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Speaking & Listening
Postgraduate English
Objectives
improve listening and speaking skills improve notetaking skills improve communicative skills prepare for the end-of-term test on listeni
ng and speaking
沟通英语 – 高级实用英语听说技能 - Communicative English – Advanced Practic
al Listening & Speaking Skills
研究生英语听说教程 – 基础级 - Progressive Hear & Say
Textbooks
Progressive Hear & Say研究生英语听说教程 – 基础级
W1 Identify speakersW2 Identify relationships between
speakersW3 Identify placesW4 NumbersW5 implications (shopping)W6 Cause & effect (Plans for the weekend)W7 Talking about cars (passages)W8 About travel
W9 Talking about stressW10 Talking about peopleW11 Talking about premonitionsW12 Using the telephoneW13 ComputersW14 Radio programmesW15 AdvertisingW16 Television programmes
Listening Comprehension Test
A Short Conversations 9 points
B Passages 6 points
C Answering Questions
5 points
Lesson Plan (沟通英语)
W1 Conversational Skills
W2 Nonverbal Communication
W3 Cross-Cultural Communication
W4 Classroom Communication
W5 Listening Skills
W6 Telephone Skills
W7 Male-female Communication
W8 Team Skills
W9 Debating Skills
W10 Presentation Skills
W11 Presentation Skills
W12 Interviewing Skills
W13 Speaking Test
W14 Speaking Test
W15 Review
W16 Listening Test
Grading
Listening 20 %
Speaking 20 %
Others 10 %
Total: 50 %
Speaking Test
The Controlled Interview• Describing pictures/graphs• Discussing topics• Reading aloud/ Retelling• Answering questions• Role play
Marking Criterion
● pronunciation & intonation
● vocabulary & grammar
● discourse management
● fluency & accuracy
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
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
Outlining – the standard topic outline form
I. ______________________________________________ A. ______________________________________ B. ______________________________________ C. ______________________________________II. ______________________________________________ A. ______________________________________ 1. __________________________________ a. ______________________________ b. ______________________________ (1) __________________________ (2) __________________________ 2. ___________________________________ B. _______________________________________ 1. ___________________________________ 2. ___________________________________ III. ______________________________________________
The decimal system1. _________________________________________________
1.1 _________________________________________
1.2 _________________________________________
2. _________________________________________________
2.1 _________________________________________
2.11 ____________________________________
2.12 ____________________________________
2.2 _________________________________________
2.3 _________________________________________
3. __________________________________________________
Unit One
How To Be A Good
Conversationalist
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 importa
nce of note taking
Vocabulary
small talk
ice breaker
elaborate
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
How to start a conversation A. Opening lines = icebreakers
positive (not complaints ) ex:
a. complimentsb. news events
B. Best way to initiate a conversation sincere, respectful, interested
How to keep it going
A. Asking questions = elaboration technique
1. Yes/No2. genuine interest
3. the last thing a person says B. Seven tips
1. be aware of your own body and facial
language
2. don’t gossip
3. cultivate a wide range of topics
4. have a sense of humor
5. don’t interrupt
6. be enthusiastic and upbeat
7. be flexible in your point of view
Seven tips
How to end a conversation
Signals:
1. break eye contact
2. use transition words
3. recap (sum up) what was said
4. give handshake
How to start a conversation
Opening lines = icebreakers
• positive (not negative)
• ex: compliments & news events
• sincere, respectful, interested
How to keep a conversation going
Asking questions –• use elaboration technique • use who, what, when, where, why q
ues (not just yes-no) 7 Tips
7 tips
• be aware of body + facial lang.• don’t gossip• have wide range of topics• have sense of humor• don’t interrupt• be enthusiastic • be flex.
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)
WHO makes small talk?
• those who do not know each other at all
• people who are only acquaintances • office employees • customer service representatives, wait
resses, hairdressers and receptionists
WHAT do people make small talk about?
• weather • current events • something that you and the other spe
aker 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
A good conversationalist knows
How to start a conversation
How to keep a conversation going
How to end a conversation
At a Bus Stop1. not common to discuss personal
information relating to work2. not acceptable to discuss salaries 3. too personal4. politics is not a “safe” subject5. 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 Party1. rude not to say anything or answer
someone 2. keep negative comments out of talk3. 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.
Oral Practice ( 基础级) 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
Unit Two
Non-Verbal Communication (NVC)
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
Vocabulary expression gesture intimate kinesics posture tone dynamic static
Nonverbal Communication
I. Introduction
II. Porter – 4 Types of NVC
III. Verbal Communication VS. NVC
Introduction
A. Nonverbal communication (NVC) = communication through actions
B. Actions are more important than
words
Porter – 4 Types of NVC
A. Physical = body language = kinesics
B. Aesthetic
C. Signs
D. Symbolic
Porter – 4 Types of NVC
A. Physical = body language = kinesics
1. Static
a. Distance
b. Orientation
c. Posture
d. Physical contact
2. Dynamic a. Facial expressions
b. Gestures c. Eye contact
d. Body movementB. AestheticC. SignsD. Symbolic
Verbal Communication VS NVC
A. Emotions by nvc are same in different countries.
B. Know little about grammar of nvcC. No dictionaries for nvcD. Can’t ask for clarification with nvcE. Hard to hide true feelings with nvc
?No, no. You misunderstood.
What gesture do you use to express the ideas below?• Me.• That person is crazy.• Stop!• That’s good.• It’s no good.• Come here.• I don’t know.• I can’t hear you.• I’m full.• Good luck.
Oral Practice ( 基础级)Renting an apartment• rent • deposit• two-week notice• long distance cal
l• furniture
• cooking• gas & electricity• facility damage• distance to the u
niversity• environment
Unit Three
Cross – Cultural Communication
Objectives
define culture identify cultural values that can affect comm
unication and interaction between Asians and Americans
develop effective ways to deal with cultural differences
notetaking skill/contrasts and changes
Vocabulary
priority
linear
circular
egalitarian
hierarchical
1. What is culture?
2. What are cultural values?
3. How many points of contrast? What are they?
Exercise 1
1. What is culture?
combination of attitudes,
behaviors, and beliefs you learn
from people around you.
2. What are cultural values?
beliefs considered very important
within a culture
Cultural Differences Between Americans and Asians
1. Conception of the Self
2. Time
3. Social Relationships
4. Friendship
5. Communication Styles
1. Conception of the Self
• Individual success
• Collective welfare
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
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
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
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”
Cultural Differences Between Americans and Asians
Americans Asians
Conception of self
Time
Social relationships
Friendship
Communication styles
Classroom
Communication
Unit Four
Objectives understand the influence of culture on beha
vior 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
Vocabulary
interaction pattern ritual esteem participation instructor
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
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
II. Classroom rituals
A. Rituals are systematic procedures used to perform acts or communicate messages
B. Examples of classroom rituals
III. Classroom participation
A. North American students1. Talkative in class2. Believe that learning is shaped by
talk and participationB. Asian Students
1. Less talkative in class2. Believe that they learn by listening
to the teacher
1. Almost no classroom interaction
2. Teacher controls the classroom
3. Teacher symbol of learning and
culture
C. Vietnamese students
D. German students
1. Value teacher’s 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
IV. Learning a language involves knowing not
just vocabulary, idioms, and grammar, but
the cultural aspects of the language as
well.
Unit Five
Be An Effective Listener
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
Vocabulary
effective listening
empathetic
Outline
I. Importance of Listening
II. Listening Strategies
III. Greek Philosopher’s Remarks
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
C. Examples
1. 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
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.
■Helpful
Avoid signs of impatience
Take steps to minimize distractions
■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)
■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
■Responsive
Let him talk with minimal interruption
Use nonverbal encouragement (nodding,
leaning forward, etc.)
Ask questions
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?
My Big Problem
Unit Six
Telephone Skills
Objectives explain why telephone skills are important in th
e workplace describe how making first impressions by telep
hone 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
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
Vocabulary
strategies
audience
on hold
I. Introduction
A. tele. com. diff fr face-to-face com.
B. impr. made over phone depends on wh
at + how to say
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
III. Project your personality
A. Check volume/loudness B. spk clearly C. spk in pleas tov; smile D. sensit to other’s situation
IV. A good impression over the phone helps grow relationships.
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.
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 Sue’s roommate, Jean. Sue is out. Answer the phone and help take a message for Sue.
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 6:30 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.)
Useful Telephone Expressions
Who’s calling? Who’s this? This is Jim Jones./ Jim Jones speaking. I would like to speak to … Can I speak to …? May I speak to …? Sorry, you’ve the wrong number. There is no one here by that name.
She isn’t 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 …
Unit Seven
Male-Female Conversation
Objectives explain how communication patterns and st
ereotypes are acquired identify stereotypes about male and female
communication see differences between men’s and wome
n’s communication styles become aware of gender stereotypes notetaking skill/exemplification and repetiti
on
Vocabulary
gender
feminine
masculine
hierarchical
stereotype
Outline
I. Gender and communication
II. Children can learn communication
patterns from play
III. Stereotypes about gender and
communication
IV. Researchers study gender’s effect on
communication to understand _____
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
A. Boys
1. Play outside
2. Play in large hierarchical groups
3. There’s a leader - giving orders =
higher status
4. Play games with set rules
5. Winners and losers
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
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
IV. Researchers study gender’s effect on communication to understand why misunderstandings between men and women occur
Exercise 2
1. Gender is the social identity that men and w
omen learn as they grow up in a culture.
2. Deborah Tannen
3. Boys- play outdoors- play in large groups with a leader hierar
chically structured games - have clear winners and losers
4. Girls- play indoors - everyone gets a turn - no winners and losers
5. This stereotype is that women talk
more than men.
6. In Zulu culture.
Exercise 1
1. He wants to assess their relative
degrees of success and she does not.
2. He wants to show that he has a better
position than the woman.
3. She wants to have an honest discussion
about their professional lives.
4. She could have asked for clarification about his view of success. She could’ve 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 you’ve got, but for me it’s important that other people know I’m successful.”
Exercise 2
1. They’re 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.
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 didn’t ask you for help.”
5. He could have expressed empathy for her situation by saying: “I understand how difficult that must be.”
Unit Eight
Team Skills
Objectives
define the term “team” identify several types of workplace teams
and describe how they differ explain why communication skills are im
portant in teamwork notetaking skill/definitions
I. What is a Team?
A. composed of interdependent people
B. focused on achieving a specific goal
C. agrees on how it’s going to achieve
the goal
D. willing to work together to achieve
the goal
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.]
III. Types of Teams in the Workplace
A. committees
B. task forces
C. project groups
D. quality circles
E. self-directed work teams
IV. Skills Essential to Effective Teamwork
A. listening
B. speaking
C. reading
D. writing
E. negotiating
Vocabulary
interdependent
synergy
Unit 9
Debating Skills
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
What is a topic?
● something to argue about
− the AFFIRMATIVE
− the NEGATIVE
What is a definition?
● Deciding and explaining what a
topic means.
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.
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
- 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
1st negative 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
2nd affirmative must:
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
- 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
3rd affirmative 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
3rd negative must
What is a rebuttal?
● criticizing the arguments presented
by the other team
- logic
- pick the important points
- `play the ball'
What is a marking scheme? Matter 40
Manner 40
Method 20
Teamwork & General Impression
50
Leader’s Reply 50
Final Total 400
Objectives learn about basic debating skills recognize the difference between facts and
opinions preface facts and opinions identify contrasting views by listening for sp
ecific language cues prepare effectively for a debate or discussio
n notetaking skill/cause and effect
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
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…
Technology Good Bad Neutral
computers
euthanasia
abortion
birth control
animal experimentation
video games
nuclear power
genetic engineering
Topic
Examinations do more harm
than good.
It is wrong for people to keep
animals as pets.
Cars are doing more harm
than good.
Mobile phones bring us more
harm than good.
Topics for Debating
1. Examinations do more harm than good.
2. It is wrong for people to keep animals as pets.
3. Mobile phones bring us more harm than good.
4. Cars are doing more harm than good.
5. Money spent on space research is a waste.
Unit 10
Presentation Skills
Objectives define and describe the purposes of oral pre
sentation explain the importance of knowing your aud
ience when preparing an oral presentation describe the five steps for preparing and deli
vering a good presentation prepare an oral presentation notetaking skill/listing
Vocabulary
anxiety
visual aids
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
Preparing an oral presentation
Who is my audience?
Why am I speaking?
How am I going to get my ideas
across?
the PREP formula (impromptu)
Point of view
Reasons
Evidence or examples
Point of view restated
(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.
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
❸ Is it good for students to take part-time jobs?
Point of view Reasons Evidence or examples Point of view restated
❹ Do you think doctors should ever lie to a patient?
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
Do you think technology is dangerous?
Point of view
Reasons
Evidence or examples
Point of view restated
Unit 11
Extracting Informationfrom 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
graphics
visual aids
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 trendD. use a pie chart to show the relative
sizes of various parts of a wholeE. other tools: photographs, diagrams,
maps, lists
II. Extracting Information from Graphs
A. What is this table or graph about?
1. title
2. labels
3. legend
4. timeliness
5. authoritativeness
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.
C. What does the table or graph mean?
Make a judgment about how the
information in the graph relates to
your questions.
III. Two Things to Keep in Mind
A. Visual aids are used to
aid presentation, not dominate
B. Visual aids should be
clear, simple and legible
The Labor Force (percent distribution of the labor force by sex, selected years)
64%
36%
58%
42%
54%
46%52%
48%
1966 1979 1992 2005
MenWomen
Stress Does Not Love Company(How people spend stressful times)
Al one48%
Wi thfami l y
29%
Wi thfri ends
18%
Other/Don' tknow5%
Al one
Wi th fami l y
Wi th fri ends
Other/ Don' tknow
Children with AIDS(12 years and younger, 1985-1995)
0
2000
4000
6000
8000
1985 1987 1989 1991 1993 1995
cases di agnoseddeaths
What type of graph would you use to display the following types of data?
1. Growth in telecommuting. 2. Relationship between earning and learning. 3. How your money is spent. 4. The number of graduates from Renmin Univers
ity between 1995 – 2005.5. Percentage of cellular phone users who comm
unicate frequently or occasionally with five different categories of people.
Unit 12
Interviewing Skills
How People Find J obs
Other9.1%
Answeredwant ads13.7%
Heardabout
openingfrom peoplethey knew
Contactedemployerdirectly63.3%
Referred byagencies13.9%
Objectives gather information about positions, compan
ies, and themselves for job interviews list questions that are typically asked in a jo
b interview prepare effective answers to questions frequ
ently asked in job interviews simulate a job interview notetaking skill/mind map
Vocabulary
information
portfolio
qualities
database
How to prepare for a job interview
yourself
company position
Yourself
yourself
Personal
qualities
Personalskills
Job-related
skills
Personal qualities
responsibility
honesty
ability to get alongwith others
Personal skills
good listener
write clearlypro
blem
solving
Company
Sheraton Sources
PR/HR people
local agency
newspaper files
database
Position×
Sources
job description
people ads
EISrespons &
dutiesexperi. & tr.
adv potential
location
job security
tr. program
relocation poss.&policies
supervision
travel
starting date
fringe benefits
salaries &commissions
turnover rate
I. Information about Yourself
A. Personal qualities
• honesty
• responsibility
• ability to get along with others
B. Personal skills• a good listener• write clearly• able to solve problems
C. Job-related skills
II. Information about the Company
A. Sheraton Hotel
• clientele• location• business growth• service standards
B. Information sources
• PR/HR• local agencies• newspaper files• databases• people
III. Information about the Position
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 & commissi
ons• rate of turnover
B. Information sources
• job description
• Employer Information Sessions
• ads
• people
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 that’s relevant to this job?
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?
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?
The Speaking Test
11Interview 2
22Individual Mini-presentation 3
33Discussion 5
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
June, 2006Listening Comprehension Test
A D B D C
A C B B
B B C
D D A
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.
Part II Vocabulary
C A D B D
A B C D B
B D A C B
C D A D C
Part III Cloze Test
C B D B D
C D A C A
Part IV. Reading Comprehension
C D B B D AB B D A D AD C C A D AA B A A B DD C D A D B
Translation A (略)
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 master’s degrees can no longer find a job as easily as they did ten years go.
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.
Writing
1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10
11 11 ( ) ( )
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