Postgraduate English英文版).ppt

1、Speaking 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 mi

2、nimized,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

3、 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 concern with “face”,Cultural Differences Between Americans and Asians,C

4、lassroom Communication,Unit Four,Objectives,understand the influence of culture on behavior and communication between teacher and students in the classroom learn about classroom rituals in the United States and other countries identify problems and cultural values in classroom settings learn to use

5、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,

6、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

7、 procedures used to perform acts or communicate messages B. Examples of classroom rituals,III. Classroom participation,A. North American students 1. Talkative in class 2. Believe that learning is shaped by talk and participation B. Asian Students 1. Less talkative in class 2. Believe that they learn

8、 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 teachers professional/personal opinion 2. Students do not disagree/contradict teacher in class E. Israeli stu

9、dents 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 work

10、place 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 Philosophers

11、 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,Lis. error: delivery person neglected to check oil in van Loss: motor burned out 2. Lis. error: o

12、ffice 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

13、,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

14、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

15、 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 the w

16、orkplace describe how making first impressions by telephone is similar to and different from making first impressions in face-to-face contacts identify and use strategies for effective customer service by phone notetaking skill/abbreviations and symbols,Most Annoying: 82/564,Failure to answer the ph

17、one 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 what + how to say,II. Know your audience A. w

18、hen 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; sm

19、ile D. sensit to others situation IV. A good impression over the phone helps grow relationships.,Role-Play 1,Role-Play 2,Role-Play 3,Useful Telephone Expressions,Whos calling? Whos this? This is Jim Jones./ Jim Jones speaking. I would like to speak to Can I speak to ? May I speak to ? Sorry, youve t

20、he wrong number. There is no one here by that name.,She isnt here right now. Can I take a message? She is out at the moment. Would you like to leave a message? Please have her call me back at 654-9234. Please ask her to return my call at 654-9234. Please tell her I called to ,Unit Seven,Male-Female

21、Conversation,Objectives,explain how communication patterns and stereotypes are acquired identify stereotypes about male and female communication see differences between mens and womens communication styles become aware of gender stereotypes notetaking skill/exemplification and repetition,Vocabulary,

22、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 genders effect on communication to understand _,I. Gender And Communication A. Gender is

23、 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. Theres a leader - giving orders = higher status 4. Play games wi

24、th 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. Re

25、search 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

26、genders effect on communication to understand why misunderstandings between men and women occur,Exercise 2 1. Gender is the social identity that men and women learn as they grow up in a culture. 2. Deborah Tannen,3. Boys play outdoors play in large groups with a leader hierarchically structured game

27、s 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,He wants to assess their relative degrees of success and she does not. He wants to show that he has a better position t

28、han the woman. She wants to have an honest discussion about their professional lives.,4. She could have asked for clarification about his view of success. She couldve asked: “So what you really mean is a six-figure salary would make you happy.” 5. He could have expressed empathy for her opinion by s

29、aying: “I understand how you could be satisfied with what youve got, but for me its important that other people know Im successful.”,Exercise 2,Theyre in conflict about whether she needs advice or sympathy. He wants to solve the problem for her. She only wants him to understand her difficulty.,4. Wh

30、en she says that she has too much work to help Jim, he could have asked for clarification by saying: “So what you really mean is that you would prefer if he didnt ask you for help.” 5. He could have expressed empathy for her situation by saying: “I understand how difficult that must be.”,Unit Eight,

31、Team Skills,Objectives,define the term “team” identify several types of workplace teams and describe how they differ explain why communication skills are important in teamwork notetaking skill/definitions,I. What is a Team?,A. composed of interdependent people B. focused on achieving a specific goal

32、 C. agrees on how its 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 i

33、n 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 i

34、s, 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

35、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 affirmatives te

36、am 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 sp

37、eaker spend about one quarter of their time rebutting present the first half of the negative teams case,1st negative must:,reaffirm the affirmatives 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 affirmatives

38、 case,2nd affirmative must:,2nd negative must:,reaffirm the negatives team line rebut some of the main points of the affirmatives case spend about one third of their time rebutting present the second half of the negatives case,reaffirm the affirmatives team line rebut all the remaining points of the

39、 negatives case spend about two thirds to three quarters of their time rebutting present a summary of the affirmatives case round off the debate for the affirmative,3rd affirmative must:,reaffirm the negatives team line rebut all the remaining points of the affirmatives case spend about two thirds t

40、o three quarters of their time rebutting present a summary of the negatives case round off the debate for the negative Neither third speaker may introduce any new parts of their teams cases,3rd negative must,What is a rebuttal?,criticizing the arguments presented by the other team logic pick the imp

41、ortant points play the ball,What is a marking scheme?,Objectives,learn about basic debating skills recognize the difference between facts and opinions preface facts and opinions identify contrasting views by listening for specific language cues prepare effectively for a debate or discussion notetaki

42、ng 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,Its well-known that Its a fact that Im positive that Im (absolutely) sure that,Stating Opinio

43、ns,In my opinion From my (point of) view I think/believe/feel that,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,Examinations do more harm than good. It is

44、 wrong for people to keep animals as pets. Mobile phones bring us more harm than good. Cars are doing more harm than good. Money spent on space research is a waste.,Unit 10,Presentation Skills,Objectives,define and describe the purposes of oral presentation explain the importance of knowing your aud

45、ience when preparing an oral presentation describe the five steps for preparing and delivering a good presentation prepare an oral presentation notetaking skill/listing,Vocabulary,anxiety visual aids,Five steps,analyze the situation prepare your presentation practice before giving your presentation

46、concentrate on your delivery 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 yesterdays lecture, yes, I d

47、o. I was surprised at the efforts that the United Nations General Assembly has focused on the environment. (E) For example, the industrialized nations have set strict goals on reducing air pollution and greenhouse gases for the year 2010. (P) So yes, the worlds governments seem to be concerned and w

48、orking to improve the situation.,Do you think it is justified to install the v-chip in television? Point of view Reasons Evidence or examples Point of view restated, Do you think examination results show how well a student learns? Point of view Reasons Evidence or examples Point of view restated,Is

49、it good for students to take part-time jobs? 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 people are addicted to their cell phone? Point of view Reas

50、ons 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 Information from

51、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 in

52、formation 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 trend D. use a pie chart to show the rela

53、tive sizes of various parts of a whole E. other tools: photographs, diagrams, maps, lists,II. Extracting Information from Graphs,A. What is this table or graph about? title labels legend timeliness authoritativeness,B. What does the table or graph say?,Examine the information in the graph, and summa

54、rize 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,Visual aids are used to aid presentation, not dominate B. Visual aids

55、should be clear, simple and legible,The Labor Force (percent distribution of the labor force by sex, selected years),Stress Does Not Love Company(How people spend stressful times),Children with AIDS(12 years and younger, 1985-1995),What type of graph would you use to display the following types of d

56、ata?,Growth in telecommuting. Relationship between earning and learning. How your money is spent. The number of graduates from Renmin University between 1995 2005. Percentage of cellular phone users who communicate frequently or occasionally with five different categories of people.,Unit 12,Intervie

57、wing Skills,Objectives,gather information about positions, companies, and themselves for job interviews list questions that are typically asked in a job interview prepare effective answers to questions frequently asked in job interviews simulate a job interview notetaking skill/mind map,Vocabulary,i

58、nformation portfolio qualities database,How to prepare for a job interview,yourself,company,position,Yourself,yourself,Personal qualities,Personal skills,Job-related skills,Personal qualities,responsibility,honesty,ability to get along with others,Personal skills,good listener,write clearly,problem

59、solving,Company,Sheraton,Sources,PR/HR,people,local agency,newspaper files,database,Position,Sources,job description,people,ads,EIS,respons & duties,experi. & 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. Per