.

“I began here in 2013,” is an example of an irregular verb. We call it irregular or not regular because its form
changes from the present to the past tense in an irregular way. So, in the case of, “I began in 2013”, the present
form is I begin as in, “I begin work each day at 9 AM.” These verbs do not follow a regular pattern like regular verbs
do. So, you should try and study the forms of each verb. Many English grammar books have a list of past tense
irregular verbs.

We usually use the simple past for the time phrase. Do you know what the time phrase is in this sentence? “I
began here in 2013.” That's right, “in 2013.” Other examples of popular time phrases used with the simple past are
“ago”, as in, “I finished college 3 years ago.” “I began at my present job in 2013.”

Forming the Present Perfect

Next, let's look at the present perfect.

Like the simple past, there are regular and irregular verbs. In the example, “I have worked in my current job for the
past three years,” the verb “worked” is a regular verb. We use the verb, “have” or “has”, plus what we call the past
participle, to form the present perfect. In this case, the past participle is “worked”. So, we could say, I have
worked, you have worked, he has worked, Mary has worked, etc.

With regular verbs, the past participle will be the same as the simple past form. However, with irregular verbs, it
will usually be different. Again, good English grammar books will list the past participle of irregular verbs. You
should become familiar with them.

The verb “be” is an example of an irregular verb. The simple past form is “was” or “were” and the past participle is
“been”. So, we might say, “I have been a receptionist for six years.”

Am I still a receptionist? Is Patricia a doctor now?

The answer to both questions is yes.

Summary
To sum up, we have discussed in this unit the simple past and the present perfect, two important tenses that you
can use in your cover letter. We use the simple past to talk about complete or finished actions and the present
perfect to talk about actions that began in the past but are still continuing in the present.

What’s Next?
Next, you will take a short quiz to check your understanding of these two tenses.

21
QUIZ: GRAMMAR REVIEW
For each sentence, decide if the sentence should use the simple pastor the present perfect form of the verb.
Choose one for each sentence.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

22
LESSON 7: PROFESSIONAL WRITING: LEVEL OF FORMALITY

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we're going to talk about the level of formality in your cover letter. We'll discuss why we need
to think about formality as we write it and look at some of the differences between formal and informal tone or
style in a cover letter.
Why is formality important?

To begin, let's define what we mean by level of formality. In English, as in many other languages, we use different
words and grammar forms depending on the situation we're communicating in. So, for example, if I am speaking
with my close friend, I would probably use more informal language such as, “what's up, Tony?” or “how's it going?
You gonna watch the game tonight?”

However, if I am speaking or writing to someone I don't know personally and the context is more professional,
then I should choose a more formal style of language. Therefore, expressions such as, “what's up, Tony?” or “how's
it going?” could be incorrect or rude in that situation. If the person who reads my cover letter were to see such
expressions they might be surprised, shocked, or even offended by my level of informality. With this in mind, it is
important that you use formal words or phrases in your cover letter.

Nowadays, many employers request that you send your resume and cover letter by email rather than by
traditional mail. However, just because you are writing your cover letter in an email does not mean you should
write in an informal way, as if you are speaking with a friend or a family member.
Formal Greetings and Salutations
For example, how should you address the person you are writing to? Should you say, “Hi Mary,” or “Hi Mr. Smith,
“both of these greetings or salutations are too informal. A more appropriate one is, “Dear Mr. Smith,” if the person
is a man, or “Dear Ms. Smith,” if the person is a woman. If you don't know the sex of the person you are addressing
then, “Dear Sir or Madam,” is a better choice.

This image is a derivative of “Untitled Image” by Hossein Hosseini , “Untitled Image” by Foto Sushi, and “Untitled Image” by Hunters Race via
Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network,
sponsored by the U.S. Department of State and administered by FHI 360.

23
Formal Closings
Likewise, in your closing, it would be interpreted as too informal if you were to write, “Bye,” or “Take care,” or
“Goodbye.” A more formal alternative is “Sincerely,” or “Yours sincerely,” and then you should follow this with
your full name.

Informal Formal
"Bye," "Sincerely,"
"Take care," "Yours sincerely,"
"Goodbye,"

Formal language in Body Paragraphs

In the body of your cover letter or email try to avoid using informal language. It's best not to use contractions such
as I'm, you're, it's etc. Use the longer forms, I am, you are, it is. While these things might seem small to you, they
will contribute to the overall professional tone of your writing and help with creating a good first impression.

Finally, let's look at an example of the opening of a cover letter. This one is written too informally. See what you
think.

Hi there,

I saw your ad for a receptionist in the paper and I’m really interested in the job.

Clearly, this is too informal. In the United States, this would not be acceptable and an employer who reads it might
interpret the writer as not being serious or professional enough for the job. So, the message is, always try and be
professional in any communication with an employer.

Here's the sample rewritten, so it's now more formal.

Dear Ms. Smith,

I was very interested to read your advertisement for the position of receptionist in the Seattle Herald dated
May 6th, 2011. I would like to be considered for this job.

Summary
We have looked at levels of formality in a cover letter and discussed the differences between formal and informal
styles. I hope you can see that using a more formal style in your cover letter is what's expected from an employer.

What’s Next?
Next, we'll look at controlling tone with modal verbs.

24
LESSON 8: LANGUAGE FOCUS: USING MODAL VERBS TO
WRITE POLITELY

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we're going to talk about using modal verbs to be more polite. When applying for a job in the
United States, it is important that job seekers are direct and honest, but also respectful and polite. Modal verbs
help the writer to control the tone or feeling. This is how you will leave a positive impression on your reader.

We will begin with the definition of modal verbs, the grammar structure and the meaning or reasons why we use
them. Then we will look at example sentences with and without modal verbs to show how the same message is
given in different ways.

What is a modal verb?

Let's begin with a definition. Modal verbs are helping verbs such as “can”, “will”,
“could”, “would”, or “might”.

These modal verbs show a speaker's attitude or feeling that something is possible or
probable.

Modal verbs are helping verbs that are immediately followed by the simple form of
a verb.

“Could” and “would” are very common modal verbs used in cover letters, emails,
“Modal Verbs” by FHI 360 is and conversations during the job search.
licensed under CC BY
When you use a modal verb in a sentence, it must be followed by another verb in the
simple form. Look at this example.

I could assist the company by working with international visitors.

Direct Modals vs. Indirect (“Polite”) Modals

Now, let's talk about the meaning of “can” and “will”, along with “could” and “would”. When a writer uses “can”
or “will”, it is very direct. “Can” means that the writer has the ability to do something. And “will” shows that the
writer is making a future promise or prediction. “Could” or “would” show that something is possible, probable, or
very likely. These are more polite forms of “can” and “will”.

Let's look at some examples from a cover letter.

1. I can assist your company in international markets.
2. I could assist your company in international markets.

25
No. 1 just shows that the person has the ability, but No. 2 is more polite and shows the possibility of using that
ability to help the company.

Here's another example with “will” and “would”.

1. I will assist your company in international markets.
2. I would assist your company in international markets.

It is rude for him to say, “I will assist your company in international markets”, because only the employer gets to
make that decision. If the applicant is too direct, it changes the tone or feeling of the message.

Another meaning of the modal verb “would” is a polite form of want. “Want” is often too direct and can
sometimes be rude. “Would like” is more indirect and polite.

In a cover letter, applicants want to have a job interview but need to politely say what they want. The way to do
that is by saying,
• I would like to discuss the job in an interview.
• I would like to learn more about the company in an interview.

It is very important that job seekers communicate what they could do for a company and clearly say what they
want the company to do for them, respectfully and politely.

Summary
Let's review what we've learned about modal verbs. Using modal verbs in writing and speaking is the best way to
be direct, but also polite. Job seekers can control their tone and leave a positive impression. We now know that
modal verbs would and could are used with other verbs to describe things that are possible or likely. We can also
use would like to clearly show what we want in a polite and respectful way.

What’s Next?
Next go on to a quiz to check your understanding of using modal verbs in polite language.

26
QUIZ: DIRECT OR POLITE LANGUAGE
Directions: For each of the direct sentences given in each question, choose the polite sentence that matches it.
There is only one correct answer for each sentence.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

27
OPTIONAL READING PRACTICE: HOW DO I WRITE A COVER
LETTER?
Instructions: All questions in this quiz refer to the reading, “How Do I Write a Cover Letter?” You are allowed to
refer to this reading as you answer these questions.

>>> Please note that this quiz can only be completed in Canvas. This reading comprehension activity is an
OPTIONAL practice quiz. You do not have to take this quiz to receive your digital badge and certificate.<<<

How Do I Write a Cover Letter?

“Untitled Image” By Kat Stokes via Unsplash under Unsplash license.

Your cover letter is the place to sell your skills and show your interest in the position. It's a great chance to
highlight achievements that would make you an ideal candidate for the job.

Always send a cover letter with your resume unless the job listing specifically says not to do so. But don’t use the
same one for each job. You need to write a targeted letter for each position.

Include these important sections in your cover letter:

· Heading and greeting. Include the date, your name, and your contact information. Address the letter to
a specific person whenever possible. If you can't find an individual's name, use the job title of the
recipient (Maintenance Supervisor, Office Manager), or perhaps "Human Resources" or "Search
Committee." Do not address your letter to a business, a department, or "To Whom It May Concern."
· Opening and introduction. Explain who you are and your reason for writing, including how you found
out about the position. Use the first paragraph to express your energy, enthusiasm, skills, education, and
work experience that could contribute to the employer's success.
· Body. Sell yourself. Reveal why you are a perfect and unique match for the position. Explain why you have
chosen the employer. Briefly summarize your talents, experience, and achievements.
· Assertive closing. Thank the person for taking the time to read your letter. Use an appropriate closing,
such as “Sincerely.” Tell the employer how you plan to follow-up.

Types of cover letters

· Invited cover letter. Use this format when responding to an ad or other listing. Describe how your
qualifications meet the needs of the position.

· Cold-contact cover letter. Use this format to contact employers who have not advertised or published job
openings. Research careers to find the requirements for the job you're applying for matching your
qualifications with that research.

· Referral cover letter. Use this format if you were referred to a job opening through networking,
informational interviews, or contact with employers. A referral may be to a specific job opening

28
 (advertised or unadvertised) or to an employer who may or may not be hiring now. Make sure you
mention the person who referred you.

· Job match or "T" cover letter. Use this format to match the specific requirements of the job one-to-
one with your qualifications, for example "You need 10 years' experience" and "I bring 12 years'
experience." You can learn about the requirements from job ads, position descriptions, phone
conversations, career research, and informational interviews.

Source: U.S. Department of Labor, Employment and Training Administration. (2015, January 14). How do I write a
cover letter? CareerOneStop. https://www.careeronestop.org/JobSearch/Resumes/cover-letters.aspx

29
OPTIONAL DISCUSSION: WRITE YOUR OWN COVER LETTER

Note: This discussion is optional and will not be graded.

Are You the Right Person for the Job?
A cover letter helps explain why you are the right person for the job. Are you ready to give it a try?

Step 1: Write Your Own Cover Letter

Write your own cover letter following the examples in this unit. There are two options for this assignment (see
below). Your cover letter should include:
· A salutation
· Three body paragraphs
· A closing and a signature

Option one: Write a cover letter for this job advertisement for a client services coordinator:

Client Services Coordinator

Web Discount Corporation of Barcelona, Spain, seeks a full-time Client Services Coordinator.
Responsibilities include greeting clients, answering telephones, and performing other clerical functions.
REQUIREMENTS
High school diploma and /or business college program
2-4 years of clerical or administrative experience
Excellent organizational skills
Typing speed of 30 wpm
Word processing and database experience
Good communication skills
If you would like to work in an exciting environment, e-mail your resume to Pablo Caverro.
Fax: 93 412 1044
Email: pcaverro@email.com

Option two:
Find a job advertisement by yourself and write a cover letter for that position. If you choose this option, copy the
job advertisement in addition to your cover letter.

Step 2: Review what others have written.

• Spend 15 minutes reading other participants' letters.
• Did they write something similar to you? Something different?
• Did they use any vocabulary or phrasing that you really like?

Step 3: Respond to at least 2 posts.

• Identify a strength (one thing they did well),
• Make one suggestion or ask one question.

30
 Module 3 Self-Assessment Rubric
Criteria Meets Expectations Does Not Meet Expectations
Salutation: My salutation is formal and • My salutation is
A cover letter salutation should include: includes the recipient's full informal.
• a formal greeting name and a comma. • My salutation does not
• the recipient's full name include the recipient's
• a comma full name.
• My salutation does not
include a comma.
Body Paragraph 1 My first body paragraph • My first body paragraph
This paragraph explains why you are applying for explains why I am applying does not explain why I
this job. It includes: and includes all the am applying.
• a statement of application required components. • My first body paragraph
• the specific title of the job opening does not include all the
• your source of information (where you required components.
found the job)
Body Paragraph 2 My second body paragraph • My second body does
This paragraph highlights your skills and highlights my skills and not highlight my skills
qualifications. It includes: qualifications. It includes and qualifications.
• 2 or 3 examples from your education, examples and uses key • I did not include
experience, and interests. words from the job examples.
• uses key words from the job description. description. • I did not use key words
from the job description.
Body Paragraph 3: My final body paragraph • My final body paragraph
This final body paragraph should leave the reader includes a request to does not include a
with a positive impression. interview and tells the request to interview.
reader how I will follow up. • My final body paragraph
It includes: It leaves the reader with a does not tell how I will
• a request to interview for the job. positive impression. follow up.
• information about how you will follow up • I have not left the reader
with a positive
impression.
Verb Tenses I have correctly used and I have not used the present
A cover letter will use both the present perfect formatted the present perfect and simple past or they
and the simple past tense to discuss the perfect and simple past are not formatted correctly.
applicant's experiences. tenses in my cover letter.

Formality My cover letter is formal. My cover letter is informal.

A well-formatted cover letter:
• includes formal, professional, and
appropriate language
• uses modal verbs to communicate
clearly, respectfully, and appropriately
• is left-aligned (all parts of the letter start
on the left side of the screen or page)
• is single-spaced with an extra space
between each section

Be Brief! My cover letter fits on one My cover letter is longer than

Maximum Length: 1 Page page. one page.

31
MODULE 3: WRAP-UP AND LOOKING AHEAD

Wrap-up

Congratulations! You have completed Module 3: Writing a Cover Letter

In this module, you:
• Reviewed the structures and format of cover letters and standard business letters
• Identified new fundamental vocabulary, and practice using that new vocabulary in course activities
• Identified and practiced using past tense and present perfect verbs, sentence structure with time words,
and controlling tone with modal verbs

Looking Ahead
In Module 4, we will look at networking.

You will:
• Recognize and use the language of networking and small talk
• Identify and practice using stress, rhythm, and intonation to show meaning and emphasis as you deliver a
brief networking elevator speech
• Describe yourself briefly and clearly in a networking elevator speech

You have completed Module 3! To receive your certificate and digital badge, complete Modules 4 and 5. Keep up
the good work!

32
MODULE 4: Developing Your Professional Network

Table of Contents
MODULE 4: Networking .................................................................................................................................................1
Module 4 Key Vocabulary .........................................................................................................................................3
Lesson 1: What is Networking? .................................................................................................................................6
optional reading practice: “Networking during the Job Search” ..............................................................................8
Lesson 2: Making Small Talk ...................................................................................................................................10
Quiz: Choose the Conversation with Appropriate Topics .......................................................................................12
Lesson 3: Networking Elevator Speech – What to Say When Networking .............................................................13
Lesson 4: Language Focus: Networking Elevator Speech- Delivery ........................................................................15
Quiz: Networking vocabulary Matching .................................................................................................................17
Lesson 5: Preparing a Networking Elevator Speech ...............................................................................................18
Optional Discussion: Write A Networking Elevator Speech ....................................................................................19
Module 4: Wrap-Up and Looking Ahead ................................................................................................................20
Wrap-up ..................................................................................................................................................................20

© 2021 by FHI 360. “Module 4 Packet: Networking” for the Online Professional English Network (OPEN),
sponsored by the U.S. Department of State with funding provided by the U.S. government and administered
by FHI 360. This work is an adaptation of “Unit 4: Networking”, by The University of Pennsylvania licensed
1
under the Creative Commons Share-Alike License. To view a copy of the license, visit
https://creativecommons.org/licenses/by-sa/2.0/
This work is a derivative of "Untitled Image" by mohamed_hassan, "Untitled Image" by Dimhou and "Untitled Image" by MetsikGarden under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network, sponsored by the U.S.
Department of State and administered by FHI 360.

Overview
Welcome to Module 4 of the English for Career Development MOOC! A job seeker needs to build relationships by
meeting new people, making small talk, and describing his/her skills effectively. Through several video lectures and
sample media, you will learn about the importance of networking and how to deliver a networking elevator speech
appropriately. At the end of the module, you will record your own elevator speech to introduce yourself.
Supplemental resources will focus on using social media for networking.
Learning Objectives:
By the end of this unit, you will:
• Recognize and use the language of networking and small talk
• Identify and practice using stress, rhythm, and intonation to show meaning and emphasis as you deliver a
brief networking elevator speech
• Identify new fundamental vocabulary and use those new words and phrases in course activities
• Introduce yourself briefly and clearly

To-Do List
To successfully complete Module 4, please do the following:

1. Review: Module 4 videos, presentations, and articles. (1 - 2 hours)

2. Discuss: Optional: Join your colleagues in a discussion about networking elevator speeches (45 minutes)
3. Check-In: Complete the following quizzes:
a. Choose the Conversation with Appropriate Topics* (20 minutes)
b. Reading Practice: Networking During the Job Search (30 minutes)
c. Networking Vocabulary Matching* (20 minutes)

2
MODULE 4 KEY VOCABULARY
Module 4 will feature the following key vocabulary words. They will be highlighted in bold. You can return to this
page to review as needed. These words may appear in quizzes throughout the course.

an elevator speech (n)

Definition: An elevator speech is a short description of your skills and career goals.
Sample sentence: Even though an elevator speech is short, it should give enough information to make the listener
know who you are and what you can do.

intonation (n)

Definition: Intonation is the rising or falling sound to signal question or the end of a statement.
Sample Sentence: Intonation is used to show that you're asking a question or ending a statement.

a network (n)

Definition: A network is the connections between many things or people.

Sample Sentence: When you meet new people and discover common interests, they become a part of your
professional network.

to network (v)

Definition: When you network you talk to other people about your job search and career goals.
Sample sentence: When you’re networking, you’re building professional relationships, which take time to grow.

3
rhythm (n)

Definition: A rhythm is a pattern of words and pauses.

Sample Sentence: The best elevator speech uses stress and rhythm most effectively.

small talk (n)

Definition: When you make small talk, you make polite conversation with someone you don’t know very well.
Sample Sentence: Usually, small talk is about topics that we consider safe and not controversial.

stress (v)

Definition: When you stress words, you make them louder and longer.
Sample sentence: Job seekers who use stress, pausing and intonation effectively appear more competent and are
more likely to be successful in their networking.

taboo (adj)

Definition: Topics that are not talked about or could upset someone are taboo.
Sample Sentence: Some examples of taboo topics in the United States are religion, politics, and salary.

4
Image Credits
1. an elevator speech (n) – This image is a derivative of “Untitled Image” by Muhammad Faiz
Zulkeflee on Unsplash under Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for
use in the Online Professional English Network, sponsored by the U.S. Department of State and
administered by FHI 360.

2. intonation (n) - This image is a derivative of “Untitled Image” by OpenClipart-Vectors from Pixabay under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional
English Network, sponsored by the U.S. Department of State and administered by FHI 360.

3. a network (n) - This image is a derivative of “untitled image” by Gordon Johnson from Pixabay under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional
English Network, sponsored by the U.S. Department of State and administered by FHI 360.

4. to network (v) - This image is derivative of Photo by HIVAN ARVIZU @soyhivan on Unsplash under
Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional
English Network, sponsored by the U.S. Department of State and administered by FHI 360.

5. rhythm (n) - This image is derivative of “Untitled Image” by Lee Pigott on Unsplash under Unsplash
license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English
Network, sponsored by the U.S. Department of State and administered by FHI 360.

6. small talk (n) - This image is derivative of “Untitled Image” by Priscilla Du Preez on Unsplash under
Unsplash license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional
English Network, sponsored by the U.S. Department of State and administered by FHI 360.

7. to stress (v) - This image is derivative of "Untitled Image"” by Mohamed Hassan via Pixabay under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional
English Network, sponsored by the U.S. Department of State and administered by FHI 360.

8. taboo (adj) - This image is derivative of “Untitled Image” by Tumisu from Pixabay under Pixabay license.
This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network,
sponsored by the U.S. Department of State and administered by FHI 360.

5
LESSON 1: WHAT IS NETWORKING?

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. Welcome to Unit 4. In this unit, we're going to focus on some of the speaking skills that are important for job
seekers to develop.

Networking is a big part of the job search process. We're going to talk about what networking is and why it is
important in your career development. In later videos, we will focus on what to say and how to say it.
What is networking?
Let's begin with some definitions. First, a network is a connection between many things or
people. In career development, networking means connecting with other people to talk about
your job search and career goals.

You can talk to other people formally at a professional conference or informally at lunch with
friends. When you are networking you are meeting new people and learning more about
different jobs and a network (n.) companies. Networking is about building professional relationships, which
take time to grow. When you meet new people, you learn about common interests or things
you both know
about.

For example, two co-workers meet while working for a large financial company in New York.
They quickly learn that they both went to the same university. This common
background is the beginning of their professional relationship and may help them learn
about some to network (v.) other things that they have in common such as major or subject areas,
work experiences, or other people they both know. These are called mutual
friends, or acquaintances.

How can you grow your professional network?

When you meet new people and discover common interests, they become a part of your professional network.
There are many ways to increase or add to your professional network.
1. You can join a professional organization, which is a group of people with similar occupations or careers.
2. You can use social media websites like LinkedIn, Facebook, or Twitter.
3. You can contact College Alumni groups. Alumni groups are a connection of current and past students from
the same university.

Why is networking important?

Once you have a group of people, your network can be very important for your career, because they might know
about job openings that are not advertised. When some companies add jobs, they may not need to advertise
online or in newspapers because they use their current employees to fill new positions.

6
Let's look at an example of how networking really works.

Jack is a manager at a large tech company, and he is looking for an additional web designer to add to the team.
After he told his team, Martha remembered that her friend, Jin-Soo, is a web designer and looking for a new job.
Martha calls Jin-Soo and recommends that he contact her manager Jack about the job. As a result of this network,
Jin-Soo learns about an unadvertised job, sends his resume and cover letter and interviews for the job. After the
interview, Jin-Soo thanks Martha with a phone call or by sending her an e-mail or a letter.

Summary
In summary, we have learned that networking is connecting with other people to talk about job openings and
career goals. We also learned how to increase your network by joining organizations and using social media
websites. Remember that networking is about building professional relationships and can help you to learn about
jobs that are not advertised online or in newspapers.

7
O P T I O N A L R E A D I N G P R A C T I C E: “ N E T W O R K I N G D U R I N G T H E
JOB SEARCH”

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
All questions in this quiz refer to the reading, “Networking during the Job Search." You are allowed to refer to this
reading as you answer these questions. You can take this quiz as many times as you want, and your highest score
will be kept.

Note: This an optional reading practice activity. You do not need to pass this quiz in order to pass the course and
receive your digital badge and certificate

Networking during the Job Search

“Four women working in a business meeting in a cafe coffee shop”

by LinkedIn Sales Solutions via Unsplash under Unsplash license.

Networking is a key part of job hunting. All it means is talking to others—either formally or informally—about your
job search and career goals.

Networking facts:
• It is not the same as asking for a job. Usually, your networking contacts will not be potential employers.
• It helps you learn inside information about jobs that are being created.
• It lets you tap into the “hidden network”—the many jobs that are never advertised.
• It's helpful for ongoing professional and personal development.
• An employer who is not hiring today may be looking for someone like you tomorrow.
• Before you begin networking, be clear about your job search goals.

Think about what you want to say to others about yourself, and what you want to
know from them.
• What kind(s) of job(s) are you looking for?
• What skills and experience prepared you for these jobs?
• Are you focused on a particular industry?
• Do you want to find a job at a particular company?
• Do you want to look for jobs in one local area?

8
An elevator speech is a two-minute description of your skills and career goals.
It's an easy way to share what you want to learn from someone who is in a position to help you. Here's an
example:
"Hi. My name is ____________. I'm looking for ( a kind of job ) in ( an industry, field, or location ). I really enjoy (
something about a past job or experience ) . I'm good at ( a certain job skill )."

After you’ve briefly stated these facts, you can ask for help or advice.

For example:
• "Do you have any advice for me?"
• "Do you know anything about this company?"
• "Do you know anyone who does know about ______________?"
• "Can I use your name to contact them?"

Source: U.S. Department of Labor, Employment and Training Administration. Why Network? (n.d.). Web:
http://www.careeronestop.org/JobSearch/Network/why-network.aspx and CareerOneStop. Your elevator speech. (n.d) Web:
http://www.careeronestop.org/jobsearch/network/elevator-speech.aspx.

9
LESSON 2: MAKING SMALL TALK

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we're going to discuss making small talk. We'll define what small talk is, give some examples of
it and explain how making small talk is relevant to networking and ultimately finding a job. So, to begin, let's define
what small talk is.

What is small talk?

Small talk is when you make polite conversation with someone. Often the
conversation is with someone you don't know very well, so you may have
to speak with this person for the very first time. A conversation may begin
as small talk and then continue into speaking about something more
important. But usually, small talk is the first stage before you can get to
that more important place.

For example, let's say you are in a business meeting with your co-workers.
You might begin the conversation with one of your colleagues by asking
her about her family. You might say, “Untitled Image” by Priscilla Du “Hey, Maria, how are you? How's
your family doing? Did your youngest Preez on Unsplash under Unsplash license. start school yet?” In this
situation, the speaker asks a question about his co-worker's family.
Questions are a good way to get a conversation started.

What are safe topics for small talk?

Usually, small talk sticks to topics that we consider safe. In the United States, chatting about someone's family is
generally a safe topic. Chatting about the weather is a safe topic. Chatting about food, or travel, or movies, are safe
topics.

Safe topics are ones where you can be pretty sure that you will not upset, or offend the person, by talking about
these topics. In the US, we usually stay clear of certain topics, topics that we consider taboo or controversial, topics
that could upset someone. Some examples of taboos in the US are religion, politics, and salary. It's best to avoid
discussing these topics in a conversation, especially with someone you're trying to make a good impression with.
So, you would never say to a colleague in a conversation, “how much money do you make in your job?”

How can you prepare to make small talk?

Perhaps, to help you make small talk, you should have a number of questions already prepared. That way, you're
not tongue-tied or unable to speak when you meet someone. This brings up an important point regarding small
talk or conversation in general-- a lot of people are introverted or shy by nature. They feel uncomfortable talking
about themselves especially to strangers. This is a perfectly normal thing. However, if you have such a personality,

10
you don't want this to stop you from having a conversation with someone who might possibly open a door to a
future job. You will need to try and find a way to overcome this personality obstacle.

In social situations, like meeting someone for the first time and feeling pressure to speak, asking questions is a
good way to take the focus off you. If you have a number of questions already prepared, this will also help take
some of the stress away in these uncomfortable situations. Beforehand, write down a number of the questions
that you can use in these situations. Choose topics from the safe list we talked about earlier.

Here are a couple of examples:

1. How was your weekend? Did you do anything fun or interesting?
2. The weather forecast looks very nice for this coming weekend. Do you have any plans?
3. What restaurants would you recommend for lunch?

These are just a few examples. Try these out of few times on a friend or a family member to see if they work
and whether you need more practice. Select the ones you think work well and throw out the ones that don't.

Summary
In this video, we've looked at the topic of small talk. We've examined some examples of it and discussed how it is
relevant to networking.

What’s Next?
Next, we'll take a quiz to practice appropriate phrases from a conversation.

11
QUIZ: CHOOSE THE CONVERSATION WITH APPROPRIATE
TOPICS
>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
Decide if the following questions are appropriate (safe, acceptable) or inappropriate (taboo, controversial) for
small talk in U. S. culture.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

12
LESSON 3: NETWORKING ELEVATOR SPEECH – WHAT TO
SAY WHEN NETWORKING

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video we will discuss what to say when you are networking. Job seekers often meet many people
while they are searching for a job. We will discuss how to prepare and practice networking elevator speech which
is a short description of skills and career goals. For many of us, it is easier to meet and talk to new people if we
have prepared and practiced something to say about ourselves.

What is an elevator speech?

Let's imagine that you just got in an elevator with a high-level manager in your
company. After you greet each other, you want to tell the manager a little bit more
about yourself. What would you say? Most people would say nothing and miss the
chance to make a good impression on the manager. However, successful job seekers
should have a prepared statement they can use to introduce themselves to another
person quickly. This short description is known as an elevator speech because the
average amount of time in an elevator is about 45 seconds. Even though the elevator
speech is short, it should give enough information to make the listener know who you
are, and what you can do.
an elevator speech (n)

This image is a derivative of What information should you include in your elevator
“Untitled Image” by Muhammad speech?
Faiz Zulkeflee on Unsplash under
Unsplash license This derivative is Let's start with the basic information that you should include in your elevator speech.
licensed under CC BY 4.0 by FHI First, tell them your full name and current job title, department, or employer. Second,
360 for use in the Online tell the other person what you are looking for: information or a kind of job in an
Professional English Network,
sponsored by the U.S.
industry, field, or location. Third, tell them something about a past job or experience
Department of State and that could be important to them. Fourth, tell them about a job skill that you have and
administered by FHI 360. are very good at.

After you've described a little bit about yourself, then you can ask the other person a
general question. A general question is one that is easy to answer. For example, do you know if the company is
hiring anyone right now? Asking questions helps to keep the conversation going and allows you to find out more
about them.

Let's see how an example job seeker, Amanda Smith, would introduce herself when networking. In this situation,
Amanda is at a professional conference with many people in the auto industry and she is talking with some people
from Toyota. Here's an example of what she could say to introduced herself. First, she greets them with her name
and gives her current job.

13
“Hello, I'm Amanda Smith and I have been in sales for about five years.”

Second, she explains what she's looking for, “I'm currently looking for a sales position in the auto industry.”

Third, she tells them about a current or past experience, “One of the things I like most about sales, is meeting and
talking with new customers all the time.”

Fourth, she describes a job skill, “I'm really good at listening to customers, and I am able to understand what they
really want.”

Lastly, she asks a general question, “do you know if Toyota is hiring any new salespeople in this area?”

So, by asking a question at the end, Amanda keeps the conversation going, and gives the listeners a chance
to introduce themselves as well. The question at the end is optional or your choice.

Summary
In summary, job seekers should have a short, prepared description or an elevator speech that they can use to
introduce themselves when networking. A good elevator speech includes your name and current job, what you are
looking for, something from a past experience, and a short description of your best job skill. Even though it is short,
it can give other people a lot of information about you.

What’s Next?
In the next video, we will talk about how to deliver your elevator speech with confidence.

14
 LESSON 4: LANGUAGE FOCUS: NETWORKING ELEVATOR
SPEECH- DELIVERY

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello. In this video, we're going to talk about the pronunciation and delivery of a networking elevator speech.
When we are networking, we not only need to think about what we are saying but also how we are saying it. We
should be aware of our word choices and how we say them. Speakers who use effective stress, pausing, and
intonation are often easier to understand and show confidence. We will start by defining stress, pausing, and
intonation and then we will look at an example of how the delivery can show confidence. So, what are stress,
pausing, and intonation?

What are stress and pausing?

When we talk about stress, we mean words that are longer and louder. Stressed
words are usually important keywords that you want the listener to hear clearly. Let's
look at an example sentence from Amanda's elevator speech. Which words are longer
and louder?

I've been in sales for about five years.

In this sentence, the word sales and five years are stressed. These are the words that
the listener needs to hear clearly.
This work is derivative of
"Bernhoft" by Vidar Nordli-
Pauses are also important when speaking. Pauses are the short silence between
Matheson and "Secret"
by Kristina Flour via Unsplash words. In English there's usually a pause after stressed words. Some speakers have
under Unsplash license. This longer or shorter pauses, but there is a pause. Let's look at the same sentence and
derivative is licensed CC BY notice the words that are said together and where to pause.
4.0 by FHI 360 for the Online
Professional English Network
(OPEN), sponsored by the U.S. I've been in sales… for about five years.
Department of State.
Amanda pauses after the word sales and five years. You should also notice that the
pause follows the words with the most stress.
What is intonation?
Intonation is the rising or falling of a sound. Intonation is used to show that you're
asking a question or ending a statement. Rising intonation usually signals that the
speaker isn't finished speaking or signals a yes or no question. Falling intonation is
used to signal the end of a statement or a wh- question that begins with who, what,
when, where or how. Let's look at Amanda's intonation. Notice how her intonation
falls at the end of the statement.

I'm really good at listening to customers.

“Untitled Image” by OpenClipart- Now notice that her intonation rises at the end of this yes or no question.
Vectors from Pixabay under
Pixabay license.

15
Do you know if Toyota is hiring any new salespeople in this area?

Intonation is important because it shows your level of confidence. If Amanda has too much rising intonation
she would sound like she's asking too many questions or that she's not sure of herself. On the other hand, too
much falling intonation can make her sound like she's impatient or unfriendly.

In a networking elevator speech, you want to show confidence but not sound impatient or unfriendly. If Amanda
doesn't sound confident the other people will not be confident in her skills or abilities. Likewise, if she sounds
impatient, the other people may think she's not easy to work with.

Now, I'm going to say the networking elevator speech and model the stress, pausing and intonation that shows
confidence. Pay attention to the words that are louder. Also, notice how I pause and the intonation that I use.

Hello… I'm Amanda Smith… and I have been in sales for about five years... I'm currently looking for a sales
position in the auto industry… One of the things I like most about sales is meeting… and talking… with new
customers all the time.... I'm really good at listening to customers and I'm able to understand what they really
want. Do you know if Toyota is hiring any new salespeople in this area?

Summary
Let's review what we've learned about the pronunciation in networking elevator speeches. Job seekers who use
stress, pausing and intonation effectively appear more competent and are more likely to be successful in their
networking.

16
QUIZ: NETWORKING VOCABULARY MATCHING
>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
For each vocabulary word or phrase, choose the best definition.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

17
LESSON 5: PREPARING A NETWORKING ELEVATOR SPEECH

The video for this lesson is available online. Please find the transcript for the lesson below.

In the video that follows, watch how the speaker introduces herself with a networking elevator speech. Listen to
Brian's introduction to the task, and then listen as Robyn delivers her networking elevator speech.

Listen for Robyn's name, current job, what she is looking for, and something about a past job or experience, as well
as a skill that she has. Listen for the verb tenses and key words that she uses. Also, listen to her stress, rhythm, and
intonation.

While attending a professional conference in another city, imagine that you've just arrived at a social event with
many people who work in the same industry as you, medicine, engineering, education, etc. While you are learning
about new things in your field, you are also meeting new people who work in the same industry. These people
work for other companies or organizations, and they may know about available jobs. Whenever you meet new
people in a professional setting, it is important that you have a short description that you can use to introduce
yourself to others. We've looked at things to say in a networking elevator speech and how to stress certain words
and pause in specific places. Now, it is your chance to try it out.

Hello. My name is Robyn Turner and I've been an English language instructor for over 15 years. I taught
English in many different programs in Japan, Bulgaria, and New York. I'm looking to work with other
instructors to help build online courses. I've really enjoyed working with international students because I
learned so much about different people, places, and cultures. One of my best skills is being flexible and
willing to try new things.

18
OPTIONAL DISCUSSION: WRITE A NETWORKING ELEVATOR
SPEECH

Note: This discussion is optional and will not be graded.

Directions: Introduce yourself with a networking elevator speech.

Requirements: Write a short paragraph (5-6 sentences) and mark the text for appropriate stress, rhythm, and
intonation. Underline, bold, or CAPITALIZE the words that should be stressed. Your response should include:
• your name and current job
• what job you are looking for
• something about a past job or experience
• a skill that you have
Peer Review
• Each learner is required to review THREE submissions. If you have time, please consider reviewing more
than three. This will help everybody in the course to pass the assignment on time.
• Please remember that everyone in the course is trying to learn. Some learners will be very nervous, so
please try to be encouraging with your feedback. If there are parts of the answer missing, please try to
offer constructive feedback that will help the learner to improve his/her response.
Sample answer
Hello, I’m Amanda Smith and I have been in sales for about five years. I’m currently looking for a sales position in
the auto industry. One of the things I like most about sales is meeting and talking with new customers all the time.
I’m really good at listening to customers and I am able to understand what they really want.

Module 3 Discussion Self-Assessment Rubric

Criteria Meets Expectations Does Not Meet
Expectations
Content My elevator speech
In an elevator speech, you should do 5 things: My elevator speech does not include all
1. Identify yourself (full name and current job title, includes all 5 content 5 content areas.
department, or employer) areas.
2. Identify what you're looking for (information or a kind of
job in an industry, field, or location)
3. Identify what you can offer (something about a past job or
experience that could be important for them)
4. Identify a job skill you have and are very good at.
5. Ask a general question.
Length My elevator speech is 5 My elevator speech
Your elevator speech should be a 5 to 6 sentence paragraph. to 6 sentences long. is less than 5 or
more than 6
sentences long.
Peer Review I replied to at least two I did not reply to two
Review at least 2 submissions. other posts. or more posts.
Offer constructive feedback.

19
MODULE 4: WRAP-UP AND LOOKING AHEAD
WRAP-UP

Congratulations! You have completed Module 4: Networking

In this module, you:
• Recognized and used the language of networking and small talk
• Identified and practiced using stress, rhythm, and intonation to show meaning and emphasis as you
deliver a brief networking elevator speech
• Introduced yourself briefly and clearly

Looking Ahead
In Module 5, we will look at interviewing.

You will:
• Understand different types of questions used in job interviews
• Identify new fundamental vocabulary, and practice using that new vocabulary in course activities
• Answer an interview question briefly and clearly

You have completed Module 4! To receive your certificate and digital badge, complete Module 5. Keep up the
good work!

20
MODULE 5: Interviewing for a Job

Table of Contents
MODULE 5: Interviewing for a Job................................................................................................................................. 1
Module Overview ..................................................................................................................................................... 2
Module 5 Key Vocabulary ......................................................................................................................................... 4
Lesson 1: Overview of the Job Interview .................................................................................................................. 6
OPTIONAL Reading Practice: “Interview Tips”.......................................................................................................... 9
Lesson 2: Answering Typical Interview Questions .................................................................................................. 11
Lesson 3: Language Focus – Asking for Clarification in an Interview...................................................................... 13
Quiz 1: Interview Jeopardy ..................................................................................................................................... 15
Lesson 4: Sample Interviews: Do’s and Don’ts Part 1............................................................................................. 16
Lesson 5: Sample Interviews: Do’s and Don’ts Part 2............................................................................................. 18
Quiz: Matching Answers to Questions.................................................................................................................... 20
Optional Discussion: Interview Question and Response ........................................................................................ 21
Module 5: Wrap-Up and Looking Ahead ................................................................................................................ 22
Course Conclusion ....................................................................................................................................................... 23

© 2022 by FHI 360. “Module 5 Packet: Interviewing for a Job” for the Online Professional English Network
(OPEN), sponsored by the U.S. Department of State with funding provided by the U.S. government and
administered by FHI 360. This work is an adaptation of “Unit 5: Interviewing for a Job”, by The University of
1
Pennsylvania licensed under the Creative Commons Share-Alike License. To view a copy of the license, visit
https://creativecommons.org/licenses/by-sa/2.0/

MODULE OVERVIEW
This work is a derivative of "Untitled Image" by Tumisu, "Untitled Image" by Shutterbug75 and "Untitled Image" by MetsikGarden under
Pixabay license. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the Online Professional English Network, sponsored by the U.S.
Department of State and administered by FHI 360.

Overview
Welcome to Module 5 of the English for Career Development MOOC! Job seekers need to present themselves well
by describing their skills effectively. Another important skill is asking and answering questions in a job interview.
Through several video lectures and sample media, you will learn about the types of questions asked in a formal job
interview. At the end of the unit, you will answer a job interview question. Supplemental resources will focus on
using social media for networking and current trends in the workplace.

Learning Objectives:
By the end of this unit, you will:
• Distinguish different types of questions used in job interviews,
• Identify new fundamental vocabulary, and practice using that new vocabulary in course activities,
• Read, watch, and listen to a variety of texts and multimedia sources. Show us you understand these texts
and key course concepts through comprehension check quizzes,
• Prepare and answer an interview question briefly and clearly.

2
Module 5 To-Do List
To successfully complete Module 5, please do the following:

1. Review: Module 5 videos, presentations, and articles. (1 - 2 hours)

2. Discuss: Optional: Join your colleagues in a group discussion about interviews (30 minutes)
3. Check-In: Complete the following quizzes:
a. Interview Jeopardy* (20 minutes)
b. Reading Practice: Interview Tips (30 minutes)
c. Listening / Reading Practice: Five Illegal Questions in the U.S. (30 minutes)
d. Matching Answers to Questions in the U.S.* (20 minutes)
e. Module 1 Check (5 minutes)

3
MODULE 5 KEY VOCABULARY
Module 5 will feature the following key vocabulary words. They will be highlighted in bold. You can return to this
page to review as needed. These words may appear in quizzes throughout the course.
clarification (n)

Definition: When you don’t understand something the interviewer says, you ask for clarification, to make the
question clearer.
Sample sentence: It is a good idea to ask for clarification or repetition if you don't understand the question.

an interviewee (n)

Definition: In an interview, the interviewee is the person answering the questions.

Sample Sentence: Good interviewees have some strategies that allow them to better understand what the
interviewer is saying

interviewer (n)

Definition: In an interview, the interviewer is the one asking the questions.

Sample Sentence: Job seekers should prepare a list of questions that they want to ask the interviewer about the
company or about the job itself.

repetition (n)

Definition: Repetition happens when you ask the interviewer to repeat, or say again, something you didn’t
understand.
Sample Sentence: If you don’t understand the question, asking for repetition is a good strategy.

4
Image Credits:
1. clarification (n) – This image is a derivative of “Untitled Image” by Gerd Altmann from Pixabay under Pixabay
license. This derivative is licensed under CC BY-SA by FHI 360 for use in the OPEN program, sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.

2. an interviewee (n.) This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash
license . This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.

3. an interviewer (n.) This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash
license . This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.

4. repetition - This work is a derivative of "Untitled Image" by Jake Leonard via Unsplash under the Unsplash
license. This derivative is licensed under CC BY by FHI 360 for use in the OPEN program, sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.

5
LESSON 1: OVERVIEW OF THE JOB INTERVIEW
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello and welcome to the final unit in career development. In this unit, we're going to talk about the last step in
the job search process, the job interview. By now, you've written a great resume and cover letter, you've practiced
your networking elevator speech, and you've got a job interview.

In this video, we will go over some important things to know about job interviews in the United States. This is your
chance to answer questions about your skills and qualifications, ask questions about the job or the company, and
make a positive impression on the employer.

In later videos, we will focus on the language of questions, show you some sample questions you could hear in a
job interview, and how to answer them.

A job interview

Let's begin with some basic information about job interviews. A job interview is a formal meeting between an
employer and a job seeker to decide if the person should get the job.

The interviewer
asks a question.

The employer is called the interviewer and is the person asking the questions.

The interviewee
responds.
The job seeker is called the interviewee and is the person answering the questions.

Job interviews are usually in person or face-to-face and are quite formal. Sometimes, interviews can be done by
phone or video conference.

6
To be more successful, job seekers can prepare for an interview by practicing answers with specific examples of
their skills and qualifications from their past experience.

Preparing for a job interview

Interviews are a great chance to explain your qualifications and transferable skills with examples or short stories.
For example, many employers look for people who can show leadership skills or creativity in solving problems. You
can prepare answers that show you have these skills by using examples from your past work experiences or
education. Remember, you're not memorizing answers but just preparing some short specific examples that you
can use to answer common interview questions. For example, if an interviewer said, “tell me about a time that you
solved a problem,” I would talk about how I created a document to help other teachers plan their schedules.

Here's another example question. If the interviewer says, “what did you learn from working at XYZ company?” I
would answer by saying, “I learned many things about new software and computer programs to manage
information in a busy office.”

By having a short, prepared example, I would feel more confident in my answer. I can always add more
information in the interview and give more details. But at least I have something to say when an interviewer asks
these questions.

Sometimes interview questions can be difficult to answer. It is a good idea to ask for clarification or repetition if
you don't understand the question. You will learn how to do this in a later video.

Before an interview, job seekers should prepare a list of questions that they want to ask the interviewer about the
company or about the job itself. By asking two or three questions, the candidate shows interest in the job and the
company.

Some examples of possible questions to ask are:

1. What are the daily responsibilities of this job?
2. What computer equipment or software does the company use?

Make a positive first impression

Finally, job seekers should make a positive impression by looking professional. They do this by wearing
professional clothes such as a business suit or dress. You should be on time or early to the interview. During the
interview, keep eye contact with the interviewer. Give clear and honest answers and bring extra copies of
important documents like resumes or certifications.

Summary
In summary, job seekers should be prepared for job interviews with examples of their skills and qualifications to
answer the questions. Job seekers should also ask a couple of questions about the organization or the job duties.
And finally, job seekers should make a positive impression by presenting themselves professionally.

What’s Next?

7
Now, practice your reading skills with a short practice quiz about job interviews.

Image Credits
1. an interview: “Untitled Image” by Van Tay Media on Unsplash under Unsplash license
2. an interviewee (n.) This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash license .
This derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State
with funding provided by the U.S. government and administered by FHI 360.
3. an interviewer (n.) This image is a derivative of “Untitled Image” by Van Tay Media on Unsplash under Unsplash license . This
derivative is licensed under CC BY 4.0 by FHI 360 for use in the OPEN Program, sponsored by the U.S. Department of State with
funding provided by the U.S. government and administered by FHI 360.
4. a positive first impression “Untitled Image” by Werner Heiber from Pixabay under Pixabay license.

OPTIONAL READING PRACTICE: “INTERVIEW TIPS”

>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
All questions in this practice quiz refer to the reading, “Interview Tips." You are allowed to refer to this reading as
you answer these questions.

You can take this quiz as many times as you want, and your highest score will be kept.

Note: This is an optional reading practice activity. You do not need to pass this quiz in order to pass the course and
receive the digital badge and certificate.

Interview Tips

“Untitled Image” by Christina @ wocintechchat.com via Unsplash under Unsplash License.

Job Interviews are your chance to sell your skills and abilities.
Job Interviews also give you a chance to find out if the job and company are right for you. Follow the tips here to
be successful in your interviews.

Review common interview questions.

Practice answering them with someone else or in front of a mirror. Come prepared with examples or short stories
that relate to the skills that the employer wants, while emphasizing your:

• Strengths
• Flexibility
• Leadership skills
• Ability and interest to learn new things
• Additions to the organizations in which you have worked or volunteered
• Creativity in solving problems and working with people

Before the interview, know how well you qualify for the job. For each requirement listed in the job advertisement,
write down your qualifications. This can show you if you don’t have a particular skill. Plan how you will talk about
that in the interview to persuade the interviewer that you can learn the skill.

Make a list of questions that you would like to ask during the interview. Pick questions that will demonstrate
your interest in the job and the company. This might include commenting on the news you learned from the

9
company website, and then asking a question related to it. Also ask questions about the job you will be expected
to perform, like:

• What are the day-to-day responsibilities of this job?

• How will my responsibilities and performance be measured? By whom?
• Could you explain your company structure?
• What computer equipment and software do you use?
• What is the organization's plan for the next five years?
Be prepared. Remember to bring important items to the interview:

• Notebook and pens to take notes

• Extra copies of your resume and a list of references
• Copies of letter(s) of recommendation, licenses, transcripts, etc.
• Portfolio of work samples

On the day of the interview, remember to:

• Plan your schedule so you arrive 10 to 15 minutes early.

• Go alone.
• Look professional. Dress in a manner appropriate to the job.
• Leave your MP3 player, coffee, soda, or backpack at home or in your car.
• Turn off your cell phone.
• Bring your sense of humor and SMILE!

Display confidence during the interview, but let the interviewer start the conversation. Send a positive message
with your body language.

• Shake hands firmly, but only if a hand is offered to you first.

• Maintain eye contact.
• Listen carefully. Welcome all questions, even the difficult ones, with a smile.
• Give honest, direct answers.
• Develop answers in your head before you respond. If you don't understand a question, ask for it to
be repeated or clarified. You don't have to rush, but you don't want to appear indecisive.

End the interview with a good impression. A positive end to the interview is another way to ensure your success.

• Be courteous and allow the interview to end on time.

• Restate any strengths and experiences that you might not have emphasized earlier.
• Mention a particular accomplishment or activity that fits the job.
• If you want the job, say so!
• Find out if there will be additional interviews.
• Ask when the employer plans to make a decision.
• Ask for a business card or contact information of the interviewer(s). Don't forget to send a thank-you
note or letter after the interview.

Source: U.S. Department of Labor, Employment and Training Administration. Interview Tips (n.d.). Web:
http://www.careeronestop.org/workerreemployment/jobsearch/interview/interview-tips.aspx

10
LESSON 2: ANSWERING TYPICAL INTERVIEW QUESTIONS
The video for this lesson is available online. Please find the transcript for the lesson below.

Hi there! In this video, we are going to discuss some typical interview questions. We will discuss two types of these
questions and finally look at a few questions you should ask in an interview.

In a typical interview, the interviewer, or interviewers as sometimes there may be more than one person, is there
to find out if you are the right person for the job.

If you are in an interview or preparing for one, then congratulations. You have got this far because the employer is
seriously considering you as a possible employee. However, you now need to show them that you really are the
person for the job. You can do this by answering the questions the interviewer asks you in an honest and detailed
way. Honest, because the interviewer wants to know if you are the same person, you say you are in your resume
and cover letter. And detailed because you want to give enough information in your responses.

Direct interview questions

During an interview, some questions will be direct, and some will be indirect. Examples of direct questions are:
• Why are you a good fit for this job?
• Why do you want to work for this company?”

These questions should be pretty clear to understand and answer. Since both questions use “why” you should give
reasons in your answers.

So, you might say in your response, “I believe I'm a good fit for this company because I have the necessary skills
and experience to fit right in and help the company grow.”

Indirect interview questions

However, indirect questions are more difficult to recognize. An example of an indirect question is:
• So, tell me a little bit about yourself.

It's called an indirect question because the question doesn't begin with a wh- word, like what, where, when, why,
who, and how, which direct questions often use. However, it is still a question, and you need to listen carefully
during the interview for these types of indirect questions.

Let's look at another example of an indirect question:

• I wonder if you could tell me about a time when you faced a challenge and you overcame that
challenge.

Again, no wh- word is used at the beginning of the question, but the interviewer uses the expression, “I wonder if
you could tell me.”

11
The interviewer is asking you to share an example from your own life when you had a challenge or a problem and
explain how you solve that problem. So, when you hear this expression, you should recognize it as a question and
be ready to answer it.
One final example of an indirect question is:
• I'd like to know what type of skills you have that make you qualified for this job.

The speaker uses the expression “I'd like to know,” which means “can you tell me?”

• Who...?
• What...?
Direct
• Where...?
questions
• When...?
• Why...?

• Tell me about...
Indirect
• I wonder if you could tell me...
questions
• I'd like to know about...

Preparing your own questions

Finally, in a typical interview in the US, not only does the interviewer ask you questions but you will usually have an
opportunity at the end of the interview to ask your own questions. The interviewer might say, “do you have any
questions for me?” Or “do you have any questions of your own?”

To make a good impression, it's really important that you have already prepared at least two questions before the
interview, and you ask these at this point. The questions should be related to the job or organization in some way.

So, for example, you might ask, “what opportunities are there for professional development in this company?” Or
“what is the next step in the interview process?”

So, now we've discussed some common questions in job interviews.

Next, we're going to look at some ways you can ask for clarification in an interview when you don't understand the
question. Thanks for watching.

12
LESSON 3: LANGUAGE FOCUS – ASKING FOR CLARIFICATION
IN AN INTERVIEW
The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this video, we'll be looking at asking for clarification and repetition in an interview. We will discuss what
asking for clarification and repetition means and give some examples of each. Clarification is when you don't
understand something the interviewer. So, you ask him or her to make it clear. Repetition is when you ask the
interviewer to repeat or say again, something that they said.

Untitled Image” by Gerd Altmann from Pixabay under Pixabay license.

In a job interview, there may be times when you won't understand every question an interviewer asks you. This
may be especially true if you're doing an interview in a language that is not your first, such as English. It is perfectly
normal that sometimes you won't understand everything the interviewer asks you. You shouldn't panic. Good
interviewees have the same difficulty, but they usually have some strategies, or ways of working around a
difficulty, that allow them to better understand what the interviewer is asking. Asking for clarification and
repetition are two such strategies.

Let's imagine the interviewer just asked you the following question, “could you tell me what kind of skills you
might bring to this position?”

Now, let's say you don't understand the question. We're going to look at three useful expressions you can use to
either ask the interviewer for clarification or repetition.

I’m sorry, I didn’t understand your question. Could you repeat that, please?

The first expression is, “I'm sorry, I didn't understand your question. Could you repeat that, please?”

The interviewee begins by apologizing for not understanding what was said, “I'm sorry.” This shows politeness. The
interviewee then goes on to say that here she didn't understand. “I didn't understand your question.” Finally, the
interviewee asks politely, if the interviewer could repeat the question by saying, “could you repeat that, please?”

13
Notice how “could” is used here, which is a more polite or less direct way of asking for something. “Could you
repeat that, please?”
The second expression is, “I'm not quite sure I understood you correctly. Did you mean…?”

I’m not quite sure I understood you correctly. Did you mean…?

In this case, the interviewee is making sure that he or she understands the question the interviewer just asked. The
interviewee might say, “I'm not quite sure I understood you correctly. Did you mean what type of qualifications
will I use in this job?”

The interviewer will usually say, “yes” or “no” and then give more explanation. So, the interviewer might say
“actually, no, I was asking what kind of skills you might bring you to this position.”

Notice how the interviewee first uses the expression, “I'm not quite sure I understood you correctly.” The
interviewee could have said, “I didn't understand you.” But “I'm not quite sure I understood you correctly,” is more
polite and therefore sounds better.

Let's look at one final expression, “if I understand you correctly, you're asking…”

If I understand you correctly, you’re asking…

Again, the interviewee uses a more polite expression rather than saying, “I don't understand you,” which could
sound too direct to the interviewer.

“If I understand you correctly, you're asking me what kind of skills I will bring to this job.” The interviewer might
then say, “yes. That's correct.”

Summary
In this video, we have looked at ways of asking an interviewer to repeat or clarify information in a question. These
are useful expressions you can use if you don't fully understand what the interviewer is asking you.

What’s next?
Next, we will take a short quiz to check your understanding of appropriate interview questions.

14
QUIZ 1: INTERVIEW JEOPARDY
Instructions: Read each answer to an interview question, then choose the question that was asked.

You can take this quiz as many times as you want, and your highest score will be kept. You must score at least 70%
to pass this quiz.

>>>> Please note that this quiz can only be completed in Canvas. <<<<

15
LESSON 4: SAMPLE INTERVIEWS: DO’S AND DON’TS PART 1

The video for this lesson is available online. Please find the transcript for the lesson below.

Hello, in this and the next and final video in our course, we're going to look at some of the do's and don'ts of an
interview. We will look at what are acceptable things to see and hear in an interview in the United States, and
what are unacceptable things to see and hear. By the end of these two videos, you should have a clear
understanding of what a good interview should look and sound like. Let's get started.

We're going to begin, by looking at the beginning of an interview. This is when the interviewee will first meet the
interviewer and perhaps, make some small talk before the actual interview begins. As you watch, ask yourself the
question, is this interviewee making a good first impression? Why or why not?

After the scene, we'll come back and discuss your answers.

Interview 1 Transcript
>> [SOUND].

Ms. Hernandez: Come in.

>> [SOUND].

Ms. Hernandez: Come in.

Michael: Am I in the right place for the job interview?

I hope you agree that this was not the greatest of starts to an interview. First, the interviewee was late. Which is
not something you should ever be for an interview. Then he came dressed unprofessionally. Finally, his manner
was too informal, and casual, for a professional situation, like, an interview.

Let's try that once again, shall we? Again, ask yourself if this candidate is making a good first impression?

16
Interview 2 Transcript
>> [SOUND]

Ms. Hernandez: Come in.

Michael: Hi, Ms. Hernandez?

Ms. Hernandez: Yes, are you Michael Flatley?

Michael: That's right, I hope I'm not too early.

Ms. Hernandez: Not at all, it's very nice to meet you.

Michael: Nice to meet you too.

Ms. Hernandez: Did you have any trouble finding the building?
Michael: No, not at all, thank you.

Ms. Hernandez: Please have a seat and we'll get started.

Much better, I think you'll agree. No lateness, no unprofessional dress, no informal manner, so far so good. I hope
you'll agree that this candidate has made a good first impression.

Summary
In this video, we've looked at the beginning of an interview from the moment you walk in the door to the moment
that questions begin.

What’s Next?
In the next video, we'll look at the remainder of the interview and look at some more do's and don’ts.

17
LESSON 5: SAMPLE INTERVIEWS: DO’S AND DON’TS PART 2

The video for this lesson is available online. Please find the transcript for the lesson below.

Hi again. In this, the final video of our course, we're going to look at some more do's and don'ts of an interview.

We'll compare what is appropriate and correct with what is not appropriate or correct in an interview in the
United States.
When we left our interview in the last video, we saw that the questioning part of the interview was about to begin.
The candidate hadn't made a good first impression. He's arrived late, was unprofessionally dressed, and had an
informal manner. Let's continue with the interview and see how he does answering the questions. As you watch
ask yourself these questions:
1. Does he answer the questions well?
2. When he doesn't understand a question, does he use a clarification question well?
3. Does the interviewee have good questions of his own prepared?

Ready? Back to our interview.

Interview 1 Transcript
Ms. Hernandez: Michael, you just told me about your biggest strength, what would you say is your biggest
weakness?
Michael:
Good question, to be honest, I don't really have any weaknesses.
Ms. Hernandez: Okay. Well then, could you tell me why you want to work for this company?
Michael: Well, I hadn't really heard of this company until I heard it from a friend of mine who has this
ex-girlfriend who used to work here. But I hear the pay is good and the restaurant food is
awesome.
Ms. Hernandez: Okay. Well, where do you see yourself in three years?
Michael: What's that?
Ms. Hernandez: In the future, where do you see yourself in three years?
Michael: Probably in your job. [LAUGH]
Ms. Hernandez: All right then. I've asked you a few questions. Do you have any questions for me?
Michael: Yeah, how much vacation time will I get in this job?
Ms. Hernandez: Ok, in this position you would normally get two days of vacation per month. So, at the end of
the year that would be 24 days.
Michael:
24 days? Awesome, when can I start?
Ms. Hernandez: We'll get back to you soon.

W, yo

18
I hope you can agree that this interviewee did most of the things you shouldn't do in an interview. He didn't
answer the questions well. He used clarifying questions incorrectly. And he didn't have any good questions
prepared for the interviewer. Overall, this was a disaster. I am pretty sure this person will not be getting the job.

Let's now turn to the other candidate. When we last saw him, he had made a good first impression by being on
time. Being professionally dressed and having a professional manner. Good job so far. Let's see how he does
answering the questions.

Interview 2 Transcript

Ms. Hernandez: Michael, you just told me about your biggest strength, what would you say is your biggest
weakness?
Michael:
That's a good question. Let me think, probably I take criticism a little too personally. But this
is something I'm really working on and trying not to let criticism… I see it as being personal…
but more of a professional thing. Am I making sense here?
Ms. Hernandez: Yes, absolutely. And so, why do you want to work for this company
Michael: Well, I really like the set of products that this company has developed, and I think with my
own experience in the set of skills that I've developed that I can really contribute and help
this company grow.
Ms. Hernandez: Okay. Well, where do you see yourself in three years?
Michael: If I'm understanding you correctly, you're asking me where I see myself in three years’ time.
Is that right?
Ms. Hernandez: Yes, that's correct.
Michael: Well, probably in the same role or maybe in a more senior position. Maybe growing into a
position with more responsibility, maybe managing a team.
Ms. Hernandez: All right then. I've asked you a few questions. Do you have any questions for me?
Michael: Yeah, sure do. Are there any opportunities for professional development in this position?
Ms. Hernandez: Great question. We do have a budget for training and a lot of our employees use that money
to take courses. But we also offer in-house professional development a few times a year…
Michael:
That sounds like a wonderful opportunity. Great, I can't wait to start.
Ms. Hernandez: All right, well we have a few more candidates to interview but then we will be getting back to

Pretty impressive responses, I hope you agree. He was well prepared and answered the questions confidently. I
hope this candidate gets offered the job or at least gets called for a second interview. What do you think?

Summary
In this video, we looked at some of the do's and don'ts of an interview. We compared what's appropriate, and
what's not appropriate.

What’s Next?
Next, we'll check your understanding with a quiz where you'll match sample answers to questions. And finally,
we’ll have our last course discussion.

19
QUIZ: MATCHING ANSWERS TO QUESTIONS
>>>> Please note that this quiz can only be completed in Canvas. <<<<

Directions:
Directions: For each question, choose the matching answer. You can take this quiz as many times as you want, and
your highest score will be kept. You must score at least 70% to pass this quiz.

20
OPTIONAL DISCUSSION: INTERVIEW QUESTION AND
RESPONSE

Note: This discussion is optional and will not be graded.

Directions:

Read an example interview question and write your response to that interview question.

Interview Question:

Describe a time when you faced a difficulty and what you did to overcome that challenge.

Requirements:

Write 5-8 sentences. In your response, you should:

• answer the question completely and clearly

• use past tense verbs
• give 2-3 examples from your own life/experience

Model response:

5 years ago, I worked at a restaurant in New York City. I worked as a server 3 or 4 nights a week while I was going
to school during the day. A lot of my coworkers were also students at my school, and we all had similar challenges
of managing our time between school and work. To help solve this problem, I created a flexible schedule system for
servers, and I presented my idea to the manager. She agreed to try the new system for 1 month. It worked so well
that she decided to keep my flexible system.

Module 5 Discussion Self-Assessment Rubric

Criteria Meets Expectations Does Not Meet Expectations
Content I described a challenge at I did not describe a challenge
work. at work.
Your response should include a description of a
time that you faced a challenge at work.
Content I described how I overcome I did not describe
a challenge at work. overcoming a challenge at
Your response should include a description of work.
what you did to overcome a challenge at work.
Grammar I used the past tense. I did not use the past tense.

Your response should include past tense verbs.

Supporting Details I gave 2-3 examples from I did not give 2-3 examples
my own life. from my own life.
Your response should include 2-3 examples from
your own life/experience

21
MODULE 5: WRAP-UP AND LOOKING AHEAD
WRAP-UP

Congratulations! You have completed Module 5: Networking

In this module, you:
• Reviewed different types of questions used in job interviews
• Identified new fundamental vocabulary and practiced using that new vocabulary in course activities
• Answered an interview question briefly and clearly.

You have completed Module 5! Congratulations! To receive your certificate and digital badge, follow the
instructions in the “After-the-MOOC Module”.

22
Course Conclusion
Hi and welcome to the final video in our course.

As we said in the first video, this course was designed to help you improve your English language skills and your
understanding of the job application process. We hope you have learned a lot from the experience and now feel
better prepared and more confident finding and applying for jobs you are interested in.

For many of you, your job search will not simply end as soon as this course does. As we mentioned before, many of
us change jobs and careers throughout our working lives. On each occasion, we may have to go through the
different steps we have discussed in this course. We hope you will learn and grow from each experience.

Please remember the importance of preparing an up-to-date professional looking resume and cover letter. Making
a good first impression with an employer is vital. In addition, prepare for the job interview by researching the
company and being ready to answer typical interview questions.

We really enjoyed working with you and we wish you all the best in your future studies and careers. Good luck.

23