Output6 - Hard-Soft Skilling-Charting Your Career Path - Teacher Guide

KA 2 - Strategic Partnership for Innovation and the
Exchange of Good Practices

"Hard-Soft Skilling-Charting your Career Path"
2014-1-RO01-KA201-002736_8
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OUTPUT 06:TEACHING GUIDE

Author: Pilar Belloc, Institut Europa, L’Hospitalet del Llobregat,Spain.
in collaboration with:
Olivia Nicolae and Corina Ionescu, Liceul „Charles Laugier“, Craiova, Romania
Lyubima Konstantinova, Nadiya Milusheva, Iliya Valchev, Yana Stoyanova, Bogdana
Kostadinova. Professional High School of Economics "Ivan Iliev" Blagoevgrad, Bulgaria
Daniel Matkovic, Lycée Clos Maire, Beaune, France
Christian Altmann, Berufliche Oberschule Erlangen, Germany
Carla Sbarbati, Giulia Chesi, Daniele Laurente di Biasio and Felice Santilli,
IISS “Charles Darwin”, Rome, Italy
Luís Nunes, Agrupamento de Escolas do Fundão, Portugal
Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve

Teknik Anadolu Lisesi, Turkey
This project is funded with support from the European Commission. This document reflects
the views only This project is funded with support from the European Commission. This
document reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein
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Table of contents
RATIONALE __________________________________________________________________ - 5 -- 2 -
TEACHING GUIDE DESCRIPTION __________________________________________________ - 7 -
Participants __________________________________________________________________ - 8 -
End of the course syllabus assessment ____________________________________________ - 9 -
Module 1- WHAT EMPLOYERS WANT ____________________________________________ - 10 -
MODULE DESCRIPTION ____________________________________________________________ - 11 -
SUMMARY OF THE CHAPTER ________________________________________________________ - 12 -
Student self- assessment (pre-post test on the topic) ____________________________________ - 13 -
Pre/post-test on the topic __________________________________________________________ - 13 -
Job advertisements-general knowledge test ___________________________________________ - 13 -
Activities ________________________________________________________________________ - 15 -
Teacher’s evaluation ______________________________________________________________ - 20 -
BIBLIOGRAPHY ___________________________________________________________________ - 20 -
Module 2- PERSONAL SKILLS ASSESSMENT ________________________________________ - 21 -

PRE/POST TEST ON THE TOPIC _______________________________________________________ - 24 -
Activities ________________________________________________________________________ - 25 -
BIBLIOGRAPHY ___________________________________________________________________ - 35 -
Module 3 – CAREER PLAN MODEL– Discovering your Hidden Skills _____________________ - 36 -

Student self- assessment (pre-post test on the topic) ____________________________________ - 39 -
Activities ________________________________________________________________________ - 40 -
WEBOGRAPHY ___________________________________________________________________ - 49 -
Module 4: USEFUL TIPS FOR YOUR CAREER ________________________________________ - 50 -
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Student self- assessment PRE/POST TEST ON THE TOPIC _________________________________ - 53 -- 3 -
Activities ________________________________________________________________________ - 54 -
BIBLIOGRAPHY ___________________________________________________________________ - 64 -
Module 5 – Team building _____________________________________________________ - 66 -

PRE/POST TEST ON THE TOPIC - ARE YOU A GOOD TEAM WORKER? (Team Building skills test) ___ - 70 -
Activities ________________________________________________________________________ - 74 -
BIBLIOGRAPHY ___________________________________________________________________ - 85 -
Module 6: COMMUNICATION SKILLS _____________________________________________ - 86 -

PRE/POST TEST ON THE TOPIC _______________________________________________________ - 91 -
Activities ________________________________________________________________________ - 93 -
Teacher’s evaluation _____________________________________________________________ - 133 -
BIBLIOGRAPHY __________________________________________________________________ - 133 -
Module 7 – PRESENTATION SKILLS______________________________________________ - 137 -

MODULE DESCRIPTION ___________________________________________________________ - 138 -
SUMMARY OF THE CHAPTER _______________________________________________________ - 140 -
Activities _______________________________________________________________________ - 141 -
BIBLIOGRAPHY __________________________________________________________________ - 153 -
Module 8: PROBLEM SOLVING AND DECISION MAKING_____________________________ - 154 -

MODULE DESCRIPTION ___________________________________________________________ - 155 -
SUMMARY OF THE CHAPTER _______________________________________________________ - 157 -
Student self- assessment (pre-post test on the topic) ___________________________________ - 158 -
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Activities _______________________________________________________________________ - 160 -

BIBLIOGRAPHY __________________________________________________________________ - 200 -- 4 -
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RATIONALE
The Teaching guide is a useful resource kit that gives guidance and support to the teaching toolkit,- 5 -
a source of materials offered to the students and included in the Optional Course Syllabus of the
Project called “Hard-Soft Skilling-Charting your Career Path”and consists of 8 modules (4 career
oriented and the other 4 focused on high transversal skills development). According to the general
aim of the project, it will help students face the future challenges they will find when they finish
their studies and enter in the labour market. We have to prepare and help them achieve their goals
and success in life.
The aim is of this guide is to provide teachers a framework for engaging students in activities and
lessons that will allow them to gain a greater understanding of the labor market requirements. It
will be designed to offer teachers accessible ways to approach learning about developing high
transversal skills, as well as the opportunity to make the best of using them for career building
purpose. It will include fundamental concepts of cross curricular approach with stimulating ideas
for including the teaching material as integrating part of the on-going teaching activities for several
domains, reflection on how to navigate through the work related materials available either paper-
based and on-line, lesson planning and schedule, practical information on all aspects of the
instruction. The teaching notes will offer guidance on how to deal with the material of each module.
All the materials are grouped in sections where it is specified the best methodological approach.
Sample lessons plans will be created for each module and practical examples to apply the materials
will be provided. Supporting information will be added.
The teachers of the eight European countries taking part in this project have elaborated a kit of
materials corresponding to one of the 8 modules, offering students a lot of different activities with
the aim to prepare them for the challenging they will find when they try to enter in the labour world
.
The teaching guide offers guidance to the teachers indicating how to use these resources, offering
an active methodology based on the major objectives of the project: to develop employability
through basic high transferable skills acquisition, maximize learning potential, encouraging self –
reflecting and critical thinking on how to use these skills to chart their career path, using these
creative tools for self-promotion.
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All these materials will be continuously revised and updated and other additional topics can be
added and can be used in vocational or general schools.
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TEACHING GUIDE DESCRIPTION

This guide is divided into 8 modules, 4 career oriented(Employer requirements, Personal skills- 7 -
assessment, Career plan model, Useful tips for your career) and the other 4 focused on high
transversal skills development( Team building, Communication skills, Presentation skills, Problem
solving and decision making). Each country has been responsible of elaborating a module, looking
for the most suitable, innovative and creative materials according to the topic and always taking
into account the main object of the project, it means: “to develop employability through basic high
transferable skills acquisition, to maximize learning potential, encouraging self –reflecting and
critical thinking on how to use these skills to chart their career path, using these creative tools for
self-promotion”.
Each module has different activities (role plays, group work, individual, interacting students with
students) to help and prepare students for their future career, taking into account the labour market
requirements. Innovative and active methodology has been used in all the activities, most of them
focused on students’ learning, more than in teacher. So, the students can use them on their own,
they don’t need the teacher and can work in pairs, groups and get feedback from their peers.
As there are so many different ones, grouped according to the module, students can decide,
according to their weakness points and needs, the ones they should do.
In each module there is a self-assessment test to help students know better about the weak points
they should improve. All these methods are explained here in the teaching guide, where the
teachers can find useful resources based on the implementation of the new methodologies.
Assessment sheet and bibliography are provided too.
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Participants
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Olivia Nicolae, Corina Ionescu, Liceul “Charles Laugier”, Craiova, Romania.
Lyubima Konstantinova,Nadiya Milusheva, Iliya Valchev, Yana Stoyanova, Bogdana Kostadinova.
Professional High School of Economics "Ivan Iliev" Blagoevgrad, Bulgaria
Daniel Matkovic, Lycée Clos Maire, Beaune, France
Christian Altmann, Berufliche Oberschule Erlangen, Germany
Carla Sbarbati, Giulia Chesi, Daniele Laurente di Biasio and Felice Santilli, IISS “Charles Darwin”,
Rome, Italy
Luís Nunes, Agrupamento de Escolas do Fundão, Portugal
Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve Teknik Anadolu
Lisesi, Turkey
Pilar Belloc, Institut Europa, L’ Hospitalet del Llobregat, Spain
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End of the course syllabus assessment

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After the self-assessments of each module, students should complete this table:
!! I need more practice/ ! I could do this better / . I am satisfied / .. I can do this very well
SKILLS !! ! . …
What employers
want
Personal skills
assessment
Career plan model
Useful tips for
your career
Team building
Communication
Presentations
Problem solving
and decision
making
# It can be useful for teachers, to realize if more reinforcement is necessary.
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HARD-SOFT SKILLING-CHARTING -
YOUR CAREER PATH
Output 6 –Teaching guide
Module 1- WHAT EMPLOYERS WANT
Author: OLIVIA NICOLAE and CORINA IONESCU

School: LICEUL “CHARLES LAUGIER”, Craiova, Romania
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MODULE DESCRIPTION
The module intends to help students learn to decode essential information available on the labor - 11 -
market which may help them improve their chances in finding a job. To learn how to decode the
message sent in job advertisements, to analyze it and to become able to respond to it
accordingly using it to their advantage.
Aims/Competences:
1. To decompose a job advertisement into its main parts

2. To understand the required set of skills
3. To synthetize relevant information relevant to meet requirements
4. To present the information required in a logical sequence
Sections
1. What parts can you identify in a job description?

2. What skills are requested?
3. What skills should be associated with that type of job?
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SUMMARY OF THE CHAPTER
Title of the activity Brief description - 12 -
Pre/post test Checking knowledge on the topic.
How to find a job Lesson meant to broaden students awareness of the

diversity of job searching possibilities.
How to ”decode” job adds Lesson aiming at decoding employers’ job description
by interpreting and managing information, adapting it
to personal use.
Teacher’s evaluation List of teaching difficulties and possible solutions.
Bibliography
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Student self- assessment (pre-post test on the topic)

Pre/post-test on the topic
Job advertisements-general knowledge test - 13 -
Choose the best option:
1. What is a job advertisement?

a. A paid announcement in a newspaper or any other medium
b. A warning to get a job sooner
c. A TV commercial
2. Who are the job advertisements created by?

a. Human resources or external recruitment agencies
b. The owner of the company
c. The secretary of the company
3. What is the purpose of the job advertisement?

a. To show it is a big company/firm
b. To attract suitable candidates for the position
c. To announce someone left the company
4. Any job advertisement includes:

a. Questions about your hobbies
b. Knowledge, experience and skills
c. Information about the payment
5. An efficient job advertisement must contain :

a. Capital letters and over-designed graphics in order to catch attention
b. Clear and relevant information
c. Long and detailed descriptions of the ideal candidates
6. A job advertisement should be no more than:
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a. A full page
b. Half a page
c. A quarter of a page - 14 -
7. The first paragraph:

a. Should include detailed information about your work experience
b. Should grab the reader’s attention
c. Should include information about benefits
8. An advertisement can reduce the number of jobseekers having the right profile simply
stating:
a. The title of the job,
b. The education and experience requirements
c. The salary
Job advertisements-general knowledge test- Answers

1. a
2. a
3. b
4. b
5. b
6. c
7. b
8. b
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Activities
ACTIVITY 1: HOW TO FIND A JOB - 15 -
Description: Strategies
 Distinguishing relevant from irrelevant
The lesson is meant to broaden students information by identifying and analyzing
awareness of the diversity of job resources;
searching possibilities.  Making predictions.
 Transferring knowledge into new contexts.
 Identifying similarities and differences.
Objectives: Procedure:
 Given guidance, students will be 1. Warm-up - The teacher asks the students to
able to accurately identify the think of jobs that used to be in the past, jobs
main types of media used for job which are fashionable now and jobs which
advertising. might be available in the future and divide
 Exploring different resources, them in the 3 columns. Then, in groups, the
students will be able to accurately students must identify reasons for certain
find job information. jobs being fashionable in certain periods of
time and how people applied/apply or will
apply for them.)
2. The teacher divides the students into groups
and ask students to make a list of media
where they could find a job e.g. Newspapers,
Internet, Public places, Networking, etc.
then discuss the advantages and
disadvantages of each type of media.
3. The teacher presents different job ads taken
from different sources and asks the students
to match the source to the correct source
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(see activity 1 Where is the job

advertisement taken from?, Module 1,
Teaching toolkit) - 16 -
4. Presentation of the web directory
http://www.hardsoftskilling.eu/index.html
5. The teacher asks students to write a
paragraph about their ideal job and where
they expect to find information about
6. Then, each student should try to find a
similar job to the desired one either in their
own country or abroad using the web
directory or other sources of information
7. In groups students are required to make a
list of searching tips
Schedule:
50 minutes.
Materials
Worksheets, Internet websites, PPT-
presentations.
Tips: Evaluation:
Observing students accuracy in identifying the right
 Teach students to look for a job
sources of information and present them logically.
also on the companies’ websites;
The students are able to identify a relevant number
 Explain that students should be
of jobs.
careful with the false job ads;
 Advise students to keep record of
the sources they have searched
and the jobs they have applied for.
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ACTIVITY 2: HOW TO “DECODE” JOB ADDS.

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Description: Strategies used:
The activity intends to Clarifying and analyzing the meanings of words or phrases;
familiarize students with Making interdisciplinary connections - understanding possible causes
decoding employers’ job of misunderstandings;
description by interpreting and Making plausible interpretations;
managing information, Exploring implications and consequences.
adapting it to personal use.
 Given a job 1. Brainstorm success criteria for obtaining a job:
advertisement, the e.g. confidence, knowledge, emotional control then the
students will be able to teacher provides students with a set of “incentives” and asks
decompose it into its students to name a job which matches the mentioned
main parts with criteria.
accuracy. Good Flexible Bonuses Job Travelling Growth
 Students will be able to salary working satisfaction opportunities
synthetize relevant hours
information in order to
meet specific 2. The teacher presents the typical parts composing a job
requirements. advertisement.
 Reading job adds, 3. Dividing the class into groups, the teacher gives each group a job
students will be able to ad and asks the students to read the ad and fill in the information
recognize and decode required in the worksheet( see Activity 2- Decomposing job
vocabulary correctly. advertisements, Module 1, Teaching toolkit).
4. The teacher sticks on the blackboard cards containing words

taken from various job advertisements and asks students to
guess what they mean, giving definitions for each
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word/phrase( see Activity 3 -What are employers really

looking for?, Module 1, Teaching toolkit)
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5. The teacher provides students with a series of words taken
from various job advertisements. The students have to decide
if they are more suitable to attract men or women candidates
and then motivate their choice( see Activity 5- Best for men or
for women?, Module 1, Teaching toolkit).
6. Students are required to write down things to keep in mind
regarding job advertisements on slips of paper. The teacher
provides the worksheet and students compare what they
have written with the things written on the worksheet
received. As a result they extend the worksheet. (see Activity
6 Important things to keep in mind about job adverts, Module
1, Teaching Toolkit).
Schedule:
50 minutes.
Materials: Extra activity:

The teacher presents students a list with abbreviations in job
Worksheets, cards. advertisements and teach them to decode it
(see Glossary of terms, Module 1, Teaching toolkit).
Tips: Evaluation:
Teach students to: -Students recognize the job advertisement structure;
 Look for key words to -Students’ accurately decode the vocabulary related to the topic.
help understand the

exact requirements!
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 Make sure students

understand the hidden
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meaning of words that
sound good!
 Try to find a connection
between the job offer
and their needs!
 Compare their skills to
the ones required in
the job advertisement!
 Don’t bother reading
further if their studies
do not match the
requirements!
 Pay attention to
acronyms and make
sure they understand
the meaning.
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Teacher’s evaluation
Difficulties on teaching this module
 Scarcity of teaching materials. - 20 -
 Difficulty in adapting information and vocabulary to the students level.
 Dependency on internet connection.
 Difficulties in activating interdisciplinary knowledge.
 Lack of time to practice the skills acquired sufficiently enough.
Possible solutions
 Use and permanent update of the Hard-Soft Skilling-Charting your Career Path Teaching
toolkit and Employment web directory.
 Courses in the multimedia lab.
BIBLIOGRAPHY(web sides and books used by the teachers to create the activities)
 http://www.hardsoftskilling.eu/index.html
 Hard-Soft Skilling-Charting your Career Path-Teaching toolkit
 Sonmez, J.(2014), Soft Skills: The software developer's life manual, Manning Publications
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YOUR CAREER PATH
Module 2- PERSONAL SKILLS ASSESSMENT
Authors: Ayşe MUSAOĞLU
School: GÜMÜŞPALA MESLEKİ VE TEKNİK ANADOLU LİSESİ
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MODULE DESCRIPTION
Description
The module will guide students towards gaining insight on the most used transversal skills and - 22 -
personal skill self-assessment. The learning aim is to assess personal information, select and self-
reflect on it.
Aims/Competences:
1. To identify personal skills from a given set.

2. To match skills with appropriate jobs.
3. To compare and contrast the difference between employee and employer skills.
4. To gain awareness of personal job expectations.
5. To create his own employee job profile.
6. To evaluate information.
Sections:
1. What are the most common required transversal skills?
2. What skills are necessary for a specific job?
3. What are the advantages and disadvantages of having your own business?
4. What are your job expectations?
5. What is your employee profile?
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Title of the activity Brief description
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Personal Interests,Personal Traits, Sentence Completion
Self Confidence,Personal Skills Offering plausible interpretations
My Skills,Personal Qualities Matching skills to jobs
My Employee Profile Creating a template

Creating an employee job profile
template.
Are you the type of person who can run a Questionnaire
business? Clarifying issues, conclusions
What Are My Transferable Skills? Identifying the transversal skills
the circle of viewpoints
Analyzing Transferable Skills Sentence Completion

Transferring knowledge into new
contexts
My Profile Chart Completion

Evaluating yourself in all aspects
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PRE/POST TEST ON THE TOPIC
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1.What can you say about your strengths?
2.What are your weaknesses?
3.What do you know about your skills?
4.Which jobs do your skills correspond to?
5.What do you know about the most common transversal skills that employers want?
6.What are your competences in transversal skills?
7.How can you assess/evaluate yourself?
8.What are the advantages/disadvantages of having your own business?
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Activities
ACTIVITY 1-2-3-4:
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PERSONAL INTERESTS, PERSONAL TRAITS, SELF CONFICENCE, PERSONAL SKILLS.
Description: Strategies:
The activities will guide students to  The circle of viewpoints
gain insight and broaden their  Asking and answering questions
awareness of themselves.  Positive self-image.
 Criticism acceptance.
 Let the students think about themselves on the
spot
 To assess personal  Give them some time to brainstorm
information, select and self-
 Ask a few questions such as
reflect on it.
1. What are your interests?
2. How can you describe yourself?
3. What are your abilities?
4. What do you like doing most?
5. What can you say about your strengths and
weaknesses?
6. Is there anything bothers you about your
personality?
7. Which traits you have, do you like most?
 After getting the answers, each student are able to
complete the given sentences with plausible
interpretations
 Make the students work in groups and in pairs to
be able to gain positive self-image
 In group work, students will be able to share their
viewpoints and statements on how they can
express themselves better.
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Schedule: Solutions:
60 minutes. Students’ own answers.

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Materials Extra-activities:
Videos and Internet websites can
be used to diversify their
expressions.
Tips: Evaluation:
 Guide students to watch Teachers are able to evaluate the students’ answers
according to the interests, traits, skills related words.
videos related self-
expression and to use the
websites.
 Let the students generate
as many adjectives as they
can to express themselves.
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ACTIVITY 5-6
MY SKILLS-PERSONAL QUALITIES.
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Students are able to identify  Compare and contrast.

personal skills from a given set and  Matching.
match their skills to corresponding
jobs individually.
 Students are asked for identifying personal skills
 To identify personal skills from a given set.
from a given set.  After identifying their skills, teachers should guide
them to match their skills with appropriate jobs.
 To match skills with
appropriate jobs.
Schedule:
A class session
Materials: Extra-activities:
Internet website for extra http://www.careers.govt.nz/tools/skill-matcher/

information.
Tips: Evaluation:
-Guide the students to look for jobs
Students are just able to gain awareness of their skills and
related to their skills for an extra
corresponding jobs.
activity
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ACTIVITY 7
MY EMPLOYEE PROFILE
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 Assessing sources of information
Students will be able to create their  Making inferences, predictions or interpretations.
own job profiles through a situation  Negotiate.
given.  Questioning.
 To create their own By writing the title on the board to take attention,
employee job profiles. students are expected to tell their ideas about the
 To compare and contrast topic.
the difference between  Then the following questions can be asked
employee and employer 1. Which qualifications do you need an
skills. employee should have?
 To gain awareness of 2. What kind of information do you need to
personal job expectations. inquire about an employee you will be able
to work with?
 Qualifications the students need as an employer
can be classified.
 Taking into consideration the sample situation,
students should be guided to create their employee
profile and write a job description.
A class session. Students’ own answers according to the job profile given.
Paper sheets. Drawing a chart.
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Tips: Evaluation:
Make them think about all All students are expected to draw a chart with the titles of
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the qualifications and skills CV content.
both an employee and an
employer should have.
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ACTIVITY 8:
ARE YOU THE TYPE OF PERSON WHO CAN RUN A BUSINESS?

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The activity intends to gain  Self-motivation and independence in carrying

awareness of running business and out work.
also is a guidance for students for  Desire for personal and professional success.
inferring and interpreting the  Challenge or risk taking.
advantages and disadvantages of
having their own business.
 To be aware of advantages Students are asked for doing the test titled ‘ARE
and disadvantages of having YOU THE TYPE OF PERSON WHO CAN RUN A
their own business. BUSINESS?’
 The results are shared in the classroom.
 Students are asked about the intends to run
their own business one day in the future.
 The teacher asks for students to interpret the
advantages and disadvantages of having their
own business by scanning the test.
A class session. Students’own answers according to the test.
Materials:
Tips: Evaluation:
 Don’t forget to tell your
If they say Yes more than No, then they can run their
students that they need
own business.
capital to run their own
business.
 Having their own business is
risk taking.
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ACTIVITY 9:
WHAT ARE MY TRANSFERABLE SKILLS?

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The activity reveals the  Initiative regarding professional development.

competencies of high transferable  Matching.
skills and enables students to match  Desire for personal and professional success.
their competencies with them.
 Acquiring self knowledge  The following questions are written on the board
skills. -What do you know about transferable skills?
 Knowing and exploiting -What are they?(Students are expected to give
personal potential. many possible answers and they are written on the
board.)
-What do you think about the transferable skills
that employers demand most?(Students elicit the
most common transferable skills and they are
circled.)
 Let the students do the test.Read the instruction
loudly and give them some time.
 Students are asked for matching the titles to the
columns with competencies.
 Volunteer students share their answers to the class
and tell their dominant transferable skills which
they have more ticks and stars than 5 in each
column.
 Students are able to realize their incompetencies
and need the information so they can search from
the Internet.
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60 minutes. Transferable skills are skills that you can take with you
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from one situation to another, from onejob to another.
1.Communication Skills 11. Learning Skills

2. Teamwork Skills 12. Computer Skills
3. Time Management Skills 13. Listening Skills
4. Problem-Solving Skills 14. Creativity Skills
5. Organization Skills 15.Leadership Skill
6.Desicion making 16.Presentation Skills
7. Research skills 17.Working to deadlines
8. Emotional Intelligence 18.Conflict solving skills
9. Interpersonal skills 19. Adaptibility
10. Flexibility 20.Negotiating
Materials:
Websites to get more information
about the most common
transferable skills.
Tips: Evaluation:
 Make sure your students If they have less than 5 ticks and stars on a column,this is
assess themselves right if you their problem area.Having more than 5 ticks and stars
know their personal traits, shows their dominant skills.
you can ask some guided
questions.
 Give students enough time to
make sure that they
understand all the words
correctly.
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ACTIVITY 10
ANALYZING TRANSFERABLE SKILLS
Description: Strategies: - 33 -
The activity reveals the content of  Desire for personal and professional success.
high transferable skills and enables  Initiative regarding professional development.
students to complete the  Generating or assessing solutions.
sentences.
 Acquiring self knowledge  After activity 9,students are asked for

skills completing the sentences according to their
 Knowing and exploiting
knowledge about the most common
personal potential
transferable skills.
 The teacher gives the students some time to
complete the sentences. Meanwhile he/she
observes.
 After the sentence completion, volunteer
students can share their way of acting.
 A classroom discussion can be made to reveal
the features of high transferable skills so that the
students can have extra information.
 Websites can be used to show the features of
high transferable skills.
Schedule:
80 minutes
Materials:
Websites
2014-1-RO01-KA201-002736_8
Tips: Evaluation:
 Group work can be done A detailed evaluation can be done from the websites
- 34 -
here. including the necessary information. This part can be
 Let the students understand homework for all the students to overwork.
the context well by sharing
their ideas within the
groups
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-Lack of time for all the activities to evaluate. - 35 -
-Students tendency for untrue answers about themselves such as ‘the student himself is lazy in
fact but he can say ‘I’m hardworking.’
-Dependency on Internet connection.
-Incompetence of the students for expressing themselves.
Possible solutions
-Guided questions can be asked by the teachers to make students feel more realistic.
BIBLIOGRAPHY
(web sides and books used by the teachers to create the activities)
http://www.skillsyouneed.com/general/communication-skills.html
http://www.byronstock.com/ei/eicompetencies.html
https://targetjobs.co.uk/careers-advice/skills-and-competencies/300766-problem-solving-the-
mark-of-an-independent-employee
https://business2success.wordpress.com/2008/11/18/core-management-skills-and-
competencies-decision-making/
http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm
http://www.kent.ac.uk/careers/sk/time.htm
http://www.kent.ac.uk/careers/sk/teamwork.htm
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- 36 -
HARD-SOFT SKILLING-CHARTING
YOUR CAREER PATH
Module 3 – CAREER PLAN MODEL– Discovering your Hidden

Skills
Authors: Luís Nunes

Schools: Agrupamento de Escolas do Fundão
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MODULE DESCRIPTION
Description: - 37 -
Discovering your hidden skills through volunteer work and part-time jobs.
Aims/Competences
1.Students should learn what steps to take to enrich their curriculum, apart from their normal
specific preparation for a job through a university degree and specific training.
2.Students should understand the importance of volunteer work and part-time jobs throughout
their teenage years and young adulthood as a way to gain different experiences and discovering
hidden skills.
Sections:
1. 1.Student self- assessment (pre-post test on the topic)
1.1 Ice-breaker
2. Activity 1
3.Activity 2
3.1.Volunteer and part-time jobs
4.Teacher’s evaluation
5.Webography.
2014-1-RO01-KA201-002736_8
- 38 -
1.Student self- assessment - (pre-post test Students answer questions to check their
on the topic) awareness about certain jobs and their
1.1 Ice-breaker
3.Activity 1:Strategies to find part-time
jobs or volunteer jobs Students are taught strategies to find part-time
jobs or volunteer jobs.
3.Activity 2
3.1.Volunteer and part-time job. Identifying certain volunteer activities or part-time
jobs as being a good preparation for specific jobs.
4.Teacher’s evaluation Teacher evaluates students’ performance.

5.Bibliography
2014-1-RO01-KA201-002736_8

To break the ice and raise awareness, students answer these questions by ticking the right column,
according to their opinion. This test can be answered again at the end of the activities to see how - 39 -
much students’ opinion changed.
Very Not Not
much much at all
1 How important is it for a mechanical engineer to be able to drive
several machines?
2 How important is it that a teacher knows a lot about current issues
that may not be directly related to his subject?
3 How important is it that a doctor knows how to be patient and
caring with his patients?
4 How important is it that a human resources manager knows how
to solve conflicts between different people?
5 How important is it that a human resources manager can speak
several foreign languages?
6 How important is it that a doctor can speak several foreign
languages?
7 How important is it that an actor knows the characteristics of
specific jobs?
8 How important is it that a flight attendant understands different
customs and attitudes from different peoples in the world?
9 How important is it that a doctor knows how to sing?
10 How important is it that a teacher can deal with new technologies

with ease?
2014-1-RO01-KA201-002736_8
Activities
ACTIVITY 1:
- 40 -
STUDENTS ARE TAUGHT STRATEGIES TO FIND PART-TIME JOBS OR VOLUNTEER JOBS.
Description: Sts are given certain desirable jobs and discuss in small
groups what part-time or volunteer activities they can
Class discussion guided by the undertake to become the preferred candidates for those
teacher around specific jobs jobs.
forwarded to the students.
Jobs:
1.Manager of Human Resources
2.Doctor (GP= General Practitioner)
3.Teacher
4.Mechanical Engineer
5.Actor
6.Flight Attendant
 Raise awareness about the  Students discuss how important certain activities
different skills needed for a can help you develop the skills necessary for a
specific job.
specific job.
 (Ex: working in a café during summer can help you
 Get to know today’s world develop your people skills. These can be essential
of work. when working in any management role. Working as
a volunteer in an orphanage can help you become a
better GP later on because you develop your
humanitarian skills, etc).
 Students check some job adverts online to see what

employers are looking for when hiring new
employees.
 3.Students select the activities they link with certain

jobs, so as to have a clearer idea about how to
better prepare for a specific job.
2014-1-RO01-KA201-002736_8
 The students devise strategies to look for and apply

for the adequate part-time and volunteer jobs they
- 41 -
consider most valid for their career choice:
a)writing an advert to be published in a local newspaper

saying in what areas the students want to try something
professionally;
b)checking online for job offers (part-time and volunteer
activities) and apply directly;
c)enroll in summer courses, at home or abroad, either to
learn a new skill or to learn a language better;
d)travel to foster the knowledge about the world;
e)help their parents in their professional activities so as to
develop certain specific skills.
2 lessons, each 50 minutes. Students’ answers may differ from each other.
Job descriptions. Each student can search for possible jobs that will match
their personal interests and do the same activities
Internet job sites.
individually at home.
Newspaper adverts.
Tips: Evaluation:
 Sts should look for different
How to evaluate sts’ performance in this activity.
types of jobs as a way to
find the different skills  Quality of interaction between peers;
being asked for in the world
 Capacity to identify the most important;
of work, mainly in what
characteristics of certain jobs;
concerns the soft skills.
 Most effective advert written.
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ACTIVITY 2:
IDENTIFYING CERTAIN VOLUNTEER ACTIVITIES OR PART-TIME JOBS AS BEING A GOOD

- 42 -
PREPARATION FOR SPECIFIC JOBS.
Description:
Students are given descriptions of

certain volunteer activities or part-
time jobs and match them with the
jobs mentioned in activity 1.
 Students recognize the  Students are organized in 5 different groups,

importance of early working each having the responsibility to analyse and
experiences. discuss one advert for volunteer jobs or part-
 They recognize the variety time jobs.
of possibilities there are in  Students read the descriptions of the volunteer
the world around them, activities or part-time jobs given to them.
many without leaving their  Students analyse the individual characteristics of
home. each job and identify the possible
 Students learn how to correspondences with other jobs in the list.
analyse an advert and  Students decide what documents are needed to
dissect it to find out the submit a successful application for these
hidden skills expected from volunteer jobs and / or part-time jobs.
an applicant.  Students write an application / cover letter.
 Students train the writing of
an application letter.
2 lessons (50 minutes each). Students’ opinion may differ.
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Worksheets. Students check the sites provided for updates.

- 43 -
Tips: Evaluation:
How to evaluate sts’ performance in this activity:
 Students vote for the most effective application
letter written by their peers;
 Teacher asks students to vote for the 5 most
involved students in the activity, one from each
group.
2014-1-RO01-KA201-002736_8
MATERIALS OF THIS MODULE

1.Volunteer job
Research potential sponsors of sports equipment shipment from Portugal to Zambia - 44 -
Youth Press and Development Organisation
TASK
The Youth Press and Development Organisation (Y.P.D.O) has been offered various sports
equipment by Portuguese organisations for the projects in Zambia. The YPDO through its sporting
initiative called Malalo (Bridges) Sports Foundation (www.malalosport.com) uses football as a
tool for social change. The initiative is recognised by the UN Sport as one of the organisations that
are bringing change in communities through sport. The assignment is supposed to be concluded
within 12 weeks. The Y.P.D.O shall provide all the required information for the volunteer on the
assignment and collaborations shall be done online. Volunteers will not submit any funding
requests on behalf of our organisation neither approach their personal contacts.
Number of volunteers: 10
BACKGROUND INFORMATION
The main objective of the assignment is to find sponsors to ship already pledged football
equipment from Portugal to Zambia. We have already identified the most cost effective way of
shipment via a Zambian American company. We would like volunteers to research on potential
sponsors of small boxes and bins of equipment.
OBJECTIVE
The Y.P.D.O works through the bridges for hope using sports as tool for social change. The task
relates to our objectives of elimination of poverty through the use sport. The assignment also
resonates to the bridging of gender inequality for the girls through the use of sport.
Languages
English
Hours per week
6-10
Duration in weeks
12
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__________________________________________________________________________
2. Volunteer job
Help to improve website for educators - 45 -
Noble Missions for Change Initiative
TASK
We are in need of a volunteer who can help us improve thementored.com beyond what it is now.
The website was built with Joomla 3x. But we need it to have membership levels as well as custom
registration forms and other functionalities for teachers. All the required information will be
supplied through email. We expect to have the website fully functional by mid July 2015.
Noble Missions for Change Initiative (NMI) envisage a developed society where young people are
empowered for quality living, free of social vices with enhanced productivity and well-being.
This website is the social enterprise of NMI. The goal is to contribute to the development of
teachers thereby improving the quality of education for children.
OBJECTIVE
Launching this website will enable us reach thousands of students and teachers worldwide. And
the information in the magazine will improve the quality of education in Nigeria and other
developing countries.
- To improve the quality of education in rural communities.
- To connect teachers globally.
Region or country
Nigeria
Development topic
Education
REQUIREMENTS
Volunteers should be knowledgeable in: Website development using Joomla; HTML and CSS
coding and be creative!
Areas of expertise
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Computing
Languages
- 46 -
English
Hours per week
6-10
Duration in weeks
12
3. Volunteer job
Research on volunteer sending organizations in Portugal
TASK
Nka Foundation is an NGO that runs site-based volunteer program in rural Ghana and Tanzania.
We seek the support of online volunteers to identify and connect our program with potential
partners in Portugal, such as volunteer-sending organizations and colleges/universities that can
provide us with onsite volunteers to come to participate in our EXPERIENCE RURAL AFRICA
program.
The online volunteer tasks include:
- Research and create database of potential partners such as volunteer-sending organizations,
student unions, study abroad programs, service-learning programs, colleges and university
departments in Portugal that are willing to use our site for projects abroad to benefit their
students.
- Establish contact with them through email, social media, Skype, etc.
Nka Foundation exists to serve underserved communities in Africa and similar places across the
globe. We do this by creating project sites where individuals, groups and institutions can interact
with the underserved communities to build cultural bridges for knowledge and skills transfer. Nka
projects promote volunteerism, especially through the arts and design education.
OBJECTIVE
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To increase our volunteer recruitment. Our organization does not have established paid staff. Nka
projects are run by volunteers dotted all over the globe.
Region or country - 47 -
Sub-Saharan Africa.
Development topic
Culture.
REQUIREMENTS
- The volunteers need to have good research and communication skills. Experience in
administrative areas will be a plus.
- Task requires a speaker of Portuguese because some of the materials to look at might be in
Portuguese.
If you are interested in undertaking this task, please submit a CV, and clearly outline how your
skills and experience will be an asset to the assignment.
Areas of expertise
Business and administration.
Languages
English, Portuguese
Hours per week
6-10
Duration in weeks
52
__________________________________________________________________________
4.Part-time job
CUSTOMER SERVICE AGENT (PART-TIME)
Company: Calspan Air Services
Area: Niagara Falls
Calspan Air Services, located at the Niagara Falls International Airport, provides aviation services
on a 24 hour/7 day a week basis and have immediate openings:
2014-1-RO01-KA201-002736_8
Customer Service Agent (part-time): Performs a variety of customer-related duties such as

providing outstanding customer service to passengers, handling customer complaints, multi-
tasking and enforcing polices in a professional and courteous manner. Must be able to attend and - 48 -
pass a two-week training course in Ft. Lauderdale, FL. Part-time position.
Successful candidates must pass a pre-employment/SIDA background check and drug screen,
available to work a flexible schedule including days, evenings, weekends & holidays.
__________________________________________________________________________
5. Part-time job
Designing New Planetary Gear System for Electric Bicycles
This part-time job involves designing of a new planetary gear system for electric bicycles with
existing motors. The freelancer is expected to engineer and design a gear system based on a
patented gear system applied for an electric bicycle solution.
The freelancer needs to have a working knowledge of bicycles as well as a background in
mechanical engineering with some experience in planetary gear systems. It would be helpful to
know the inner workings of an internal hub from SRAM or Shimano and implement its gear
structure to this task.
Successful engagement of this task involved not only a set of blueprints but also a working
prototype that could be further engineered for manufacturing. The task will be deemed complete
when the prototype is proven to be working.
This task is an opportunity to experience one of the leading technologies that could reshape the
bicycling industry. There are series of work to be done upon a successful completion of this task.
Skills Required: Computer-Aided Design Mechanical Engineering Rapid Prototyping
2014-1-RO01-KA201-002736_8
Difficulties on teaching this module - 49 -

-Students might find that these jobs are not the ones they want to have later on and this can
demotivate them.
-Students lose focus when working in group because they will tend to talk too much between
them instead of concentrating on the task at hand.
Possible solutions
-Students will be told that these jobs are examples but realistic ones because they were found in
real internet sites;
-By knowing that group performance will be evaluated, students will try to focus harder.
WEBOGRAPHY
https://www.upwork.com/o/jobs/job/_~01882bd3bca8d4ae10/
www.calspan.com/
http://unjobs.org/vacancies/1364954965516
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- 50 -
YOUR CAREER PATH
Module 4: USEFUL TIPS FOR YOUR CAREER
Authors: Sbarbati Carla,

Chesi Giulia,
Daniele Laurente Di Biasio,
Felice Santilli
School: IISS “Charles Darwin”
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MODULE DESCRIPTION
Description
The module will help students revise and acknowledge information regarding vital tools for - 51 -
getting a job: revising different types of CV templates; differences application letter/cover
letter/resume; tips before/during the interview; tips for writing good application letters.
These activities will help students in writing an effective CV or resume, a captivating Cover Letter
and conducing a good interview.
Aims:
1. To create awarenessof the existence of different types of CV.
2. To compare and contrast the differences between application letter/cover letter/resume.
3. To understand the right way of writing a good application letter.
4. To identify the right way of conducting a job interview.
5. To evaluate and manage information regarding tools to get a job, adapting them to
personal use.
Sections:
1. What is meant for CV?
2. What is meant for Cover Letter?
3. What is a good Job interview?
4. What is meant for Application Letter?
2014-1-RO01-KA201-002736_8

- 52 -
CV templates Answering questions, filling in cv template,
creating your own CV
Cover letter Understanding questions and answers, writing
your own cover letter
Interview tips Role play to practice interviews
Application letter tips Understanding questions and answers, writing

your own application letter
2014-1-RO01-KA201-002736_8
Student self- assessment

- 53 -
1. What types of CV templates do you know?
2. Which are the main parts of a CV?
3. what do you have to write in the personal profile heading?
4. What to write in qualification, skill, quality?
5. What are the differences among application letter/cover letter/resume?
6. What should you do before/during the interview?
7. What does a good application letter mean?
2014-1-RO01-KA201-002736_8
Activities
ACTIVITY 1:
- 54 -
ICE-BREAKERS/WARM-UP ACTIVITY
Group discussion on the use of a CV. Group discussion.

Answering the questions, students
have to discuss and understand the
use of a CV.
Understanding the use and the Divide the students into groups and give them a sheet of
importance of a CV. paper with the questions below. Make them compare
their answers with the responses of the other groups.
Schedule:
40 minutes.
Materials:
Sheets of paper.
Evaluation:
It is important to evaluate students’ degree in
understanding the topic.
2014-1-RO01-KA201-002736_8
ACTIVITY 2:
CV CATEGORIES, WHAT TO WRITE IN THE PERSONAL PROFILE HEADING.
Students have to discuss on the Group discussion.

categories of a CV and understand
what to write in the first one( the
personal profile heading).
Understanding the different parts Divide the students into groups and make them
of a CV and what to write in the discuss about these topics, doing the activities in the
personal profile heading. papers that you give them.
Schedule:
20 minutes for the first exercise.
20 minutes for the second exercise.
Materials:
Sheets of paper.
Evaluation:
Teachers have to evaluate the use of new adjectives

and the originality of the writing.
.
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ACTIVITY 3:
CV CATEGORIES, WHAT TO WRITE IN QUALIFICATION, SKILLS, QUALITY?
Doing this activity, students have Group discussion.

to discuss and understand which
skills and qualifications should be
written in a CV.
Understanding the different parts Divide the students into groups and make them discuss
of a CV and what to write about this topic doing the activities in the papers that you
qualification, skill ,quality. give them.
Schedule:
15 minutes for the first exercise.
15 minutes for the second exercise.
Materials:
Sheets of paper.
Evaluation:
It is made on the quality of groups’ discussion.
2014-1-RO01-KA201-002736_8
ACTIVITY 4:
CV CATEGORIES, WRITING A CV.
Description: - 57 -
Game on guessing a CV owner.
Learning the right tips for writing a After distributing a template of a CV, each student
CV. writes a CV of a famous character. After reading it, the
class have to guess the character.
Schedule:
20 minutes for writing the CV.
30 minutes for reading and
guessing.
Materials:
Sheets of paper.
Evaluation:
Evaluation is made on the correctness of the CV and its

appropriatness to the character described.
2014-1-RO01-KA201-002736_8
ACTIVITY 5:
.MAIN TYPES OF CURRICULUM.
Description: - 58 -
Reading and understanding
exercise
Writing.
Learning the differences of the  After distributing the sheets of the activities, divide
different types of CV and when to the students into groups and make them read the
use them. main different CVs and discuss about them.
 Tell them to write a functional CV from the given
example.
Schedule:
15 minutes for reading.
30 minutes for writing.
Materials:
Sheets of paper
Evaluation:
We evaluate the quality of groups’ discussion and the
correctness of the CV.
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ACTIVITY 6:
DIFFERENCES BETWEEN CV, COVER LETTER AND RESUME.
Description: - 59 -
Reading and understanding the

differences between CV, Cover letter
and Resume.
Writing activities.
Understanding the differences Give the students the copy of the paper where the
between CV Cover Letter and differences are explained and make them make the
Resume. exercise under it. Then, have a class discussion on the
given answers . After that, taking the CV written before,
write a cover letter and a resume after that CV.
K a b c d e f g h i j k l
20 minutes for reading and E
understanding activities. Y
10 minutes class discussion. S
30 minutes for writing. T fa fa tr tr fa tr tr tr tr fa tr fa
as ls ls u u ls u u u u ls u ls
k e e e e e e e e e e e e
5
Task 8) 1 2 3 4 5 6 7 8
KEYS
b a d d b d c c
Materials:
Sheets of paper.
2014-1-RO01-KA201-002736_8
Evaluation:
The first thing to evaluate is the correctness of the

- 60 -
understanding activity following the keys given and then
the effectiveness of the cover letter and the resume.
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ACTIVITY 7:
JOB INTERVIEW.
Description: - 61 -
Reading and understanding
exercise
Roleplay.
Knowing what to do before/during Give the students the copy of the paper with the main tips
the interview. for a job interview and let them make a roleplay as
explained in the papers.
Schedule:
15 minutes for reading.
40 minutes for roleplay.
Sheets of paper. Discussion about the importance of behaving in the right

way to conduct a good interview.
Evaluation:
It is important to evaluate the ability of conducting the

role-play and if the students follow the suggestions given
in the reading.
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ACTIVITY 8:
APPLICATION LETTER TIPS.
Description: - 62 -
Reading and understanding exercise
Reordering and filling in activities
Writing.
Understanding the importance of Give the students the copy of the paper in which the
writing a good application letter. application letter is explained or explain it and let them
Learning how to write it. make the exercises below. You can divide the students into
groups to have a better discussion on it. Make compare the
answers given by each group.
15 minutes for reading or First exercise: O P E N I N G; I am writing in reply to your

explaining. advertisement ... ;With reference to your advertisement in
... ;
10 group discussion.
E X P E R I E N CE AN D Q U AL I F I C AT I O N S; Currently,
30 minutes for activities. I am working as a ... ;I have five years experience in this
sector.
I am in charge of ... ;As you can see from my CV, ...
R E AS O N S F O R AP P L Y I N G: I am particulary interested
in this position ... ;I am very keen to use my English ...
C L O S I N G T H E L E T TE R: I look forward to hearing
from you. ;I wil be available for interview from ... ;I would
be more than happy to discuss ... ;Please do not hesitate to
contact me for.
Second exercise: 87 Delaware Road; Dear Mr.; I am writing

to apply; in The Times Union Magazine; I am enclosing; The
opportunity presented; The key strengths; I provide
exceptional contributions; I have a degree in Computer
2014-1-RO01-KA201-002736_8
Programming; I also have experience; Please see my

resume; I can be reached anytime; I look forward; Yours
faithfully - 63 -
Materials:
Sheets of paper.
Evaluation:
The first thing to evaluate is the correctness of the

understanding activity following the keys given and then
the effectiveness of the written application letter.
2014-1-RO01-KA201-002736_8
Students might meet some problems when choosing the right adjectives or sentences to write a - 64 -
good CV or showing a convenient attitude and giving the correct answers during a job interview.
Possible solutions
It would be teachers’ task to help students with the appropriate suggestions, making them think,
learn and use adjectives, nouns or short ready made sentences in order to make them feel more
self-confident.
BIBLIOGRAPHY
CV
Video relativi a cv writing▶ 5:09
www.youtube.com/watch?v=PTbyvLGqTR4
14 set 2011 - Caricato da AshleyKateHR
Ashley Kate HR share their views on how to write an attention grabbing CV.
www.hloom.com/download-professional-resume-te... -
279 free resume templates in Word you can download, customize, print, or email. Chronological,
functional, combination formats. Traditional, modern, creative ...
Clean Simple Resume Template - Modern Resume Templates ...
How to Write a CV or Curriculum Vitae (with Free Sample CV)

www.wikihow.com/Write-a-CV-(Curriculum-Vitae) –
Resume
Résumé - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/Résumé -
What's the Difference Between a Resume and a CV in ... - Monster.ca

career-advice.monster.ca › ... › Resume Writing Tips -
Resume versus CV? Which format should you use? Career Expert, Mark Swartz explains the
difference.
2014-1-RO01-KA201-002736_8
- 65 -
Cover Letter
La struttura della cover letter - Come scrivere una lettera di ...
www.studenti.it/foto/lavoro/...lettera-di...inglese/cover-letter-struttura.php
Sample Cover Letter - Monster

career-advice.monster.com/...cover-letters/cover-let... -
Stumped on how to write a cover letter that will catch an employer's attention? Get ideas from this
sample.
Cover Letter Checklist - Cover Letter Samples - Cover Letter Mistakes
How To Write A Cover Letter - Youth Central

www.youthcentral.vic.gov.au/.../how-to-write-a-co... -
Job interview
Job interview - Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Job_interview -
How to Prepare for a Job Interview (with Examples) - wikiHow

www.wikihow.com/Prepare-for-a-Job-Interview -
Sample Job Interview - Sample Interview Day Checklist - Interview Tips and Tricks
2014-1-RO01-KA201-002736_8
- 66 -
YOUR CAREER PATH
Output O6 –Teaching guide
Module 5 – Team building
Authors: NadyaMilusheva
LyubimaKonstantinova
YanaStoyanova
BogdanaKostadinova
IliyaValchev
School: Professional High School of Economics “Ivan Iliev”
Blagoevgrad
BULGARIA
2014-1-RO01-KA201-002736_8
MODULE DESCRIPTION
Description
This Module is a structured collection of original and revised resources, exercices and course - 67 -
activities for testing, developing, delivering, and evaluating training on Team building topics
and skills. The Team Building Skills-module intends to:
•promote the importance of working closely together at school and future workplace.
•establish a positive team culture, the beliefs, values and norms of behavior.
•understand the role of the leader.
•develop communication and trust among team members.
•encourage experience sharing and generating new ideas.
•improve commitment and work efficiency.
Aims/Competences
1. To establish a positive team culture, the beliefs, values and norms of behavior.
2. To understand the role of the leader.
3. To develop communication and trust among team members.
4. To encourage experience sharing and generating new ideas.
5. To enhance team members’ motivation.
6. To improve commitment and work efficiency.
Sections:
1. What is a Team?
2. What is a Team Building?
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3. Team Building basics.
4. Reasons for Team Building.

- 68 -
5. Team Building tests/activities/games.
2014-1-RO01-KA201-002736_8

- 69 -
Pre/post test Checking competences on the topic
What is Team Building? Theoretical introduction on the topic
Threeice-breakers/warm-up activities: Using a game approach to warm-up and ice-

break the students’ relations.
1. Game:"Win, give"
2. Game: “Game with a ball”
3. Game: “Drop the ball“
SWAT analysis SWAT analysis of your team/organization.
Feedback Game of the completion of activities and final

evaluation
„I – Message“ (How to influence others) To measure the ability to influence others and
the impact of the others on you - how to
conduct a conversation.
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PRE/POST TEST ON THE TOPIC - ARE YOU A GOOD TEAM WORKER?

(Team Building skills test)
- 70 -
All participants complete the test. Their answers should be arranged, according to which view is
completely true, mostly true, mostly false or completely false using the table at the end of the test.
1.
a) each team must have one person to contro the work,being responsible for its implementation
and results.
b) for the team’s members is more important to have clearly defined areas of activity and
responsibility than to have one person who controls everything.
c) good leaders succeed in creating the necessary working atmosphere that motivates and
encourages all team members.
d) good managers and organizers have the necessary skills to motivate the others.
2.
a) the team is the strongest when its objectives consistent with the wishes and needs of each
member
b) the team isthe strongest when it works well alone.
c) the team is the strongest when the goals are clearly specified.
d) the team is the strongest when at the beginning its goals seem difficult to be achieved.
3.
a) I will mobilize all my energy for my team’s needs and objectives.
b) I'm ambitious and I’ll harness all my strengths to become a team leader.
c) the best organizer is the one who accepts challenges.
d) I want to be a leader.
4.
a) best leaders possess the ability to help others discover their strengths.
b) most effective leaders are those who stand aside and watch if everything goes well in the team
and intervene only when something goes wrong.
c) a good leader should encourage a positive team spirit.
d) a good leader is a catalyst of motivation.
5.
a) the team and its members are motivated through giving them responsibilities.
b) team members should be aware of the consequences of their errors.
c) a team should not be afraid of changes.
d) team members should continuously analyze and evaluate mutually.
6.
a) I believe that the team will be better with my participation.
2014-1-RO01-KA201-002736_8
b) team members should be equallycompetent in all its activity.

c) it is important to be in support of each member of the team at any time.
d) regular team meetings are necessary in order to discuss objectives and assess what has been
- 71 -
done.
INSTRUCTIONS FOR COMPLETING: Please arrange each answer for each of 6 groups of questionsin
the table below:
Group of Completely Mostly true Mostly false Completely Total

questions 1 true false
А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.

А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.

А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.

А 3p. 2p. 1p. 0p.
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B 0p. 1p. 2p. 3p.

C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p. - 72 -

А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.

А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.
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RESULTS:
48-72 POINTS
You are not only a team worker, but a person who clearly aware of what is necessary to work in a
- 73 -
team and how to make it function best. As a result, you could become a great leader. A good
organizer should understand the importance of the goals and challenges of the team, but also need
to maintain good collegial relationships, responsibility and development. Good organizers manage
to create the right working atmosphere to motivate the team. If you are a member of a team, but
have not yet taken leadership position you have the potential and perhaps should develop your
aspirations, of course, only if you really want it.
24-47 POINTS
You can be agood teamworkerwithleadership qualities.
The team as well asthe individual member is encouraged by theresponsibilityandyou
mostlikelyhavethe quality to takethese responsibilitiesseriouslyandtorealizethe need that allteam
members must worktogether to achieve thecommon goals.It is true thata team is composedof
individuals, but only when they work together ona commongoalthe teamcan be reallyeffective.
23 POINTS /OR LESS/
It seems you are rather individualist and as such you prefer tasks for independent work and not as
a team. You simply do not like the involvement of other people or to work under the rule of others.
Your results show that you are suitable for independent work in a profession in which you can work
alone, with the least possible interference. But you should not forget, however, that life is a team
game in which the collaboration is more productive than the isolation. The development of a team
means also an individual development where all members are moving forward by learning new
ideas, improving skills, expanding horizons and keeping motivated.
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Activities
ACTIVITY 1:
WHAT IS TEAM BUILDING? - 74 -
Theoretical introduction. Brainstorming.Discussion. Questioning.
Objectives: Procedures:
 To familiarize students with
the meaning, the 1.1. Questions to the students: Do you know what
importance and the origin teambuilding means? Do you know where teambuilding
and the history of team was first done and why?
building. 1.2. Giving basic theoretical knowledge about
 To stimulate teamwork, teambuilding through discussion.
cooperation and open Teambuilding is a word of English origin. It is a process
communication. that allows creation and development of collective values
in an organization, institution or company. These values
are achieved through activities of a game type. The main
objectives of the games are:
- Improving the communication within the team
- Rallying the people in the team
- Improving the teamwork
- Overcoming the essential problems in teamwork
Teambuilding can develop positive communication in a
group and has the ability to make us work together to
deal with certain problems as a team. Teambuilding
programs, as an idea for a company training occurred in
the United States and Britain in the second half of XX
century. These programs basically came from team
interaction methods of fighting groups from the Vietnam
War and the Falklands crisis.
1.3. Question: What do you think is needed for a team to
be successful and work effectively? Reply with one or two
words! (Brainstorming - the answers are recorded on a
board)
1.4. Theoretical part, represented by a PP presentation.
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A group of people is called "team" only when this group

has:
- 75 -
in carrying out their
work tasks
Team building is a management technique and team
building training is a tool to manage the effectiveness of
teamwork.
Factors of team effectiveness:
- team members need to create an
environment where together they can contribute far
more than as individuals. A positive interdependent team
environment brings out the best in each person enabling
the team to achieve their goals at a far superior level.
Conflict solving – Includes the ability to discuss issues
openly with team members, be honest, trustworthy,
supportive and show respect and commitment to the
team and to its individuals.
- The skillful management of the team of one
or more of its members almost always determines the
success or failure in achieving the common goal. Effective
leadership is essential for team success including shared
decision-making and problem solving.
- If the team members are truly motivated
to work, the team can achieve miracles.
- It would be
better if the team members feel that it is important not
only to achieve specific organizational goals, but develop
their professional and personal levels. This would be
useful for both -the participants, and the team work.
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- a team would be much more

effective if its members are directly involved in
determining the targets and periodically evaluate the - 76 -
achievements. Team members need to be fully aware of
their specific team role and understand what is expected
of them in terms of their contribution to the team.
-making - If the team has a clear aproach for
decision-making ( e.g. not to allow the domination of one
or two members’ opinion), the benefits of teamwork
would be much greater, and efficiency - significantly
higher.
– Can you imagine the teamworkwithout
it? When people cooperate, the final results will be far
higher than if everyone works individually for themselves.
The team is not a place for solo performers!
- They are the blood system of every
team. Communication creates ideas, gives solutions,
smoothes misunderstandings.Actively listening to the
concerns and needs of team members and valuing their
contribution and expressing this helps to create an
effective work environment.
- Team members should be willing to give and
receive constructive criticism and provide authentic
feedback.
- Team members become involved in
action planning to identify ways to achieve goals. By
identifying specific outcome levels, teams can determine
what future resources are needed. Successful goal
settings help the teams to work towards the same
outcomes and make them more task and action oriented.
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Schedule:
50’
- 77 -
Materials:
A board. PP Presentation.
Tips: Evaluation:
 Ask appropriate questions Observing students and their answers. The students
to get students to become aware ofthe meaning and importance of Team
understand the meaning of Building.
team building on their own.
 Explain students the
importance of working in a
team.
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ACTIVITY 2:
THREE ICE-BREAKERS/WARM-UP ACTIVITIES

- 78 -
Using a game approach to warm-up and ice-break the
Game 1.: "Win, give"
students’ relations.
 To see all expectations of There are 2 notice boards in the room titled “Give”
the ongoing training, as well and “Win”. The participants write briefly what they
as to show that each opinion want to gain from the meeting on “Win” board and
matters. what they want to give on the “Give” board. Built
"Wall of expectations" is left hanging until the end of
the session in order to be reviewed again later.
Schedule:
40’
Materials:
2 white boards
Tips: Evaluation:
 Conduct students honestly
The facilitator summarizes the main themes and
to express their willingness
makes comments if it is possible or unlikely to be
to give what is need to their achieved.
peers.
 Conduct students honestly
to express their
expectations of the meeting.
Game 2.: “Game with a ball” Using a game approach to warm-up and ice-break the
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Game for introducing, stimulating Participants: Small 4 groups
and motivating the group to work. Instructions/short description of the activity: Each - 79 -
participant to whom the leader of the group throws a
ball must present themselves (his/her name and
country). Then a representative of each group
presents people from his team to the others.
Schedule:
40’
Materials:
A ball.
Tips: Evaluation:
-Encouraging students to Observing students behavior during the game.
understand the importance of Students become closer and demonstrate their
knowing each other well. interest in each other.
Game 3.: “Drop the ball“ Using a game approach to warm-up and ice-break the
A game for cooperation and Instructions:
healthy competition.  Each small group receives 12 straws and 18
inches of masking tape. They get ten minutes
to build a container that will catch a golf ball
dropped from about ten feet.
 Each group selects a ‘ball dropper’ — that
person stands on a chair, holds a golf ball at
eye level. That group places its container on
the floor under where it thinks the ball will
land. Each group gets three attempts.
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 The group that gets a ball to go in and stay in

its container wins.
Shedule: 20’ - 80 -
Materials:
Golf balls, straws, tape.
Tips: Evaluation:
 Teach students to work Teams can use their experiences in the game to
together. overcome work problems and relational issues.
 Teach students to rely on
each other.
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ACTIVITY 3:
SWAT ANALYSIS
- 81 -
Open discussion to identify the strong points and weak
Using SWAT analysis to point points of your team.
strengths and weaknesses of the
team.
 To get each member of the 1.Discussing with students the positive attributes within
team. their team and encourage them to answer the following
 To understand what are questions:
the strengths of their team  What your team does well?
 What human resources do you have in your
in order to benefit of.
team?
 To be aware of their weak  What advantages does your team have?
points in order to 2. Discussing and assess the factors that represent the
overcome them. reason for your team to exist and prosper. Encourage
students to answer the following question:
 What opportunities exist in your environment,
from which your team hopes to benefit?
3. Identify the weaknesses within your team. Encourage
students to answer the following question:
 What are the factors that detract from your
team‘s abilities to obtain or maintain a good and
succefull team work?
4. Encourage students to answer the following question:
 What are potential threats and risks to your
team/organisation?
Schedule: 40‘
Materials:
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Worksheets.
Tips: Evaluation:
 Teach students to think  Observing students and check out their sheets. - 82 -
 Analysing students sheets.
about and understand the
The students are able to identify the strong and weak
importance of knowing the points of their team.
strong and weak points of
their team.
 Teach students to use
SWAT analysis techniques.
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ACTIVITY 4:
FEEDBACK
- 83 -
Using a game approach to get feedback.
Game of the completion of
activities and final evaluation.
 To make participants The participants stand in a circle. One of them

realize the incredible value stretched his/her hand towards the middle of the
of the final assessment for circle and says what were her/his difficulties in the
anyone in the team. tasks and what he/she liked. She/he formulates it by
 To make feedback and give saying: "I did not like it when ...." and "I liked when ...".
clarity what could be The next one put her/his hand on the hand of the
improved next time. former participant until all participants have their
opinion said and their hands gather in the middle of
the circle. Facilitator concludes by saying that what
the collected arms suggests is the power of the
participants as a group.
Schedule: 40‘
Materials:
Golf balls, straws, tape.
Tips: Evaluation:
Teach students to reveal his/her
Teams can use their experiences in the game to
views honestly.
overcome work problems and relational issues.
ACTIVITY 5:
I – MESSAGE (How to influence others)
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I-Messages and Active Listening approach.
Using I-message to learn how to
- 84 -
communicate our feelings(positive
or negative) with anyone, in safe
and respectful ways.
I feel (name your emotion)when
you (describe the action or
problem).
 Conduct students to start with “I feel” and then
 Using I-messages to express an emotion such as:
encourage students to  Angry Frustrated Confused Guilty
share how they feel, no  Sad Hopeless Depressed Grateful
matter what their  Happy Encouraged Hopeful Peaceful
emotions are.  Once they have expressed their emotion, they are
free to describe the situation (i.e., “when you..”).
Theyshouldn’t insult the other person or to describe
the problem for a long time.
Schedule:
20 minutes.
Materials:
None
Tips: Evaluation:
Teach students to send I-messages  Observe students I-messages and define if they are
correct or incorrect.
as a very safe and powerful way to
 Observe the students if they become defensive and
communicate. react to what the other person says.
 Students start to use successfully the correct form of
I-message and listen to each other actively.
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 Scarcity of teaching materials - 85 -
 Difficulty in motivating students to participate actively
 Dependency on students honesty
 Difficulties in getting desirable discipline during games and ice-breakers
 Lack of time to practice achieved knowledge and skills
Possible solutions
 Use and permanent update of the Hard-Soft Skilling-Charting your Career Path
Teaching toolkit
 Organizing regularly teambuilding sessions at school
BIBLIOGRAPHY
Materials created by the authors of this module.
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- 86 -
YOUR CAREER PATH
Module 6: COMMUNICATION SKILLS
Authors: Pilar Belloc

Schools: Institut Europa
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MODULE DESCRIPTION
Being able to communicate effectively is the most important of all life skills and one of the
- 87 -
most required in the labour market and it means the ability to speak, read listen and write
effectively, with clarity and conciseness. In order to help our students succeed in
communication, we have prepared a lot of activities, using an active methodology which entails
students’ interaction with their classmates in pairs, small or large groups, and help them
develop the capacity to understand and produce oral and written messages in English in
communicative situations related to their career, with different communicative intentions,
with a clearly and structured treatment of contents, acquiring fluency and accuracy, analyzing
the audience, being aware of the importance of the body language to convey messages,
simulating situations in real life related with their future career interviews and taking into
account the cultural differences in order to avoid misunderstandings.
We hope that these materials will help students improve their communicative competence
and at the end of the project the students will be able to communicate effectively in an
autonomous way, in oral and written form, in typical communicative situations through
specific tasks related to their career.
Aims:
1. To evaluate the communication context.
2. To create awareness of the existence of different types of communication.
3. To understand what effective communication means.
4. To compare and contrast cultural differences in communication.
5. To identify the right means of communication according to the target audience.
6. To select the desired action to convey meaning.
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Sections: - 88 -
1. What is meant by effective communication?
2. What is meant by verbal and non-verbal communication?
3. What cultural differences may influence communication?
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Title of the activity Brief description - 89 -
Individual quiz to see what you should

Am I a good communicator? improve.
Act out expressing feelings, without words

Acting out without words Discussion: Importance of body language
Say a sentence expressing a different
Your mood mood.
Reading aloud Read aloud in front of a big audience in

order to be a good reader getting feedback
from the peers
Body language at a job interview To be familiar with the positive body
language
Role-play to practice oral communication
Verbal/ Non-verbal language (student A) and body language (student B).
Catching people’s attention Group work: To convey the message

correctly using proper verbal and body
language.
Learning from your mates To know other classmates’ cultures.
Group work:
a- How to communicate properly
An enthusiastic student
b- Peer’s observation
Role play: simulation of a basic
situation.
Tips to convince people
Group work: analyze the body language
Mute video shown in 3 videos( interviews to famous
people)
Cross cultural misunderstandings Small talk given by a foreign student
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Group work: For/against: the importance of

Small discussions first impression at an interview.
- Oral discussion with peers’
- 90 -
feedback.
- A for and against essay
Classmate’s interview Pair work and write a report.
Getting feedback from the mates Pair work performance and peers’
evaluation.
Group work based on a memo exercise and

Cross cultural differences winning competition
Pair work and getting feedback from the
A real interview peers
Photo prediction
Jigsaw reading activity.
Volunteering work
Further activity:
A for/against essay
A jigsaw reading
Unemployement problem Take notes and write a report
Formal letter to the Mayor of your Council.
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Oral Communication Self-Assessment
- 91 -
Oral communication is the ability to use speech to share thoughts and information.
Complete this self-assessment to help you understand your oral communication strengths and
areas for improvement
Never Rarely Sometimes Frequently Most often
I prepare for all

communications
and think things
before I speak.
I express my
opinions and ideas
clearly and
concisely.
I use appropriate
body language (e.g.
smiling, nodding,
making eye
contact) while
having a
conversation
I consider cultural
barriers when
planning my
communications
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I try to anticipate
possible causes of
confusion and I - 92 -
deal with them up
front
Before I
communicate, I
think about what
the person needs
to know, and how
best to convey it.
Listen to others
without
interrupting
Persuade others to
consider different
options
I give support
and positive
feedback to the
others
I write and rewrite
a draft and then I
revise it, before
writing the final
version.
Self-assessment: students should improve all these points and answer “most often” at the end of
the year.
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Activities
ACTIVITY 1:
- 93 -
ARE YOU A GOOD COMMUNICATOR?
Description:
Answer a test and know how good
communicator you are in order to
know your weak points that you
should improve to be a good
communicator.
To know you better and to improve  Teacher asks students to write 3 adjectives that
the weak points related to describe them as a communicator.
communication  In groups of 3, students discuss the important
skills that a good communicator is supposed to
have.
 Students enter in the following site and
discover how good communicators they are:
www.mindtools.com/pages/article/newCS_99
.htm#Explanation
 They see their scores and comment them with

the rest of the class.
60 minutes. After seeing their score, teacher recommends each

student which activities to carry out in order to improve
the weak skills.
Materials:
Laptop and Internet access.
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Tips: Evaluation:
Read the questions carefully and
It is self-assessment to help students know themselves.
choose the most suitable answer for - 94 -
you.
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ACTIVITY 2:
ACTING OUT WITHOUT WORDS

- 95 -
Description:
The activity consists in describing
feelings acting out.
 To be aware of the  Brainstorm: students say adjectives describing a

importance of the body feeling
language to avoid confusion
 Teacher makes them write 1 adjective describing
 To be able to express their
a feeling on a piece of paper and put them into a
feelings without using
words. box.
 Possible adjectives: afraid, nervous,
frustrated, bored, exhausted, happy,
embarrassed, disappointed, relied, and
so on.
 One student takes one and has to act out without
using words.
 The class has to guess the meaning and the one
who guesses the meaning has to say how he/she
noticed it (behaviour) and write it down on the
table.
Schedule:
Brainstorming:5 minutes.
30 minutes acting.
20 minutes of discussion.
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Cards with the adjectives. Discussion about the importance of body language to
- 96 -
convey a message properly. Why do we sometimes get
a wrong message?
Tips: Evaluation:
Remember you can’t use words, Teacher evaluates how good the students are when they
only body language. want to express a feeling without words.
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ACTIVITY 3:
YOUR MOOD.
Description: - 97 -
The activity consists in repeating a
sentence expressing different
moods.
 To be aware of the  Brainstorm: students say adjectives describing a
importance of your mood mood
when you communicate  Teacher makes them write 1 adjective describing
with people. a feeling on a piece of paper and put the pieces
 To be able to express your of paper into a box.
mood.  Possible adjectives: guilty, insecure, happy,
 To be able to recognize the irritated, worried, relaxed, depressed.
different moods expressed  The teacher writes a sentence on the board and
by communicators. tells students to memorize it and repeat it
expressing the mood written on their card.
 The rest of the class has to guess the reader’s
mood.
 One student takes one and has to act out
without saying a word.
 The class has to guess the meaning and the one
who has guessed the meaning has to say how
he/she noticed it (behaviour) and write it down
on the table.
Schedule:
Brainstorming:5 minutes.
30 minutes acting.
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Cards with the adjectives. You can repeat this activity, giving dialogues to the
Given sentence written on the students and making them repeat them using a - 98 -
board different mood.
Tips Evaluation
Revise the tips for body language. Teacher observes students’ performance conveying a
message expressing different moods.
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ACTIVITY 4:
READING ALOUD
Description: - 99 -
The activity consists in reading a
text aloud taking into account the
tips for effective reading. The texts
are created by students and are
about familiar topics.
 To develop effective reading  Brainstorm: Your favourite topics
skills.  Teacher invites students to write a short text
 To be able to be confident about a topic they know and are interested in.
acting in front of a big  2 volunteers read a text about a topic they know.
audience. First they read it silently, then aloud in their
normal speaking voice and finally, they read it in
front of the class
 The rest of the class working in groups of 4, take
notes about the reader’s communicative skills,
compare their notes, draw up the conclusions
and report them to the class.
Brainstorming:5 minutes If they don’t succeed in this activity, they can practice at
15minutes acting. home as much as they need.
15 minutes getting feedback
Texts about familiar topics for the From time to time teacher can repeat this activity in
students. class.
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Tip Evaluation
-Slow down and don’t read fast. Peer’s evaluation and final monitoring by the teacher.
-Keep your head up. - 100 -
-Hold the document higher and
project your voice.
-Pause occasionally( pauses can be
useful for emphasis.
-Get feedback from your peers
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ACTIVITY 5:
BODY LANGUAGE AT A JOB INTERVIEW

- 101 -
Description:
The activity consists in being able to
recognize positive attitudes at an
interview, try to avoid the negative
ones and improve your
performance.
 To be familiar with  Warming up: in groups of 4 think about positive

vocabulary related to body and negative attitudes at an interview.
 The teacher projects vocabulary related with
language.
the topic.
 To be aware of the  Students try to understand the meaning
importance of body language  Teacher invites students in groups of 4 to put
when communicating in a the sentences in the correct column.
job.  They can add more
 Then all the class group comment the
classification.
 Whole class discussion about it.
Schedule: 30 minutes.
Paper and pens. Students can perform sketches with typical mistakes
Smart projector. that the class will have to identify and correct.
Tips: Evaluation:
Tips for a good interview
-Teacher evaluates if students recognize the good
attitudes for an interview.
And if students are familiar with the vocabulary related
to interviews.
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ACTIVITY 6:
VERBAL/NON-VERBAL LANGUAGE
- 102 -
Description:
The activity consists in a pair work
activity, the students have to
perform a dialogue where student A
reads the lines out loud and student
B communicates in a non-verbal way,
expressing a secret emotional
distraction(to be in a rush, bored or
maybe guilty).
After the dialogue, student A has to
say what emotion was affecting
student B.
 Warming up: Important points in body

 To be aware of the language.
importance of body language  Teacher gives students a dialogue.
when communicating.  Students work in pairs: student A reads his/her
lines out loud and student B reads the dialogue
 To understand how much
without speaking and expressing a secret
information we send to the emotional distraction.
audience with non-verbal  At the end student A has to say what emotion
messages. was affecting student B.
Schedule:
15 minutes
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Paper with the dialogue, paper and The students can change their role and perform the
- 103 -
pens. same dialogue but expressing another feeling.
Homework: Write a dialogue in pairs: a father is telling
his son he spends too much time on the whatsApp.
Using their imagination students can make a funny
conversation. They prepare it and perform it in front of
the class.
Tips: Evaluation:
Tips for Verbal performance:
- Teacher evaluates the verbal performance of
Read clearly, intonation,
student A and the non-verbal of student B-
pronunciation, pauses.
Tips for non-verbal:
Eye contact,gestures, space, tone of
voice, intensity,etc.
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ACTIVITY 7:
CATCHING PEOPLE’S ATTENTION

- 104 -
Description:
The activity consists in preparing a short
presentation on a subject of students’
choice. It can be a trip, a holiday, a
favourite book,etc.
 Teacher tells a student to speak about

 To catch people’s attention. something important that has happened to
 To convey the message her/him.
correctly.  The student has 15 minutes to prepare the
speech.
 To give positive feedback.
 The teacher divides the class into 2 groups:
the body language observers and the verbal
observers.
 Each group reads the guide to prepare their
notes.
 They can use the given one or create a new
one.
 The student begins to make his/her speech.
 The others take notes and then compare the
notes with the ones taken by the members
of their group and complete the table.
 They draw conclusions about if the body
language was positive or negative or if the
verbal language was positive or negative.
 They explain their conclusions to the rest of
the class and the speaker gets feedback from
his/her peers.
Schedule: 60 minutes.
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Paper and pens. You can repeat this activity with another student
- 105 -
Video camera if possible. talking about a trip, a holiday, a film, etc. and the
class listen to the presentation and give feedback on
one thing the student did well and one thing he/she
should improve next time.
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Tips: Evaluation:
Speaker: - The speaker: body language, tone of voice,
interesting start and ending, pronunciation,
Know the audience, use the correct - 106 -
intonation, pauses.
channel, use the body language to - For the observers: how they interact with
create interest. Use personal the group, listen to the others, give their
experiences to captivate the audience. opinion, discuss, make agreements, give
positive feedback.
Speak slowly, pronunciation, intonation,
pauses, control your nerves
Body language observers:
Eye How often? Avoided?
conta
ct
Facial Inexpressive? Emotionally
expre involved? Interested?
ssion Smiling?Terrified?
Tone Does their voice project
of warmth, confidence, and
voice interest, or is it strained and
blocked?
Postu Relaxed or stiff and
re immobile? Sit properly?
and Tensed and raised
gestu shoulders, or slightly
re sloped? What about hand
and arm movements?
Inten Flat, cool, and disinterested,
sity or over-the-top and
melodramatic?
2014-1-RO01-KA201-002736_8
Timin Is there an easy flow of

g and information back and forth?
pace Quickly or too slow - 107 -
nonverbal responses?
Soun Do you hear sounds that
ds indicate caring or concern?
- Verbal observers:
Is the information well organized? Are
there few key points?, too long, too
short, many details, clear ideas,
examples, boring, interesting, finish or
unfinished sentences,etc.
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ACTIVITY 8:
LEARNING FROM YOUR MATES

- 108 -
Description:
To know about other cultures,

explained by our foreigner
classmates.
 A classmate from another country makes a

 To know and accept cultural speech about the cultural differences between
differences and be able to his/her country and our country. The students
work with people from other have prepared the topics and given them to
him/her.(possible topics: relationship between
cultures.
parents and kids, discipline at school,
introducing yourself, lifestyle, etc.).After the
speech the students can make questions.
 Then write a report about similarities and
differences between your culture and the one
of the person interviewed.
Schedule: 30 minutes
Pen and paper. You can repeat this activity from time to time, changing
the topic or the country.
Tips: Evaluation:
How to convey a message.
- Teacher evaluates the speaker’s speech, how
good communicator he/she is, pronunciation,
intonation, pauses, short message with
examples, techniques to catch students’
attention, vocabulary used, body language ….
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ACTIVITY 9:
AN ENTHUSIASTIC STUDENT
- 109 -
Description:
A student tries to convince the sports
teachers that he is a suitable person
to train the 12 year-old students of
the school. The rest of the class are
the observers (group A body
language observers, Group B verbal
observers who take notes and give
feedback to the speaker.
 To be able to convince the  Revision of the basis of

others. communication(verbal/non-verbal tips).
 To be able to express his/her  One student is going to prepare a speech in
ideas. order to convince the sports teachers of the
 To accept positive feedback school that he is the most suitable candidate to
from the peers. train a 12-old students’ team at school.
 To be a good observer and  Two volunteers are the sports teachers.
have clear ideas of the  Teacher divides the rest of the class into two
importance of verbal/non- groups:
verbal language when o Body language observers.
communicating. o Verbal observers.
 Both groups take notes about the speaker’s
performance.
 Students compare the notes with the members
of their group and draw conclusions.
 Teacher elicits the final conclusions and opens a
discussion about them.
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Schedule:
60 minutes
- 110 -
Paper and pens. This activity can be repeated as much as necessary but
A record camera. with variations. For example, students can write a
different situation and requirements for the candidate.
Tips: Evaluation:
Use your body language to create - Teacher evaluates the speakers’ performance
taking into account the basis for a good
interest.
communication.
Use personal experiences to - Teacher also evaluates the observers and the
captivate your audience. students’ interaction in the final discussion.
Speak slowly, pay attention to
pronunciation, intonation, pauses.
Control your nerves.
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ACTIVITY 10:
A MUTE VIDEO
- 111 -
Description:
The activity consists in observing the
body language in 3 mute videos,
predict the topic and the speakers’
mood.
 To raise awareness of the  Warming up: Read the observation guide of the
importance of the body body language principles.
 Students are divided into groups of four.
language in communication.
 They watch 3 videos with mute sound and
observe the body language.
 They write downs their notes on the table.
 Then they compare them with the ones taken by
the other members of the group and complete
the table together.
 Teacher elicits the observations from each group.
 Whole class discussion about if the body
language of the video was positive or negative.
 Students predict the topic and the mood.
 They watch the video again but with the sound
on.
 They check their observations and comment
them and summarize the key body language
points and check how they show the speakers’
mood and language.
Schedule:
60 minutes
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Paper and pens. This activity can be repeated from time to time using
- 112 -
A smart board with Internet other videos.
connection to watch the videos.
Tips: Evaluation:
Body language keys:
 Teacher evaluates how good observers the
students are and how they interact with their
mates, giving their opinions, listening to the
others, respecting the turns of speaking.
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ACTIVITY11:
CROSS CULTURAL MISUNDERSTANDINGS

- 113 -
Description:
Watching a video the students
analyze why the message is
sometimes misunderstood.
 To be aware of the  Revise the tips for a good communication

importance of using the
proper communication skills.  Watch the following video and analyze the
reasons of misunderstanding.
 https://www.youtube.com/watch?v=BrJTf97Ev8
o
 Intercultural interaction difficulties.
 Cultural values.
 Non-verbal communication: eye contact, facial

expressions, posture and gesture, touch,
intensity, timing and place.
 How could this confusion have been avoided?

Schedule:
30 minutes.
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Video  Further activity: A foreign student from a very

- 114 -
https://www.youtube.com/watch?v different country like India, Pakistan, China
=BrJTf97Ev8o explains his/her personal experiences related to
misunderstanding and how the problem was
solved or should have been solved.
Tips: Evaluation:
Take into account the tips for good  The teacher evaluates if the students understand
the different cultural values and how importand
communication and the cultural
they are when communicating and trying to
differences. convey a message properly.
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ACTIVITY 12:
SMALL DISCUSSIONS
- 115 -
Description:
Whole class discussion about the

most important thing in an
interview. First reading for a gist.
 Teacher asks students :”What is the most
 To be aware of the important thing to get a job?”
importance of the first  Teacher shows students the title of an article
from the Daily newspaper.
appearance in a job
 A brainstorming of different opinions is open.
interview.  Teacher asks students to read the article.
 To read a test and  Students are divided into 2 groups: group A in
understand the most favour and gives arguments encouraging people
important ideas. to dress and behave properly in a job interview.
 Group B disagrees and gives arguments stating
that appearance is not the most important thing,
there are others more important like personal
skills, experience or qualifications.
 Both groups write the arguments on flipcharts(
Tips: I think/ In my opinion/ I agree/ I
disagree/That’s true ,but…)
 Group C the observers: half paying attention to
the body language and the other half to the
verbal communication.
 A volunteer is chairing the discussion.
 One person of each group presents the final
conclusions giving as much support as possible.
 The discussion begins.
 The chairman controls the discussion between
the groups and encourages participation,
creativity and compromise.
 Teacher films the discussion in order to take
feedback of the activity.
2014-1-RO01-KA201-002736_8
Schedule:
60 minutes.
- 116 -
Photocopy of the article from the Write an opinion essay: ”Do you agree that the first
Daily Newspaper. impression is one of the main things considered by
employers?
Flipcharts, pen and board.
Film camera.
Tips: Evaluation:
PLAN for an opinion essay
- Effective reading for a gist. Understand the main
Express your own opinion on
ideas of the test.
something and convince the reader - To discuss about the topic: listen to the others,
that your opinion is valid´ respect the turns of speaking, give clear ideas
Paragraph1 : Introduction: introduce with solid arguments to convince the others.
ACTIVE LISTENING? The process of listening,
the topic and state your opinion very
clarifying, giving feedback, and
briefly using clear and precise ideas. self-disclosing. It involves the participation of
Paragraph 2: Give examples and both parties in verbal and non-verbal ways. Use
reasons for your opinion. Use a of “I” statements is imperative.
different paragraph for each reason.
: Sit or stand in a comfortable position with your
Paragraph 3: Summarize your body aimed in the general area where the
opinions. speaker is. Try to be in a relaxed position.
-Face the speaker and make appropriate eye
contact. Be aware of other non-verbals:
USEFUL LANGUAGE
placement of arms, leaning forward when
In my opinion, I necessary, head nodding, degree of personal
think/feel/believe that space, smiling.
Connectors: What is more, Besides Paraphrase the speaker’s message.
Ask clarifying questions for understanding.
As I see it,
Malke comments, answer questions when the
I agree/(strongly)disagree speaker pauses.
In addition, Moreover Provide appropriate feedback.
Empathy.
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It seems to me that, Listen with openness. Be a supportive, but

As far as I am concerned neutral listener.
Furthermore, - 117 -
It is clear that,
Connectors of contrast:
although,
From my point of view,
in spite of, however, nevertheless
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ACTIVITY 13:
CLASSMATES INTERVIEWS
- 118 -
Description:
The activity consists in a mock

interview as a previous step for a real
interview.
 Pair work activity: one student is the employer

 To prepare students for a real and the other the candidate.
interview.  They prepare questions( you can use the given
 To be able to report the ones and add others).
 After the interview, the interviewer writes a
collected information in an
report with all the information and reads the
interview. report to the class.
Schedule:
30 minutes.
Pen and paper. You can repeat this activity from time to time.
Tips: Evaluation:
Be punctual and properly dressed.
Teacher evaluates the students performance, the
Good handshake.
communication( if they make eye contact,
Good posture while sitting. use appropriate volume,are confident, speak
Control your gestures, tone of voice fluently and clearly, so the others can understand
and pauses. him/her,if they don’t over-praise themselves in
front of the audience or don’t interrupt or talk
Come prepared with a resume or
over the other person.
references.
2014-1-RO01-KA201-002736_8
Don’t be the first to talk.

Be yourself.
Smile and be friendly. Eye contact. - 119 -
Highlight that you love working with
people and learning new things.
Be a good listener.
Search information of the firm and
indicate you will be proud to work
there.
Have a good question on training.
Thank the interviewer and shake
hands.
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ACTIVITY 14:
GETTING FEEDBACK FROM YOUR MATES - 120 -

Description:
It consists in trying to persuade your

boss and accepting feedback from
your peers.
 In groups of 5, the students perform a small task.

 To know and accept feedback  -Read the text:
from your peers.
“One student is the employer and the other the
employee who tries to convince his/her boss to allow
him/her to begin work at 8.30 instead of 8.00 because
he/she has to take his/her little son to school. He
suggests beginning 30 minutes later and finishing work
at 3.30 instead of 3.00.”
 Remember the communication and body
language rules.
 A third student films the small dialogue. And the
other 2 take notes about the performance, the
message (clear, concrete, concise, etc.), the
space, the language, tone of voice, etc, but they
cannot interfere.
 The other two students comment the notes
they have taken during the dialogue.
 The rest of the class adds comments and
evaluates the positive and negative things.
 The ones who have performed the task take
notes about the things they have to improve
when they get the feedback.
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Schedule:
30 minutes
- 121 -
Pen and paper You can repeat this activity using other examples.
Tips: Evaluation:
Remember the rules of
- The teacher evaluates the speakers’ performance
communication
and the notes taken by the observers, the way
To improve your performance, how they give feedback.
remember the 3 ps:
PREPARE, PRACTISE AND PERFORM
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ACTIVITY 15:
CROSS CULTURAL DIFFERENCES
Description: - 122 -
The activity consists in explain the

meaning of the gestures in your
culture and in other cultures if you
know.
 Teacher shows students a photocopy of different

 To learn by heart. gestures and students have to say the meaning in
 To be aware of the different their culture and in other cultures.
meaning of gestures in  Teacher invites students to click on the websites
and memorize in 15 minutes as much as possible
different cultures.
about the different meaning of gestures around
 To raise awareness of the the word.
problems that can appear  3 students have the photocopy with the answers
when you are not familiar and in turns, they make questions to the whole
with cultural differences.
class and students in pairs try to answer. Possible
examples: “What does “head toss” mean in Italy?
 The first ones who answer properly, get one
point.
 And the winner is the group with more points.
Schedule:
20 minutes.
2014-1-RO01-KA201-002736_8
http://www.crosscultured.com/doc You can repeat this activity from time to time in order to
- 123 -
be sure that your students know the meaning of the
uments/Gesture%20answers.pdf
most important gestures in different cultures.
http://www.crosscultured.com/doc
uments/Gestures.pdf
Tips: Evaluation:
Try to remember the most usual - As it is a memo activity, evaluation is not
required.
ones in the cultures you may interact
in the future
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ACTIVITY 16:
A REAL INTERVIEW
The activity consists in preparing

the students for a real interview,
they have to look for information in
the website of the company, read
the requirements, prepare their CV
and the questions for the interview.
Assumptions: The students are supposed to have written

 Recognize the elements of a
their CV at home last week. CVs previously corrected by
successful interview.
the teacher.
 Demonstrate the
interviewing skills.  Form 3 groups:
o Group A: the candidates for a job as a
secretary in the sales department.
o Group B: the interviewers
o Group C: the observers.
 Check the tips for a good interview and enter in
the web page of the company to get information
about it (30 minutes), take notes and prepare the
questions.
 Group A (3 applicants) task:
 to get information about

the company
 Information about the
working conditions
2014-1-RO01-KA201-002736_8

Information about training
and promotions
 Types of contract, etc.
- 125 -
 Group B (2 recruiters) task:
 Prepare the questions.
 Personal information, skills, weakness and
strengths, goals, experience, qualifications,
background, family, hobbies, interest for
the company, team working, salary, etc.
 Group C formed by the rest of the class split into
two groups: Take notes:
 Group C1: the body language
observers.
 Group C2: the verbal
communication.
 The recruiters: choose the best candidate for the
job and give reasons.

 At the end, the observers comment the results interview, focussing on the
positive andnegative this
 in order to give a positive feedback.
It would be better if you had the opportunity to film the
interviews.
Schedule:
30 minutes.
http://shop.mango.com/iframe.fac You can repeat the same activity applying for a different
job.
es?state=she_006_IN
Video camera.
Tips: Evaluation:
Be punctual and properly dressed.
 The teacher evaluates the students’ performance
Good handshake.
at an interview.
2014-1-RO01-KA201-002736_8
Good posture while sitting.  He /she also evaluates how good observers
Control your gestures, tone of voice they are.
and pauses. - 126 -
Come prepared with a resume or
references.
Don’t be the first to talk.
Be yourself.
Smile and be friendly. Eye contact.
Highlight that you love working
with people and learning new
things.
Be a good listener.
Search information of the firm and
indicate you will be proud to work
there.
Have a good question on training.
Thank the interviewer and shake
hands.
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ACTIVITY 17:
VOLUNTEERING WORK
It consists on predicting the topic

from the photo, read a text to get
information about the topic and
use it to write a for and against
essay.
- Brainstorming: Ask students to focuss attention on the

 To raise awareness of the photo and elicit the answers to the questions.
importance of volunteering Teacher elicits answers and encourages students to express
work. their opinions.
Task: Jigsaw reading
 To be able to predict
Each student has a letter A, B, C, D, according to the
information from a photo. text he/she reads and then explains it to the members
 To be a good listener and be of his/her group.
able to collect the - Then, they answer ten questions individually in 15
minutes
important information The winner is the group with more correct answers.
about a reading.
 To be able to work in a
cooperative way helping
each other build
comprehension,
encouraging group sharing
and learning of specific
content.
Schedule:
120 minutes( 2 sessions of 60

minutes).
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Text taken from: New York Times. Homework: A for and against essay: “Volunteering work
- 128 -
http://www.nytimes.com/2010/07 should be compulsory at schools”.
/31/your-
money/31shortcuts.html?_r=0
Tips: Evaluation:
PLANNING: For and against essay.
- The teacher evaluates how the students interact with
It is about a controversial topic. The
the other members of the group. The ability of
writer presents both sides of the collecting information listening to their partners
issue and gives his/her opinion at without having to read the whole text. ---Their writing
the end of the essay. performance writing a for and against essay about the
topic.
Paragraph1: State the issue.
Paragraph 2: Provide arguments in
favour and give examples.
Provide arguments
against and give examples.
Paragraph 3: Summarize the topic
and state your opinion.
USEFUL LANGUAGE
Many people say I
think It is
true
There are many reasons for It
is not an easy question
We must look at both sides of the
question
Connectors:
On the one hand/ on the other
hand.
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However/ But/What’s more…./In

addition…../Furthermore,…../More
over,……/ - 129 -
Ending:
In my opinion, …. /In conclusion,…./
To sum up,…./In conclusion,…
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ACTIVITY 18:
UNEMPLOYMENT PROBLEM - 130 -

Description:
Make students read a text about

unemployment problem in order to
raise awareness of it and how
important is to be well-qualified
and have the required skills to be
able to get a job.
 Jigsaw reading:
 To raise awareness of the  The teacher invites students to form groups of 3, each
unemployment problem, student has a letter A, B, C.
looking for solutions and  They have to read the text according to their letter.
make them aware of the
 The other members of their group take notes.
importance of being well
 Then they write a report using their notes.
prepared .  At the end, they read it to the members of their group
and pay attention to their comments and corrections
(if necessary).
Schedule:
30 minutes.
Photocopy taken from: A formal letter or formal mail:
Write a formal letter or mail to the Mayor of your city

complaining about the difficulties that young people have to
find a job.
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Adapted from: THE

FINANCIAL TIMES LTD 2015May 23,
2014 1:04 pm - 131 -
http://www.ft.com/cms/s/2/5908
da36-db09-11e3-8273-
00144feabdc0.html#slide0
Tips: Evaluation:
A formal letter - Evaluate how good listeners the students are. If their
notes are relevant or not, the way to sum up
Plan
information and finally their written production: a
-Put your address in the top right formal letter.
hand corner and write the date
under your address
-Put the name and the address of
the person you’re writing to on the
left, above the greeting.
-Don’t use contractions.
-Use formal language and phrases.
-Use the passive whenever
possible.
-Give a clear reason for writing.
-Organize your material into
paragraphs.
USEFUL LANGUAGE
Greetings:
O If you don’t know the name: Dear
Sir/Madam and finish with: Yours
faithfully
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O If you know the name: Dear

Mr/Ms/Mrs and finish with: Yours
sincerely. - 132 -
Reasons for writing: I am writing to
apply for……/ request some
information about…./ask
about……/ complain about…../ I
saw your advertisement in…./I read
about…./ regarding……
Formal language: I would like to
point out that…./I would be very
grateful if……
SEQUENCING
Firstly,……/Secondly,……/Finally,…..
/In conclusion,…
Ending: I look forward to hearing
from you.
Yours faithfully (with Dear
Sir or Madam)/ Yours sincerely
(with Dear Mr/Ms X).
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A possible problem can be the students’ lack of confidence when they have to speak up in front- 133 -
of an audience, they usually feel nervous and are more concerned with the content than with the
way of communicating.
Although some activities are very short, you need time and practice, once is not enough if you
want to success in communication. The problem is the lack of time, the stated curriculums that
don’t give you many opportunities to introduce new topics.
Possible solutions
Students should practise, practise and more practice.
BIBLIOGRAPHY
Communication:
http://www.advocatesforyouth.org/publications/1188-lessons
http://www.bbc.co.uk/worldservice/learningenglish/business/getthatjob/unit4interview/page
1.shtml
https://www.boecareers.co.uk/OA_HTML/RF.jsp?function_id=14296&resp_id=23350&resp_app
l_id=800&security_group_id=0&lang_code=US&params=aQhzj2W4CCLRwPqS9WKsL3g9L4-t-
7jg8PesrvKQBCBiD5wQ4V4p54l.zGnMeLWR
www.bogglesworldesl.com/lessons/job_fair.html
http://2012books.lardbucket.org/books/an-introduction-to-group-communication/s03-03-
communication-in-context.html
http://businesscasestudies.co.uk/career-info/techniques-for-an-effective-job-
search/#ixzz3SwyuhelI
http://cape-commstudies.blogspot.com.es/2010/10/forms-of-communication.html
http://www.dol.gov/odep/topics/youth/softskills/Communication.pdf
-Hadfield,J.1992. Classsroom Dynamics. Oxford: Oxford University Press.
-Wood, J. (1997). Communication in Our Lives. Boston, MA: Wadsworth.
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http://www.ehow.com/how_5418579_improve-verbal-communication-skills.html
http://www.ehow.com/HOW_4867314_learn_effective.communication-skills.html
http://erc.msh.org/mainpage.cfm?file=4.6.0.htm&module=provider&language=English - 134 -
http://etraining.communitydoor.org.au/mod/page/view.php?id=178
http://etraining.communitiydoor.org.au/resources/etraining/units/chcorg3b/documents/activit
ies_53.doc
http://www.mindtools.com/CommSkll/CommunicationIntro.html
http://www.mindtools.com/pages/article/newCS_99.htm
http://www.mindtools.com/pages/article/communication-strategy-framework.html
http://www.mindtools.com/CommSkll/CommunicationsPlanning.html
www.mindtools.com/Commskll/SpeakingToAnAudience.html
www.skillsyouneed.com/general/communication_skills.html
www.skillsyouneed.com/general/what-is-communication.html
www.skillsyouneed.com/ips/verbal-communication.html
www.skillsyouneed.com/ips/effective-speaking.html
http://www.skillsyouneed.com/ips/principles-communication.html
http://www.mindtools.com/pages/article/communication-strategy-framework.html
https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/3973a53f-00c9-4d22-
9a84-
4844a817f302/602/shared/resources/director/induction/communication/verbal_nonverbal_co
m.html
https://sielearning.tafensw.edu.au
www.nedarc.org/tutorials/utilizingData/determineTargetAudience.html
www.onestopenglish.com
www.careers.mt.gov
Writing skills
-Chapman,R.2013.English for Emails. Oxford: Oxford University Press.
-White,R and Arndt,V.1996.Process Writing.London: Longman.
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Body Language
http://www.communitycare.co.uk/2012/08/10/how-to-use-body-language-to-improve-your-
social-work-practice - 135 -
http://www.creducation.org/resources/nonverbal_communication/comprehension_check.html
http://Grammar.about.com/ad/mdg/g/Non-verbal-communication.html
http://homeworktips.about.com/od/mindandbody/a/nonverbal.html
-
Manninen T. & Kujanpää T. (2002) Non-Verbal Communication Forms in Multi-player Game

Session. In Proceedings of HCI 2002 Conference, Faulkner, X., Finlay, J. and Détienne, F. (eds).
Springer-Verlag, pp. 383-401
www.mindtools.com/pages/article/Body_Language.html
www.nhscareers.nhs.uk/media/1487388/Interpretbody-Slides_topic3_Activity1.ppt
Cross-cultural
http://www.crosscultured.com/documents/Gesture%20answers.pdf
www.diversitycouncil.org/toolkit
http://www.skillsyouneed.com/ips/barrierscommunication.html#ixzz3WpYmC11A
-Donna Vocate’sVocate, D. (Ed.). (1994). Intrapersonal Communication: Different Voices,
Different Minds. Hillsdale, NJ: Lawrence Erlbaum.
Ting-Toomey, S. & Chung, L. C.2005. Understanding Intercultural Communication. Los Angeles:
Roxbury Publishing Company.
First Impressions:
http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-
Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ56rt9w
Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5vxdo
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Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3YJ5k6fdB
- 136 -
Employers-make-decisions-job-applicants-seven-minutes.html#ixzz3J5SluJ9
http://www.mindtools.com/CommSkll/FirstImpressions.html
www.skillsyouneed.com/ps/personal-appearance.html
www.skillsyouneed.com/ps/personal-presentation.html
An interview:
www.quintcareers.com/job_interviews/thought.html
http://www.quintcareers.com/interview_question_database/interview_questions_2
http://www.umt.edu/career/CareerResources/Interviewing/Before%20the%20interview/mock.
php
-Rinvolucri,M.1984. Grammar Games. Cambridge: Cambridge University Press.
www.teachingenglish.org.uk
www.slideshare.com
www.teachingenglish.co.uk
Videos:
www.youtube.com/watch?v=OUFPHW7BCCI
https://www.youtube.com/watch?v=p_T8rSmgMWQ#t=397
https://www.youtube.com/watch?v=I3xW0ZFos0I
http://www.youtube.com/watch?v=XUO59Emi3eo
http://www.npr.org/2015/04/07/397933577/transcript-president-obamas-full-npr-interview-
on-iran-nuclear-deal
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137 -
YOUR CAREER PATH
Module 7 – PRESENTATION SKILLS
Author: Christian Altmann

School:Fach- und Berufsoberschule Erlangen
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MODULE DESCRIPTION
Description
Presentations skills and public speaking skills are very useful in many aspects of work and - 138 -
life. Effective presentations and public speaking skills are important in business, sales and
selling, training, teaching, lecturing, and generally feeling comfortable speaking to a group
of people.
Developing the confidence and capability to give good presentations, and to stand up in
front of an audience and speak well, are also extremely helpful competencies for self-
development and social situations. The following module shall help students to improve
their delivery and to convince their audience in any kind of presentation.
Aims:
Students
1. create and use varied presentations.
2. analyze target audience and presentation context.
3. select appropriate presentation formats for different purpose.
4. create and deliver presentations in a concise and effective manner.
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Sections:
1. Tools - 139 -
2. Powerpoint
3. The six steps to start a Presentation
4. Preparation of the Presentation
5. Body language
6. Mimik
7. Gestures
8. Effective Speaking
9. Rhetorical devices
10. Tips and Tricks
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- 140 -
Tools Laptop, Flipchart, Pinboard
Powerpoint Typefaces, line distances, ...
The six steps to start a Presentation Greetings, compliments, …
Preparation of the Presentation Objective, subject, audience

Body language Body language
Mimik Facial expressions during a presentation
Gestures Mannerism which can interfere a good
communication
Effective Speaking Finding your voice, Vocal production, …
Rhetorical devices Anaphora, Anthihesis, …
Tips and Tricks Surprise, question, provocation, …
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Activities
ACTIVITY 1:
TOOLS - 141 -
Description:
The lesson gives an overview what
students should keep in mind by
using a flipchart, beamer or a
pinboard.
Students find out in groups what  Motivation phase (5 Min)

they should keep in mind by using a The teacher discusseswith the students, which
flipchart, beamer or a pinboard. are the most important tools to create a
presentation. Then the teacher divides the
students into groups and distributes the
worksheets.
 Students fill out the worksheets in groups (12
Min).
 Comparing of the notes in plenary (8 Min).
25 Minutes In plenary the students compare their notes. Then

teacher completes the results if necessary.
Materials: Evaluation:
Worksheet“Tools” The teacher observes the students and supports if

necessary.
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ACTIVITY 2:
POWERPOINT
The lesson gives an overview what is

necessary for a successful
Powerpoint presentation.
Students shouldfind out what is  Motivation phase (5 Min).

necessary for a successful  Students fill out in individual work the
Powerpoint
worksheet (10 Min).
presentation.
 Comparing of their results in plenary (5 Min).

Worksheet“Powerpoint” The teacher observes the students and supports if

necessary.
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ACTIVITY 3:
THE SIX STEPS TO START A PRESENTATION
The lesson gives an overview about

what is necessaryto start a good
Presentation.
Students find out what is necessary  Motivation phase (5 Min).

for a good start of a presentation.  Students watch the movie (5 Min).
 The teacher divides the students into groups
and distributes the worksheets.
 Students fill out the worksheetin partner work
(10 Min).
 Comparing of the notes in plenary (5 Min).

Worksheet “The six steps to start a The teacher organizes a computer room with internet
Presentation” connection for all students.
Computer, Internet During the lesson he observes the students and
supports if necessary.
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ACTIVITY 4:
PREPARATION OF THE PRESENTATION
- 144 -
Description:
what is necessary to know about
the preparationof a presentation.
Students should find out what is  Motivation phase (5 Min).

most important to know for the  Students read the text about the preparation of
preparation of a presentation about
a presentation (5 Min).
 the Objective.  Students answer individually the questions in
 the Subject. written form (10 Min).
 the Audience.  Comparing of the notes in plenary (5 Min).
 the Place.
25 minutes. In plenary the students compare their notes. Then

Worksheet “Preparation of the The teacher observes the students and supports if
Presentation” necessary.
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ACTIVITY 5:
BODY LANGUAGE

what is necessary to know about
the right position during a speech
or presentation.
Students should find out what is  Motivation phase (5 Min).

the right position during a speech  Students fill out the worksheet (5 Min).
or presentation.
 Comparing of the results in plenary (5 Min).
15 Minutes In plenary the students compare their notes.
Worksheet“Body language.” The teacher observes the students and supports if

necessary.
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ACTIVITY:
MIMIK
The lesson gives an overview

about what characteristics the
facial expression of a person
should have during a speech
or presentation.
Students should find out what  Motivation phase (5 Min).

characteristics the facial  Students fill out the template in individual
expression of a person work (5 Min).
should have during a speech  Comparing their results in plenary (5 Min).
or presentation.
Materials. Evaluation:
Template “Mimik” The teacher observes the students and supports if

necessary.
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ACTIVITY 7:
GESTURES

what mannerism can interfere
a good communication.
Students should find out students  Motivation phase (5 Min).

what mannerism can interfere  The teacher divides the students into
a good communication. groups and distributes the worksheets.
Students answer in partner workthe
questions (15 Min).
Worksheet “Gestures.” The teacher observes the students and supports if

necessary.
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ACTIVITY 8:
EFFECTIVE SPEAKING
what is necessary for effecive
speaking.
Therefore
1. Students read a text how they can
improve the sound of their voice
and the way they speak. Afterwards
they read another document three
times, first silently, then in their
normal voice and after that they
record it if possible or they read it
out loud.
2. They concentrate on reading the

text about The Effect of Breath on
Voice and Speech. After that they
do some breathing exercises
together with a partner.
3. They read a text about vocal

production. They discuss the text
with a partner.
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Students should find out what is Students read the text about how they can improve
- 149 -
most important to know belonging the sound of their voice and the way they speak(10
Min).
to Effective Speaking about
 They read another document three times,
 Finding their voice. first silently, then in their normal voice and
 The Effect of Breath on after that they record it if possible or they
Voice and Speech. read it out loud
 The vocal production.. (10 Min).
 Break (5 Min).
 They read the text “The Effect of Breath on
Voice and Speech” (10 Min).
 They do with a partner some breathing
exercises (10Min).
 Break (5 Min).
 They read the text about vocal production (10
Min).
 They discuss the text with a partner (15Min).
 Final Discussion (15 Min).
90 minutes No solutions necessary. Open questions can be

answered in the discussion at the end of the module.
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Templates The teacher observes the students and supports if

- 150 -
necessary.
 Find your voice
 The Effect of Breath on
Voice and Speech
 The vocal production
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ACTIVITY 9:
RHETORICAL DEVICES
what rhetorical devices are useful
in a presentation.
In order to provide their speech with  Motivation phase (5 Min).

a little more variety and to make it  Students read the text about rhetorical
less boring students should learn devices(10 Min).
some rhetorical devices and to give  They try to find in partner work for every
some examples. rhetorical device an
example (15 Min).
40 minutes. In plenary the students compare their notes.
Worksheet “Rhetorical devices”. The teacher observes the students and supports if
necessary.
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ACTIVITY 10:
TIPS AND TRICKS
which tips and tricks are useful in a
presentation.
Students learn some interesting tips  Motivation phase (5 Min).

and tricks to make their speech less  Students read the text about tips and tricks(10
boring and more interesting. Min).
 They try to find in partner work for every tip an
example (15 Min).
40 minutes. In plenary the students compare their notes.
Worksheet “Tips and Tricks.” The teacher observes the students and supports if
necessary.
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Difficulties on teaching this module - 153 -

Most of the templates are easy to fill out by individual or partner work. So it should not be
difficult to teach the activities of the module, as all results of every unit will be compared at
the end. The only problem which could arise, is that for the activities 8 to 10 students have
to find appropriate examples on their own and it might be difficult to control all the results.
Otherwise students work in these activities always together with a partner who will control
the results. And in case of need there is always the teacher, who can help.
BIBLIOGRAPHY
https://www.youtube.com/watch?v=w8KjtN3sSo&index=2&list=PL9060FE7B23B0B20B
http://www.skillsyouneed.com/ips/effective-speaking.html#ixzz3YIsuFCQ2
http://time.com/2903011/tips-perfect-presentation/
http://www.karrierebibel.de
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154 -
YOUR CAREER PATH
Module 8: PROBLEM SOLVING AND DECISION MAKING
Author: Daniel MATKOVIC

School: Lycée Clos MAIRE 21200 BEAUNE (FRANCE)
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MODULE DESCRIPTION
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the - 155 -
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in
mother tongue and implemented.
Module description
The module is meant to develop students’ abilities to solve difficult problems and/or make
complex decisions.
Aims: Students should be able to :

1. To identify a problem.
2. To define the problem.
3. To compare and contrast the problem with similar ones using past experience.
4. To identify a range of options and alternative solutions when making decisions.
5. To analyse the solutions, to discriminate among options and to select the best
alternative.
6. To identify the advantages and disadvantages of individual and group decisions.
7. To make informed decisions and to take responsibility.
8. To have students work in groups, see how team working can help them to solve a
problem.
9. To help students generate as many creative ideas as possible.
Sections:
1. What are the main parts/key components of the problem solving process?
2. What various alternatives can you identify to solve a problem?
3. What skills do you need to solve the problem?
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4. What steps can you take to solve a problem?

5. What are the steps in decision making?
6. What positive and negative consequences a certain decision may have? - 156 -
7. How to make the best decision?
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- 157 -
TEST: How good are you at problem solving? Pre/post test on the topic
The game of the six glasses Ice-Breaker 1
How to solve the Water Jug Riddle from Die Hard 3? Ice-Breaker 2:
Getting to know problems/conflicts Game
A Theoretical facts about problems/conflicts. Lecture n°1
Types of problem and problem solving strategy Lecture n°2
Practice How to solve a problem Single/Group Activity
Deciding When to Problem-Solve Mini lecture + role playing
Solving problems/conflicts role playing Role playing
Switcheroo Group Activity
Stereotype Group Activity / Role playing
Moody problem solving Group Activity / Role playing
Tower of Air Group game

Role-playing Problem-Solving with Toothpicks, Dots,
Group role playing
and Coins
Tips for… Problem solving
Recommended links
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Some
Not at all Rarely Often Very Often
times - 158 -
1 point 2 points 3 points 4 points 5 points
1 Once I’ve chosen a solution, I develop an
implementation plan with the sequence of     
events necessary for completion.
2 After a solution has been implemented, I
immediately look for ways to improve the     
idea and avoid future problems.
3 To avoid asking the wrong question, I take
care to define each problem carefully     
before trying to solve it.
4 I strive to look at problems from different
perspectives and generate multiple     
solutions.
5 I try to address the political issues and other
consequences of the change I’m proposing
    
so that others will understand and support
my solution.
6 I evaluate potential solutions carefully and
    
thoroughly against a predefined standard.
7 I systematically search for issues that may
    
become problems in the future.
8 When I decide on a solution, I make it
happen – no matter what opposition I may     
face.
9.I find that small problems often become
much bigger in scope, and thus very difficult     
to solve.
10 I ask myself lots of different questions
    
about the nature of the problem.
11 After my solution is implemented, I relax
    
and focus again on my regular duties.
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12 I focus on keeping current operations

running smoothly and hope that problems     
don’t appear.
- 159 -
13 I evaluate potential solutions as I think of
    
them.
14 When I need to find a solution to a
problem, I usually have all of the     
information I need to solve it.
15 When evaluating solutions, I take time to
think about how I should choose between     
options.
16 Making a decision is the end of my
    
problem-solving process
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Activities
ACTIVITY 1:
PRE/POST TEST ON THE TOPIC - 160 -
Description:
This test might be used as:
 A pre/post test on the
topic: by comparing the
answers, the students
would be able to
evaluate what they
have learned during this
course. In that case the
teacher should reduce
the number of
questions and keep only
10 of them.
 A normal activity to
introduce the module,
after collecting the
answers, the teacher
will have to make a
“global analysis” and
introduce the plan of
the module.
 To help student knowing  If the activity is used as a pre/post test, the
about their problem teacher should keep the sheets and give them
solving skills back by the end of the module and ask the
students to answer again and analyze the
changes.
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 Evaluate how good  If the test is used as a regular activity, the teacher
students are on problem will collect the answers and make a global
solving analysis. An interesting interpretation would be - 161 -
to use that analysis to build, with the students,
the plan of the module.
30 minutes Score Comment
You probably tend to view problems
as negative, instead of seeing them as
opportunities to make exciting and
necessary changes. Your approach to
problem solving is more intuitive than
systematic, and this may have led to
16-36
some poor experiences in the past.
With more practice, and by following
a more structured approach, you’ll be
able to develop this important skill
and start solving problems more
effectively right away.
Your approach to problem solving is a
little “hit-and-miss.” Sometimes your
solutions work really well, and other
times they don’t. You understand
what you should do, and you
37-58
recognize that having a structured
problem-solving process is important.
However, you don’t always follow that
process. By working on your
consistency and committing to the
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process, you’ll see significant

improvements.
You are a confident problem solver. - 162 -
You take time to understand the
problem, understand the criteria for a
good decision, and generate some
good options. Because you approach
problems systematically, you cover
59-80 the essentials each time – and your
decisions are well thought out, well
planned, and well executed. You can
continue to perfect your problem-
solving skills and use them for
continuous improvement initiatives
within your organization.
Materials:
- A room with chairs
- Pencils
- One printed worksheet for
each student.
Tips: Evaluation:
 Students will mainly evaluate their knowledge by
themselves.
 The teacher could help them if there is
something they don’t understand.
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ACTIVITY 2:
ICE-BREAKER 1: THE GAME OF THE SIX GLASSES
This first activity is based
on an easy problem to
solve, although some
students may have
problems going through
it… By the end of the
activity the teacher will
explain that it is
necessary to analyse the
problem and to set up a
problem solving process
in order to solve it
quickly and efficiently.
- This activity might be
used as an ice breaker or
a regular activity to
introduce problem
solving.
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 To identify a range of  Split the class into groups of 3-4 students. - 164 -
options and alternative  Ask each group to solve this problem:
solutions when making Six drinking glasses stand in a row, with the first three full
decisions. of juice and the next three empty. By moving only one
 To identify the glass can you arrange them so empty and full glasses
advantages and alternate?
disadvantages of
individual and group
decisions.
 To make informed
decisions and to take
responsibility.
 To have students work in
groups, see how team
working can help them to
solve a problem.
 To help students
generate as many
creative ideas as
possible.
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30 minutes. 1. The solution is easy: Hold the second full glass
and pour its contents into the fifth glass and - 165 -
replace the glass in place 2
2. Unconsciously, people create a rule that does
not exist: one cannot move the glasses’ content.
This is a very common kind of mental block
generating assumptions in our minds about
how things should be. This is particularly
relevant in problem solving.
Materials:
6 glasses: 3 will remain empty
and 3 will be filled with a colored
liquid.
Tips: Evaluation:
As the solution is quite easy, the  Ask students to describe the process they followed
teacher shouldn’t provide any to solve this problem.
help to the students even if  Ask them to think why some of them had trouble
they’re quite interrogative… In finding the solution.
that case the feedback will be
important to make.
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ACTIVITY 3:
ICE-BREAKER 2: HOW TO SOLVE THE WATER JUG RIDDLE FROM DIE HARD
Like the previous activity, this one
can also be used as an ice breaker
or a regular activity.
 To have students work in  Split the class into groups of 3-4 students.
groups, see how team  Ask each group to solve this problem:
working can help them to You have to measure exactly 4 liters of water, but you
solve a problem. only have a 3-liter bottle and a 5-liter bottle. How do you
 To help students generate do it?
as many creative ideas as
possible.
30 minutes. Possible answers:
1. Fill the 3-liter bottle and pour it into the empty 5-
liter bottle.
Fill the 3-liter bottle again, and pour
enough to fill 5-liter bottle. This leaves exactly 1 liter in
the 3-liter bottle.
Empty the 5-liter bottle; pour the
remaining 1 liter from the 3-liter bottle into the 5-liter
bottle.
Fill the 3-liter bottle and pour it into the
5-liter bottle. The 5-liter bottle now has exactly 4 liters.
2. Here is another way to do it*
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Fill the 5-liter bottle and pour water from

it into the 3-liter bottle until it is full. This leaves 2 liters in
the 5-liter bottle. - 167 -
Empty the 3-liter bottle and pour the 2
liters of water from the 5-liter bottle into the 3-liter
bottle.
Fill the 5-liter bottle again.
Fill the 3-liter bottle from the 5-liter
bottle. Since the 3-liter bottle had 2 liters of water, only
one liter is transferred leaving exactly 4 liters of water in
the 5-liter jug.
Materials:
- Two bottles (one of 3 liters
and the second of 5 liters)
- An access to tap water.
Tips: Evaluation:
 Let the students (and Ask students:
encourage them to)  Did you try several options before getting to
experiment as many the solution?
solutions as possible.  Did one of you behave like a leader?
 The teacher should ensure  Was each member of the group involved in the
that in each group every problem solving process?
member gives at least one  By the end, did you plan your solution or just
solution. experiment different ones.
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ACTIVITY 4:
GETTING TO KNOW PROBLEMS/CONFLICTS
Before solving a problem or a
conflict, one should be aware that
this problem exists… During this
activity, students will learn that the
perception of a conflict depends on
the person who is analyzing the
situation, on its past experience...
 To identify a problem.  The teacher tells some situations, students
have to decide if it's a conflict/problem or not.
If they aren't sure, they can stay near the
central line...
 The teacher will ask two students to explain
their choices (one for no, one for yes) for each
situation.
Schedule:
45 minutes-1 hour.
- A room split into two parts, The teacher gives some theoretical facts about
if possible draw a line on conflicts. (see activity 5).
the floor. On one side of the
room, tape a paper with a
YES written on it, on the
other a paper with a NO.
- A list of situations
(problem/no Problem).
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Evaluation:
The teacher will ask the students:
 Think about why every single person - 169 -
analyses a situation differently (conflict/no
conflict)
 What situations were without a doubt
identified as a conflict?
 What situations were ambiguous? Explain
why.
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ACTIVITY 5:
LECTURE Nº1- THEORETICAL FACTS ABOUT PROBLEMS/CONFLICTS
This short lecture gives some
theoretical facts about problems.
 To define a problem. The teacher can teach using the classical “chalk and talk
method”.
Schedule:
45 minutes-1 hour.
Materials
A room with tables and chairs.
Tips:
This lecture should take place after
the students had a couple of
activities on problem solving (for
example activity 2 and an ice
breaker). It will help to define what
a problem is, what the different
types of problems are and how
they arise. That will help to
introduce and justify the work
which will be done after this lesson.
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ACTIVITY 6:
LECTURE n°2 - Types of problem and problem solving strategy
In lecture n°1, the different types of
problems have been defined, let's
see how to solve a problem.
 To identify a range of options The teacher can teach using the classical “chalk and
and alternative solutions talk method”.
when making decisions.
 To analyze the solutions, to
discriminate among options
and to select the best
alternative.
 To identify the advantages
and disadvantages of
decisions.
 To make informed decisions
and to take responsibility.
Schedule:
45 minutes-1 hour.
A room with tables and chairs. The IDEAL problem solving method will be used in
activity 7.
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Tips:
The teacher makes this lecture
trying, as much as possible, to link - 172 -
the theoretical facts to the examples
that have been studied in the
previous activities. This should be a
lesson of course, but also a kind of
feedback of what was seen in the
beginning of the module.
2014-1-RO01-KA201-002736_8
ACTIVITY 7:
PRACTICE HOW TO SOLVE A PROBLEM
Practice the IDEAL problem solving
process.
 To identify a range of The teacher gives the example of the use of the “IDEAL”
options and alternative strategy to solve a problem, discuss the steps with
solutions when making students. In the second part of the activity students
decisions. practice the strategy during the practice.
alternative.
 To identify the advantages
and disadvantages of
decisions.
Schedule:
45 minutes-1 hour.
Materials:
- A room.
- Some draft paper.
- Printed activity sheets for
the “practice”.
Tips:
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The teacher shouldn’t assist

students much during the problem
solving process even if they seem - 174 -
stuck. This point is tricky because
you have to help students to solve
their problem but not help them
solving the problem.
The typical help might be:

 To ensure if they read the
questions well,
 Check if they know on what
point of the solving process
they’re working,
 Encourage them to explore
their solutions a bit further,
find other ones.
 Make sure that students are
not skipping some steps of
the process.
 Maybe give another
example of the solving
process to the class if the
first one wasn’t clear
enough...
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ACTIVITY 8:
DECIDING WHEN TO PROBLEM-SOLVE
Sometimes people are not aware
there is a problem to solve or
they're trying to solve a problem
that doesn't really exist! This activity
will help students to learn how to
use reflective listening to analyse a
situation and decide when to
"problem-solve"
 To identify a range of This activity starts with a mini lecture and finishes with
options and alternative some short role playing.
solutions when making
decisions.
alternative.
solve a problem.
 To help students generate as
many creative ideas as
possible.
2014-1-RO01-KA201-002736_8
Schedule:
30-45 minutes.
- 176 -
A room. Activity 9.
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ACTIVITY 9:
SOLVING PROBLEMS/CONFLICTS ROLE PLAYING
In the beginning of this module,
students have been taught what a
problem is, how to detect if a
problem exists and how to solve it.
Now it's time to practise a bit with
some role playing.
 To identify a range of Split the class into groups of 2-4 students or you can
options and alternative start with asking each student to work on his or her own
solutions when making for part 1 and then make groups for role playing.
decisions.
alternative.
responsibility.
solve a problem.
 To help students generate
possible.
2014-1-RO01-KA201-002736_8
Schedule:
30-45 minutes.
- 178 -
A room - printed diagrams. Activity 8.
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ACTIVITY 10:
SWITCHEROO
Switcheroo is based on the old
saying, “You can’t see the forest
for the trees.” We sometimes get
so close to our problems that we
lose the perspective needed to
generate creative ideas. One way
to overcome this obstacle is to
shift our focus to something else.
 To make informed  Split the class into groups of 4-7
decisions and to take students.
responsibility  Have someone in each group write
 To have students work in down a problem challenge on a flip
groups, see how team chart.
working can help them to  Tell the group to spend 5 to 10 minutes
solve a problem. brainstorming ideas and recording
 To help students generate them all in writing, individually on Post-
as many creative ideas as it® Notes.
possible.  Request that they shift their focus to
another problem challenge relevant to
each group and spend 5 to 10 minutes
generating ideas for it. This problem
should be completely different from the
original one.
 Call time and have them resume work on
the original problem.
2014-1-RO01-KA201-002736_8
 Tell them to write down any ideas on

Post-it® Notes (one idea per note) and
place them on flip charts for evaluation. - 180 -
Schedule:
30-45 minutes.
Materials:
 A room.
 For each group:
markers, two flip
charts, and masking
tape for posting flip-
chart sheets.
 For each participant:
one sheet each of three
different colors of
sticking dots and one
pad of 4x6 Post-it®
Notes.
Tips: Evaluation:
The students will choose one Switching problems in this manner will often allow us to
problem and see that, sometimes, see the original problem differently.
switching to another problem The break from the problem provides a change in
may help to solve the original one. perspective. Moreover, working on the new problem
often sparks ideas for the first problem. If switching to
another problem doesn’t help, have the groups try
switching to nothing—just take a break and walk around,
then return to attack the problem with new energy.
Also consider having participants debrief using the
following questions:
2014-1-RO01-KA201-002736_8
• What was most helpful about this exercise?

• What was most challenging?
• What can we apply? - 181 -
• How would you rate the value of this exercise to
helping us with this issue?
• Will this exercise be helpful in the future for other
sessions?
• What did you learn?
• What will we be able to use from this exercise?
• What ideas were generated, and which ones were most
interesting.
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ACTIVITY 11:
STEREOTYPE
This exercise is based on the
concept of getting a new
perspective by consulting
someone else. However, instead
of actually talking with another
person, the objective is to think as
if you were someone else.
 To make informed  Split the class into groups of 4-7 students.
decisions and to take  Have someone in each group write down a
responsibility. problem challenge on a flip chart.
 To have students work in  Distribute the Stereotype Handout.
groups, see how team  Instruct participants to select some occupation
working can help them to and think of how a stereotypical person in that
solve a problem. position would try to resolve the challenge.
 To help students generate Ideally, this occupation should be unrelated to
as many creative ideas as the problem. Suggest that they think of how a
possible. police officer, lawyer, accountant, chemist,
physician, butcher, or carpenter would resolve
the problem.
 Have them write down on the flip chart
everything they know about how someone in
another occupation would solve the challenge.
 Tell them to think about kinds of solutions that a
person would think of and to use them to
generate ideas to resolve the challenge.
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 Tell them to write down any ideas on Post-it®

Notes (one idea per note) and place them on flip
charts for evaluation. - 183 -
30-45 minutes.  The descriptions might prompt the following
ideas:
 “Blunt” the impact of errors by developing a
quality program that “hammers” on the theme of
quality improvement.
 Require all manufacturing employees to check
their output twice.
 Provide all employees with additional training in
quality control activities.
 Conduct regular meetings with employees to
make sure they are aligned with management’s
goals and philosophy.
 Make sure all employees use the latest
technology to improve job quality.
Materials:
- A room.
- For each group:
markers, two flip
charts, and masking
tape for posting flip-
chart sheets.
- For each participant:
one sheet each of
three different colors
of sticking dots and
2014-1-RO01-KA201-002736_8
one pad of 4 x 6 Post-

it® Notes.
Tips: Evaluation: - 184 -
Let the students (and encourage Ask the groups to discuss what occupations might be
them to) to think as though they best for what types of problems. In general, the more
were someone else and see how it different an occupation is from the challenge, the more
will help to solve a problem. likely it is to prompt creative ideas. Also consider having
participants debrief using the following questions:
•What was most helpful about this exercise?
•What was most challenging?
• What can we apply?
•How would you rate the value of this exercise to
helping us with this issue?
•Will this exercise be helpful in the future for other
sessions?
•What did you learn?
•What will we be able to use from this exercise?
•What ideas were generated, and which ones were most
interesting?
2014-1-RO01-KA201-002736_8
ACTIVITY 12:
MOODY PROBLEM SOLVING
In this activity, students will learn
how their mood or their
background impacts the way they
see or solve a problem. This
parallel thinking approach forces
each of the participants in group
to adopt the particular thinking
style and see what its
consequence on the problem
solving process is.
 To compare and contrast  Split the class into groups of 3-4 students.
the problem with similar  In each group one student will be the scribe
ones using past and will write down the idea of each
experience. participant.
 To identify a range of  Give all the groups an example of a
options and alternative problematic situation (or ask students for
solutions when making one), it might be a situation, an image or a
decisions. video… For example «Luis has 4 tests
 To analyze the solutions, tomorrow, he hasn’t started working on his
to discriminate among lessons and his friends are calling him to go
options and to select the out for a drink »
best alternative.  Ask the students to think, for 3 minutes, as
 To identify the advantages if they were in a negative mood. They
and disadvantages of should write down all they think about the
individual and group situation/image.
decisions.
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 To make informed  After 3 minutes, move around the groups

decisions and to take and ask them to give examples of what they
responsibility. wrote. - 186 -
 To have students work in  Do this work again with different
groups, see how team moods/point of views (for example :
working can help them to optimistic, pragmatic, feelingless …).
solve a problem.
possible.
45 minutes – 1 hour. One possible conclusion could be: to tackle a problem
correctly and to have chance to solve it, it is better to
adopt a neutral point of view or to set up different
solutions and see which is the best one.
Materials:
A room, some printed versions of
the activity sheet.
Tips: Evaluation:
Each group will have to deal with a Discuss with students on how your mood can bias
problematic situation assuming your point of view.
different points of view. The Give some other examples, students will work in
teacher should encourage them to groups, each student will assume « one mood » and
strictly follow this rule even if their answer some questions. An example of what can be
real point of view is very done is given on the activity sheet.
different…
2014-1-RO01-KA201-002736_8
ACTIVITY 13:
TOWER OF AIR
Again, a "recreative" activity. The
main aim is to show how team
working may help in a problem
solving process.
 To identify a range of  Divide your group into teams of three.
options and alternative  Give each team 10 balloons and a strip of
solutions when making masking tape.
decisions.  Explain that the object of this challenge is to
 To analyze the solutions, to build the tallest free standing tower using both
discriminate among options the balloons and the masking tape that they
and to select the best have been given. The tower must be built on
alternative. the floor (or table) and may not use any other
 To identify the advantages objects to lean against or help support it.
and disadvantages of  They will have 10 minutes to build their tower.
decisions.
responsibility.
solve a problem.
possible.
2014-1-RO01-KA201-002736_8
Schedule:
30-45 minutes.
- 188 -
Materials:
10 Balloons for each team of 3
people.
Masking tape (in 1 m long strips).
Tips: Evaluation:
Variations: While the activity is What happened?
under way, call out certain 1) How tall did your tower end up being?
instructions that must be followed. 2) Did you do any planning before you started
For example, “For the next 60 building?
seconds no one in your group may 3) Did the plan change after you started building?
“talk” or “For the next 60 seconds How?
everyone in the group may only use 4) Did everyone provide input to the plan?
one hand.” 5) What happened in your group as time was
running out?
6) Was your end product satisfactory? What would
you change next time?
What does it mean?
1) Did you look at what other teams were doing to
get ideas? (Mention that this would not be
cheating. You did not tell them they couldn’t look.
It is a good practice to use good ideas no matter
where they come from).
2) What can this activity tell us about working
together?
3) What problems can occur when you work in
groups?
2014-1-RO01-KA201-002736_8
4) Was a leader chosen in your group? Did one

emerge? Who? Why?
5) Describe the roles that each person in your group - 189 -
played. Were some people more involved than
others? Why?
Now what can we do with this information?
1) How does working together help us to solve
problems?
2) What behaviors should you exhibit when working
as part of a team?
3) How important is communication with your team
members?
2014-1-RO01-KA201-002736_8
ACTIVITY 14:
ROLE-PLAYING PROBLEM –SOLVING WITH TOOTHPICKS, DOTS AND COINS
The purpose in this activity is not
only to solve a problem, but also to
teach what kinds of different
persons could be involved in the
process and what their exact role
is.
Objectives: Procedure: (step by step)
 To identify a problem. I. Large Group Preliminaries (10 min.) - Facilitator
 To define the problem. A. Introduction and overview of activity.
 To identify a range of B. Description of roles:
options and alternative 1. Distribute Role Descriptions handouts
solutions when making to Candidates.
decisions. 2. Instruct Candidates to read through
 To analyse the solutions, to role descriptions.
discriminate among options 3. Gauge Candidate understanding of
and to select the best roles by questioning .
alternative. C. Introduction of puzzles :
 To identify the advantages 1. Distribute blank index cards on which
and disadvantages of Candidates will record their names (Cards will also be
individual and group used to document known puzzle solutions for each
decisions. Candidate) .
 To make informed decisions 2. Display each puzzle briefly and ask if
and to take responsibility. anyone knows the solution to any of the puzzles
 To have students work in (Candidates expressing knowledge of puzzle solutions
groups, see how team will: 1) write down puzzle numbers for which solution is
working can help them to known on the index card and 2) automatically be
solve a problem.
2014-1-RO01-KA201-002736_8
 To help students generate excluded from playing the Problem Solver role for that
as many creative ideas as particular puzzle).
possible. D. Assignment of groups: - 191 -
1. Divide large group into triads; “extras”
will be randomly assigned to existing triads as fourth
members.
2. Assign an Assistant to coordinate
activities of each small group.
E. Reminders to Candidates:
1. Success in the interview does not
depend on one’s ability to successfully complete the
task, as the purpose of this experience is to enable
interview personnel to observe candidates’
engagement in and interactions during the process.
2. Individuals’ success will only be
enhanced by the success of the group; in other words
cooperation (as opposed to competition) is desired.
3. Monitor volume level during the role
play so that one group’s interactions are not overheard
by other groups who might be working on the same
puzzle.
[Note: Led by an Assistant, each small group reports to
the appointed location. During the remainder of the role
play, the Facilitator “floats” to observe, monitor
progress, and address problems and/or concerns that
might arise.]
II. Small Group Role Play (25 min.) – Assistants

A. Preparation:
2014-1-RO01-KA201-002736_8
1. Collect index cards and assign

Candidate roles (Problem Solver, Helper, Observer) for
each puzzle. - 192 -
a. Problem Solvers must not know the solution of the
puzzle to which they have been assigned (Refer to index
cards).
b. Roles will be rotated for each puzzle; any group
having four members will have two Observers for each
puzzle.
2. Clarify roles as needed
[Note: The Assistant monitors the small group’s
progress on each puzzle. It is recommended that each
group complete all three puzzles, but no fewer than two,
so that Candidates can be observed playing more than
one role.]
B. Engagement in role plays:

1. Direct Problem Solver to leave the area.
2. Display puzzle solutions to Helpers and
the Observer(s) so they can effectively assist the
Problem Solver.
3. Configure role play materials.
4. Invite Problem Solver back into room
with Helpers and Observers.
5. Direct Candidates to work on first
puzzle until solution is discovered or time is up.
6. Rotate roles, and then repeat 1-5 for
the second puzzle; role play continues until solution is
discovered or time is up.
2014-1-RO01-KA201-002736_8
7. Rotate roles, and then repeat 1-5 for

the third puzzle; role play continues until solution is
discovered or time is up. - 193 -
[Note: Led by the Assistant, each small group rejoins the
large group.]
III. Debriefing (15 min.) - Facilitator

[Note: Order in which questions are posed is important,
especially with early questions.]
Instruct Candidates to respond as they desire, but
inform them that individuals may be directly questioned
at the discretion of the Facilitator.
1. Describe the various helping behaviors
you observed when you were an Observer or
experienced as a Problem Solver.
2. Observers, what behaviors seemed to
be most helpful? Why? What behaviors seemed to be
least helpful? Why?
3. Problem Solvers, what behaviors were
most helpful? Why? What behaviors were least helpful?
Why?
4. Describe how you were trying to help
the Problem Solver in your group when you were a
Helper. Why did you choose the particular helping
behaviors or strategies you chose to use?
5. As an Observer, what was the perceived
effect of each of the various helping behaviors utilized
on the problem solving process?
6. From a Problem Solver’s perspective,
were the effects of the various helping behaviors
2014-1-RO01-KA201-002736_8
actually as they appeared to the Observers? Why or

why not?
7. How do you like to be helped? Why? - 194 -
8. How could this experience and the
knowledge you have gained from it be applied to a
situation in which you are trying to provide assistance
to a student?
9. What things would you change about
your performance in this situation?
10.What things should we change about this experience
when we do it again?
11.How do you think this experience will help us make a
decision about prospective employees?
1 hour. Puzzle 1 (Toothpicks): Solution.
Directions: Remove eight toothpicks so there are only
two squares left.
Puzzle 2 (Dots): Solution

Directions: Connect all nine dots with four straight lines
without picking up the point of your pencil.
Puzzle 3 (Coins): Solution
2014-1-RO01-KA201-002736_8
Directions: Move three coins to transform Arrangement

A into Arrangement B without removing the coins from
the tabletop. - 195 -
Materials
A. Materials for Large Group
Preliminaries:
1. One for Facilitator
and each Assistant.
a. "Problem Solving
with Toothpicks, Dots, and Coins"
agenda.
b. Puzzles.
2. One per
Candidate.
a. Blank index card.
b. Role Descriptions
handout.
B. Materials for Small Group Role
Play
1. One for Facilitator
and each Assistant.
a. Puzzle solutions.
b. Materials kit for
use by Candidates during role play
(contains at least 20 toothpicks, 10
dot sheets, and 20 coins).
2014-1-RO01-KA201-002736_8
2. One per Candidate

(previously distributed during
Large Group Preliminaries): Role - 196 -
Descriptions handout.
Tips: Evaluation:
Instructions to the Problem Solver:  Ask for final questions or comments.
Just as students in a class might be  Direct Candidates to return any materials to an
assigned problems they don't know Assistant.
how to solve, you are asked to
solve a problem. (You need to
attempt give a correct answer, but
be aware that your success in the
interview does not depend on your
ability to successfully solve this
puzzle.) Just as a student might
seek assistance in solving class
problems, you are seeking
assistance from a helper. Be
conscious of how you feel during
the helping process, for you will be
asked to discuss your feelings and
observations afterwards.
Instructions to the Helper:
You are asked to help the Problem
Solver to solve the problem that
has been presented. Remember
that you are a helper, not the doer.
(You need to assist the Problem
Solver in giving the correct answer,
but be aware that your success in
2014-1-RO01-KA201-002736_8
the interview does not depend on

the Problem Solver’s ability to
successfully solve this puzzle.) How - 197 -
can you help the Problem Solver
without actually taking over the
problem yourself? Be conscious of
how you feel during the helping
process, for you will be asked to
discuss those feelings and your
observations afterwards.
Instructions to the Observer:
Observe the interaction between
the Problem Solver and the Helper,
but do not intervene yourself. In
the discussion that follows this
exercise, you will be asked to
supply examples as you give
feedback to the Problem Solver and
the Helper about their interaction.
You may find it helpful to take
notes. Consider the following
questions:
 What behaviors did you
observe?
 Were there any frustrating
times? For whom was it
frustrating and why?
 What gestures, if any, did
the Helper use? Were they
useful?
2014-1-RO01-KA201-002736_8
 What was the Problem

Solver's reaction to the
Helper? - 198 -
 Did the task get done in the
allotted time? If not, why
not?
 What did the Helper do to
make this a particularly
fruitful session?
 What did the Problem
Solver do to make this a
particularly useful session?
 What would have made this
a more productive
interaction?
2014-1-RO01-KA201-002736_8
- 199 -
As you can see, in this module there is no much “chalk and teaching”. The students have to be
creative and involved in the activities in order to improve their problem solving competencies.
In order to get them involved, the teacher should be a facilitator, see some possible solutions
below.
Possible solutions
 Use some ice breakers to let people know themselves and feel comfortable and confident
working with the group.
 Before starting the module, maybe show that problem solving is not something natural
and easy but an intellectual process. For example, one can use a video showing how
animals do:
 http://www.dailymotion.com/video/x2r44u1_big-stick-narrow-bridge-adorable-
problem-solving_fun (how a dog goes problem solving)
 Here rigidity is inoperative, the students have to be creative generate as many ideas as
possible for example. The teacher will have to encourage them in their work without
interfering in the process, he should act like a facilitator.
 Role playing is an important part of this module, in order to get students involved the
teacher should encourage them to choose their own situations, the problems they would
like to solve.
 Some students don’t feel like working in group, maybe they should start like observers
before being involved in a team work.
 Minimize negative thinking.
Finally, during problem solving activities the teacher should make sure that students don’t judge
others ideas or propositions. They won’t be efficient if they spend time criticizing and evaluating
them. They should save evaluation for later after they have finished the process.
2014-1-RO01-KA201-002736_8
- 200 -
BIBLIOGRAPHY
A definition of problem solving: http://en.wikipedia.org/wiki/Problem_solving

http://www.forbes.com/sites/glennllopis/2013/11/04/the-4-most-effective-ways-leaders-
solve-problems/
Problem solving in maths: https://www.khanacademy.org/test-prep/gmat/problem-solving
Why problem solving is important for your career? https://targetjobs.co.uk/careers-advice/skills-
and-competencies/300766-problem-solving-the-mark-of-an-independent-employee
A good book to read: http://www.amazon.com/Problem-Solving-101-Simple-
People/dp/1591842425
Some videos:
https://www.youtube.com/watch?v=ftgtzFaHFGE
https://www.youtube.com/watch?v=IKuX-sLqtNk
https://www.youtube.com/watch?v=E_oUSZBgRDM

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KA 2 - Strategic Partnership for Innovation and the

Exchange of Good Practices

OUTPUT 06:TEACHING GUIDE

Daniel Matkovic, Lycée Clos Maire, Beaune, France

Christian Altmann, Berufliche Oberschule Erlangen, Germany

Luís Nunes, Agrupamento de Escolas do Fundão, Portugal

Ayşe Musaoglu,Duygu Şeneglu,Özlem Aşam, Ayçin Çilkin, Gümüşpala Mesleki ve

Module 2- PERSONAL SKILLS ASSESSMENT ________________________________________ - 21 -

Module 3 – CAREER PLAN MODEL– Discovering your Hidden Skills _____________________ - 36 -

Module 4: USEFUL TIPS FOR YOUR CAREER ________________________________________ - 50 -

MODULE DESCRIPTION ____________________________________________________________ - 51 -

Module 5 – Team building _____________________________________________________ - 66 -

Module 6: COMMUNICATION SKILLS _____________________________________________ - 86 -

Module 7 – PRESENTATION SKILLS______________________________________________ - 137 -

Module 8: PROBLEM SOLVING AND DECISION MAKING_____________________________ - 154 -

Activities _______________________________________________________________________ - 160 -

TEACHING GUIDE DESCRIPTION

End of the course syllabus assessment

YOUR CAREER PATH

Output 6 –Teaching guide

Module 1- WHAT EMPLOYERS WANT

Author: OLIVIA NICOLAE and CORINA IONESCU

1. To decompose a job advertisement into its main parts

1. What parts can you identify in a job description?

SUMMARY OF THE CHAPTER

Title of the activity Brief description - 12 -

Pre/post test Checking knowledge on the topic.

How to find a job Lesson meant to broaden students awareness of the

Teacher’s evaluation List of teaching difficulties and possible solutions.

Student self- assessment (pre-post test on the topic)

1. What is a job advertisement?

2. Who are the job advertisements created by?

3. What is the purpose of the job advertisement?

4. Any job advertisement includes:

5. An efficient job advertisement must contain :

6. A job advertisement should be no more than:

7. The first paragraph:

Job advertisements-general knowledge test- Answers

(see activity 1 Where is the job

ACTIVITY 2: HOW TO “DECODE” JOB ADDS.

4. The teacher sticks on the blackboard cards containing words

word/phrase( see Activity 3 -What are employers really

Materials: Extra activity:

help understand the

 Make sure students

YOUR CAREER PATH

Output 6 –Teaching guide

Module 2- PERSONAL SKILLS ASSESSMENT

Authors: Ayşe MUSAOĞLU

School: GÜMÜŞPALA MESLEKİ VE TEKNİK ANADOLU LİSESİ

1. To identify personal skills from a given set.

2. What skills are necessary for a specific job?

4. What are your job expectations?

5. What is your employee profile?

SUMMARY OF THE CHAPTER

My Employee Profile Creating a template

Analyzing Transferable Skills Sentence Completion

My Profile Chart Completion

PRE/POST TEST ON THE TOPIC

2.What are your weaknesses?

3.What do you know about your skills?

4.Which jobs do your skills correspond to?

6.What are your competences in transversal skills?