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• Get students to tick the most important points. Students will 
probably agree that all fi ve points are important. Ask students 
who have been for a job interview if they did these things 
before their last interview. You could then ask students which 
of the fi ve points they would do fi rst – and which they would 
do last.
• Discuss students’ suggestions for what they should do before 
an interview with the class. Again, ask students who have 
been for a job interview if they did these things before their 
last interview.
A
Make your fi rst impression count
Look at the section heading with the class. Ask students what 
they think count means in this context (to have value or 
importance) or get them to paraphrase the heading, e.g. Create 
a positive image of yourself when meeting someone for the fi rst 
time
.
Learning tip
You could look at this 
Learning tip before starting the exercises. 
Make the point that some texts – especially academic texts 
– are unintelligible to native speakers because they do not know 
anything about the subject of the text. A non-native speaker 
might be able to understand the same text more easily – if they 
have background knowledge of the subject.
1–7  Make sure students know what an employment/
recruitment agency
is. Students work through the exercises. 
For Exercise 5 they could also say what the four people 
should have done, e.g. The fi rst person should have gone 
into the building and spoken to the receptionist
.
8 Discuss this as a whole class. 
Focus on … related words
Get students to work through these exercises at the end of this 
section.
More activities
1 Ask students how to say the opposite of verbal (non-
verbal
). Get them to suggest other pairs of words, one 
of which also begins with non-. You could encourage 
them to look for examples in their dictionary before the 
next lesson. (Examples include: non-alcoholic (drink), 
non-event, non-existent, non-fat (milk), non-fi ction, non-
resident, non-returnable (bottle), non-stick (pan), non-
stop (fl ight)
.)