Speaking

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Speaking Listening
Postgraduate English
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Objectives

• improve listening and speaking skills
• improve notetaking skills
• improve communicative skills
• prepare for the end-of-term test on listening and
  speaking

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Textbooks

• ???? ??????????
• Communicative English Advanced Practical
  Listening Speaking Skills
• ????????? ???
• Progressive Hear Say

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Progressive Hear Say????????? ???

• W1 Identify speakers
• W2 Identify relationships between speakers
• W3 Identify places
• W4 Numbers
• W5 implications (shopping)
• W6 Cause effect (Plans for the weekend)
• W7 Talking about cars (passages)
• W8 About travel

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• W9 Talking about stress
• W10 Talking about people
• W11 Talking about premonitions
• W12 Using the telephone
• W13 Computers
• W14 Radio programmes
• W15 Advertising
• W16 Television programmes

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Listening Comprehension Test
A Short Conversations 9 points
B Passages 6 points
C Answering Questions 5 points
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Lesson Plan (????)

• W1 Conversational Skills
• W2 Nonverbal Communication
• W3 Cross-Cultural Communication
• W4 Classroom Communication

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• W5 Listening Skills
• W6 Telephone Skills
• W7 Male-female Communication
• W8 Team Skills

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• W9 Debating Skills
• W10 Presentation Skills
• W11 Presentation Skills
• W12 Interviewing Skills

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• W13 Speaking Test
• W14 Speaking Test
• W15 Review
• W16 Listening Test

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Grading

• Listening 20
• Speaking 20
• Others 10
• Total 50

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Speaking Test

• The Controlled Interview
• Describing pictures/graphs
• Discussing topics
• Reading aloud/ Retelling
• Answering questions
• Role play

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Marking Criterion

• pronunciation intonation
• vocabulary grammar
• discourse management
• fluency accuracy

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Assessment Scales
Grades Scales Points
90 100 A 4
86 89 A- 3.7
83 85 B 3.3
80 - 82 B 3
76 - 79 B- 2.7
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73 -75 C 2.3
70 -72 C 2
66 69 C- 1.7
63 -65 D 1.3
60 - 62 D 1
60 F 0
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Outlining the standard topic outline form

• I. ______________________________________________
• A. ______________________________________
• B. ______________________________________
• C. ______________________________________
• II. ______________________________________________
  
• A. ______________________________________
• 1. __________________________________
• a. ______________________________
• b. ______________________________
• (1) __________________________
• (2) __________________________
• 2. ___________________________________
• B. _______________________________________
• 1. ___________________________________
• 2. ___________________________________
• III. ___________________________________________
  ___

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The decimal system

• 1. _______________________________________________
  __
• 1.1 _________________________________________
• 1.2 _________________________________________
• 2. ______________________________________________
  ___
• 2.1 _________________________________________
• 2.11 ____________________________________
• 2.12 ____________________________________
• 2.2 _________________________________________
• 2.3 _________________________________________
• 3. _______________________________________________
  ___

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Unit One

• How To Be A Good Conversationalist

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Objectives

• use effective strategies to start, continue, and
  end conversations
• understand the importance of small talk
• identify mistakes in small talk
• notetaking skill/understanding the importance of
  note taking

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Vocabulary

• small talk
• ice breaker
• elaborate

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How To Be A Good Conversationalist

• I. How to start a conversation
• II. How to keep a conversation going
• III. How to end a conversation

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How to start a conversation

• A. Opening lines icebreakers
• positive (not complaints )
• ex
• a. compliments
• b. news events
• B. Best way to initiate a conversation
• sincere, respectful, interested

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How to keep it going

• Asking questions
• elaboration technique
• 1. Yes/No
• 2. genuine interest
• 3. the last thing a person says
• B. Seven tips

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Seven tips

• 1. be aware of your own body and facial
• language
• 2. dont gossip
• 3. cultivate a wide range of topics
• 4. have a sense of humor
• 5. dont interrupt
• 6. be enthusiastic and upbeat
• 7. be flexible in your point of view

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How to end a conversation

• Signals
• 1. break eye contact
• 2. use transition words
• 3. recap (sum up) what was said
• 4. give handshake

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How to start a conversation

• Opening lines icebreakers
• positive (not negative)
• ex compliments news events
• sincere, respectful, interested

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How to keep a conversation going

• Asking questions
• use elaboration technique
• use who, what, when, where, why ques (not just
  yes-no)
• 7 Tips

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7 tips

• be aware of body facial lang.
• dont gossip
• have wide range of topics
• have sense of humor
• dont interrupt
• be enthusiastic
• be flex.

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How to end a conversation

• Signals
• break eye contact
• use trans. wds (well, at any rate)
• sum up (recap what was said)
• give handshake (final impression as import as
  initial)

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WHO makes small talk?

• those who do not know each other at all
• people who are only acquaintances
• office employees
• customer service representatives, waitresses,
  hairdressers and receptionists

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WHAT do people make small talk about?

• weather
• current events
• something that you and the other speaker have in
  common
• school /work

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WHERE do people make small talk?

• where people are waiting for something (bus
  stops, boarding area, doctors waiting room, in
  queues, elevators, lunchrooms, restrooms,
• social events

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WHEN do people make small talk?

• the first time you see or meet someone on a given
  day
• during a break in a meeting or presentation
• when there is very little noise

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WHY do people make small talk?

• break an uncomfortable silence
• fill time
• be polite

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Taboos

• personal information (age, salaries, divorce,
  weight, etc.)
• body
• negative comments or private issues about another
  person
• controversial issues (religion or politics)
• an issue that the other person does not seem
  comfortable with or interested in

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A good conversationalist knows

• How to start a conversation
• How to keep a conversation going
• How to end a conversation

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At a Bus Stop

1. not common to discuss personal information
   relating to work
2. not acceptable to discuss salaries
3. too personal
4. politics is not a safe subject
5. The woman suggested that she wanted to end the
   conversation. The man did not take the hint.
6. not an appropriate time to start a new
   conversation

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At a Party

1. rude not to say anything or answer someone
2. keep negative comments out of talk
3. not appropriate to discuss salaries
4. Bodies are not a safe topic.
5. The man did not take the cue that the woman wants
   to end the conversation. Wait is a very direct
   word that should never be used in small talk.
6. Religion is not a safe subject.

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Oral Practice (???) Likes and Dislikes

• Reading books
• Watching TV
• Listening to music
• Playing musical instruments
• Collecting stamps/coins
• Going to the cinema
• Surfing on the computer
• Playing video games
• Playing sports

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Unit Two

• Non-Verbal Communication (NVC)

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Objectives

• define nonverbal communication
• identify the four types of nvc
• understand the importance of nvc in
  cross-cultural communication
• use nonverbal cues to communicate
• notetaking skill/recognizing the sections of a
  talk

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Vocabulary

• expression
• gesture
• intimate
• kinesics
• posture
• tone
• dynamic
• static

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Nonverbal Communication

1. Introduction
2. Porter 4 Types of NVC
3. Verbal Communication VS. NVC

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Introduction

• A. Nonverbal communication (NVC) communication
  through actions
• B. Actions are more important than words

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Porter 4 Types of NVC

• Physical body language kinesics
• B. Aesthetic
• C. Signs
• D. Symbolic

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Porter 4 Types of NVC

• A. Physical body language kinesics
• 1. Static
• a. Distance
• b. Orientation
• c. Posture
• d. Physical contact

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• 2. Dynamic
• a. Facial expressions
• b. Gestures
• c. Eye contact
• d. Body movement
• B. Aesthetic
• C. Signs
• D. Symbolic

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Verbal Communication VS NVC

• A. Emotions by nvc are same in different
  countries.
• B. Know little about grammar of nvc
• C. No dictionaries for nvc
• D. Cant ask for clarification with nvc
• E. Hard to hide true feelings with nvc

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?No, no. You misunderstood.
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What gesture do you use to express the ideas
below?

• Me.
• That person is crazy.
• Stop!
• Thats good.
• Its no good.
• Come here.
• I dont know.
• I cant hear you.
• Im full.
• Good luck.

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Oral Practice (???)Renting an apartment

• rent
• deposit
• two-week notice
• long distance call
• furniture

• cooking
• gas electricity
• facility damage
• distance to the university
• environment

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Unit Three

• Cross Cultural Communication

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Objectives

• define culture
• identify cultural values that can affect
  communication and interaction between Asians and
  Americans
• develop effective ways to deal with cultural
  differences
• notetaking skill/contrasts and changes

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Vocabulary

• priority
• linear
• circular
• egalitarian
• hierarchical

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Exercise 1

• What is culture?
• What are cultural values?
• How many points of contrast?
• What are they?

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1. What is culture?

• combination of attitudes, behaviors, and beliefs
  you learn from people around you.

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2. What are cultural values?

• beliefs considered very important within a
  culture

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Cultural Differences Between Americans and Asians

1. Conception of the Self
2. Time
3. Social Relationships
4. Friendship
5. Communication Styles

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1. Conception of the Self

• Collective welfare

• Individual success

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2. Time

• Linear promptness less interested in past, more
  in near-term future

• Circular what you do and how you do it more
  attention on past and long-term future

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3. Social Relationships

• Horizontal informal, egalitarian
• value equality most comfortable with social
  equals importance of social rankings minimized

• Vertical formal, hierarchical rank or class
  important most comfortable in a hierarchy system

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4. Friendship

• instant friendship large collection of friends
  changes over time involve only limited mutual
  obligations

• take time building up relationship small number
  of close, lifelong friends deeply obligated to
  each other

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5. Communication Styles

• Direct show yourself willing to confront,
  criticize discuss controversial topics little
  concern with face

• Indirect modest avoid direct confrontation,
  open criticism controversial topics concern
  with face

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Cultural Differences Between Americans and Asians
Americans Asians
? Conception of self
? Time
? Social relationships
? Friendship
? Communication styles
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Unit Four

• Classroom Communication

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Objectives

• understand the influence of culture on behavior
  and communication between teacher and students in
  the classroom
• learn about classroom rituals in the United
  States and other countries
• identify problems and cultural values in
  classroom settings
• learn to use phrases for classroom communication
• notetaking skill/content words

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Vocabulary

• interaction
• pattern
• ritual
• esteem
• participation
• instructor

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• I. The classroom and culture
• II. Classroom rituals
• III. Classroom participation
• IV. Learning a language involves knowing
• not just vocabulary, idioms, and
• grammar, but the cultural aspects of
• the language as well

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I. The classroom and culture

• A. A mental picture of a classroom
• B. The effect of classroom communication
• 1. Culture a system of knowledge
• 2. Influences participation and esteem
• in which teachers are held

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II. Classroom rituals

• A. Rituals are systematic procedures used to
  perform acts or communicate messages
• B. Examples of classroom rituals

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III. Classroom participation

• A. North American students
• 1. Talkative in class
• 2. Believe that learning is shaped by
• talk and participation
• B. Asian Students
• 1. Less talkative in class
• 2. Believe that they learn by listening
• to the teacher

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C. Vietnamese students

• 1. Almost no classroom interaction
• 2. Teacher controls the classroom
• 3. Teacher symbol of learning and
• culture

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D. German students

• 1. Value teachers professional/personal
• opinion
• 2. Students do not disagree/contradict
• teacher in class
• E. Israeli students can criticize teachers
• if they think teacher is wrong or
• incorrect

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• IV. Learning a language involves knowing not
• just vocabulary, idioms, and grammar, but
• the cultural aspects of the language as
• well.

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Unit Five

• Be An Effective Listener

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Objectives

• describe the importance of listening in the
  workplace
• describe the elements of the HEAR model for
  effective listening
• use the strategies of the HEAR model to improve
  listening skills
• notetaking skill/numbers and statistics

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Vocabulary

• effective listening
• empathetic

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Outline

• I. Importance of Listening
• II. Listening Strategies
• III. Greek Philosophers Remarks

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I. Importance of Listening

• A. On-the-job communication time
• 1. 55 on listening
• 2. 23 on speaking
• 3. 13.3 on reading
• 4. 8.4 on writing
• B. One listening mistake
• loss of 15

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C. Examples

• Lis. error delivery person neglected
• to check oil in van
• Loss motor burned out
• 2. Lis. error office worker failed to
• distribute sales ad to cashier
• Loss good will

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II. Listening Strategies

• A. be helpful
• B. be empathetic
• C. be attentive
• D. be responsive
• III. A Greek philosopher said that we
• should listen more and talk less.

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Helpful

• Avoid signs of impatience
• Take steps to minimize distractions

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Empathetic

• Determine his purpose for speaking
• Express concern for his general well-being
• Recall what was said earlier and ask questions
• Express understanding and paraphrase statements
  of his current feelings
• Express awareness of nonverbal cues (if any)

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Attentive

• Hold off on expressing any judgment
• Restate his point before disagreeing
• Show respect for what he says
• Ask for more background
• Encourage him to express other points of view

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Responsive

• Let him talk with minimal interruption
• Use nonverbal encouragement (nodding, leaning
  forward, etc.)
• Ask questions

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Questions for Discussion

• How important is listening in workplace
  communication?
• What are the four basic elements of the HEAR
  model?
• How can we make listening cost-effective?
• What other factors can you suggest to improve our
  listening?

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My Big Problem
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Unit Six

• Telephone Skills

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Objectives

• explain why telephone skills are important in the
  workplace
• describe how making first impressions by
  telephone is similar to and different from making
  first impressions in face-to-face contacts
• identify and use strategies for effective
  customer service by phone
• notetaking skill/abbreviations and symbols

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Most Annoying 82/564

• Failure to answer the phone by the third or
  fourth ring
• Failure of employees to identify themselves
• Being placed on hold without their permission

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Vocabulary

• strategies
• audience
• on hold

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I. Introduction

• A. tele. com. diff fr face-to-face com.
• B. impr. made over phone depends on what how to
  say

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• II. Know your audience
• A. when answering a call
• 1. iden. yoursl dept/org
• 2. ask will you hold? bef. putting cust.
  on
• hold
• B. when placing a call
• 1. iden. who to spk to yoursl dept/org
• 2. expl reason for call if aud. not known

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• III. Project your personality
• A. Check volume/loudness
• B. spk clearly
• C. spk in pleas tov smile
• D. sensit to others situation
• IV. A good impression over the phone
• helps grow relationships.

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Role-Play 1
A You are calling your friend Ken. You want to invite him to a party this Friday.
B You answer the phone.  The person on the other end of the line wants to speak to Ken. You don't know anyone named Ken.
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Role-Play 2
A Call your friend Sue to borrow her bike. A girl named Jean answers. Leave a message to Sue.
B You are Sues roommate, Jean. Sue is out. Answer the phone and help take a message for Sue.
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Role-Play 3
A You want to reserve a table for five at a restaurant called Huixian House. Call the restaurant and make a reservation for 630 this Saturday.
B You work at a restaurant called Huixian House. Answer the phone. (The restaurant is completely booked for Friday and Saturday nights this week.)
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Useful Telephone Expressions

• Whos calling? Whos this?
• This is Jim Jones./ Jim Jones speaking.
• I would like to speak to
• Can I speak to ?
• May I speak to ?
• Sorry, youve the wrong number.
• There is no one here by that name.

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• She isnt here right now. Can I take a message?
• She is out at the moment. Would you like to leave
  a message?
• Please have her call me back at 654-9234.
• Please ask her to return my call at 654-9234.
• Please tell her I called to

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Unit Seven

• Male-Female Conversation

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Objectives

• explain how communication patterns and
  stereotypes are acquired
• identify stereotypes about male and female
  communication
• see differences between mens and womens
  communication styles
• become aware of gender stereotypes
• notetaking skill/exemplification and repetition

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Vocabulary

• gender
• feminine
• masculine
• hierarchical
• stereotype

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Outline

• I. Gender and communication
• II. Children can learn communication
• patterns from play
• III. Stereotypes about gender and
• communication
• IV. Researchers study genders effect on
• communication to understand _____

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• I. Gender And Communication
• A. Gender is learned
• 1. Boys learn to be masculine
• 2. Girls learn to be feminine
• B. Men and women communicate in
• different ways
• II. Children Can Learn Communication
• Patterns From Play

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A. Boys

• 1. Play outside
• 2. Play in large hierarchical groups
• 3. Theres a leader - giving orders
• higher status
• 4. Play games with set rules
• 5. Winners and losers

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• B. Girls
• 1. Play in small groups or pairs not
• large groups
• 2. Play at home
• 3. Every girl gets a chance to play
• 4. No winners or losers
• 5. Make suggestions not give orders

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• III. Stereotypes about gender and
• Communication
• A. Common stereotype women talk too much
• B. Research shows that men talk more
• particularly in public settings
• 1. University faculty meetings (Eakins and
  Eakins)
• a. Men spoke more often
• b. Men talked longer
• 2. Women professors speak less at
• departmental meetings (Simeone)
• C. Social concept of what is feminine and
• masculine

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• IV. Researchers study genders effect
• on communication to understand
• why misunderstandings between
• men and women occur

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• Exercise 2
• 1. Gender is the social identity that men and
  women learn as they grow up in a culture.
• 2. Deborah Tannen

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• 3. Boys
• play outdoors
• play in large groups with a leader hierarchically
  structured games
• have clear winners and losers
• 4. Girls
• play indoors
• everyone gets a turn
• no winners and losers

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• 5. This stereotype is that women talk more than
  men.
• 6. In Zulu culture.

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Exercise 1

• He wants to assess their relative degrees of
  success and she does not.
• He wants to show that he has a better position
  than the woman.
• She wants to have an honest discussion about
  their professional lives.

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• 4. She could have asked for clarification about
  his view of success. She couldve asked So what
  you really mean is a six-figure salary would make
  you happy.
• 5. He could have expressed empathy for her
  opinion by saying I understand how you could be
  satisfied with what youve got, but for me its
  important that other people know Im successful.

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Exercise 2

1. Theyre in conflict about whether she needs
   advice or sympathy.
2. He wants to solve the problem for her.
3. She only wants him to understand her difficulty.

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• 4. When she says that she has too much work to
  help Jim, he could have asked for clarification
  by saying So what you really mean is that you
  would prefer if he didnt ask you for help.
• 5. He could have expressed empathy for her
  situation by saying I understand how difficult
  that must be.

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Unit Eight

• Team Skills

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Objectives

• define the term team
• identify several types of workplace teams and
  describe how they differ
• explain why communication skills are important in
  teamwork
• notetaking skill/definitions

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I. What is a Team?

• A. composed of interdependent people
• B. focused on achieving a specific goal
• C. agrees on how its going to achieve the goal
• D. willing to work together to achieve the goal

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II. What is Teamwork?

• Teamwork synergy
• The total is greater than the sum of its parts.
• People can accomplish more as a team than
  they could have accomplished working
  independently.

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III. Types of Teams in the Workplace

• A. committees
• B. task forces
• C. project groups
• D. quality circles
• E. self-directed work teams

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IV. Skills Essential to Effective Teamwork

• A. listening
• B. speaking
• C. reading
• D. writing
• E. negotiating

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Vocabulary

• interdependent
• synergy

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Unit 9

• Debating Skills

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What is a debate?

• A debate is, basically, an argument.
• strict rules of conduct
• sophisticated arguing techniques
• argue the opposite of what you believe in

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What is a topic?

• something to argue about
• the AFFIRMATIVE
• the NEGATIVE

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What is a definition?

• Deciding and explaining what a topic means.

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What is a teamline?

• The TEAM LINE is the basic statement of "why the
  topic is true" and "why the topic is false".
• a short sentence
• presented by the first speaker of each team
• used by the other two speakers to enforce the
  idea of teamwork.

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What are the roles of the speakers?

• 1st Affirmative must
• define the topic
• present the affirmative's team line
• outline briefly what each speaker in their team
  will talk about
• present the first half of the affirmative case

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1st negative must

• accept or reject the definition
• present the negative team line
• outline briefly what each of the negative
  speakers will say
• rebut a few of the main points of the first
  affirmative speaker
• spend about one quarter of their time rebutting
• present the first half of the negative team's case

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2nd affirmative must

• reaffirm the affirmative's team line
• rebut the main points presented by the 1st
  negative
• spend about one third of their time rebutting
• present the second half of the affirmative's case

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2nd negative must

• reaffirm the negative's team line
• rebut some of the main points of the
  affirmative's case
• spend about one third of their time rebutting
• present the second half of the negative's case

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3rd affirmative must

• reaffirm the affirmative's team line
• rebut all the remaining points of the negative's
  case
• spend about two thirds to three quarters of their
  time rebutting
• present a summary of the affirmative's case
• round off the debate for the affirmative

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3rd negative must

• reaffirm the negative's team line
• rebut all the remaining points of the
  affirmative's case
• spend about two thirds to three quarters of their
  time rebutting
• present a summary of the negative's case
• round off the debate for the negative
• Neither third speaker may introduce any new parts
  of their team's cases

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What is a rebuttal?

• criticizing the arguments presented by the other
  team
• logic
• pick the important points
• play the ball'

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What is a marking scheme?
Matter 40
Manner 40
Method 20
Teamwork General Impression 50
Leaders Reply 50
Final Total 400
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Objectives

• learn about basic debating skills
• recognize the difference between facts and
  opinions
• preface facts and opinions
• identify contrasting views by listening for
  specific language cues
• prepare effectively for a debate or discussion
• notetaking skill/cause and effect

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Vocabulary

• opinion belief or judgment about sb. or sth.
  not necessarily based on fact or knowledge
• fact thing that is known to have happened or to
  be true or to exist

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Stating Facts

• Its well-known that
• Its a fact that
• Im positive that
• Im (absolutely) sure that

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Stating Opinions

• In my opinion
• From my (point of) view
• I think/believe/feel that

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Technology Good Bad Neutral
computers
euthanasia
abortion
birth control
animal experimentation
video games
nuclear power
genetic engineering
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Topic

• Examinations do more harm than good.

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• It is wrong for people to keep animals as pets.

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• Cars are doing more harm than good.

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• Mobile phones bring us more harm than good.

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Topics for Debating

• Examinations do more harm than good.
• It is wrong for people to keep animals as pets.
• Mobile phones bring us more harm than good.
• Cars are doing more harm than good.
• Money spent on space research is a waste.

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Unit 10

• Presentation Skills

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Objectives

• define and describe the purposes of oral
  presentation
• explain the importance of knowing your audience
  when preparing an oral presentation
• describe the five steps for preparing and
  delivering a good presentation
• prepare an oral presentation
• notetaking skill/listing

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Vocabulary

• anxiety
• visual aids

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Five steps

1. analyze the situation
2. prepare your presentation
3. practice before giving your presentation
4. concentrate on your delivery
5. use visual aids

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Preparing an oral presentation

• Who is my audience?
• Why am I speaking?
• How am I going to get my ideas across?

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the PREP formula (impromptu)

• Point of view
• Reasons
• Evidence or examples
• Point of view restated

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• (P) After listening to yesterdays lecture, yes,
• I do.
• I was surprised at the efforts that the
• United Nations General Assembly has
• focused on the environment.
• (E) For example, the industrialized nations
• have set strict goals on reducing air
• pollution and greenhouse gases for the
• year 2010.
• (P) So yes, the worlds governments seem to
• be concerned and working to improve the
• situation.

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• Do you think it is justified to
• install the v-chip in television?
• Point of view
• Reasons
• Evidence or examples
• Point of view restated

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• ? Do you think examination results show how well
  a student learns?
• Point of view
• Reasons
• Evidence or examples
• Point of view restated

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• Is it good for students to take part-time jobs?
• Point of view
• Reasons
• Evidence or examples
• Point of view restated

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• Do you think doctors should
• ever lie to a patient?
• Point of view
• Reasons
• Evidence or examples
• Point of view restated

171

• Do you think people are addicted to their cell
  phone?
• Point of view
• Reasons
• Evidence or examples
• Point of view restated

172
?Should smoking be inhibited in public places?

• Point of view
• Reasons
• Evidence or examples
• Point of view restated

173
?Do you think technology is dangerous?

• Point of view
• Reasons
• Evidence or examples
• Point of view restated

174
Unit 11

• Extracting Information
• from Graphs

175
Objectives

• describe how tables and graphs communicate
  information
• identify different kinds of tables and graphs and
  describe the kinds of information that each
  conveys
• identify three questions that can be used to
  extract information from tables and graphs
• use the three questions to extract information
  from tables and graphs

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Vocabulary

• graphics
• visual aids

178
I. Choosing the Right Tool

• A. use a table to organizing a lot of significant
  numbers
• B. use a bar graph to show differences in size or
  quantity among several items
• C. use a line graph to show a trend
• D. use a pie chart to show the relative sizes of
  various parts of a whole
• E. other tools photographs, diagrams, maps,
  lists

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II. Extracting Information from Graphs

• A. What is this table or graph about?
• title
• labels
• legend
• timeliness
• authoritativeness

180
B. What does the table or graph say?

• Examine the information in the graph, and
  summarize in a sentence or two the history or
  trend reflected in that information.

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C. What does the table or graph mean?

• Make a judgment about how the information in the
  graph relates to your questions.

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III. Two Things to Keep in Mind

• Visual aids are used to
• aid presentation, not dominate
• B. Visual aids should be
• clear, simple and legible

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The Labor Force (percent distribution of the
labor force by sex, selected years)
184
Stress Does Not Love Company(How people spend
stressful times)
185
Children with AIDS(12 years and younger,
1985-1995)
186
What type of graph would you use to display the
following types of data?

• Growth in telecommuting.
• Relationship between earning and learning.
• How your money is spent.
• The number of graduates from Renmin University
  between 1995 2005.
• Percentage of cellular phone users who
  communicate frequently or occasionally with five
  different categories of people.

187
Unit 12

• Interviewing Skills

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Objectives

• gather information about positions, companies,
  and themselves for job interviews
• list questions that are typically asked in a job
  interview
• prepare effective answers to questions frequently
  asked in job interviews
• simulate a job interview
• notetaking skill/mind map

190
Vocabulary

• information
• portfolio
• qualities
• database

191
yourself
How to prepare for a job interview
position
company
192
Yourself
Personal skills
Personal qualities
Job-related skills
yourself
193
responsibility
ability to get along with others
honesty
Personal qualities
194
write clearly
problem solving
good listener
Personal skills
195
Company
Sources
Sheraton
PR/HR
people
local agency
database
newspaper files
196
Position
job description
respons duties
Sources
EIS
supervision
experi. tr.
adv potential
ads
travel
people
starting date
location
fringe benefits
job security
tr. program
salaries commissions
relocation poss. policies
turnover rate
197
I. Information about Yourself

• A. Personal qualities
• honesty
• responsibility
• ability to get along with others

198

• B. Personal skills
• a good listener
• write clearly
• able to solve problems
• C. Job-related skills

199
II. Information about the Company

• A. Sheraton Hotel
• clientele
• location
• business growth
• service standards

200

• B. Information sources
• PR/HR
• local agencies
• newspaper files
• databases
• people

201
III. Information about the Position
202
A. Learn about the position

• responsibilities duties
• experience training
• advancement potential
• location
• job security
• training programs
• relocation possibilities policies

• supervision
• travel
• starting date
• fringe benefits
• salaries commissions
• rate of turnover

203
B. Information sources

• job description
• Employer Information Sessions
• ads
• people

204
Commonly Asked Questions

1. What can you tell me about yourself?
2. What are your goals and ambitions? Where would
   you like to be five years from now?
3. What are your most important achievements in
   school? Out of school?
4. What background do you have thats relevant to
   this job?

205

• 5. What are your greatest strengths? What do you
  think you do best?
• 6. What have you done that has made you most
  proud and satisfied?
• 7. Why are you interested in working for this
  company(us)?
• 8. What are your weaknesses?
• 9. Why did you leave your last job?

206
Behavioral Interview

1. Describe a major problem you have faced and how
   you dealt with it.
2. Give an example of when you had to work with your
   hands to accomplish a task or project.
3. What class did you like the most? What did you
   like about it?

207
The Speaking Test
1 Interview 2
2 Individual Mini-presentation 3
3 Discussion 5
208
Grammar Vocabulary range accuracy appropriacy 5
Discourse Management relevance coherence extent 5
Pronunciation stress and rhythm intonation individual sounds 5
Interactive Communication initiating responding hesitation turn-taking 5
Total 20
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June, 2006Listening Comprehension Test

• A D B D C
• A C B B
• B B C
• D D A

211
Section C

• 16. Solving problems in business/
• How to solve business problems
• 17. Listen carefully to your business
• associate.
• 18. Talk about your side of the problem.
• 19. Find a solution together.
• 20. Write down an agreement.

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Part II Vocabulary

• C A D B D
• A B C D B
• B D A C B
• C D A D C

213
Part III Cloze Test

• C B D B D
• C D A C A

214
Part IV. Reading Comprehension

• C D B B D A
• B B D A D A
• D C C A D A
• A B A A B D
• D C D A D B

215
Translation A (?)
216
Translation B

• There are many complaints about the
  inaccessibility of medical care and high
  tuitions. However, another thing that deserves
  attention is the difficulty of college graduates
  in getting employed. Those with masters degrees
  can no longer find a job as easily as they did
  ten years go.

217

• Because of the increasingly intense competition
  for a position, academic excellence and
  proficient expertise will not necessarily be
  translated into an ideal job. Education
  authorities have been seeking ways to create more
  opportunities of employment.

218
Writing
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