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Файл:Иностранный язык в профессиональной деятельности (английский язык)
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Task 4.17 Choose four good and six bad endings and explain why you
think so.
1. I seem to have overrun my time and I must apologise, to those of you
who are left, for keeping you an extra 45 minutes. Thank you for staying.
2. Thank you for your attention and if you have any more questions, I’ll
be happy to answer them.
3. Well, I think I’ve said everything I have to say ... Let me see if I’ve for-
gotten anything.
4. So, in conclusion, I would like to recommend that we go ahead with the
project. Thank you for listening.
5. If you look at this transparency ... and this one ... and this one ... sorry
to rush you through it, but unfortunately, we’ve run out of time.
6. I’m sorry but there doesn’t seem to be any time left for questions.
7. If there’s anything else you’d like to know about our products, I’ll be
happy to try and answer your questions.
8. As I said at the beginning, I’m sorry I didn’t have more time to prepare
this presentation, but I hope it wasn’t too bad.
9. So, thank you for your time and we’d be very happy to hear any sugges-
tions you may have to solve this problem.
10. Oh dear, is that the time? I’ve only got through half of what I wanted
to say.
Vocabulary for the End of a Presentation
Summarising Заключение
So, to sum up/To summarize/To recapitulate /recap ...
In conclusion I’d like to say... В заключение я хотел бы сказать…
Finally, may I say... И, наконец, позвольте сказать…
Let me end by saying... Позвольте закончить фразой…
I’d like to finish by emphasizing... Закончить хочу, подчеркнув…
Making a recommendation Рекомендации
So, what I would suggest is that we... Итак, хочу предложить, чтобы мы…
Thus, I would recommend that the ... Таким образом, я бы рекомендовал,
Handouts Раздаточный материал
I’ll be distributing the handouts in a
few moments.
The handouts are over by the door. Вы можете взять материалы у вы-
Итак, подводя итоги всему сказанному…
чтобы
Я раздам вам материалы через несколько минут.
хода.
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Copies of my presentation/slides are
on the table by the door.
Question and answer session Ответы на вопросы
If you have any questions or comments, I’ll do my best to answer them.
Are there any more questions? Вопросы есть?
I’ll be happy to answer any questions,
but I’d like to hold the last few minutes
for a summary.
Closing Завершение презентации
Thanks very much. Any questions? Большое спасибо. Есть вопросы?
Well, that’s all I have to say. Thank you
for listening.
Thank you for your attention/time. Спасибо за внимание/ потраченное
Распечатанные экземпляры моей
презентации/ слайдов у двери.
Если есть вопросы или замечания, я
постараюсь ответить на них.
Буду рад ответить на вопросы, но
я хотел бы уделить последние несколько минут выводам.
Ну, это все, о чем я хотел сказать.
Спасибо за внимание.
время.
Task 4.18 Use your own judgment to classify the suggestions about giving
a presentation under the five headings.
a) First impressions
b) Content and structure of the talk
c) Voice
d) Audience Perception
e) Use of visuals
1. Adopt an open, relaxed posture
2. Slides should be clear, easy to read and relevant
3. Lower the tone of your voice
4. Check the place you are working in
5. Make contact with the audience; speak directly to each member of the
audience
6. Make sure that everybody in the room can see the screen
7. Have enough breath to project your voice
8. Keep calm
9. Make sure you actually say what you want to say
10. Make sure people can hear you
11. Use a new slide for each new point you want to make
12. Check your own appearance
13. Practise operating the computer projector before you start your talk
14. Speak slowly and clearly
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15. Structure and order your ideas
16. Take a few deep breaths before you start speaking publicly
17. Be aware of your body language (especially any distracting manner-
isms); learn to control it
18. Think about what the audience want and what they will see and hear
QUESTION AND ANSWER SESSION
That’s a good question for you to ask,
not a wise question for me to answer.
Anonymous
Questions during the presentation give feedback to the presenter, so it is
•
good to take questions during the presentation as well as at the end.
The presenter should never put down or criticize a member of the audience.
•
Use the 80:20 rule for eye contact. When listening to a question you look
•
80 % to him or her and 20 % to the audience. When replying, you look at
a questioner only 20 % of the time and 80 % to audience.
Task 4.19 Discuss in the group which of the following tips for a question-
and-answer session are true or false.
1. Never admit you don’t know something .
2. Rephrase the question to make sure you, and everyone else, has heard
or understood.
3. Never interrupt someone who is asking a question.
4. Reply to every question in detail.
Task 4.20 Fill in the gaps in phrases inviting questions.
1. Thank you and if you have _________ ________ or questions, I’d be
______ to ________ and answer them.
2. Does ________ have_______ questions?
3. Any ________ questions?
4. Sorry, can I ________ _________ you ________?
5. What you’re ________, if I’ve ________ you ________, is how ...
6. Is ________ correct?
Task 4.21 Match each question to an appropriate response.
1. May I just ask a question about early retirement benefits?
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2. Don’t you think that this is all very hypothetical given the current
financial restrictions?
3. Do you mind if I ask you what you believe our company should have
done?
4. What is the average access time?
5. I don’t think Marketing needs to be involved with this.
6. Could you show us the transparency of the projected profits again?
A Not at all.
В That’s interesting. Could you tell us why you think that?
С Certainly, go ahead.
D I don’t think so.
E About three seconds.
F Yes, of course.
AUDIENCE TYPES
Task 4.22 Read about some types of people who like asking questions and
strategies to deal with them:
Know-it-all – Let them share their experience, but not too much.
Monopoliser – Break off eye contact and ask Does anyone else have a
comment or question? or Let’s hear someone else’s opinion.
Nitpickers – Deflect the question back to the questioner or the audience:
How do others handle that situation?
Attackers – Don’t take it personally or be defensive; humour often works
here.
Task 4.23 There is not always time to think of a ‘perfect’ answer while you
are giving your presentation. This list provides you with a few basic phrases to
use in these situations. Choose a possible answer from the list of answers for
the situations.
A member of the audience: Possible answers
1. asks a question about something you
are going to be dealing with later in
your presentation
2. asks a very long and unclear question
that you just can’t understand
a) I’m sorry I don’t quite see what you
mean.
b) I think everyone’s had a chance to
hear my views and your views, so we’ll
just have to agree to differ.
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3. starts by saying: ‘I have three questions ...’
4. asks a question that requires a very
long and complicated answer
5. doesn’t ask a question, but strongly
disagrees with you
6. asks a question that has nothing to
do with the subject of your presentation
7. doesn’t ask a question, but expresses
his/her view which agrees with yours.
c) That’s quite a difficult question to
answer briefly. Perhaps we, and anyone
else who’s interested, could discuss
that after my presentation…
d) Well, thank you for that comment.
e) I’ll be coming to that, so if you don’t
mind, I won’t answer your question
straightaway.
f) Sorry to interrupt, but could I take
one question at a time? Thank you
g) That’s not really the subject of my
presentation today, but I’ll be happy
to talk to you about that after we’re
finished here.
Task 4.24 Define the type and put these questions and comments into the
appropriate column.
Requests for further information or
a clarification
Traps, attacks, or a way of getting
the or spotlight, of saying ‘I’m here
and I know a lot about this too’
1 I’m sorry I’m not quite clear about what you meant by...?
2 The problem of … was not mentioned in your presentation and I was
wondering why. It seems to me to be of the utmost importance. Would you
care to say something about it?
3 I found your comments on... most interesting and I was wondering if you
could elaborate on them.
4 I don’t agree with your conclusions about... When I studied this problem,
I found that I would just like to say that whenever I have come across this sort
of problem, I have always followed Drucker’s advice, which is very similar to
yours in many ways. It has always worked for me. Do you agree with his theory?
Vocabulary for the Question-and-Answer Session
Paraphrasing the question Перефразирование вопроса
If I’ve understood your question correctly, you’re saying ...
So, what you’re asking is ... Итак, вы спрашиваете…
Well, the question is .... Is that right? Итак, вы спрашиваете… правильно?
Let me just check that I’ve understood
your question. You’re asking ...
Если я правильно понял ваш вопрос, вы хотите сказать…
Позвольте проверить, правильно ли
я понял. Вы спрашиваете…
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Getting the questioner to rephrase Как попросить перефразировать
Sorry, I’m not quite with you. Could
you repeat that? I’m afraid I don’t
quite see what you mean.
Postponing an answer Как отложить ответ
I’ll be dealing with that a little later on,
so if you don’t mind, I’d rather answer
that question then.
I’ll be coming to that, so if you don’t
mind, I won’t answer your question
straightaway. But I won’t forget.
Admitting ignorance Признание в незнании
I’m afraid I don’t know the answer to
that one. Perhaps someone here can
help us out? I’m sorry
I don’t know the answer to that, but
what I will do is find out and send/give
you an answer before the end of the
week.
Say you are not the right person to ask Скажите, что вы не специалист
I’m afraid that’s not my field, but I’m
sure Mr/Ms/Mrs ... will be able to answer you.
I’m afraid I don’t have that information, but I can ask our …department to
send you the details.
Coming back to the point Как вернуться к теме
Going back to what I was saying, ... Возвращаясь к тому, о чем я гово-
As I was saying, ... Как я говорил…
Rephrasing Перефразирование
Sorry, perhaps I’m not making myself
clear. Let me put it another way. What I
was trying to say was ...
Checking your answer Как проверить, понятно ли
Is that OK? Понятно?
Is that clearer now? Теперь ясно?
Does that answer your question? Я ответил на ваш вопрос?
Извините, не совсем понял. Не
могли бы вы повторить. Боюсь, не
совсем понимаю, что вы имеете в
виду.
Я буду говорить об этом чуть позже,
так что, если не возражаете, я отвечу на этот вопрос потом.
Я собираюсь подойти к этой теме,
так что, если не возражаете, я не
буду отвечать прямо сейчас. Но я не
забуду.
Боюсь, не знаю ответа именно на
этот вопрос. Может быть, ктонибудь в зале поможет нам?
Я не знаю ответа на этот вопрос, но
я обязательно выясню и дам вам ответ к концу недели.
К сожалению, это не моя область,
но я уверен, что господин/госпожа
сможет ответить вам.
К сожалению, у меня нет этих сведений, но я могу попросить наш …
отдел выслать вам информацию.
рил...
Извините, наверное, я непонятно
выразился. Другими словами, я хотел сказать, что…
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Reading
Overcoming Speaking Anxiety
Task 4.25 Read and discuss the facts about public speaking fear. Which of
the techniques do you use?
The fear of speaking in public is the #1 fear of all fears, the fear of dying
is #7.
Over 41% of people have some fear or anxiety speaking in front of groups.
What are your symptoms?
sweaty palms
•
accelerated heart rate
•
memory loss
•
difficulty in breathing
•
Some anxiety when speaking in front of a group of people is perfectly
normal, · some of the world’s most famous presenters have freely admitted to
nervousness and stage fright.
Mark Twain said it best, “There are two types of speakers: those that are
nervous and those that are liars.”
You can reduce your fear by:
75% if you prepare and rehearse
•
15% by using proper breathing techniques
•
10% taking into consideration your mental state to overcome your speak-
•
ing anxiety, the first and most important of all is preparation.
10 Steps to Reducing Speech Anxiety
1. Know the room – become familiar with the place in which you will speak.
Arrive early and walk around the room including the speaking area. Stand at
the lectern, speak into the microphone. Walk around where the audience will
be seated. Walk from where you will be seated to the place where you will be
speaking.
2. Know the audience – If possible, greet some of the audience as they
arrive and chat with them. It is easier to speak to a group of friends than to a
group of strangers.
3. Know your material – If you are not familiar with your material or are
uncomfortable with it, your nervousness will increase. Practice your speech
or presentation and revise it until you can present it with ease.
4. Learn how to relax – You can ease tension by doing exercises. Sit com-
fortable with your back straight. Breathe in slowly, hold your breath for 4 to 5
137
seconds, then slowly exhale. To relax your facial muscles, open your mouth
and eyes wide, then close them tightly.
5. Visualize yourself speaking – Imagine yourself walking confidently to
the podium as the audience applauds. Imagine yourself speaking, your voice
loud, clear and assured. When you visualize yourself as successful, you will
be successful.
6. Realize people want you to succeed – All audiences want speakers to
be interesting, stimulating, informative and entertaining. They want you to
succeed – not fail.
7. Don’t apologize for being nervous – Most of the time your nervousness
does not show at all. If you don’t say anything about it, nobody will notice. If
you mention your nervousness or apologize for any problems you think you
have with your speech, you’ll only be calling attention to it. Had you remained
silent, your listeners may not have noticed at all.
8. Concentrate on your message – not the medium – Your nervous feel-
ings will dissipate if you focus your attention away from your anxieties and
concentrate on your message and your audience, not yourself.
9. Turn nervousness into positive energy – the same nervous energy that
causes stage fright can be an asset to you. Harness it, and transform it into
vitality and enthusiasm.
10. Gain experience – Experience builds confidence, which is the key to
effective speaking. Most beginning speakers find their anxieties decrease after
each speech they give.
Remember… He who fails to prepare is preparing for failure – so…
Task 4.26 Make a presentation about How to make a presentation or How
not to make a presentation. Discuss and assess using the following assessment
points for peer evaluation.
Points of assessment
1 2 3 4 5 6 7 8 9 10
(1-5)
1. Choice of topic
2. Content (depth,
adequacy, creativity)
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3. Structure:
Introduction (capturing
interest, plan, time,
questions)
Body (logical sequence,
transitions, main points,
presentation aim is
reached)
Conclusion (major
points re-emphasized,
conclusion is logical
and relevant, references
provided, a final blow is
landed)
4. Delivery
Verbal (language,
emphasizing)
Non-verbal (voice, body
language)
5. Visual Aids
persuasive slide titles
appropriate number of
words on slides
easily readable and
simple in design
slides focus on critical
elements
no gesturing towards
screen
visual aids are creative
sources of information
are provided
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KeyS To Module 1. MASTeR’S deGRee FeATuReS
ANd PeCulIARITIeS
Task 1.1
Со своей стороны, высшие учебные заведения Европы взяли на
себя основную роль в построении европейского пространства высшего
образования, а также в реализации главных принципов Magna Charta
Universitatum, принятой в Болонье в 1988 г. Особенно важной является
последняя задача, т. к. независимость и самостоятельность высших учебных заведений обеспечивают адаптацию системы высшего образования
и научных исследований к изменяющимся потребностям общества и
достижениям научной мысли.
Task 1.5
available
in-depth
core
assessed
particular
involves
opportunity
entirely
precursor
gain
Task 1.6
available
involved
particular
full, part time.
graduate
undergraduate
opportunity
Distance education
Task 1.8
1. T
2. F higher
3. F harmonization,
convergence
4. T
5. T
6. F 2010
7. F no shorter than 3
years
8. T
9. T
10. F recognizes and acknowledges
Task 1.10 The differences are:
knowledge and understanding .. from “.. advanced textbook level .. to ..
•
extended / enhanced knowledge and understanding that provide a basis
or opportunity for originality in developing or applying ideas .. often in a
research context …” ;
applying knowledge and understanding. from “.. devising and sustaining
•
arguments .. to .. problem-solving abilities in new or unfamiliar environ-
ments within broader (or multidisciplinary) contexts ..” ;
making judgements•.. from “.. gathering and interpreting relevant data ..
•
to.. having the ability to integrate knowledge and handle complexity, and
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