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S S O N P A R T 1

learning FROM LEADERS

4
into leadership
styles 6
real-life
leadership 10

leadership talks 12

for NEXT CLASS 15

FOR
FURTHER
PRACTICE
16

Digital
Resources

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time to share KNOWLEDGE

17
leadership arena 18
spotting and
solving problems
20

portfolio 24

for NEXT CLASS 26

FOR
FURTHER
PRACTICE
26

Digital
Resources

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learning FROM LEADERS

A. Read some texts about different leaders.

Lisa Brown
She wants to promote harmony among team
members and to help solve any conflict. She
creates connections between team members.
Team connection is as important as the result.

Steve Meyers
He loves social equality. He wants everyone to work
as a team. It is extremely important that everyone
participate in important decisions, so the whole
team is equally responsible for the results.

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James Burns
He believes time is not to be wasted, so he
prefers giving instructions rather than teaching.
He wants others to follow him and to obey
his rules. He is really worried about meeting
deadlines and accomplishing goals.

B. Based on the texts, discuss the following questions.

• Do they present the same

leadership characteristics?
Compare their features.
• Do they influence people
the same way? Explain the
differences.
• Are their leadership styles
always positive or negative?
Why?

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into leadership
styles
A. Read about the following leadership styles and match them to the
characters in the previous activity (Lisa, James, and Steve). One style won’t
be used.

1. The Democratic Leader

Has a clear message to the world about the future, listens to others, shares
the decision-making process, prefers subtle comments to directive orders,
and makes everyone responsible for failures or for successes.

2. The Coaching Leader

Enjoys developing people, sees the professional and human aspect of
each person, encourages change and self-awareness, and may fall into
inspirational talk.

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S S O N

3. The Affiliate Leader

P A R T 1

Focuses on relationship and group connections, creates high empathy and

interpersonal relationships. Failures and low performance may go unnoticed.

4. The Authoritative Leader

Focuses on results and provides clear directions. Handles tense, nerve-wrecking
situations well. However, usually has a moody personality: sometimes affectionate,
and other times rude. Doesn’t give people and processes the attention they may
need.

B. Complete the following sentences about the leadership styles according to your level.

BASIC 1– a) I like / I don’t like (leadership style),

BASIC 3 but .

b) I am a (leadership style), but

.

c) The (leadership style) is

so .

d) The (leadership style) is

and .

e) The (leadership style) or the

(leadership style) are so .

f) I hate (leadership style)

because .
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INTERMEDIATE 1– a) The (leadership style) may

INTERMEDIATE 3 , and besides that, .

b) T
 he (leadership style) might
not or .

c) T
 he (leadership style) is
(comparative form) (leadership style)
because .

d) The (leadership style) is

(superlative form) when .

e) Both (leadership style) and

(leadership style) have problems with
so .

f) Not only (leadership style) but also

is great at . That’s why .

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ADVANCED 1–
ADVANCED 2

a) If I had a (leadership style), I

.

b) If I have a (leadership style), I

.

c) If I had had a (leadership style), I

.

d) Should I have a (leadership style), I

.

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real-life
leadership

A. Watch the Personal and Professional Development Video. Then sort the words and
expressions from the box into the correct description and classify the leadership styles.

visionary had a clear message allows people to flourish with him

great confidence gave people a goal gets specialists to work with him
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Leader 1

Leader 2

Leader 3

B. Choose one leadership style mentioned in the activity and write a three-line opinion about it.

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leadership talks
Choose the correct options to complete the
dialogues according to your level and then
identify the leadership styles of the characters.

BASIC 1– Lucy: So, Tom, I heard you are a chef now. (Can you – May I) tell me more about
BASIC 3 your job?
Tom: I (love – hate) it! The restaurant is fantastic! My job is all about controlling
people: I need to give instructions (and – but) commands to my staff, and
when things go wrong, I have to punish them.
Lucy: Gosh! You’re strict! You know I’m (a – an) teacher, right? I don’t punish
(my – your) students. I care about (your – their) future, (but – so) I want
them to find their own path to grow.
Tom: That’s interesting, (but – so) you understand (a – the) situations are
completely different, don’t you?
Lucy: Yeah, I know they are different. The thing is, I just can’t see myself punishing
and giving orders. I don’t know how things are in a restaurant, though.
Tom: (Why – How) don’t you go there tonight? I can show you how things work.
Lucy: That would be great, but how do I get there?
Tom: It’s on Schwarz Avenue. You (take – go straight) Elman Street and
(turn right – take) on Jackson Avenue. Walk two blocks and there you are.
Lucy: Oh, I think I know it. It’s the (two – second) restaurant after the church, isn’t it?
Tom: Exactly!

Lucy’s leadership style:

Tom’s leadership style: 128

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INTERMEDIATE 1– Linda: Mark, I’m a little bit confused about the way you manage the new
INTERMEDIATE 3 team. (Can you explain it to me – What’s the matter)?
Mark: Sure. I avoid conflict: It’s (better – worse) to strengthen the relationship
between the team members than to encourage competition.
Linda: I like the fact that you foster strong relationships between people,
(but – therefore) I see you praising everyone all the time. What do
you do with the mediocre results?
Mark: Right now, I want to focus on good results. I (may – might not)
deal with the bad ones later. If I focus on bad results now, the team
members (will lose – would lose) the confidence I took so long to build.
Linda: But if you only (praised – praise) people for whatever they do, they
will get demotivated, don’t you think so?
Mark: I (used to have – was about to have) your leadership style of
imposing orders and punishing people; (moreover – however),
I didn’t get good results. That’s why I changed.
Linda: I believe that, in certain moments, you should (neither – not only)
give orders (nor – but also) punish people so that you can meet
deadlines and achieve goals.
Mark: Yeah, I agree with you. That’s not the moment for me to use this
style, (though – furthermore).
Linda: You are really smart, (aren’t you – don’t you)?
Mark: Well…let’s wait and see. When we get the results, you’ll see
(that – which) this style also works.

Mark’s leadership style:

Linda’s leadership style:

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ADVANCED 1– David: Rita, hi! I’m sorry! I (am going to – was going to) call you, but I’m really busy
ADVANCED 2 today. Please, (stand up – sit down). Tell me, how is the project going?
Rita: I adopted a new leadership style. Now I’m focused on raising the team
members’ awareness of (either – neither) their strengths (or – nor) of
their weaknesses.
David: That sounds great! Adapting your style to the team is essential, and I really
believe it’s time for you to help the team look forward to a brighter future.
Rita: Yes, I want to help them find their own paths to grow within the team…
Oh, but tell me: what (were you going to – are you going to) do with
the new team you got?
David: This group is very heterogeneous. There are people (who – what) want
to go through a faster path and others (who – whom) want to make
more careful decisions. If I only imposed rules, things (would – will) get
worse. That’s why I decided to build consensus through participation.
I’m trying to give everyone the opportunity to speak and to make
decisions. I believe that this way, people will (get serious – get along)
with each other and will feel more motivated.
Rita: That’s a good strategy. People tend to feel more comfortable working at
a place (which – where) they are heard.

Rita’s leadership style:

David’s leadership style:

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for
Write five sentences about

BASIC 1
your likes and dislikes
Write five sentences about one

BASIC 2
related to food and colors.
NEXT CLASS of your friend’s preferences for
clothes and colors.

Write a five-line paragraph about a

BASIC 3
restaurant you usually go to. Make
sure you give your opinion about the
Watch the Language Videos and Write a five-line

INTERMEDIATE 1
dishes served there.
the Personal and Professional paragraph about
Development Videos (Lesson 5) again. what may or might
happen to the
Write two four-line weather in your

INTERMEDIATE 2
paragraphs about your city today.
daily activities at work.
Research the leadership styles you studied Make sure you compare
today and find others. Bring your notes next them and express how you
class—you’ll need them. feel while you do them. Write two paragraphs

INTERMEDIATE 3
about what will happen
to the world if pollution
is not reduced. Make
sure you use relative
Prepare the Written Assignment pronouns.
according to your level.

Write a fifteen-line text on

ADVANCED 1
important actions you were
going to take but didn't and Research jokes with cultural

ADVANCED 2
explain why. Make sure you meaning, write them, and explain
use connectors and relative their meaning. Afterwards, mention
pronouns. cultural jokes about your country
and also explain their meaning.

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FOR
FURTHER
PRACTICE Watch videos or movies in which there are leaders
speaking. Take notes of their characteristics, as well
as the strategies they use to influence people.

Visit the online platform and take the chance

to improve pronunciation in the Voice Lab.

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time to share KNOWLEDGE

A. Together with your classmates, discuss the four leadership styles you studied last class.
Follow the teacher’s instructions.

B. You were asked to research leadership styles different from the ones
you studied last class. Share what you found with your classmates and add
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leadership arena
Get ready to engage in a debate to defend one leadership style
according to the context the teacher will give you. The teacher will
also provide a detailed analysis and you will choose the best work.

CONTEXT 1
My family is huge. Everyone in the family has different preferences and opinions. And because of that,
everybody argues all the time. I need to assume the leadership and put an end to the arguments.

Leadership style vs. Leadership style

The winner is: leadership style . 133

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CONTEXT 2
My kids will take an important exam next year. The thing is, they have a lot to learn and they are
not really into studying. I know I need to be a good leader and help them achieve good results.

Leadership style vs. Leadership style

The winner is: leadership style .

CONTEXT 3
I just became the manager of a group of workers that are used to doing their tasks without even
thinking of why they do them. As a leader, I want to change their perspective and make them think,
make plans, establish goals, but I just do not know what leadership style to choose.

Leadership style vs. Leadership style

The winner is: leadership style .

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spotting and
solving problems
Being an effective leader implies being able to solve problems. Read the
following testimonials, spot the mistakes, and underline them. Correct
the mistakes and discuss why the leadership style adopted did not work
and what style you would rather use in these contexts.

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BASIC 1–
BASIC 3 I don’t know what’s going on. I like to giving people voice. I think it’s
important that everybody in the team feels like part of it but contributes
to the decision-making process. I allowed your students to take part
in all the decisions, but now the class is a real mess. I constantly ask
my students, “May you give us the answer?”, “May you help me out?”
but they simply do not listen to me. I think being a democratic leader
is not working. Students keep on arguing and shouting and not paying
attention to class. Oh…you want to know their age? They are five-year-
old kids. Again: I’m lost. What should I do?

Correct version of the underlined mistakes:

Problem(s) with the leadership style adopted:

Best leadership style:

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INTERMEDIATE 1–
INTERMEDIATE 3 I must confess I do not know what to may happen if things continue this
way. I was so happy when I heard I was going to work with a team of the
better financial managers in the market; therefore, happiness became
frustration. Their egos are so huge that they simply refuse to take my
orders. Deadlines are short, so I need to impose rules. Furthermore,
the rules are useless, because the members of the team do not follow
them. One of the team members whose was responsible for collecting
data simply did not show up in the last meeting. If I do not fix things
immediately, we would not hand in the project on time.

Correct version of the underlined mistakes:

Problem(s) with the leadership style adopted:

Best leadership style:

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ADVANCED 1–
ADVANCED 2 I am a specialist whose people can count on to fix unhealthy lifestyles.
The problem is that I have a group of five people when need to change
their habits drastically. I opted to give them both some rules to follow
nor some prohibitions, but they seem to be unhappy about it. One of the
members of the group complained that instead of rules, they need to
learn how to make their own decisions so that they can continue leading
a healthy lifestyle in the future. I am going to give them some more rules
this week, but I gave up after this member said those words. The point is,
I’ve always worked with rules, and now I’m lost.

Correct version of the underlined mistakes:

Problem(s) with the leadership style adopted:

Best leadership style:

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portfolio

Do the tasks according to your level. Afterwards, check which leadership skills from
the list you practiced while doing the activities.

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ALL Which of the following skills did you practice while doing the Portfolio
LEVELS
tasks? Can you relate them to the skills a leader needs to have?

( ) Analyzing what is requested

( ) Analyzing the options you have
( ) Making choices
( ) Spotting problems or mistakes
( ) Brainstorming solutions
( ) Correcting problems
( ) Others:

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for NEXT CLASS

Watch the Personal and Professional

Development Video on the online platform
and do the follow-up activities (Lesson 6).

Watch the Language Video on the online platform

and do the follow-up activities (Lesson 6).
FOR Think of situations in which you assume a leadership position.
FURTHER Describe the contexts and come up with the most effective
leadership styles to be adopted. Then answer the question:
Read the Language Guide to reinforce
the topics you have studied.
PRACTICE what kind of leader am I?

Don’t forget to evaluate your

experience this week on the
online platform. Your opinion
is very important to us.

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P A R T 2

A. W
 ork on a four-line text expressing your likes and dislikes about the
BASIC 1
following topics: sports, colors, food, and personality traits.

B. W
 rite a short dialogue between a student and a teacher. Make sure you use
at least two of the sentences in the box.

Ask me if you have any questions. Be quiet. Listen to me!

Pay attention. Open the books to page 40.

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P A R T 2

A. T
 ake a look at the following topics and write a five-line paragraph
BASIC 2
comparing and contrasting your preferences to your best friend’s.

sports – leisure activities – household chores

B. Imagine you are lost in a neighborhood. Write a dialogue in which you ask
information on how to get to a specific place.

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P A R T 2

A. W
 rite a four-line paragraph giving your opinion about one of the tasks
BASIC 3
you are currently doing at work.

B. W
 rite a dialogue between a tourist who is lost in your city and you. Make
sure you explain how he gets to at least two different tourist attractions.

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P A R T 2

A. W
 rite the weather forecast for two days of the week in your city. Make sure
INTERMEDIATE 1
you mention what may or might happen to the weather.

B. W
 rite a dialogue between two people giving different opinions about the
death penalty. Make sure you use connectors of addition, contrast, and
conclusion and expressions to ask for or to provide clarification.

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P A R T 2

A. W
 rite about the best or the worst times of your life by contrasting what
INTERMEDIATE 2
you were used to doing when you were younger to what you
are accustomed to doing nowadays.

B. W
 rite a dialogue between two friends arguing about the best place to
live. Make sure you use comparative and superlative forms as well as
the relative pronouns who, that, and which.

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P A R T 2

A. W
 rite a paragraph about what will happen in your country if guns
INTERMEDIATE 3
are legalized.

B. W
 rite a dialogue between two people arguing about their political
preferences. Make sure they use different ways to confirm their statements
as well as paired conjunctions.

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P A R T 2

A. W
 rite a paragraph about what your life would have been like if you hadn’t
ADVANCED 1
made certain important decisions.

B. W
 rite a dialogue between you and a friend in which you argue about
different lifestyles. Make sure you mention actions you were going to take
but didn’t because of the lifestyle you chose. Also use the relative pronouns
you studied.

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P A R T 2

A. Write a paragraph about the following topics.

ADVANCED 2

a) What you would do if you had a different job or a different career.

b) The places you would have visited if you had had the chance.

B. Read the following joke and explain its meaning.

Robin: What do you call an Irishman in the knockout stages of the World Cup?
Willian: What?
Robin: A referee.

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into leadership
styles

Decision-making process Self-awareness High empathy and

Interpersonal relationships

Failures and tense, nerve-wrecking moody personality

low performance situations
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leadership talks
Likes, dislikes, and preferences

Joanne and Lucy like/enjoy reading. Linda dislikes/hates reading.

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leadership talks
Possessive Adjectives

This is Mark’s/his computer. This is Mark’s/his computer. This is Bob and Mike’s/their computer.

Part III Back.

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leadership talks
Making Requests and Offers

Would you like some orange juice? Can I get some water?

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leadership talks
Basic Connectors

And: I love oranges and apples. But: I love oranges, but I hate apples. So: I had many oranges, so I made some
orange juice.

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leadership talks
To get + participle

To get tired To get annoyed To get frustrated

To get stressed To get upset

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leadership talks
Conditionals

First Conditional – Refers to the future, to situations that have an actual chance of becoming true.
IF I HAVE MONEY, I WILL BUY A CAR.

Second Conditional – Refers to present or future situations that the speaker thinks to be impossible or unlikely.
IF I HAD MONEY, I WOULD BUY A CAR.

Third Conditional – Refers to past situations that cannot be changed.

Something would have changed the past course of events, if you had done it differently.
IF I HAD HAD MONEY, I WOULD HAVE BOUGHT A CAR.

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