PHAN TH ị TUYẾT NGA (Chủ biên) ■ TS. CHEN CHENG - HU B ANH VĂN 1 (Ml ENGLISH COMMUNICATION SKILLS FOR SUCCESSFUL CAREER DEVELOPMENT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY PUBLISHING HOUSE PHAN THI TUYET NGA, PhD « CHEN CHENG-HU, PhD ANH VĂN 1 ENGLISH COMMUNICATION SKILLS FOR SUCCESSFUL CAREER DEVELOPMENT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY PUBLISHING HOUSE CONTENTS CONTENTS p 3 ACKNOWLEDGEMENT p 5 PREFACE p 6 HIGHLIGHTS OF THE BOOK p 7 UNIT 1: ACTIVE LISTENING p 9 Section 1: How much do you know p. 9 Section 2: Ways to improve listening skills p. 9 Section 3: Grammar Review p.
11 Section 4: How to be an active listener p.12 Section 5: Global Engineers and English Listening p.17 Comprehension UNIT 2: MAKING YOUR RESUME STAND OUT p 21 Section 1: Personal Information p.22 Section 2: Career Goals p.33 Section 4: Work Experience p.41 Section 6: Personal Interests p.47 UNIT 3: JOB INTERVIEW SKILLS p 50 Section 1: Before the interview p.50 Section 2: During the interview p.55 Section 3: The interview p.59 UNIT 4: READING A USER MANUAL p 63 Section 1: How much do you know p.67 Section 3: Matching headings p.70 Section 4: True/False questions p.73 Section 5: Imperative sentences p.77 3 ACKNOWLEDGEMENT The completion of our book is not possible without the help of the following people: 4- Interns from the Faculty of Foreign Languages, the Industrial University of Ho Chi Minh City, Vietnam, and APEC project students from National I-Lan University, Taiwan. ■J- Anonymous people whose photos/pictures are available for free download on the Internet. 5 PREFACE The desire for this book has originally come from our long-term appetite for preparing practical knowledge for ESL/EFL non-English majors at National ILan University, Taiwan, and the Industrial University of Ho Chi Minh City, Vietnam. The cultivation of interdisciplinary talents has become the focus of higher education today in the world.
Industries’ demands are changing and present challenges to higher education in producing future workforce. To empower the ESL/EFL non English majors whose English language level is currently at an A2 CEFR level for the world beyond the classroom, four units in the book with vocabulary, sentence structures, expressions, and learning strategies are presented in such a way that is useful for both the students’ academic learning and career development. The students will take their first steps in interacting and performing successfully in future job-related situations. It is expected that the students will be equipped with the necessary knowledge and skills to become more fluent and effective communicators in various future work contexts.
We also hope that this book can build the self confidence in learning English of ESL/EFL non-English majors and is a stepping stone to their lucrative careers. 6 HIGHLIGHTS OF THE BOOK 4- Learning strategies: Listening skills and tips - Ways to improve listening skills - How to be an active listener UNIT 1 - Facts about Active Listening - Global Engineers and English Listening Comprehension Active Listening 4- Language focus: should/shouldn’t; it’s adjective + Skills to-ing 4- Vocabulary: Resume 4- Learning strategies: Resume writing skills and tips UNIT 2 - Personal Information - A good email address Making Your - Career goals - Education Resume Stand Out - Work Experience - Skills (Soft skills vs. Hard skills) - Personal Interests 4- Vocabulary: Job interview 4- Learning strategies: Job interview skills and tips UNIT 3 - Qualities of job seekers - How to prepare for a job interview - Inappropriate behaviors of a job seeker Job Interview Skills - What do employers want? - Mock job interviews 4- Vocabulary: User manuals 4- Learning strategies: Reading skills and tips UNIT 4 - Skimming - Matching Headings exercises User Manuals - True/False exercises 4- Language focus: Imperative sentences 7 UNIT 1 ACTIVE LISTENING Lesson outcomes At the end of the lesson, students will be able to: • Understand practical ways to improve their listening skills. • Use Should/shouldn ’t and it is adjective + to-infinitive to make sentences.
• Apply active listening skills to do their listening tasks. Lesson Introduction Section 1. How much do you know? Task LI: What are some ways you can do to improve your listening skills? Answer the question based on your knowledge. Ways to improve listening skills Section 2.
Ways to improve listening skills Task 2. Put a tick (a/) next to the advice mentioned in the video.□ It is important for beginners of English to understand that it takes time to improve listening skills.Ũ You should listen to the audio and videos that you can understand at least 60% of.n You should start with the learning material that is spoken at a fast speed and you can understand a little.Ũ It is useless to use a transcript to learn new words and sounds.□ It is very useful to have a text or a transcript to check your listening comprehension.Ũ You shouldn’t select what you listen to because listening to different tasks can improve your vocabulary.Ũ You should be picky about listening materials in order to maintain your learning motivation.Ũ You shouldn’t play back language audio because it is very boring and doesn’t help your listening comprehension.0 Short audio and videos are preferred to lengthy ones at the early stages of the listening development process.Ũ You should practice listening as a part of your daily routine. Watch Video 2 again. Write a number (1-5) to put the following statements in the order they appear in the video.
Statements Order Try using a language resource with both audio and a text transcript. Practice makes perfect. You should find the listening material that is slightly above your current level. You should listen to short audio or videos no more than 4 minutes long unless you are an advanced learner.
You should listen to something relevant, enjoyable, and interesting. In Video 2, the speaker gives five steps to improve listening skills and their reasons. Watch the video again and match the steps with the reasons. You can repeatedly listen to audio, 1.
Find the material that is slightly looking up what you don’t understand, above your current level. new words, and phrases. It is important to use the transcript to 2. Listen to something relevant, check your comprehension and learn new enjoyable, and interesting words and sounds.
Try using a language resource with c. After that, you can gradually listen to both audio and a text transcript. harder audio as your level increases. Listen to short audio or videos no D.
The secret is patience and trust in your more than 4 minutes long unless you are language learning process. an advanced learner. You can maintain your motivation and 5. Practice makes perfect.
Grammar Review Section 3. Grammar Review Task 3. Based on the advice in Video 3, complete the sentences using the words/phrases and pictures below. It is important to 2.
You should/shouldn’t 3. It is useful to 4. It is necessary to 5. Should we 11 Section 4.
How to be an active listener Task 4. Facts about Active Listening Put the advice into the correct group. Choose one piece of advice and explain why you should or should not do it. Interrupt a speaker to ask questions.
Be patient while listening to a speaker. Make a lot of noise while listening to a Stare at a speaker. Nod your head to show that you are Take notes while listening to a speaker. Keep eye contact with a speaker.
Daydream while listening to a speaker. Stay focused while listening to a Seek a speaker’s permission to ask speaker. How to be an active listener Task 4. Write a number (1-5) to put these statements in the order they appear in the video.
You should be clear about why you are attending a talk or meeting. Listeners can ask questions to understand the message. Don’t take notes of everything you listen to. Look for key information in promotional material to create a picture of what you are going to listen to.
It is important to concentrate fully on a talk. Watch the first part of Video 4 again. Are the following statements T or F? Statements True (T) False (F) 1. An active listener tries to get the most out of a talk or meeting.
Pay attention to communicators’ physical appearance. Your cell phone should be set to silent mode. It is useful to know some vocabulary and phrases before attending a talk. You will remember every detail of what has been said.
Watch the second part of Video 4 again. What do the professors advise? Put a tick (✓} in all relevant boxes. □ Be selective while taking notes. □ Note down words and phrases.
Don't write complete sentences. □ You should concentrate on key points in a talk. □ Follow speakers' rules when you need to ask questions. □ Smile or nod your head to show your interest in a talk.5: Lucky number • Teaching aid: PPT LUCKY NUMBERS 14 Rules " teams.
There are 10 numbers on the slide. The numbers are linked to 10 situations that ỂÊ& require the students to use should'' shouldn't/ should.? and It is - adjective - To-iufmitive. Each team takes turns choosing the number on the screen (PPT slide) and e answers the given question. Each correct answer will get 1 point for the team.
If that's the wrong answer, © they will lose 1 point. The winner is the team which gets more points. __ The winning team will get a reward to make the game more competitive. The HỆ gift can be .1 plus point for each member of that team.
(No punishment for the looser) List of situations: Situation 1: John saw that Lyly cheated while they were taking the final exam on English listening skills. If you were John, what would you tell her? (Using should/shouldn’t) Situation 2: James and Alex are in a hurry to finish their technological research project in time for the contest. They are working really hard but there is a minor error at the end of their progress. You are their instructor; say something to help them fix that mistake and complete the project.
(Using/z is + adjective + To infinitive} Situation 3: Choose the correct answer, A, B, c, or D: I have been having trouble with being an active listener for a long time. Julie for help? A. Shall Situation 4: Is the following sentence true (T) or false (F)? It is essential for non-English majors having clear and wise strategies to improve their English listening skills. Situation 5: John: “I am in a rush for our listening exam next week.
I am really bad at English listening skills and I don’t know what to do. Lyly, can you give me some 15 recommendations, please?” If you were Lyly, what advice would you give to John? (Using should/shouldn’t/It is + adjective + to-infinitive) Situation 6: Is the following sentence ofAlex true (T) or false '(F)? James: For beginning learners, should they listen to audio or videos more than 4 minutes long? Alex: No, they couldn’t. They should find the listening material that is just slightly above their current level, not the difficult one to avoid becoming discouraged. Situation 7: Find out the mistake in the following sentence: It is very useful to have a text or a transcript to check your listening comprehension and learn new words and sounds.
so that Situation 8: Choose the correct form of the verb given in the following sentence: Should we. notes of everything we listen to? A. take Situation 9: Choose the correct sentence structure of “Should”: A. Subject + should + to be + past participle verb + object B.
Subject + should + to verb + object c. Subject + should + bare verb + object D. Subject + should + verb-ing + object Situation 10: John and Lyly gossip while their classmates are presenting. If you were their friend, what would you tell them?