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Postgraduate English Speaking & Listening Objectives improve listening and speaking skills improve notetaking skills improve communicative skills prepare for the end-of-term test on listening and speaking Textbooks 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 Progressive Hear & Say 研究生英语听说教程 – 基础级 W1 W2 W3 W4 W5 W6 W7 W8 Identify speakers Identify relationships between speakers Identify places Numbers implications (shopping) Cause & effect (Plans for the weekend) Talking about cars (passages) About travel W9 W10 W11 W12 W13 W14 W15 W16 Talking about stress Talking about people Talking about premonitions Using the telephone Computers Radio programmes Advertising 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 system 1. _________________________________________________ 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 importance 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. compliments b. news events B. Best way to initiate a conversation sincere, respectful, interested 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 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 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 ques (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, waitresses, hairdressers and receptionists WHAT do people make small talk about? • weather • current events • something that you and the other speaker 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 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 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. 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 movement B. Aesthetic C. Signs D. Symbolic 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 ?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 • cooking • deposit • gas & electricity • two-week notice • facility damage • long distance call • distance to the • furniture • environment university Unit Three Cross – Cultural Communication 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 Vocabulary priority linear circular egalitarian hierarchical Exercise 1 1. What is culture? 2. What are cultural values? 3. How many points of contrast? What are they? 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; • Circular; what promptness; you do and how less interested you do it; more in past, more in attention on near-term past and long- future term future 3. Social Relationships Horizontal; Vertical; formal, informal, hierarchical; rank egalitarian; or class important; value equality; most comfortable most comfortable with social equals; in a hierarchy importance of system social rankings minimized 4. Friendship instant friendship; take time building large collection up relationship; of friends small number of changes over close, lifelong time; involve friends deeply only limited obligated to each mutual other obligations 5. Communication Styles Direct; show Indirect; yourself; willing to modest; avoid confront, criticize; direct discuss confrontation, controversial open criticism & topics; little controversial concern with “face” topics; concern with “face” Cultural Differences Between Americans and Asians Americans Conception of self Time Social relationships Friendship Communication styles Asians Unit Four Classroom Communication 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 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 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 C. Vietnamese students 1. Almost no classroom interaction 2. Teacher controls the classroom 3. Teacher symbol of learning and culture 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. 2. 3. 4. 55 % on listening 23 % on speaking 13.3 % on reading 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 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 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 what + 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 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 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 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 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 sixfigure 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 important 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 1st negative must: - 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 2nd affirmative 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 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 3rd affirmative must: - 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 negative 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 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 Leader’s Reply 50 Final Total 50 400 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 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 computers euthanasia abortion birth control animal experimentation video games nuclear power genetic engineering Good Bad Neutral 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 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 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 Information from 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 trend D. use a pie chart to show the relative 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? 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% 58% 54% 42% 52% 46% 48% 36% Men Women 1966 1979 1992 2005 Stress Does Not Love Company (How people spend stressful times) Alone With family 29% Alone 48% With family With friends Other/Don't know With friends 18% Other/ Don't know 5% Children with AIDS (12 years and younger, 1985-1995) 8000 cases diagnosed deaths 6000 4000 2000 0 1985 1987 1989 1991 1993 1995 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. Unit 12 Interviewing Skills How People Find Jobs Heard about opening from people they knew Contacted employer directly 63.3% Referred by agencies 13.9% Answered want ads 13.7% Other 9.1% 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 information portfolio qualities database yourself How to prepare for a job interview Yourself Personal skills yourself responsibility honesty ability to get along with others Personal qualities write clearly good listener Personal skills Company PR/HR local agency newspaper files people database Position× job description respons & duties experi. & tr. adv potential location job security tr. program relocation poss.& policies supervision Sources travel starting date fringe benefits salaries & commissions turnover rate people EIS ads 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 & commissions • 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 1 Interview 2 Individual Mini-presentation 3 Discussion 5 2 3 Grammar & Vocabulary •range •accuracy •appropriacy Discourse •relevance Management •coherence •extent Pronunciation •stress and rhythm •intonation •individual sounds Interactive •initiating & responding Communication •hesitation •turn-taking Total 5 5 5 5 20 June, 2006 Listening Comprehension Test ADBDC ACBB BBC DDA 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 CADBD ABCDB BDACB CDADC Part III Cloze Test C B D B D C D A C A Part IV. C B D A D D B C B C Reading Comprehension B D C A D B A A A A D D D B D A A 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 ( ) ( )