1. Speaking & Listening Postgraduate English

2. Objectives  improve listening and speaking skills  improve notetaking skills  improve communicative skills  prepare for the end-of-term test on listening and speaking

3. 沟通英语 – 高级实用英语听说技能 -Communicative English – Advanced Practical Listening & Speaking Skills 研究生英语听说教程 – 基础级 -Progressive Hear & Say Textbooks

4. Progressive Hear & Say 研究生英语听说教程 – 基础级 W1Identify speakers W2Identify relationships between speakers W3Identify places W4Numbers W5implications (shopping) W6Cause & effect (Plans for the weekend) W7Talking about cars (passages) W8About travel

5. W9 Talking about stress W10 Talking about people W11 Talking about premonitions W12 Using the telephone W13 Computers W14 Radio programmes W15 Advertising W16 Television programmes

6. Listening Comprehension Test A Short Conversations9 points B Passages6 points C Answering Questions 5 points

7. Lesson Plan （沟通英语） W1 Conversational Skills W2 Nonverbal Communication W3 Cross-Cultural Communication W4 Classroom Communication

8. W5Listening Skills W6Telephone Skills W7Male-female Communication W8Team Skills

9. W9Debating Skills W10Presentation Skills W11Presentation Skills W12Interviewing Skills

10. W13 Speaking Test W14 Speaking Test W15 Review W16 Listening Test

11. Grading Listening20 % Speaking20 % Others10 % Total:50 %

12. Speaking Test The Controlled Interview Describing pictures/graphs Discussing topics Reading aloud/ Retelling Answering questions Role play

13. Marking Criterion ●pronunciation & intonation ●vocabulary & grammar ●discourse management ●fluency & accuracy

14. Assessment Scales GradesScalesPoints 90 – 100A4 86 – 89A-3.7 83 – 85B+3.3 80 - 82B3 76 - 79B-2.7

15. 73 -75C+2.3 70 -72C2 66 – 69C-1.7 63 -65D+1.3 60 - 62D1 60¯F0

16. Outlining – the standard topic outline form I. ______________________________________________ A. ______________________________________ B. ______________________________________ C. ______________________________________ II. ______________________________________________ A. ______________________________________ 1. __________________________________ a. ______________________________ b. ______________________________ (1) __________________________ (2) __________________________ 2. ___________________________________ B. _______________________________________ 1. ___________________________________ 2. ___________________________________ III. ______________________________________________

17. The decimal system 1. _________________________________________________ 1.1 _________________________________________ 1.2 _________________________________________ 2. _________________________________________________ 2.1 _________________________________________ 2.11 ____________________________________ 2.12 ____________________________________ 2.2 _________________________________________ 2.3 _________________________________________ 3. __________________________________________________

18. Unit One How To Be A Good Conversationalist

19. 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 importance of note taking

20. Vocabulary small talk ice breaker elaborate

21. 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

22. How to start a conversation A. Opening lines = icebreakers positive (not complaints ) ex: a. compliments b. news events B. Best way to initiate a conversation sincere, respectful, interested

23. How to keep it going A.Asking questions = elaboration technique 1. Yes/No 2. genuine interest 3. the last thing a person says B. Seven tips

24. 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

25. How to end a conversation Signals: 1. break eye contact 2. use transition words 3. recap (sum up) what was said 4. give handshake

26. How to start a conversation Opening lines = icebreakers positive (not negative) ex: compliments & news events sincere, respectful, interested

27. How to keep a conversation going Asking questions – use elaboration technique use who, what, when, where, why ques (not just yes-no) 7 Tips

28. 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.

29. 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)

30. WHO makes small talk? those who do not know each other at all people who are only acquaintances office employees customer service representatives, waitresses, hairdressers and receptionists

31. WHAT do people make small talk about? weather current events something that you and the other speaker have in common school /work

32. 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

33. 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

34. WHY do people make small talk? break an uncomfortable silence fill time be polite

35. 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

36. A good conversationalist knows How to start a conversation How to keep a conversation going How to end a conversation

37. At a Bus Stop 1.not common to discuss personal information relating to work 2.not acceptable to discuss salaries 3.too personal 4.politics is not a “ safe ” subject 5.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

38. At a Party 1.rude not to say anything or answer someone 2.keep negative comments out of talk 3.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.

39. 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

40. Unit Two Non-Verbal Communication (NVC)

41. 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

43. Vocabulary expression gesture intimate kinesics posture tone dynamic static

44. Nonverbal Communication I.Introduction II.Porter – 4 Types of NVC III.Verbal Communication VS. NVC

45. Introduction A. Nonverbal communication (NVC) = communication through actions B. Actions are more important than words

46. Porter – 4 Types of NVC A.Physical = body language = kinesics B. Aesthetic C. Signs D. Symbolic

47. Porter – 4 Types of NVC A. Physical = body language = kinesics 1. Static a. Distance b. Orientation c. Posture d. Physical contact

48. 2. Dynamic a. Facial expressions b. Gestures c. Eye contact d. Body movement B. Aesthetic C. Signs D. Symbolic

49. Verbal Communication VS NVC A. Emotions by nvc are same in different countries. B. Know little about grammar of nvc C. No dictionaries for nvc D. Can ’ t ask for clarification with nvc E. Hard to hide true feelings with nvc

53. ?No, no. You misunderstood.

64. 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.

65. Oral Practice ( 基础级） Renting an apartment rent deposit two-week notice long distance call furniture cooking gas & electricity facility damage distance to the university environment

66. Unit Three Cross – Cultural Communication

67. Objectives  define culture  identify cultural values that can affect communication and interaction between Asians and Americans  develop effective ways to deal with cultural differences  notetaking skill/contrasts and changes

68. Vocabulary priority linear circular egalitarian hierarchical

69. 1. What is culture? 2. What are cultural values? 3. How many points of contrast? What are they? Exercise 1

70. 1. What is culture? combination of attitudes, behaviors, and beliefs you learn from people around you.

71. 2. What are cultural values? beliefs considered very important within a culture

72. Cultural Differences Between Americans and Asians 1.Conception of the Self 2.Time 3.Social Relationships 4.Friendship 5.Communication Styles

73. 1. Conception of the Self Individual success Collective welfare

74. 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

75. 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

76. 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

77. 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 ”

78. Cultural Differences Between Americans and Asians AmericansAsians  Conception of self  Time  Social relationships  Friendship  Communication styles

79. Classroom Communication Unit Four

80. 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 phrases for classroom communication  notetaking skill/content words

81. Vocabulary interaction pattern ritual esteem participation instructor

82. 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

83. 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

84. II. Classroom rituals A. Rituals are systematic procedures used to perform acts or communicate messages B. Examples of classroom rituals

85. 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 by listening to the teacher

86. 1. Almost no classroom interaction 2. Teacher controls the classroom 3. Teacher symbol of learning and culture C. Vietnamese students

87. 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

88. IV. Learning a language involves knowing not just vocabulary, idioms, and grammar, but the cultural aspects of the language as well.

89. Unit Five Be An Effective Listener

90. 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

91. Vocabulary effective listening empathetic

92. Outline I. Importance of Listening II. Listening Strategies III. Greek Philosopher ’ s Remarks

93. 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

94. 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

95. 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.

96. ■ Helpful Avoid signs of impatience Take steps to minimize distractions

97. ■ 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)

98. ■ 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

99. ■ Responsive Let him talk with minimal interruption Use nonverbal encouragement (nodding, leaning forward, etc.) Ask questions

100. 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?

101. My Big Problem

102. Unit Six Telephone Skills

103. Objectives  explain why telephone skills are important in the workplace  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

104. 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

105. Vocabulary strategies audience on hold

106. I. Introduction A. tele. com. diff fr face-to-face com. B. impr. made over phone depends on what + how to say

107. 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

108. 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.

109. 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.

110. 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.

111. 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.)

112. 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.

113.  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 …

114. Unit Seven Male-Female Conversation

115. Objectives  explain how communication patterns and stereotypes are acquired  identify stereotypes about male and female communication  see differences between men ’ s and women ’ s communication styles  become aware of gender stereotypes  notetaking skill/exemplification and repetition

116. Vocabulary gender feminine masculine hierarchical stereotype

117. 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 _____

118. 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

119. 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

120. 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

121. 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

122. IV. Researchers study gender ’ s effect on communication to understand why misunderstandings between men and women occur

123. Exercise 2 1. Gender is the social identity that men and women learn as they grow up in a culture. 2. Deborah Tannen

124. 3. Boys - play outdoors - play in large groups with a leader hierarchically structured games - have clear winners and losers 4. Girls - play indoors - everyone gets a turn - no winners and losers

125. 5. This stereotype is that women talk more than men. 6. In Zulu culture.

126. 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.

127. 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. ”

128. 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.

129. 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. ”

130. Unit Eight Team Skills

131. 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

132. 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

133. 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.]

134. III. Types of Teams in the Workplace A. committees B. task forces C. project groups D. quality circles E. self-directed work teams

135. IV. Skills Essential to Effective Teamwork A. listening B. speaking C. reading D. writing E. negotiating

136. Vocabulary interdependent synergy

137. Unit 9 Debating Skills

138. 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

139. What is a topic? ● something to argue about − the AFFIRMATIVE − the NEGATIVE

140. What is a definition? ● Deciding and explaining what a topic means.

141. 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.

142. 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

143. -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:

144. -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:

145. 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

146. -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:

147. -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

148. What is a rebuttal? ● criticizing the arguments presented by the other team -logic -pick the important points -`play the ball'

149. What is a marking scheme? Matter40 Manner40 Method20 Teamwork & General Impression 50 Leader ’ s Reply50 Final Total400

150. 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  notetaking skill/cause and effect

151. 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

152. Stating Facts It ’ s well-known that … It ’ s a fact that … I ’ m positive that … I ’ m (absolutely) sure that …

153. Stating Opinions In my opinion … From my (point of) view … I think/believe/feel that …

154. TechnologyGoodBadNeutral computers euthanasia abortion birth control animal experimentation video games nuclear power genetic engineering

155. Topic Examinations do more harm than good.

156. It is wrong for people to keep animals as pets.

157. Cars are doing more harm than good.

158. Mobile phones bring us more harm than good.

159. 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.

160. Unit 10 Presentation Skills

161. Objectives  define and describe the purposes of oral presentation  explain the importance of knowing your audience when preparing an oral presentation  describe the five steps for preparing and delivering a good presentation  prepare an oral presentation  notetaking skill/listing

162. Vocabulary anxiety visual aids

163. 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

164. Preparing an oral presentation Who is my audience? Why am I speaking? How am I going to get my ideas across?

165. the PREP formula (impromptu) Point of view Reasons Evidence or examples Point of view restated

166. (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.

167. 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

168. ❷ Do you think examination results show how well a student learns? Point of view Reasons Evidence or examples Point of view restated

169. ❸ Is it good for students to take part-time jobs? Point of view Reasons Evidence or examples Point of view restated

170. ❹ Do you think doctors should ever lie to a patient? Point of view Reasons Evidence or examples Point of view restated

171. ❺ Do you think people are addicted to their cell phone? Point of view Reasons Evidence or examples Point of view restated

172.  Should smoking be inhibited in public places? Point of view Reasons Evidence or examples Point of view restated

173.  Do you think technology is dangerous? Point of view Reasons Evidence or examples Point of view restated

174. Unit 11 Extracting Information from Graphs

175. 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

177. Vocabulary graphics visual aids

178. 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 relative sizes of various parts of a whole E. other tools: photographs, diagrams, maps, lists

179. II. Extracting Information from Graphs A. What is this table or graph about? 1.title 2.labels 3.legend 4.timeliness 5.authoritativeness

180. 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.

181. C. What does the table or graph mean? Make a judgment about how the information in the graph relates to your questions.

182. 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

183. The Labor Force (percent distribution of the labor force by sex, selected years)

184. Stress Does Not Love Company (How people spend stressful times)

185. Children with AIDS (12 years and younger, 1985-1995)

186. 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 University between 1995 – 2005. 5.Percentage of cellular phone users who communicate frequently or occasionally with five different categories of people.

187. Unit 12 Interviewing Skills

189. 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

190. Vocabulary information portfolio qualities database

191. How to prepare for a job interview yourself company position

192. Yourself yourself Personal qualities Personal skills Job-related skills

193. Personal qualities responsibility honesty ability to get along with others

194. Personal skills good listener write clearly problem solving

195. Company Sheraton Sources PR/HR people local agency newspaper files database

196. 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

197. I. Information about Yourself A. Personal qualities honesty responsibility ability to get along with others

198. B. Personal skills a good listener write clearly able to solve problems C. Job-related skills

199. II. Information about the Company A. Sheraton Hotel clientele location business growth service standards

200. B. Information sources PR/HR local agencies newspaper files databases people

201. III. Information about the Position

202. 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 & commissions rate of turnover

203. B. Information sources job description Employer Information Sessions ads people

204. 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?

205. 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?

206. 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?

207. The Speaking Test 1 Interview2 2 Individual Mini-presentation3 3 Discussion5

208. Grammar & Vocabulary range accuracy appropriacy 5 Discourse Management relevance coherence extent 5 Pronunciationstress and rhythm intonation individual sounds 5 Interactive Communication initiating & responding hesitation turn-taking 5 Total 20

210. June, 2006 Listening Comprehension Test A D B D C A C B B B B C D D A

211. 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.

212. Part II Vocabulary C A D B D A B C D B B D A C B C D A D C

213. Part III Cloze Test C B D B D C D A C A

214. Part IV. Reading Comprehension C D B B DA B B D A DA D C C A DA A B A A BD D C D A DB

215. Translation A （略）

216. 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.

217. 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.

218. Writing

220. 11 22 33 44 55 66 77 88 99 10 11 ( )