Professional English

Cambridge English for

Job-hunting
TEACHER’S NOTES
UNIT 2
l Structuring your CV
Writing an impressive CV
l Avoiding common CV mistakes
l Creating a strong first impression
l Identifying your key skills
l Highlighting your work experience
l Detailing your education and qualifications
l Demonstrating your interests
l Providing references

Go to page 25 for essential background information on the topic and useful

web links.
Don’t forget to explore the Extra activities for this unit

Structuring your CV
Before you begin …
The following questions can be used to generate a warm-up discussion about CVs.
Try to elicit how much experience your students have had writing CVs, in their own
language or in English, and what they consider makes a CV successful. You may
wish to use the questions in Exercise 1a.

1 a Students complete the task in pairs or small groups before open-class feedback.

Answers
1 curriculum vitae
2 resume / résumé
3 The main purpose of a CV is to persuade a potential employer that you have
the right skills, experience, education and personality for the job.
4 A successful CV is the product of careful thought and planning. It needs to
stand out from potentially hundreds of competing applicants. In order to do
this a CV must be planned and written specifically for the job you are applying
for, clearly expressing how you meet the requirements for the job. A successful
CV must be concise, honest and error-free.
5 There is no limit to the number of sections in a CV, although all CVs should
cover professional experience, educational qualifications and skills. The only
rule to remember is that the sections within your CV should all be strictly
relevant to the position you are applying for.
6 There is no one correct way to structure your CV, although the two most
common approaches are the conventional chronological CV and the skills-
based CV.

b Students read the questions, listen and answer the questions in pairs.
2.1 page 84

Answers
1 Conventional chronological CV and skills-based CV
2 A chronological CV lists your academic achievements and work experience in
chronological order. A skills-based CV lists your key transferable skills relevant
to the job and provides evidence of these skills.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Language note for audioscript 2.1

You may want to highlight the following vocabulary.
work out = solve or find the answer to something
words of wisdom = advice
a killer CV = an excellent CV
chronological (in chronological order) = starting with the earliest and following
the order in which they occurred
a clean driving licence = a driving licence with no recorded penalty offences
give something a go = to try

c Students listen again and complete the CV structures individually before open-
class feedback.

Answers
2 Contact 10 Contact details
3 Personal statement 11 Personal statement
4 Education 12 skills
5 Work experience 13 Work experience
6 interests 14 Education
7 skills 15 Interests
8 References 16 Referees
9 Your name

d Students discuss in pairs before open-class feedback.

Answers
The first CV on page 20 is a chronological CV. The second CV on page 21
is a skills-based CV.

e Students complete the task individually before comparing answers in pairs.

Answers
2 Developed 7 Held
3 Persuaded 8 Researched
4 Represented 9 Achieved
5 Completed 10 Coordinated (Organised)
6 Organised (Coordinated)

Language note for Exercise 1e

You may want to highlight the following vocabulary.
ensure = make sure
sole = only
liaise = establish a working relationship with (NB draw attention to spelling)
Collocations
catering suppliers
frequent revision
maintain relationships
unforeseen events
viable alternative

f Students complete the task individually before comparing answers in pairs.

Answers
1 Communication and teamwork
2 Energy and motivation
3 Adaptability and resourcefulness
4 Research and computer skills

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Language note for Exercise 1f

You may want to highlight the following vocabulary.
devise and implement strategies = devise – plan or invent by careful thought,
implement – to put into effect
result in = occur or follow as the consequence of something
act as = fulfil the function or serve the purpose of
culminate in = reach a climax or point of highest development
handle a wide variety of tasks = manage
substantial = considerable

g Students discuss in pairs before open-class feedback.

Answer
1 Both career changers and recent graduates may not have much
relevant professional experience, so they may prefer to use a skills-based CV,
where capability is emphasised over experience.

Avoiding common CV mistakes

2 a Students discuss in pairs before open-class feedback.

Suggested answers
Sending the same CV for all the jobs they apply to; making spelling
mistakes; including information that is not relevant; providing too much
information so that the CV is too long (more than two pages); using a bad layout
or design; including lies

b Students listen and discuss in pairs.

2.2 pages 85 and 86

Language note for audioscript 2.2

You may want to highlight the following vocabulary.
admin = administrative work
proofread = read and check for errors
to get rid of = throw away
double check = to go over (read) something for a second time to ensure that it is
accurate or safe
less is more = simplicity and clarity are more effective
spot = notice, discover

c Students listen and answer the questions in pairs before open-class feedback.
2.2 pages 85 and 86

Answers
1 receive; correspondence; liaise; practice / to practise; advice / to advise
2 Employers don’t have much time and a concise CV can demonstrate your
ability to edit effectively.
3 Your CV is a legal contract and you could lose your job if found out. You’ll be
more confident in the interview if your CV is accurate.
4 No, you should adapt your CV for each job you apply for.

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d Students complete the task individually before comparing answers in pairs.

Answers
1 prevous previous; responsable responsible; dealling dealing;
correspondance correspondence; massages messages; arrangeing arranging;
apointments appointments
2 form from; beneffits benefits; experiance experience; off of; studing studying;
abraod abroad; practice practise; foriegn foreign; develope develop; strenghts
strengths
3 assistent assistant; personal personnel; acheivement achievement; lead led;
witch which; improveing improving; startegic strategic; buisness business;
planing planning

e Students discuss in pairs.

Extension activity
Extension activity: common CV mistakes
A Guardian article on common CV mistakes can be found at: http://jobs.guardian.
co.uk/careers/49/236299/bad-education/
The end of this article includes a high-level challenge to spot some common
spelling and punctuation mistakes in a report.

Creating a strong first impression

Writing a personal statement
Before you begin …
The following questions can be used to generate a warm-up discussion about
what makes a CV memorable and impressive.
1 What message would you like your CV to convey to someone glancing briefly at
your CV? What is the best way of getting this message across?
2 Are personal statements on CVs commonplace in the country you are applying for
work in?
3 Would you include a personal statement on your CV? Why (not)? Even if you decide
against including a personal statement on your CV, writing one is an excellent way
of helping identify key skills and experience.

3 a Students complete the task individually before comparing answers in pairs.

Answers
1 Geography graduate; Currently completing Master’s in Development
Studies with specific focus on sustainability.
2 Well-organised, highly motivated; Self-motivated, resourceful and able to
motivate others, with excellent communication and interpersonal skills.
3 communications strategy adviser
4 with recent professional experience developing communication strategy for
positive change
5 Geography graduate with recent professional experience developing
communication strategy for positive change.

b Students complete the task individually before comparing answers in pairs.

Answers
b Well-organised, highly motivated communications strategy adviser.
c Geography graduate with recent professional experience developing
communication strategy for positive change.
d Fluent spoken and written English.
e Currently completing Master’s in Development Studies with specific focus on
sustainability.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

c Students complete the task individually before comparing answers in pairs.

Answers
1 well-organised; confidently and effectively
2 full-time professional; Proven ability; experience in

d Students discuss in pairs before open-class feedback.

Answers
1 The first is shorter and less factual than Silvia’s. The language is
strong and positive, but is mostly descriptive. The second is similar to Silvia’s
in length and style. Character descriptions are supported with evidence.
2 The first statement answers questions a and d, but does not support the
character descriptions with evidence. The four sentences of the second
statement mainly answer questions b, d, d again and b again.

e Students complete the task individually before discussing in pairs.

Answers
With its stronger focus on professional skills and experience, the second
statement is more suitable for this post, which requires previous experience.

Note
Ask your students to consider why the job is a temporary position. A possible
answer is that the job is a cover for maternity leave or a sabbatical. You may wish
to use this to discuss the issue of covering work for an absent employee. Students
may have acquired useful experience and skills while covering for an absent
employee which are worth including in their CV.

Language note for Exercise 3e

You may want to highlight the following vocabulary.
PA = personal assistant
fill someone’s shoes = stand in for / step in for / cover
in addition to = as well as

f This task can be completed in the classroom if you have access to newspapers
or the Internet, where students can research job advertisements. Alternatively,
students can complete this task for homework. Ask students to bring in a copy of
the advertisements they find. They can then discuss the advertisements and any
useful vocabulary in the following lesson.

g Students complete the task in pairs before open-class feedback.

h Students complete the task individually.

i Students complete the task individually. Exercises 3h and 3i could alternatively

be set as homework

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Writing eye-catching headings

4 a Students discuss in pairs before open-class feedback.

b Students complete the task in pairs before open-class feedback.

Suggested answers
Note that the three categories are intended only to generate ideas; some
section titles may belong to more than one category.
Personal strengths and competencies: these include anything that tells employers
what sort of person you are (e.g. Flexibility, Initiative, Focus on results,
Teamworking, Cross-functional working, Organisational skills)
Areas of professional experience: what sorts of jobs you have done (e.g.
Accounting, Electronic engineering) and what objective evidence you can
provide of your professional achievements (e.g. an architect might list
Professional awards or Major buildings designed)
Business skills: what you have learnt through your work (e.g. Negotiation skills,
Project management, Communication skills)

c Students discuss in pairs before open-class feedback.

Identifying your key skills

Before you begin …
… ask students to brainstorm some famous people from a range of backgrounds
(e.g. politicians, actors, businesspeople). Get them to identify what their key skills
are. What are they good at? What skills do they have that make them good at
their job? If they are unsuccessful, what skills are they lacking?

5 a Students discuss in pairs.

b Students complete the task individually before comparing answers in pairs.

Answers
2 creativity 5 research
3 analysis 6 teamwork
4 writing

c Students discuss in pairs.

d Students complete the task individually before comparing answers in pairs.

e Students discuss in pairs before open-class feedback.

Answers
Adjectives and adverbs

f Students complete the task individually before open-class feedback.

Answers
1 successful 6 successful; entire
2 successfully 7 top
3 successful 8 in-depth
4 fully; international 9 substantial
5 wide 10 excellent

g Students complete the task individually.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Highlighting your work experience

6 a Students discuss in pairs.

b Students complete the task in pairs before open-class feedback.

Answers
1 b 2 a

c Students complete the task individually.

d Students complete the task in pairs.

e Students answer the questions in pairs before open-class feedback.

Answers
She used: achieved; coordinated; developed; established; improved; led;
organised; persuaded; planned; represented; researched
She used these other verbs: completed; held; liaised; managed; maintained;
provided; worked

f Students complete the task individually before comparing answers in pairs and
open-class feedback.

Suggested answers
2 Successfully completed a financial management course.
3 Translated the company website into three different languages.
4 Identified a problem with the company’s database system and recommended
an alternative solution.
5 Designed and implemented a new customer feedback system, leading to a
20% increase in customer satisfaction levels.

g Students complete the task individually before comparing answers in pairs and
open-class feedback.

Suggested answers
2 Represented front-office staff on ICT Strategy Implementation Team.
3 Formulated training plan.
4 Supervised office budget.
5 Researched and evaluated new suppliers.
6 Presented client feedback questionnaire.
7 Investigated waste reduction.
8 Led design team.

h Students read the questions, listen and answer the questions in pairs.
2.3 page 86

Answers
1 Answering the phone; filling in forms; taking minutes
2 Dealing with customers; representing the company; listening and writing
intelligently; producing company documents
3 Nanny; waitress; cleaner
4 They demonstrate her language skills, and that she’s responsible, flexible and
hard-working.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Language note for audioscript 2.3

You may want to highlight the following vocabulary.
take minutes = write an official record of events during a meeting
board meeting = meeting between a company’s board members – senior
management
follow = understand
not afraid to get your hands dirty = not frightened to get practically involved
– in the audioscript this is used both literally (Klaudia has worked as a cleaner)
and idiomatically.

i Students complete the task individually before comparing answers in pairs and
open-class feedback.

Answers
Professional experience
2007 – present PA to Managing Director (London)
• Schedule MD’s meetings
• Represent MD and company with official visitors and on telephone
• Take minutes at board meetings and write professional official company reports
2007 Nanny (New York)
• Supervised two English-speaking children (aged 4 and 6)
• Planned and organised inspiring and educational daily activities
2006 Waitress (Madrid)
• Developed excellent customer-service skills in Spanish
2006 Chambermaid (Madrid)
• Maintained hotel rooms at five-star levels of professional presentation
• Demonstrated flexibility and dedication while developing Spanish language
skills

j Students complete the task individually. Alternatively, you may wish to set this
task for homework.

Detailing your education and qualifications

7 a Students discuss in pairs before open-class feedback.

Answers
See article in unit

b Students read the article and answer the questions individually before comparing
answers in pairs.

Answers
1 Because their education experience is more relevant
2 in skeletal form
3 If they were your highest educational qualification or they were particularly
good
4 Most recent first (in reverse chronological order)
5 Add an additional relevant section on IT skills

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Language note for Exercise 7b

You may want to highlight the following vocabulary.
curricula = courses
thesis (pl. theses) – also dissertation = a document that presents the author’s
research and findings and is submitted in support of candidature for a degree
or professional qualification
skeletal form = just the main pieces of information, nothing more. NB Do not
preteach this item as it forms part of a question in Exercise 7b.
bear in mind = consider
imply = suggest, indicate
redundant = not necessary
in reverse chronological order = starting with the most recent and following the
order in which they occurred, going backwards in time
working knowledge = able to use something effectively in practice without a
deeper understanding of how it works

c Students complete the task individually before comparing answers in pairs.

Answers
1 PhD 4 A-levels
2 Master’s degree 5 GCSEs
3 Bachelor’s degree

d Students discuss in pairs before open-class feedback.

e Students discuss in pairs.

f Students answer the questions in pairs before open-class feedback.

Answers
1 Because the title of their degree is not clear enough to explain what
the course actually involved. Employers need to know what you actually
studied, and not just the name of your degree.
3 The writer has included details of a work placement, an exchange year and a
major piece of research (dissertation).

g Students complete the task individually before comparing answers in pairs.

Alternatively, you may wish to set this task for homework.

h Students complete the task in pairs before open-class feedback.

Answers
Geography graduate with recent professional experience of developing
communication strategy for positive change.
Currently completing Master’s in Development Studies with specific focus on
sustainability.
I researched top international universities for my degree course.
I am currently completing in-depth research on reforestation techniques for the
African subcontinent for my Master’s degree dissertation.
Research for my dissertation includes substantial use of the Internet and
professional journals, and interviewing experts in the field.

i Students complete the task individually.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Demonstrating your interests

8 a Students discuss in pairs before open-class feedback.

Answers
2 Employers want to know more than just your qualifications and work
experience; they want to know what type of person you are, and whether you
are going to fit in.

b Students read the questions, listen and answer the questions in pairs.
2.4 page 86

Answers
1 The V in CV stands for vitae, which is Latin for ‘life’. This is relevant as
the interests section is about your life and personality.
2 Because it didn’t give details of his achievements as captain
3 It shows that you can fit into different environments easily.
4 Her ability to learn new languages quickly and that she is a member of an
orchestra
5 Running the London Marathon and raising £1900 for charity

Language note for audioscript 2.4

You may want to highlight the following vocabulary.
fit in with = to be socially compatible with other employees at the company
make a mess of something = do a bad job / do something badly
take advantage of something = make good use of the opportunities offered by
something
unsubstantiated claim = claim without supporting proof or evidence

c Students complete the task individually before comparing answers in pairs.

Answers
1 leadership skills
2 determination; self-motivation
3 intercultural awareness; language skills
4 analytical skills; intelligence
5 creativity; resourcefulness

d Students discuss in pairs before open-class feedback.

e Students complete the task in pairs before open-class feedback.

f Students complete the task individually.

g Students complete the task individually before comparing answers in pairs.

Suggested answers
2 Keen mountain climber: Recently completed a five-day expedition in
the French Alps. Currently attending a mountain leadership course.
3 Passionate photographer: Currently attending evening classes to develop
my photography skills. Excellent working knowledge of Photoshop software.
Designed a website to display my best photographs.
4 University Social Coordinator: Active member of the student committee.
Organised more than ten musical and cultural events. Responsibilities included
booking acts to perform and organising the tickets sales.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

h Students complete the task individually.

i Students complete the task in pairs.

j Students complete the task individually. Alternatively, you may wish to set this
task for homework.

Providing references
9 a Students discuss in pairs.

Answer
See advice in Exercise 9b

b Students complete the task individually before comparing answers in pairs and
open-class feedback.

Answers
b 5 c 7 d 6 e 3 f 4 g 1

c Students discuss in pairs.

d Students read the questions, listen and answer the questions in pairs before
open-class feedback.
2.5 pages 86 and 87

Answers
1 1 B    2 G    3 O
2 1 Friends can’t comment on your professional performance. 2 Employers only
contact referees to confirm the facts on a CV. 3 It takes up valuable space, and
employers are unlikely to contact referees at the early stages of the process.
3 References available on request

Language note for audioscript 2.5

You may want to highlight the following vocabulary.
at the minute = at the moment
awkward = difficult, embarrassing
sing someone’s praises = strongly praise

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Extension activity: agreeing and disagreeing

During an interview it’s important that students are able to give their opinion and
agree and disagree with the interviewer using a variety of suitable expressions.
1 Students listen again to the recruitment consultants discussing references in
audioscript 2.5. As they listen, students underline any phrases that are used to
give opinions, agree or disagree in the audioscript on pages 86–7.
2 Students complete the following table using the expressions they have
underlined.
Giving opinions Agreeing Disagreeing
In my view … Of course I understand what you’re saying,
What I’m saying is … - but …
- - I agree with you to some extent,
- - but …
- - I agree with you up to a point, but …
- -
- -

Answer key

Giving opinions Agreeing Disagreeing

In my view … Of course I understand what you’re saying,
What I’m saying is … I agree but …
For me … Exactly I agree with you to some extent,
I’d say … That’s a good point but …
The way I see it … You’re right I agree with you up to a point,
I think … but …
In my opinion … I’m not so sure I agree with you on
this one
I can see your point, but ...

e Students complete the task individually.

f Students complete the task in pairs.

Alternatively, you may wish to set Exercise 9e for homework. Students can then
complete Exercise 9f in the following class.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Background information and useful web links

An effective CV is essentially a marketing tool, acting as a bridge between what you
have to offer and what an employer is looking for. It should not be an exhaustive
record of your life. Based on extensive research into what recruiters really want to see,
unit 2 covers every aspect of writing an impressive CV, from layout through to content
and language. At the end of each section students practise writing the corresponding
section of their own CV. Throughout the unit students are provided with relevant
language practice, professional advice, and insights into the way employers read CVs.

Structuring your CV (page 19)

This section introduces students to different ways of structuring a CV. After an
introductory discussion on CVs, students complete a series of tasks based on two
model CVs. These models, chronological and skills-based, are the most common and
successful ways of structuring the contents of a CV. An individual’s choice of model and
layout is entirely dependent on the experience and personality of the job-hunter, as
well as the job they are applying for.
You can find further examples of model CVs for specific jobs at: http://www.cvtips.com/
CV_example/
The Careers Group, University of London, has produced a number of worksheets on
every aspect of the job application process. You can find a worksheet on CVs at: http://
www.careers.lon.ac.uk/output/Page314.asp
Video jug offers a selection of short online videos on CV writing. If you have the
facilities, these videos could be exploited in the classroom. You can find videos about
CVs at: http://www.videojug.com/tag/cv-writing
Another excellent resource for job-hunters is www.monster.co.uk. This is a UK-
based website for posting your CV and searching for jobs, which offers a lot of free
professional job-hunting advice.
You can obtain a free professional review of individual CVs at: http://www.thefullercv.
com/guardian.asp
You can find professional advice on writing a CV at: http://www.cv-masterclass.com/
freereads-article003.html

Avoiding common CV mistakes (page 22)

This section focuses on the most common mistakes found in CVs, in particular spelling
mistakes, which can be especially problematic for students.
You may wish to look at the following article on typical CV mistakes, including a high-
level exercise on spotting errors: http://jobs.guardian.co.uk/careers/49/236299/bad-
education/

Creating a strong first impression (page 23)

This section introduces students to writing a personal statement tailored for the
specific job they are applying for. Although including a personal statement on a CV is
ultimately up to individual style and choice, writing one can help students to identify
their key strengths and attributes. In this section, students practise writing about
their skills and experience in a dynamic and concise way. They learn to use adverbs
and adjectives to emphasise positive personal characteristics, skills and experience. In
addition, they learn to use headings effectively.

Identifying your key skills (page 25)

This section provides more practice in identifying and clearly demonstrating evidence
of relevant transferable skills. Students work with extracts from successful CVs to
identify demonstrated transferable skills, before writing sentences for their own CVs
which demonstrate their own skills and emphasise achievement and ability.

Highlighting your work experience (page 26)

This section focuses on effectively detailing work experience in a CV. As well as
presenting 50 common verbs for describing work experience and achievements, the
section provides practice for students of writing about their work experience in a clear
and concise way, suitable for a CV.

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 UNIT 2 Writing an impressive CV Teacher’s Notes

Detailing your education and qualifications (page 28)

This section focuses on detailing educational background and qualifications in a CV.
For students applying for work in a country different from the one they studied in, it
is essential to be aware of the equivalent qualifications in their target country and be
able to discuss how their qualifications compare. This section uses an article from a
recruitment consultant on the best way to highlight education and qualifications in
a CV in order to raise this issue and give students the opportunity to discuss their
qualifications in English.

Demonstrating your interests (page 30)

This section deals with how to make the interests section of a CV effective and
worthwhile. As well as identifying the transferable skills different interests suggest,
students practise using adjective–noun phrases to make their interests sound dynamic
and interesting.
You can find a useful article on improving the interests section of a CV at: http://jobs.
guardian.co.uk/careers/49/503151/interests-and-hobbies/

Providing references (page 32)

This section covers how to select referees and include references on a CV. Students
listen to experts’ opinions and discuss which approach will suit them best, dependent
on the referees they have available, the job they are applying for and the country they
are looking for work in.
You can find a useful article on references at: http://jobs.guardian.co.uk/
careers/49/503152/references/

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