Training and development

/) 'The only thing

//, worse than training
your employees and
having them leave is
not training them and
% having them stay.'
Henry Ford, founder
/, F~rd Motor Company

Video: Types of training

Lesson outcome: Learners can use vocabulary related to trairin.g Vocabulary: Training and development
and development. Project: Induction to a new job

2.2 Human resource strategies

I
Listening: Strategy for training and development across
a whole company
Lesson outcome: Learners can use modal verbs in the passive
voice to talk about ability, (lack ofl obligation, necessity, Grammar: Modals in the passive voice
permission, possibility, prohibition and recommendation. Speaking and writing: Agreeing action points

2.3 Communication skills: Team communication

Lesson outcome: Learners are aware of different ways to work in
teams and can use a range of phrases for ex~hanging ideas.
I Video: Team communication
Functional language: Exchanging ideas
Task: Organising a team-building event

2.4 Business skills: Facilitating a meeting

Lesson outcome: Learners are aware of ways to facilitate a
discussion and can use a range of phrases to manage meetings.
I Listening: Possible changes to learning management
Functional language: Facilitating a discussion
Task: Facilitating a discussion to come to an agreement

I
\ l

Model text: Email with a request for training

Functional language: Requests and reasons
i,esson outcome: tearners can w~ite an email requesting
a training coi'.Jrse and giving reasons. Grammar: Linking words for reason and purpose
Task: Write an email requesting a course

Business workshop 2: p.90 J Review 2: p.105 Pronunciation: 2.1 Stressing key words in sentences
2.4 Linking between words p.114
I Grammar reference: p.118
 Learning on the job
Lesson outcome Learners can use vocabulary related to training and development.

Lead-in 1 Discuss these questions.

1 Read the definitions. Which do you think matches 'training' and which 'development?
a th e_teaching or learning of a range of skills employees can use in a variety of
positions and/or for future careers
b the process of teaching or being taught the skills for a particular job or activity
2 When ~o yo~ think that on-the-job training for a particular position is necessary? Are
there times 1t 1s not very important?
3 Does development of general business skills benefit the employees, the company or
both? Why?

VIDEO 2 Watch the video. What type(sl of training and development does each
trainee talk about?

I ,I

,
·I
,;; ~-,

- *--\
I
I .,

3 Watch the video again and complete the notes about the three types of training
mentioned.

INlJ(ICT/ON TMINIAA M@TORIN(r ONL/Nf TMININ(r

• ro /<.now the '- - - - - • Mentor should be 1111 experienced • StilH u,eu,bcrs can'_ _ __
and its systelMS, policies, other ' it 11nyti1«e ttnlll anywhere
col/ettques • Mentor offers support, usually on • Can do it on any '_ _ __
, • ro understand and feel tt 11 ' basis hou,e cou,puter or u,obi/e phone.
l _____ of CO!Mpttny culture • Mentors advise which skills to learn • Sou,e proqrau,s use both on/inc
i • Lettrninq about co1Mpt1ny and which ' to and' sessions -
l _____ and procedures wor/<. in blended lettrninq

4 Work in pairs or small groups. Are induction training, mentoring and on line
courses common in your country? Why/ Why not?
Teacher'~ r~~ources:
..,. extra act1v1t1es page 114 See Pronunciation bank: Stressing key words in sentences

Vocabulary Training and development

5 Complete the sentences with words from the video.
1 Training courses can help to drive c_____ d __________ .
2 A key part of the i ________ p________ is to help new team members feel a part
of the company's culture.
3 Mentoring can be used forspecificj__ · r ______ t _______ or more general career
development.
4 one of the really useful things about being am _____ is that my mentor introduces me
to very important people in the industry.
5 An advantage ofo _____ c_____ _ is that you can do them whenever, wherever.
6 Whatever type or d_______ m_____ a company uses, training and development
opportunities are important for both staff and the company itself.

> 18 <
 2.1 0 learning on the job D

6A Match the sentence halves.

1 When a company needs to check the a adds to their motivation as they can access
standards reached in training sessions the courses when and where they like.
2 Employers are finding that making b skills for the workplace.
e-learning training available to c it means that there is understanding and
employees friendly agreement in a conversation.
3 Aperson with emotional intelligence can d through both training and experience.
4 Practical courses are used to teach e needs analysis so that we know which training
5 Askills set comprises programmes to offer to which employee.
6 Competency at a job can be learned f what a person can or can't do.
7 When there is rapport between people, g it can use benchmarking to do this.
l!'lllii. Teacher's resources: 8 We generally begin with a h control their emotions and show empathy.
_ , extra activities
··· ···························· .. ··········· ...· ,,, ... B Work in pairs and discuss the meaning of the words in bold in Exercise GA.

7 Complete the pairs of questions with the correct form of the word in capitals.
Then discuss the questions with a partner.
MENTOR 1 Do you think that _ _ _ _ programmes help junior staff to develop?
2 What do you think a can learn from a more experienced staff member?
TRAIN 3 Is it better to have an external _ _ _ _ for courses or can someone from the
company take on this role?
4 What kinds of things do people learn in job-related _ _ _ _ ?

ANALYSE 5 Should training programmes be based on what people said in a needs _ _ __

questionnaire, or defined by their managers?
6 Should a mentor encourage a mentee to solve problems using _ _ _ _ thinking or
tell them what to do based on their own experience?
MOTIVATE 7 Why can it be difficult to find the _ _ _ _ to learn while on the job?
8 What helps you to be _ _ _ _ ?

> PROJECT: Induction to a new job

SA Work in pairs. You have been asked to prepare an induction

programme for a company you know. Consider these points.
• what information new employees need
• how long the induction should last
if the induction should be individual or in groups
• where the induction should be held
• if employees need an overview of the whole company or just their department
• how exactly the new recruit(s) should be taught about their new role
B Try out your ideas on another pair.

If you thought of the same institution, If you thought of different institutions, make
note down any interesting ideas the suggestions about what you would want to
other pair had that you didn't think of. know if you began to work there.

c Go back info your original pair_s and p~n s~ort written pro~raifi\ne'.fo'r' tl'le indu_ction ~ay.
Give a general idea of the ~ess1ons, their t1mmg, whe~e the different parts of the mduct1on
will take place and who w1Ulead them.

How successfully have you achieved the lesson outcome? Give yourself a score
from o(I need more practice) to 5 (I know this welU.
Self-assessment Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 Human resource strategies
Lesson outcome Lea_mei:5 can use ~odal verbs In the passive voice to talk about abiUty, (lack ofl
obLigat,on, necessity, permission, possibiLity, prohibition and recommendation.

Lead-in 1 Look at the words and phrases in the Venn diagram. work in pairs and discuss:
how each word/phrase relates to training and development.
• why each word/phrase was put where it was.
'Functional approach' is in 'training' because it would be used in onejob or department.
TRAINING
EITHER TRAINING OR DEVELOPMENT DEVELOPM ENT
,,,,, ·,nt'!c:'Zilld'ji tt
functiona1 '.appr<?ach · ,
•: -r:
,
.
·----~'!'" • >-c:::::: :------------
, -"'_:• job,oti~n~tedt<,.' ·it ~lended lea~n'.ng cross-functional approach
· • task-orientated • in-house training general business skills
preparation for future challenges
l?~
..-"- -----
1
; ;: ,_ '" ·, • ;::i
,..., .... ~l· '•... '

2 Co_mplete the Venn diagram using the words and phrases in the box. Can you
think of any other terms or concepts that might fit into this diagram?

external tra ining long-term goals mentoring preparation for career

short-term goals skills specific to ajob

Listening 3A ~? 2..0.1, Listen to a conversation between Mike, from the European Head Office
of a large automotive manufacturer, and Teresa, the Brazilian HR Director. Why
is Mike in Brazil and what does he speak with Teresa about?
B Listen again. What do Mike and Teresa say about a) what 'training' is, bl what
'development' is and cl the methods used to deliver them?

4 Choose the correct option. Listen to the conversation again if necessary.

1 Mike wants to base the global strategy on
a the training and development strategy in Brazil.
b the approach at the company's biggest site.
c best practices that are already in place in different countries.
2 Teresa thinks it is necessary to
a have one person in charge of all HR Departments.
b have one strategy for long-term and short-term goals.
c tell Mike about the difference between training and development.
3 Teresa says that when delivering training they always have to
a rent space outside the building.
b prepare materials to hand out.
c decide where the training should be held.
4 Development is best used when
a it is necessary across departments.
b employees are interested in business theory.
c an employee is ready to grow.
5 Teresa points out that development
a is always necessary for future careers.
b is cross-functional.
c is necessary before moving people from one department to another.

5 work in pairs. Do you think companies should work more on developing new
ISi.. Teacher's r~~ources: employees instead of those who have been with the company for a long time?
111'1" extra act1v1t1es Why / Why not?

> 20 <
. -v,,r.,,,~~~~'''' .,_ . . ,,,,,,, ........... ,,, ' . ' -,.,,, . . ,,""''''""\.'-,'-'"'''-""-'' . ,, .... ,.,
2.2 )I Human resource strategies ., ' , a ',

Grammar Modals in the passive voice

6A '41.2,p2 Listen to these extracts from the conversation between Teresa and Mike
and complete the sentences. Contractions count as one word.
1 These training sessions to make sure ...
2 The supplier might ask how a part ,so ...
3 This carefully ...
4 And what other factors into account?
5 ... specific skill training _ _ _ _ always _ _ _ _ as worthwhile.
6 lt _ _ _ _ _ _ _ _ _ _ _ _ without thinking carefully ...

B Compare the six extracts in Exercise 6A. What do they all have in common?
How are extracts 1 and 5 different from the others?
C Medals can be used to express ability, obligation, lack of obligation, necessity,
permission, possibility, prohibition and recommendation. What is the function
of the modal in each of the phrases in the box?

can be used could be improved do not have to be trained ought to be done

have to be taken into account might be moved mustn't be decided
needs to be developed should be held would be considered
'Can' in 'can be used' expresses ability or permission in the present.

page 118 See Grammar reference: Medals in the passive voice

7 Complete the text using the correct form of the words in brackets.
Training and development strategies 1_ _ _ _ (must I decide) by looking at both
short- and long-term goals. The courses are often run by the HR Department and
2 _ _ _ _ (need I budget) for. The overall strategies, however, 3_ _ _ _ (should

/ discuss) with the managing board as well. New recruits• _ _ _ _ (may I expect)
to take part in induction training which can last for several days in order to learn the
skills they need for their jobs. Development is different as it is part of long-term goals and
5 _ _ _ _ (would/ consider) necessary for the future plans of the company. Those

seen as future executives of the company 6 _ _ _ _ (could I train) in leadership or

communication skills. These would not be job-specific but 7 _ _ _ _ (should/ look at)
as an investment in the future of both the employee and the company. In any case, all
Teacher'~ r~~ources: the options regarding both training and development• _ _ _ _ (have/ think) out
J extra act1v1t1es
IP' carefully in line with the goals and long-term strategy of the company.

Speaking and SA You have just taken over as one of the Managing Partners of a company.
writing Everything seems to be a disaster. Make a list of things that need to be changed
as soon as possible. Use the ideas in the box or your own ideas and passive
medals where possible.
business clothes coffee breaks communication skills computer systems
IT skills desks food/mea ls reports tasks telephone calls workplace culture

Suitable business clothes need to be worn.

B Work in pairs and compare your lists. Prioritise the actions and discuss the
specific steps that need to be taken.
A: Well, I think that suitable business clothes need to be worn by all staff at all times.
B: OK, Iagree, but I think we should prioritise customer-facing staff.

C Write a short memo to staff outlining the key action points you discussed
in Exercise BB. Write 50-70 words.

How successfully have yo u achieved the lesson outcome? Give yourself a score
fromOOneed more practice) to 5 (I know this well).
Self-assessment Go tGJ My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 ...... % •,.
~ l.3' COMMUNICATIOill'.SKIL_LS ·
'J ..__-

1/ ~1//////~ Team commun1cat1on

Learners are aware of different ways to work in teams and can use a range
Lesson outcome of phrases for exchanging ideas.

lA . ltures of working in
Lead-in In pairs, look at the diagrams which show two ways, or cu ' 0 f each culture?
teams. What do you think are the main features and advantages
..i • . team cultures.
B ~, 2.03 Listen to a team development consultant ~1scussing
Compare what she says with your ideas from Exercise lA.

Team culture A Team culture B C Overall which team culture do you prefer? Why?

. EN Tek's preferred
VIDEO 2 a 2.3.1 Emma has received a report about quality at ·fi d·ngs with Claudio.
production site in Bangladesh. Watch as she discusses the '"
1

1 What is the main finding of the report from the auditor? d cf10 n and why7
2 Who does Emma think should take the final decision on the location of pro u ' ·
3 Why does Claudio suggest a consultative approach? . . is made on 1ocat'on7
I •
4 What does Emma believe might happen if the wrong dec1s1on
5 What does Claudio advise Emma to do?
(O . Aor Bl tor Emma to use
In small groups, discuss which is the best _appro~~h ption from EN-Tek. Give
3A
Go to MyEnglishLab for when she discusses the report findings with SanJlt and Paw h first
1
extra video activities. reasons for your answers. As a class, decide which video to watc • h Id
. x ert what the team s ou
Option A- Individual expert role approach: Advise a_s an e P ur own expertise; be
do. Focus on your own goals and make recommendations based on yo
convincing and persuade the team to accept your ideas. h
Option B- Collective responsibility approach: Help the team to discuss and agree w at
to do. Focus on delivering shared goals; offer ideas and make suggestions; show openness
and encourage people to discuss their ideas openly.
st
B Watch the videos in the sequence the class has decided, and answer the que ions
for each video.
Option A D 2.3.2 1 What does Emma say is her role on the project?
2 What suggestion does the EN-Tek team make?
3 Is Emma open to their suggestion? How do we know?
4 How does Emma feel at the end of the meeting?
Option B D 2.3.3 1 What does Sanjit say about the producers in Bangladesh?
2 Emma reminds everyone that they share the same objectives. What are they?
3 What suggestion does the EN-Tek team make?
4 Is Emma open to their suggestion? How do we know?
5 How does Emma feel at the end of the meeting?

4 In pairs, discuss the questions and agree what you can learn from Emma's experiences.
1 In what ways did Emma behave differently in the two videos? What happened as a result?
2 Which approach do you think will have the best outcome for the project and for the team?

5 D 2.3.4 Watch the Conclusions section of the video and compare what is said
with your answers in Exercise 4. Do you agree? Why/ Why not?

Reflection 6 Think about the following questions. Then discuss your answers with a partner.
1 Look back at your answer to Exercise lC. After watching the videos, would you still answer
this question in the same way? Why/ Why not?
2 What would help to make you feel comfortable working with your non-preferred style?

_j \
 2.3 )I Communication skills: Team communication a

Functional Exchanging ideas

language 7A Match the phrases from the video (1-13) with the categories (a-e).
1 If Ican add to that, [I think ..J
2 Any thoughts [on that I on the matter]?
3 Ithink the best option [here] is [to be consultative .. J
4 There are pros and cons of both [production locations/ approaches].
a Requesting ideas 5 What do you think we should do?
b Contributing ideas 6 Why don't we [let my local guys try .. .]?
c Responding to ideas 7 So shall we try [that]?
d Developing ideas 8 If we do that, then it will [lead to higher standards/ make the decision easier].
e Moving from idea to 9 Just picking up on what [Pawetl said, [why don't we ...l?
decision
10 Do we all agree with the idea to [run two pilots .. .]?
11 One option could be [to create a clearer and more detailed set of requirements].
12 What's the best way to [handle this]?
13 I(don't) think it makes sense [to look at the requirements again].
B Complete the extract from a sales team meeting using phrases from Exercise 7A.
Manuela: Tom, how are sales?
Tom: Not good. We're around 25 percent down on target.
Manuela: So, we need to increase sales. 1_ _ _ _ do? Jack?
Jack: _ _ _ _ organise a special promotion? Customers like discounts.
Tom: I'm not sure. 3_ _ _ _ we'll damage our margin. Iprefer to cut staff.
Hugo: _ _ _ _ Tom said about margins, why not talk to our suppliers and ask
for a special discount? That could pay for the promotion.
Manuela: Good idea. OK, 5_ _ _ _ thatfirst? Jack, could you look into it more
and report back?
SA Work in pairs. What would you suggest to the speaker in these situations? Use
two or three phrases from Exercise 7A to contribute an idea and respond .

1 'The new guy in my teaf]l keep_~/ . ) . •fve been askecfto go on a research trip. It's a
missing deadlines,-l'm the (inly ) '· ·. · 'great'6pportunity, but it's when I'm supposed
one who's noticed.' , ·•. ·' :;\''l · to·be [Link] parents in Australia.'
... L ...«, ·••~ ..: "

l!'S!Ji, Teacher'~ r~~ources: B Choose one situation in Exercise SA and continue the dialogue until you
. . , extra act1v1t1es reach a decision. Use phrases from Exercise 7A .
........ .... ......... ............. ....... ........ .... .

9A Work in small groups and read the information.

You and your colleagues have been asked to organise a team-building event
at your place of work or study. You are going to discuss what type of event will
be most successful in your department. Turn to page 126 for ideas.

B Individually, prepare your arguments for the ideas you agree and
disagree with. Try to add your own ideas.
C Hold your discussions. One person should lead the discussion by
requesting ideas at the beginning and trying to reach a decision at
the end.
D Work with another group and compare your decisions. Did you
use phrases from all five categories in Exercise 7A? What did you
find difficult about the discussion?

How successfully have you achieved the lesson outcome? Give yourself a score
from O(I need more practice) to 5 (I know this well).
Self-assessment Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
 . _,· . >. BUSINESS SKILLS
( , 2·4 Facilitating a meeting
Lesson outcome Learners are aware of ways to fatiLitate a discussion and can use a range of phrases
to manage meetings.
t......__"

Lead-in l Work in pairs. Read the definition of facilitation skills and answer the questions.
1 Which of the ideas in the text do you agree or disagree with? Why?
2
How far do you agree that everyone should share responsibility for facilitation? Why?

'FaciHtation in a professional context is the art of leading discussions and meetings. lt_is a set
of sk_ills which guides people to discuss matters openly and productively. In practice, it means
making sure everyone understands the objective of a discussion, helping people feel co_nfident
to express their ideas, helping people to listen to each other, ensuring all ideas are considered,
and supporting people to come to the best decision. Without effective facilitation, meetings
can become a waste of time. Most meetings have a facilitator but are often more effective if
all the people at the meeting share responsibility and help to facilitate the discussion.'

Listening 2A Listen to Takeshi Sakamoto as he facilitates the start of a meeting of

learning and development experts in his company. The meeting is about possible
changes to learning management in their organisation.
1 What does Takeshi define as the objective of the meeting?
2 What is his proposal for structuring the discussion?
3 What is Sam's suggestion and how does Takeshi handle this interruption?
4 What does Takeshi insist on atthe end of the introduction? Why?
B [Link] Listen as Takeshi and his colleagues discuss their options in more detail.
1 How does Takeshi respond to Sam's proposal to reduce spending on soft skills training?
2 Steve disagrees strongly with Sam. How does Takeshi handle this situation?
3 How does Takeshi involve Paula?
4 When Paula gives her opinion, how does Takeshi respond?
C 2.06 Listen as Takeshi moves the meeting to a decision.
1 Why does Takes hi interrupt Sam?
2 Which proposal does Takeshi make and why?
3 What feedback does he give the group as he closes the meeting?
D How well do you think Takeshi facilitated the discussion? Why? In your experience,
would this style be effective to manage discussions in your own organisation? Why?
page 114 See Pronunciation bank: Linking between words

Functional Facilitating a discussion

language 3A At the beginning of the meeting, Takeshi worked hard to ensure that everyone
participated in the conversation. Complete the phrases with the words in the box.
around ensure experience hear looking off

Stating the Whatwe're 1 to,do [here] today is Ito decide how to

objective digitalise trainio_g].
Encouraging As we discuss things, it's important for [everyone to speak up].
participation [Just]to' everyone can say something, [can we/ let's .. ].
from all
Can we go' the table first?
Let's' everyone one by one, and then discuss.
Encouraging Let's begin with you then, [Steve]. Can you kick us 5 ?
input from a [Paula] you have some' of [developing e-learning
specific person leadership training]. What do you think?
 .2.4' )I·. Busi~ess
--._,>y:--~>
skills: Facilitating' a meeting

B Match the beginnings and endings of these sentences Takeshi used. Then decide
which category in the table they belong to.
1 Iagree [budget] is really important, but a afraid [time is pressing and we need to
Iwant to come to a decision ... ].
2 Ithink we actually agree that [there are b views on [some points].
good options for change here], c [to reduce spending on soft skills training].
3 I realise that we (stilO have different d but [there are still a lot of details to work
4 Can Istop you there? [Buy-in] is out .. .].
definitely important, but I'm
e come to that [a little later I in a separate
5 It seems that there's a consensus meeting].

Referring to
agreement/
disagreement

Managing how
long people speak

C Complete the phrases for the closing stages of a meeting using the words in
the box.
proposal progress recap round step

Referring to Perhaps the next 1 would be to [look carefully at some

follow-up actions of the risks].
My' would be that [you two work together on this].
I'll email' [some possible timings for the next meeting].
P.111i., Teacher'~ r~~ources: Summarising and So, just to 4 everything, ..
_/ extra act1V1t1es
IP' closing Ithink we have made really good 5

4A Work in groups of three. Read the scenario.

You work for AIRCON, a Texas-based company

which makes air conditioning units for sales in the
USA. Following recent market research, the company
has decided to expand into Europe - France and
Germany- where there are big potential markets
for your products.
The Managing Director of AIRCON has asked your team to
evaluate some people management ideas created by the
company's board to support internationalisation. Your tas_k
is to discuss some ideas, and decide which are most effective
and cost-efficient.

B Read your role cards. Student A go to_page and Student Bto

page 129. Student Cwill be the meeting facilitator.
c When you are ready, roleplay the meeting to decide which ideas
you agreed on.

How successfully have you achieved the lesson outcome? Give yourself a score
from 0 (I need more practice) to 5 (I know this well).
Self-assessment Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
0 / WRITING < >
Atraining request
Learners can write an email requesting a training course and giving reasons. /

Lead-in Functional language 'I

1 Read the email requesting a training course. Choose . ds from the ema1 .
2A Complete the ta bleu smgwor
the correct option in italics. Then compare in pairs.
Requesu
some more professional
To: Walter Hernandez. HR Director
lamwritingto'-
f'rom: Anna Gayo, Design ProJecl Team Leader training.
Subject: Training request
Iwould ' _ like to atte nd ....
Please' _you Ietmeknow1f ...
Dear Walter, I

Reasons .. , to
I am writing to request some more professional . ctleader,1t1s -
As Ihave just become proJe
training. As I have just been 'employed I made
attend a leadership course. k'lls so that Ican
a project leader of a large team for the first time, It is 5 _ to develop mys
1 '
I ' believe I hope that it is important to attend manage the team effectively.
a project leadership training course. I have found
an excellent course 'offered I accessed by Because registration closes soon ... kills for dealing
am, _ in developing mys
Greyhouse University. It is a four-day course and 1

offers a professional qualification upon successful with conflict.

'learning I completion.
. Ex cise 2A would you
B lnwhichpartofthetablem er
I realise that it is vital to develop my skills so that
put the following phrases?
I can effectively ' motivate I activate my team and
develop the most productive and efficient team Would it be possible for me to do a course?
'likely I possible. 'Furthermore I Further to, I am
interested in developing skills in order to 8 deal I Iwould appreciate it if I could ... .h
handle with conflict and the course provides Istart work in Spain soon so I need to study Spanis .
training in this. I have just been promoted to manager so ...
I would therefore like to attend this course in two Ido not have enough experience in this area.
weeks' time, if possible. My assistant is happy to It would be very helpful if Icould attend a course.
cover for me during the course.
Please could you let me ' know I see if I can do it page 119 See Grammar reference: Linking words for reason
by tomorrow afternoon because registration for and purpose
the course closes tomorrow evening. I attach full
course details for your 10knowledge I information.
Kind regards,
II', Teacher's resources: extra activities
Anna Gayo
a--..,. The email contains examples of linking words lo:
lilll"J reason and purpose. Go to MyEnglishlab for optional
grammar work.

3A Work in pairs. Turn to page 127 and look at the adverti~ement for~ training course .
You need to explain to your boss why you should do this course. Discuss the reasons

•
you could give.
B Write an email of about 200 words to your boss requesting the course and explaining
why you think you should do it.
C Exchange emails with your partner. Did you both use appropriate language to make
your request? And did you use the same expressions to give your reasons? Having read
your partner's email, how do you think you could improve your own email?

How successfully have you achieved the lesson outcome? Give yourself a score
Self-assessment from 0 (I need more practice) to 5 (I know this well).
~' 26 Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.