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 ( ) ( )