Transcript Unit One

Newly Compiled MPA English
Course
Listening & Speaking
Framework
1. Warming-up Exercise
2. Listening
3. Presentation
4. Controlled Practice
5. Trying It Out
Unit One
Greetings & Introductions
Objectives
 Make proper introductions and greetings
in different situations
 Understand the importance of small talk
 Identify mistakes in small talk
 Use effective strategies to start, continue,
and end conversations
Vocabulary
 formal
 informal
 small talk
 ice breaker
 elaborate
George W. Bush
First Name
Middle Name
Last Name
Christian Name
Surname
Given Name
Family Name
Listening A
1. Kenji: This is my friend Susan.
Sam: Hi, Susan. I’m Sam.
Susan: Hi, Sam.
2. Young: I’d like you to meet my teacher,
Mr. Page.
Adele: It’s nice to meet you.
Mr. Page: It’s nice to meet you, too.
3. John Walker: Hello, I’m John Walker.
Anuschka Neuwald: It’s good to meet
you, Mr. Walker. I’m Anuschka Neuwald.
4. Guy: Hi, I’m Guy. Are you a new student
too?
Paula: Yeah, I’m Paula.
5. Jorge: I don’t think we’ve met. I’m Jorge
Silva.
Mr. McCabe: It’s a pleasure to meet you,
Jorge. I’m Mr. McCabe. I’ll
be
your counselor.
Listening B
1. At A Party
Mark:
Hey, George! This is Sal, my
brother.
George: It is certainly a pleasure to
meet you, Sal.
Sal:
Nice to meet you.
2. In The Classroom
Mr. Macy: I’m Mr. John Macy,
your grammar teacher.
Mike:
Yo, what’s up, Teach?
3. In The Cafeteria
Stephanie: Hello, Victor. I’d like you to
meet a new classmate. This is
Karen.
Victor:
Hey, Karen. Nice to meet you.
Karen:
Nice to meet you.
4. At Home
Paul: Patrick, this is my mother, Mrs.
Doris Bluefield.
Patrick: Hey, Doris. How’s it goin’?
Mrs. Bluefield: Welcome to our home,
Patrick.
Listening C
1. a: Hi!
b: Hello.
a: It’s a nice day, isn’t it?
b: Yes, and the weather is going to
be warm all week …
2. a: Did you see the paper this morning?
b: No, why?
a: There was a terrible accident on
the road into town!
b: Really? What happened? …
3. a: Did you see the football game
on TV last night?
b: No, who was playing?
a: The Green Bay Packers and the
Detroit Lions.
b: What was the score? …
4. a: When is it going to stop snowing?
b: On TV they predicted snow until
evening.
a: Oh no, really?
b: Yes, and another storm is moving
in! …
5. Robert: Mr. Caldwell, I’d like you to
meet my mother.
Mr. Caldwell: Mrs. Rienzo, I’m pleased
to meet you.
Mrs. Rienzo: Robert enjoys your class
very much.
Mr. Caldwell: Thank you. I enjoy having
him in class.
Mrs. Rienzo: It was very nice meeting
you.
Mr. Caldwell: Same here. Good-bye.
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
WHAT do people make small
talk about?
• weather
• current events
• something that you and the other
speaker have in common
• school /work
WHERE do people make small
talk?
• where people are waiting for
something (bus stops, boarding
area, doctor’s waiting room, in
queues, elevators, lunchrooms,
restrooms,
• social events
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
WHY do people make small talk?
• break an uncomfortable silence
• fill time
• be polite
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
How to be
A Good Conversationalist
 How to start a conversation
 How to keep a conversation going
 How to end a conversation
How to start a conversation
Ice Breakers = opening lines
• positive (not complaints )
ex:
compliments
news events
• sincere, respectful, interested
How to keep a conversation going
Asking Questions
• who, what, when, etc.
• elaboration technique
Tips
Seven tips
• be aware of body & facial language
• don’t gossip
• cultivate a wide range of topics
• have a sense of humor
• don’t interrupt
• be enthusiastic
• be flexible
How to end a conversation
Signals
• break eye contact
• use transition words
• recap (sum up) what was said
• give handshake
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
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.
Unit Two
Nonverbal Communication
Objectives
 Define nonverbal communication
 Identify the four types of nvc
 Understand the importance of nvc in
cross-cultural communication
 Use nonverbal cues to communicate
Vocabulary
 verbal
 non-verbal
 posture
 gesture
 attitude
 culture
Listening
1. posture, gesture, expressions of face,
movements of the eyes, distance and
spacing between people
2. 1) a wave of the hand shows
politeness
2) glance at your watch shows your
impatience
3) a loving hug shows your sympathy
4) shaking fist shows anger and
urgency
3. OK in the United States
money in Korea and Japan
something offensive in Brazil
What helps convey a message?
verbal cues
7%
vocal cues
38%
facial
expressions
55%
Vocabulary
 kinesics
 tone
 dynamic
 static
 aesthetic
 sign
 symbolic
4 Types of N.V.C.
 Physical
 Aesthetic
 Signs
 Symbolic
A. Physical N.V.C. / Kinesics
• facial expressions
• tone of voice
• sense of touch & smell
• body movement
B. Aesthetic N.V.C.
• playing instrumental music
• dancing
• painting
• sculpting
C. Signs
•
signal flags
•
21 gun salute
•
police sirens
D. Symbolic N.V.C.
• religious
• status
• ego-building symbols
What gesture do you use to
express the ideas below?








Stop!
That’s good.
It’s no good or I failed.
Come here.
He’s crazy.
I don’t know.
I can’t hear you.
Good luck.
Unit 3
Stressed Words
&
Intonation
Objectives
 Understand the importance of stress
and intonation in social interaction
 Use correct stress and intonation to
express ideas and emotions
 Improve pronunciation by focusing on
stress and intonation
Vocabulary
 stress
 intonation
 pitch
 tone
 rhythm
 melody
Stressed-timed
1. This is a class of forty.
2. The boys didn’t have time to
finish their homework before the
lesson began.
Intonation in Tag Questions
1. This is a wonderful party, isn’t it?
2. You haven’t seen my dictionary,
have you?
3. This bus is always late, isn’t it?
4. This line doesn’t seem to be moving,
does it?
5. The oranges are on sale this week,
aren’t they?
Intonation in Questions
with Or
1. level one/
level two
2. Yes
3. Yes
4. alone/with
family
5. cake/ice-cream
6. Yes
7. at home/away
8. Thailand/
Indonesia
9. art/business
10. Yes
6. It’s going to be a hard class, isn’t it?
7. You don’t know where I can find a
mailbox, do you?
8. The test was pretty easy, wasn’t it?
Getting Main Ideas
 Who are the people?
 How do they feel about each other?
 What happens in this drama?
Review Lessons
Pronouncing
American English
Lesson 1: English Spelling &
English Sounds
● The English alphabet has 26
letters but has more than 40
sounds.
● The sounds of English consist of
vowels and consonants.
1. The Spelling System
 Same Letter, Different Sounds
 Same Sound, Different Letters
 Letters Representing No Sound
A. Same Letter, Different
Sounds
hat
aim
see
all
sure
any
busy
art
above
orange
Asia
B. Same Sound, Different
Letters
baby
they
fell
steak
stuff
veil
photo
rain
may
tough
C. Letters Representing No Sound
right
design
island
hour
bomb
wrong
2. Check Your Listening
A. More Letters Than Sounds
(Silent Letters: th, kn, bt, ou, gh)
knee
4
letters
_2 sounds
debt
__ letters
__ sounds
night
__ letters
__ sounds
office
__ letters
__ sounds
though
__ letters
__ sounds
Wednesday __ letters
__ sounds
B. More Sounds Than Letters
( x→ /k/ & /s/ )
fix
3
letters
_4
sounds
extra __ letters
___ sounds
tax
__ letters
___ sounds
exit __ letters
___ sounds
axis __ letters
___ sounds
expel __ letters
___ sounds
Reminder
The influence of spelling on speaking
is very strong. Many students
remember the spelling of a word and
then have trouble hearing and
saying the correct sounds. Get into
the habit of listening to the sounds
of words.
3.
The Phonetic Alphabet
Consonant Sounds (24)
/p/
/f/
/l/
/θ/
/b/
/v/
/r/
/ ð/
/t/
/s/
/w/
/∫/
/d/
/z/
/y/
/k/
/m/
/h/
/ ʧ/
/g/
/n/
/ŋ/
/ʤ /
(j)
/ӡ/
/p/
pen
opera
top
/b/
boy
about
rob
/t/
ten
after
sat
/d/
day
candy
mad
/k/
cat
second
neck
/g/
go
again
egg
/f/
food
before
knife
/v/
voice
never
believe
/s/
see
lesson
bus
/z/
zoo
easy
choose
/m/
me
amount
come
/n/
no
animal
soon
/l/
like
alive
well
/r/
red
very
door
/w/
walk
away
/y/(j)
yes
canyon
/h/
house
behind
/θ/ thin
/ ð/
anything
the
/∫/ she
bath
father
machine
/ӡ/
bathe
fish
pleasure
sabotage
/ ʧ/
child
teacher
speech
/ʤ/
job
agent
page
think
king
/ŋ/
Vowel Sounds (15)
/iy/ (i)
/i/
/uw/ (u)
/u/
/a/
/ay/ (ai)
/ey/(ei)
/ow/(ou)
/aw/ (au)
/ℇ/
/ɔ/
/ə / (ʌ/ə)
/æ/
/ɔy/ (ɔi)
/ər/ (ɝ) (ɚ)
/iy/
(i) each
receive
key
/i/
if
sit
sunny
/ey/(ei)
able
take
pay
/ℇ/
egg
bread
/æ/
apple
cat
/uw/ (u)
ooze
ruler
do
/u/
book
/ow/ (ou) own
boat
no
/ɔ/
all
ball
law
/ɔy/ (ɔi)
oil
noise
boy
/a/
army
not
Ma
/ay/ (ai)
ice
bite
tie
/aw/ (au)
out
house
now
/ə/ (ʌ/ə)
up
cut
soda
girl
sister
/ər/ (ɝ) (ɚ) earn
Reminder
● One letter of the English alphabet may
represent different sounds
● One sound may represent more than
one letter
● One phonetic symbol represents one
sound
Reminder
● There are two groups of sounds in
English: vowels and consonants
● All vowels are voiced
● Consonants may be voiced or
voiceless
Voiced
Voiceless
/b/
boy
/p/
pen
/d/
day
/t/
ten
/g/
go
/k/
cat
/v/
voice
/f/
food
/z/
zoo
/s/
see
/ ð/
the
/θ/
thin
/ӡ/
pleasure
/∫/
she
/ʤ/
job
/ ʧ/
Voiced
Voiceless
/l/
like
/r/
red
/w/
walk
/y/ (j)
yes
/m/
me
/n/
no
/ŋ/
king
/h/
house
Lesson Three:
Stress and Intonation
● Stress
the degree of force or loudness you
give to a syllable
● Intonation
the various tones of the voice
What is a syllable?
• A syllable is part of a word that
contains one vowel sound and
one or more consonant sounds.
• The number of vowel sounds in
the word determines the number
of syllables.
1. Syllables and Syllable Stress
in Words
all
answer
radio
cup
student
potato
man
afraid
department
cake
degree
professor
cheese
sister
discovery
boat
over
vocabulary
2. Reduced Vowels in Unstressed
Syllables (/ə/ /i/)
children
baggage
carpet
budget
husband
private
Reduced Vowels in Unstressed
Syllables (/ə/ /i/)
asleep
pajamas
aside
embarrass
away
apartment
alike
efficient
compare
agreement
polite
fortunate
Reminder: (syllable Stress)
● In a stressed syllable the vowel sound
is louder, is higher in pitch, and is
held longer than in the other
syllables in the word.
● Making the correct syllable stress in a
word creates a rhythm that directly
affects the pronunciation of that
word and its comprehension.
Reminder
● The contrast between stressed
and unstressed syllables
- aids in the production and
comprehension of English
- is extremely important because it
helps to create the rhythm of
English
3. Stress in Words with Prefixes
& Suffixes
Prefixes
Prefix
Base Word
Prefix Added
auto-
biography
autobiography
dis-
agree
disagree
inter-
national
international
re-
write
rewrite
un-
happy
unhappy
Suffixes
Suffix
Base Word
Suffix Added
-ic
democrat
democratic
-ical
alphabet
alphabetical
-ious
mystery
mysterious
-ity
possible
possibility
-tion
accuse
accusation
4. Shifts in Stress
1. Don’t desert me when we go into
the desert.
2. I object to that ugly object being in
this room.
3. She will present you with a present
on your birthday.
4. The farm will produce food, and we
will sell the produce in the market.
5. He’ll record his voice on the record.
6. When the judge convicts him, he
will join the convicts in jail.
7. Conduct yourself properly so that
your conduct will not be questioned.
8. It may conflict with my schedule. If
it does, a conflict will arise.
9. He will refuse to take out the refuse.
10. I suspect that the suspect will be
arrested.
11. Don’t insult him; an insult will not
solve anything.
12. She’s very upset at the upset.
Two-syllable noun-verb pairs
1. I’ll address the envelope.
Put my address on the envelope.
2. Will you permit me to drive?
Do you have a permit to drive?
3. Does he support his child?
His support goes to his child.
4. We’ll surprise him with a party.
What a surprise they gave him.!
5. He wants to defect from his country.
Don’t buy it because it has a defect.
5. Stress in
Compound Nouns
A. Noun + Noun Compounds
baseball
language lab
salesman
coffee shop
post office
spacebar
seatbelt
passport
sports car
traffic light
B. Compound Proper Nouns
Mount Everest
San Francisco Bay
Pacific Ocean
United States
New York
New Mexico
C. Compound Nouns Ending in
the Word “Day”
New Year’s Day
Election Day
Labor Day
Christmas Day
Thanksgiving Day
Veteran’s Day
D. Adjective + Noun Compounds
blackbird
darkroom
White House
shortcut
1. I saw a blackbird on the tree.
I saw a black bird on the tree.
2. He lives in the White House.
He lives in the white house.
3. He develops his film in the
darkroom.
He likes to sit in a dark room.
4. He took a shortcut to his house.
He went to the barber for a short
cut.
E. Verb + Noun Compounds
playboy
hangman
typing paper
swimming pool
crossing guard
flashlight
F. Days of the Week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
G. Months of the Year
January
July
February
August
March
September
April
October
May
November
June
December
Content Words &
Function Words
Kathy lost her handbag in a/the
restaurant because she was careless.
She placed her/the handbag on the
floor. After she finished eating she
completely forgot about it and left
the restaurant.
Kathy lost her handbag in a/the
restaurant because she was careless.
She placed her/the handbag on the
floor. After she finished eating she
completely forgot about it and left
the restaurant.
Reminder
 Content words that are stressed
are held longer than function
words that are not stressed.
 Function words are not stressed
unless they are important to the
meaning of the message.
 The unstressed function words
are said quickly in order to get
them out in time to maintain
the rhythm of English.
1. Phrasing and Linking
Word
Phrase/Sentence
No. of Beats
advice
He’s⌒nice.
2
diet
Try⌒it.
2
today
It’s⌒May.
2
sweeter
Need⌒her.
2
Word
Phrase/Sentence
No.
insecure
It’s ⌒for⌒sure.
3
volunteer
It’s ⌒my⌒ear.
3
computer
I’ll ⌒sue⌒her.
3
recommend
It’s ⌒the⌒end.
3
1. My friend⌒did it.
2. Go to the far⌒right.
3. The thief⌒fled.
4. Wear a fresh⌒shirt.
5. I can⌒never go.
6. He did it the first⌒time.
7. A big⌒game was played.
Phrasing and Pausing
1. A pretty young waitress served us.
A pretty, young waitress served us.
2. Woman, without her man, is a beast.
Woman, without her, man is a beast.
3. She too eagerly awaits the spring.
She too, eagerly awaits the spring.
4. We bought fruit, cake, and ice cream.
We bought fruitcake and ice cream.
5. In the parade will be several hundred
children carrying flags, and many
important officials.
In the parade will be several hundred
children, carrying flags and many
important officials.
Reminder
 Word stress in a sentence gives
meaning to the content of that
sentence
 Words that are linked together in
a phrase should flow smoothly
 Syllable stress, word stress, and
linking words in a phrase all help
to create the rhythm of English
Reminder:
(Vowel and Consonant Length)
 A vowel sound is held longer before a
voiced consonant than before a
voiceless consonant.
 A vowel sound is held longer when it
ends a word that appears at the end of
a sentence.
 Final voiceless consonant sounds are
held longer than final voiced
consonant sounds.
(exceptions: voiceless: /p/, /t/, /k/
voiced : /b/, /d/, /g/)
1. I rode every day.
I wrote every day.
2. He needs a cab.
He needs a cap.
1. It’s the law.
The law passed.
2. She bought him a toy.
She bought him a toy soldier.
1. Did you get your price?
Did you get your prize?
2. Maria saw the place.
Maria saw the plays.
Pronunciation of “ed” ending
1. Verbs ending in voiceless consonants
I kissed you before.
I walked alone.
2. Verbs ending in voiced consonants
Yes, I called you.
I believed in him.
Pronunciation of “s” ending
1. Nouns ending in voiceless consonants
The shop’s closed.
The bike’s in the house.
2. Nouns ending in voiced consonants
The bed’s broken.
The farm’s in New York.
3. Verbs ending in voiceless consonants
He jumps.
She speaks.
4. Verbs ending in voiced consonants
He swims.
She saves.
Unit 4
Effective Listening
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 their listening skills
Vocabulary
 effective listening
 empathetic
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
C. Examples
1. Lis. error: delivery person neglected
to check oil in van before
setting out
Loss: motor burned out
2. Lis. error: office worker failed to hear
instruction of distributing
sales ad to each cashier
Loss: good will lost
II. Listening Skills
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.
（HEAR)
 Help
 Empathetic
 Attentive
 Responsive
Unit 5
Participating in Social
Events
Objectives
 Know more about various social events
and customs in North America
 Deal with difficult social situations
 Handle invitations more effectively
 Talk about Chinese customs and norms
in social intercourse
 Become more aware of cultural
differences
Vocabulary
 social event
 invitation
 holidays
 festivals
Warming-up
(1) a child’s birthday party
(2) a wedding
(3) a funeral
Controlled Practice A
You: Thank you. I’d love to.
You: Yes. But can you tell me your
address?
You: I’m afraid I’ve no idea where it is. /
How can I get there?
You: I got it. By the way, shall I bring
anything?
You: Thanks for inviting me.
You: See you at 6:30p.m. on Saturday.
You: I have to go now. Thank you
for
the delicious meal. I had a very good
time with your family.
You: They are really nice. I’m so glad I
came.
You: I’d like that. Thanks again.
Good-bye.
Controlled Practice B
You: Excuse me.
You: I see something interesting here
on the menu. Can you tell what it is?
You: What is special about the sauce?
You: It sounds good. I’d like to have a try.
You: What’s the difference?
You: I’d like it well done please.
You: Yeah. I’d like a hamburger with
ketchup without onions…a french fries
and a large Cola.
You: To go.
You: How much will that be?
Chinese Traditional Festivals
 The Spring Festival
 The Pure Brightness
 The Dragon Boat Festival
 The Mid-Autumn Festival
 The Lantern Festival
 The Double Seventh
 The Double Ninth Festival
Unit 6
Organization & Responsibility
Objectives
 Describe organization structure using
proper phrases
 Use sequence words to make their talk
sound organized and competent
 Handle Q & A session (questions &
answers) effectively
 Use PPT to present an organization chart
Vocabulary
 organizational
 structure
 executive
 rationalization
 matrix
 subsidiary
 affiliate
 Hierarchy
 Responsibility / Functions
 Titles
 Affiliates
Hierarchy
(be) headed by …
(be) led by …
report to …
(be/work) under …
work for …
(be) accountable to
(be) responsible to
(be) answerable to
(be) supported by
(be) assisted by
Responsibility / Functions
(be) responsible for
take care of
look after
(be) in charge of
deal with
handle
Rossomon France
Board
Rossomon Germany
Export Sales
Rossomon Japan
Managing
Director
Human Resources
Management Services
Finance
Research & Development
5 Regional Managers
Marketing
North
Technical
Services
South
East
West
Central
President
Chief
Executive
Vice
President
Shipping
Vice
President
Production
Production
Director
Europe
Production
Director
N. America
Vice
President
Marketing
Director
Sales
Export
Research
Director
Sales
&
Director N. America
Development
Vice
President
Finance &
Administration
Financial
Controller
Personnel
Manager
Chief Executive
Financial
Secretary
Department of
Finance
Chief Secretary
For Administration
Department of
Administration
Independent Kong
Office of
Central
Commission Kong Policy
The
Policy
Against Monetary Bureau
OmbudsUnit
Corruption Authority
man
Secretary for
Justice
Department of
Justice
Policy
Bureau/
Departments
Audit
Commission
Public
Service
Commission
Unit 7
Using the Telephone
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-toface contacts
 Identify and use strategies for effective
customer service by phone
Vocabulary
 strategies
 audience
 on hold
 vocal
Listening A
1. Will you hold?
2. May I tell Dr. Smith who is calling?
This is Jim Jones.
3. Who’s calling? Who is this?
4. Whom do you wish to speak to? / Can I
take a message?
Yes, please ask her to return my call at
654-9234./Please have her call me back
at 654-9234.
5. You have the wrong number.
6. Hello, may I speak with Jose Garcia?
7. Hello. This is Joe’s Pizza.
Yes. I’d like a large cheese …
I live at 435 Melville Street.
Thanks. I’ll be looking for you.
8. Hello. This is Anna Joseph. May I speak
with …
I’m sorry, but she’s not here now.
Yes. Please tell her I called to …
Ask her to …
Listening B
(1)the 3rd ring
(2)identify yourself + dept./org.
(3)Will you hold?
no more than 45 seconds
offer to call the customer back
Project Your Personality
(1)Speak loudly enough to be heard, but
not too loudly
(2)Speak clearly
(3)Speak in a pleasant tov.
(4)Keep background noise to a minimum
(5)Use correct grammar & pronunciation
(6)Be sensitive to the other person’s
situation
Controlled Practice A
Person: You have the wrong number.
Person: What number did you dial?
Person: This is 6251-1819. Try it again.
Person: That’s okay. Good-bye.
You: There is no one here by that name.
You: Yes, I’m sure. You have the wrong
number.
You: No, it isn’t.
You: That’s okay. Good-bye.
 Call a friend
 to chat
 to get the homework for one of your
classes
 to get someone’s phone number
 to make plans to go out
 to extend an invitation to a party or
social event
 Call a relative
 to chat
 to wish him or her a happy birthday
 to find out if his or her cold or other
illness is better
 to invite the family to dinner
 Call the library
 to find out what time they open and
close
 to find out if they have a particular book
 to find out how to get library a card
 to find out what the fines are for late
books
 Call a classmate
 to ask when a test will be given
 to ask for help with schoolwork
 to ask if tomorrow is a holiday
Role Play
 Worldwide Travel Consultants
 Dentistry Without Tears
 Steak & Cake
Unit 8
Job Routines
Objectives
 Ask and answer questions using
indefinite frequency and definite
frequency
 Use frequency words to describe job
routines
 Handle an interview (questions &
answers) effectively
Vocabulary
 agenda
 post
 sort out
 deputy
 up-to-date
 board meeting
 engagement
Controlled Practice A
a: Do you have breakfast straight away?
a: So, when do you sit down for/to have
breakfast?
a: What do you do after breakfast?
a: Which papers do you read/take?
a: When do you leave for the office?
a: What do you do first?
a: Do you have a secretary/Don’t you have a
secretary?
a: Do you usually stay in the office?
a: How often do you go/travel abroad?
Controlled Practice C
1. three times a day
2. twice a day
3. every three months
4. once a week
5. annually
6. twice a year
7. every month
Unit 9
Preparing for the Agenda
Objectives
 Understand the importance of planning
meetings in advance
 Use sequence words to introduce an
agenda
 Control the discussion
 Summarize and record decisions
Vocabulary
 agenda
 available
 distribution list
 AOB
Day/date:
Wednesday 12th, Sept.
Time:
2:30 p.m.
Distribution:
Dept. Managers; MD
Agenda
1. Marketing report: European market
2. Marketing report: Far East market
3. Review of market research activities
4. Advertising campaign
5. Investment in new equipment
6. Computerization of market research
programme
7. AOB
Agenda
 Frequency of use of English in your
office
 Tasks/activities for which English
used
 Problems of English use
 Suggested solutions
Unit 10
Expressing Opinions
Objectives
 Learn about basic debating skills
 Distinguish between facts and opinions
 Preface facts and opinions
 Identify contrasting views by listening
for specific language cues
 Prepare effectively for a debate or
discussion
Stating Facts
 It’s well-known that…
 It’s a fact that…
 I’m positive that…
 I’m (absolutely) sure that…
Stating Opinions
 In my opinion…
 From my (point of) view…
 I think/believe/feel that…
Vocabulary
 v-chip
 opinion
 fact
Technology
computers
euthanasia
abortion
birth control
animal
experimentation
video games
nuclear power
genetic
engineering
Good
Bad
Neutral
the PREP formula (impromptu)
Point of view
Reasons
Evidence or examples
Point of view restated
 Do you think the world’s
governments are working together
effectively to make sure we all live in
a healthy environment?
(P) After listening to yesterday’s lecture, yes,
I do.
(R) 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 world’s governments seem to
be concerned and working to improve the
situation.
 Do you think our government is
working effectively to preserve
people’s health?
❶ Do you think it is justified to
install the v-chip in television?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
❷ Do you think examination results show
how well a student learns?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
 Do you think doctors should
ever lie to a patient?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
Do you think technology is dangerous?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
❺ Do you think people are addicted to
their cell phone?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
Should smoking be inhibited in
public places?
 Point of view
 Reasons
 Evidence or examples
 Point of view restated
Unit 11
Speaking in Public
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
Vocabulary
 anxiety
 analyze
 objective
 anecdote
 visual aids
Listening
1. Analyze the situation
2. Prepare
3. Practice
4. Deliver
5. Use visual aids
 informative
 persuasive
 entertaining
Unit 12
Extracting Information
from Graphs
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
Vocabulary
 table
 graph
 chart
 diagram
 map
 graphics
On-the-Job Communication Time
writing
8.4%
reading
13.3%
listening
55%
speaking
23%
Listening
1. Tables, bar graphs, line graphs, pie
charts
2. 1) title
2) labels
3) legend
4) timeliness
5) authoritativeness
(2) Examine information & summarize
history or trend reflected
(3) Make a judgment about relevance
of information to your questions.
Product A
600
500
400
300
200
100
0
1982
1983
1984
1985
1986
1987
1988
Product B
600
500
400
300
200
100
0
1982
1983
1984
1985
1986
1987
1988
Product C
600
500
400
300
200
100
0
1982
1983
1984
1985
1986
1987
1988
The Labor Force
(percent distribution of the labor force by sex,
selected years)
64%
58%
54%
42%
52%
46%
48%
36%
Men
Women
1966
1979
1992
2005
Stress Does Not Love Company
(How people spend stressful times)
Alone
With
family
29%
Alone
48%
With family
With friends
Other/Don't
know
With
friends
18%
Other/
Don't
know
5%
Children with AIDS
(12 years and younger, 1985-1995)
8000
cases diagnosed
deaths
6000
4000
2000
0
1985 1987 1989 1991 1993 1995