Masters_part_1_2013
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ФБГОУ ВПО «МАТИ - РОССИЙСКИЙ ГОСУДАРСТВЕННЫЙ
ТЕХНОЛОГИЧЕСКИЙ УНИВЕРСИТЕТ имени К.Э. Циолковского»
Кафедра «Иностранные языки»
E N G L I S H
F O R
B U S I N E S S
C O M M U N I C A T I O N for the undergraduates
(part 1)
A modular course on socializing telephoning presentations
Москва, 2013
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«English for Business Communication for the undergraduates» (part 1). Пособие для магистров первого года обучения. Автор – составитель: Яримака В.В. М.: «МАТИ - РГТУ имени Циолковского», электронная версия 2013.
Данное пособие входит в состав УМК для занятий по деловому английскому языку. Пособие предназначено для студентов 1 курса магистратуры, изучающих дисциплину «Деловой английский язык».
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ПРЕДИСЛОВИЕ
Учебный материал дисциплины «Деловой английский язык» представлен в виде пособия «English for Business Communication for the undergraduates» (part 1) и аудиокурса, состоящего из 4 подкастов. Пособие рассчитано на 8 двухчасовых семинарских занятий в течение семестра. Для успешного освоения учебного материала студенту необходимо заниматься английским языком не менее одного часа ежедневно, а не 2 часа один раз непосредственно накануне аудиторного занятия.
При работе с пособием рекомендуется использовать английские толковые словари: Longman English Language and Culture, Macmillan English Dictionary for
Advanced Learners (International Student Edition), Longman Pronunciation Dictionary, а также словари в Интернете: http://lingvopro.abbyyonline.com/ru, http://www.multitran.ru, http://www.merriam-webster.com, www.collinsdictionary.com, http://oxforddictionaries.com, http://dictionary.cambridge.org
Для совершенствования произношения рекомендуется воспользоваться материалами в Интернете: www.fonetiks.org (online pronunciation guides), www.shiporsheep.com (English language pronunciation practice with minimal pairs), www.howjsay.com (a free online Talking Dictionary of English Pronunciation).
МЕТОДИЧЕСКИЕ УКАЗАНИЯ
На аудиторном занятии по деловому английскому языку студент ОБЯЗАН иметь:
ЛИЧНЫЙ ЭКЗЕМПЛЯР пособия, оформленный по всем правилам;
англо-русский словарь; Перед началом работы распечатайте материал с электронного носителя и
оформите его по следующим правилам:
все материалы распечатываются на белой бумаге на ОДНОЙ СТОРОНЕ ЛИСТА формата 210х297 мм (А4) с полями 20 мм со всех сторон, ориентация книжная;
в распечатанном материале с помощью дырокола перфорируются отверстия;
пособие сшивается во папку-скоросшиватель из мягкого пластика с прозрачным верхним листом формата А4.
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INTRODUCTION TO THE COURSE.
AIMS of the COURSE.
The course is intended as an opportunity for intermediate-level students to develop confidence and fluency in five key communication contexts: socializing, telephoning, presenting information, participating in meetings and handling negotiations. The course has twin aims: improving communication techniques and developing and consolidating the target language appropriate to the above communication context.
A further key aim is the development of effective learning strategies for both language and communication skills. The teacher’s role in this is critical. It is important that certain principles are upheld, such as the need for preparation of communication tasks, the importance of practice, and the need for linking the teaching objectives with perceived professional needs.
The students should be encouraged to reflect on their own performance, to identify ways in which it can be improved, and to monitor both the accuracy of their language and the effectiveness of their communication skills.
The course is primarily geared towards improving speaking skills, though reading and writing tasks are also included. Part of the method for development of fluency and confidence in speaking is the importance of involving students in as much discussion as possible. As a skills-driven course this is especially suitable, as students are encouraged to make their own suggestions based on their own experience, however limited. Classes should be geared towards as much participation as possible. Everyone has experience of all five of the skills areas treated in the course, whether in English or their own language.
Reading texts.
Throughout the book certain principles relating to efficient reading techniques should be upheld. It is not necessary to understand every word. The objective is to understand the main ideas. Detailed reading or studying of texts is neither desirable nor is it required.
The tasks accompanying reading texts mainly relate to the identification of key points and are designed to stimulate students’ thoughts and ideas on the topics included.
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CONTENTS
M O D U L E 1. Communication. Cultural diversity and socializing.
Unit 1. Communication,
Ways of communication.
A good communicator.
Unit 2. Improving communication.
Unit 3. Cross-cultural understanding.
Non-verbal communication.
Small talk
M O D U L E 2. Telephoning.
Unit 4. Preparing to make a telephone call.
Vocabulary
Making a call
Taking and leaving messages
A “cold call”.
Unit 5. Cross-cultural communication on the telephone.
Barriers to oral communication
Handling complains.
Improving a conversation.
M O D U L E 3. Presentations.
Unit 6. Planning and getting started.
Types of presentation
Presentation technique.
Using visual aids.
Unit 7. The middle of the presentation.
Holding the audience’s attention.
Structure of the main body
Unit 8. The end of the presentation.
Summarizing and concluding.
Questions and discussion.
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M O D U L E 1. Communication. Cultural diversity and socializing.
Unit 1. Communication,
Ways of communication.
A good communicator.
Unit 2. Improving communication.
Unit 3. Cross-cultural understanding.
Non-verbal communication.
Small talk
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UNIT 1.
COMMUNICATION
“EVERYTHING THAT CAN BE SAID CAN BE SAID CLEARLY” Ludwig Wittgenstein (1889-1951) Austrian philosopher
Communication (n) – 1. the process of giving information or of making emotions or ideas known to someone
e.g. “There was a breakdown in communication.” nonverbal communication (without speaking)
e.g. “One of the most powerful forms of nonverbal communication is body language.”
communication skills
e.g. a workshop to improve teachers’ communication skills
1a. the process of speaking or writing to someone to exchange information or ideas
to communicate with in communication
2. communications (plural) a system for sending information communications system / network
3. (formal) a message such as a letter, phone call or e-mail
DISCUSSION |
Discuss the questions below: |
1.What is meant by communication?
2.What is meant by business communication?
3.How do people communicate?
4.What modes of communication are there?
5.Is it easy for you to communicate with unknown people?
6.How do you usually start your conversation with unknown people?
7.Are there any differences in two types of communication: private and business?
8.What do you think effective communication means?
9.How to become a good communicator?
10.How do you usually communicate?
11.Must communication have a purpose? What is the purpose of communication?
12.When do you think communication takes place?
13.In what way should you send a message: most suited for you or the receiver?
14.Formulate some rules for «a good communicator».
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Unit 1
A. Read the following conversation and then discuss the questions below.
David Johnston, General Manager of Northern Textiles Ltd, visits the Supplies Department to talk to Valerie Harper. Valerie has been working in the department for about a year.
Johnston: |
Hello Valerie. Just dropped by to check that those spare parts have |
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arrived –the ones for the cutting machines. |
Harper: |
The spare parts? Oh, yes. Look, I’m sorry. |
Johnston: |
What? Don’t tell me… Oh, no. |
Harper: |
I’m really sorry. I called Jack Peters at Humber Engineering, but there’s |
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been some sort of go-slow at the factory some dispute over overtime pay |
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– and they just can’t meet all their orders. |
Johnston: |
Come on, Valerie, you can do better than that. It’s your job to make sure |
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spare parts get here on time. |
Harper: |
Yes, but surely… |
Johnston: |
No «Yes, but’s. You’re a university graduate, aren’t you? |
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I thought you people knew how to solve problemsanyway, that’s what |
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you told me at your interview. |
Harper: |
I tried one or two other firms. The trouble is, these machines are really |
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old. No one seems to be making spare parts for them any more. |
Johnston: |
Nonsense, try some more firms. And, if you have to, lean hard on Jack |
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Peters. We’re one of his best customers. |
Harper: |
All right. But to be honest … |
Johnston: |
That’s more like it. You can go far in this company if you have the right |
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attitude, Valerie. Now, you will have those parts here by Monday, won’t |
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you? |
Harper: |
Yes, Mr Johnston |
Johnston: |
Great! How’s the boyfriend these days? The one I met at the office |
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party. |
Harper: |
Oh, Tom? He’s fine, thanks. |
Johnston: |
Glad to hear it. OK, Valerie, don’t let mee keep you from your work. |
Harper: |
OK, Mr Johnston, fine. |
1. Are David Johnston and Valerie Harper communicating effectively? Why? Why not?
2.If not, how could they improve communications between them? B. Suggest your ideas on «Bad things to avoid in communication»
1)………………………………………………….
2)………………………………………………….
3)………………………………………………….
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Unit 1
4) ………………………………………………….
5)…………………………………………………..etc.
READING FOR DETAIL.
A Understanding a printed text
The following passage introduces the topic of maintaining good communications and relationships between managers and the people they work with. Look at the way the passage is constructed, paying attention to the headings. Then read through the text carefully, looking up anything you do not understand and answer the questions given below the text.
TEXT 1. How Information Travels
1. |
Managers do not work in isolation; once they acquire |
Channeling |
information, they will often wish to pass it on. To be most |
Information |
effective a message should be sent in the form most suited |
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to the receiver (and that is not necessarily the form easiest |
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to you, the sender). When you submit a recommendation to |
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your boss you will summarize the arguments as best you can |
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stressing the facts that support your case. When you were |
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originally collecting the information you may have received |
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some items that later turn out to be irrelevant. You will not |
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wish to waste the time of senior management with these |
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items – it is your job to filter out the unnecessary. |
2 |
In a similar vein, when decisions are passed down to |
Management and |
you, from on high, you will wish to “translate” them into |
Communication |
appropriate terms for your staff. This can sometimes |
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take the form of receiving orders and passing on detailed |
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instructions. The manager is thus the hub of a system of |
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communications – a one-man communication centre, as |
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well as being a powerhouse of ideas, an initiator of actions, |
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and a thinking man to boot. Information and questions |
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come up to him; answers, decisions, and instructions go |
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down from him. The junior manager is in the same relation |
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ship to his superior as are his staff to him. The good |
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manager is a good communicator – and usually, vice versa. |
3 |
Communications of all kinds are what make an |
The Formal Route |
organization work. Without adequate communications an |
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organization will soon grind to halt. And communications |
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are usually intended to follow the route of the established |
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management hierarchy. |
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Unit 1 |
4 |
Formal communications will pass up and down the |
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The Grapevine |
pyramid of management as intended. What is too often |
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forgotten is that there are other communication paths. |
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In any organization there are inevitably social links that |
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are unofficially and informally used to transmit “interesting’ |
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information. (‘Interesting’ information can be defined as |
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that affecting people.) The ‘grapevine’ includes not only |
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the social links but also everything from office gossip to |
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post-room misinformation. Every office, every factory, |
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every organization has its grapevine. |
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The good communicator will be aware of the grapevine |
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and plug into it. Not all that he obtains from it will be |
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complementary, nor will it always be correct, but it will |
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always be interesting and often useful. At times the manager |
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can feed information into the grapevine himself. If he |
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is not to lose all credence though, his input must always be |
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correct. |
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5. |
Communication is a two-way process. It is not |
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Two-way |
complete until the message has been received and under- |
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Communication |
stood. The extend to which the message is understood |
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is more important than the way or form in which it is sent. |
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This means that the transmission of messages should |
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always be in the form best understood by the person |
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receiving them. Some things are better said, some best |
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written down. The principle is repeated: think first, last |
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and all the time about the recipient or audience or reader. |
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Adjust the writing, the speaking and arithmetic to suit him. |
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And if pictures will help, give him a picture. |
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Clearly, the style and quality of communication will |
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depend not just on the sender and the receiver but also on |
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their relationship to each other. A small, informal organisation |
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will suggest a different style of communication to a |
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large rigidly-controlled, hierarchical one. In all cases it is |
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necessary to select the best mode for communication. |
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Methods of communication |
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6. Fundamentally, man communicates by sight or by |
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Communication |
sound, but within those categories, there are others. We |
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Modes |
can define a manager’s communication modes as: |
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verbal |
– the written word |
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oral |
– the spoken word |
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visual |
– the illustration, and |
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numerical – the written and interpreted number, |
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electronic – using a computer. |
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