NGÂN HÀNG NHÀ NƯỚC VIỆT NAM TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.HCM TÀI LIỆU BỔ TRỢ MÔN HỌC TIẾNG ANH - NÓI 3 Chủ biên: Th. PHAN ANH Thành viên: Th. PHẠM LÊ SÙNG CHÍNH Th. HOÀNG ANH THƯ Th.
PHẠM KHẮC THỜI Thành phố Hồ Chí Minh – Năm 2024 PREFACE Speak More 3 has been the work and contribution of not only lecturers but also students from the department in order to complete such a supplemental activity book for the Upper-Intermediate level of English-speaking skills. The main aim of this book is to supply situations, language functions, language practices and a whole range of exercises and applications in terms of business context and communication; aiding both students and lecturers with opportunities to practice speaking skills and improve general speaking level both within and outside the classroom. Therefore, this book can be used as an extra resource for classroom activities and/or assignments – projects for process evaluation of the students. The outline of the book mainly follows the skills that correspond to the coursebook Q-Skills for Success – Listening and Speaking 3, with much focus on the practice of the skills and the meaningful context for communication and exchange.
Each of eight units of this book covers three main parts, namely vocabulary, skill practice, and project; during which process, students not only practice speaking skills alone but also critical thinking process and other macro skills (such as Listening and Reading) to solve the challenges posed. Besides, there is an appendix with extra language and knowledge that are related to the main quest, helping students with a variety of choices to apply in their speaking practice. In general, the skills practices can be seen as integral for students in the new era of globalization and Artificial Intelligence, to control the resources and practice teamwork in other to solve the problem. For classroom activities, it is strongly recommended that lecturers start with the warmup part with ice-breaking tasks and heat-up conversations before heading to the skill practice.
Before each skill practice section, there is also vocabulary support which can be done in class or at home in advance. For the skill practice section, there would be a range of activities from listening to speaking, in which students have a chance to practice alone, in pairs or in small groups. The main quest, so-called "project", includes one to two challenges for students to work on, simulating authentic business situations and context, during with students need to apply higher level of thinking and problem solving to complete the given project. This could be assigned as the process evaluation tasks or assignment for later assessment.
Together with a CD with all the audio recordings, extra links are provided within the units, the tape script and answer key, the book provides an alternative for students to work individually or self-teach. It should be kept in mind that the book can only cover up to a certain amount of knowledge and language input, it is the responsibility of students and lecturers to further extend their own research and knowledge to adapt to the class level and the outcome desire of the teaching process. In conclusion, although the material for the business section is quite rare and not often updated by the publishers, we hope this book could be of useful and applicable to the diverse variety of classroom activities for this level. 1 UNIT 1: LEADERSHIP – CHECKING FOR UNDERSTANDING.
Which of these statements do you agree with? Explain your reasons. What is the role of a manager or leader? Choose your top three roles from the following and explain your ideas. Discuss your view on these comments? .10 WHAT MAKES A GOOD LEADER? .11 SKILL PRACTICE: CHECKING FOR UNDERSTANDING. Saying it clearly: (Audio U1.
Small practice: Giving Instructional Manual on Soft Skills - Photocopying or Using a Fax Machine for New Employees. Project: HUB tour [language for instructions and directions] .15 UNIT 2: APPEARANCE - GIVE SUGGESTIONS. Discuss these questions:. Formal or Informal Clothing Task.16 HOW DOES APPEARANCE AFFECT OUR SUCCESS? .16 Task 2: Define these vocabularies into 3 sections:.17 Task 3: Match the words and phrases with the synonyms and definitions.17 SKILL PRACTICE: GIVE SUGGESTIONS.18 Task 1: Listen and complete these tips with one word in each gap.
Which tip do you find the most useful? (Audio U2.18 Task 2: Listen to two conversations between some conference delegates. Tick the strategies that you hear the speakers using. Which of them could you use as an icebreaker? What other icebreakers do you know? (Audio U2.18 2 Task 3: Speaking Practice:. TALKSHOW Role-Playing on Dressing for Interviews .19 UNIT 3: JOB - BRAINSTORMING.
Advice for a brainstorming session .22 SKILL PRACTICE: GIVE SUGGESTIONS. Task 1: Brainstorming for Product/Project Presentation. Task 2: Presentation on Product Brainstorming Process .25 UNIT 4: SCIENCE - AVOID ANSWERING QUESTIONS. Discuss these questions.
Discuss these statements about energy, deciding whether each one is True (T), False (F) or you don't know (DK). Give reasons for your answers.26 HOW DO THE LAWS OF SCIENCE AFFECT OUR LIVES? .26 SKILL PRACTICE: AVOID ANSWERING QUESTIONS. Complete these expressions from the meeting. Then listen again if necessary.
Speaking Practice 1: Work in groups of three, choose one of the meetings below. Look at your information and hold meetings in order to discuss your proposals and make decisions. Speaking Practice 2: Role-play Resolving Customer Complaints: AI Service Improvements .31 UNIT 5: NUTRITION - EXPRESS INTEREST DURING A CONVERSATION. Watch the video.
Which food companies are mentioned and what is the relationship between them? (Video U5. Watch the video again and complete the information. Use a maximum of four words in each gap.33 HOW HAS SCIENCE CHANGED THE FOOD WE EAT? .33 SKILL PRACTICE: EXPRESS INTEREST DURING A CONVERSATION TO ENCOURAGE SPEAKER TO CONTINUE. Task 1: Read and role-play.
Task 1-1: Role-play: .36 UNIT 6: EDUCATION - CHANGE THE TOPIC IN A CONVERSATION. Discuss these questions. Watch the video and answer these questions.38 IS ONE ROAD TO SUCCESS BETTER THAN ANOTHER? .38 Vocabulary: Listen to an audio, then finish the tasks below.38 SKILL PRACTICE: CHANGE THE TOPIC TO MOVE A CONVERSATION INTO A COMFORTABLE AREA. Watch a video about “How Do I Create a Good LinkedIn Profile?”, then try to create one for yourself.
Preparation: Create a hiring post, here is an example: .40 UNIT 7: ANTHROPOLOGY – DATA ANALYSIS. Discuss these questions. Watch the video “Coca-Cola Was Invented by Accident”, then discuss with your friends.42 HOW CAN ACCIDENTAL DISCOVERIES AFFECT OUR LIVES? .42 4 SKILL PRACTICE: DATA ANALYSIS. Complete these sentences from the two excerpts with words from the boxes.
Then listen again to check. Listen to excerpts from three presentations and say what visuals are used.44 UNIT 8: ENGINEERING - COMMENTS TO ENGAGE ACTIVELY IN THE CONVERSATION. Work in pairs. Talk about two or three new products that have appeared on the market in the last ten years.
Work with a partner. Choose a job from A, but don't tell your partner which one. Describe the job's responsibilities using words from B and phrases from 5. Your partner must guess the job.46 WHAT ARE THE CONSEQUENCES OF PROGRESS?.46 SKILL PRACTICE: ADD TO ANOTHER SPEAKER'S COMMENTS TO BECOME AN ACTIVE CONVERSATION PARTNER.
Practically speaking I How to express interest (Audio U8. Engineering Professions Exploration: Describing Roles for Identification. Transitions and signposting for Presentation. Useful language for giving suggestions:.
Useful language for interview:. Useful Language To Convey Your Interest Effectively. Useful Language For Conducting Or Participating In A Press Conference .62 Skill Practice: Give suggestions. Watch the video again and complete the information.
Use a maximum of four words in each gap .65 Skill Practice: Express interest during a conversation to encourage speaker to continue .67 Vocabulary: Listen to an audio, then finish the tasks below.70 Watch the video and work in pairs or small groups. Discuss these questions.72 Task 1: Listen and complete these tips with one word in each gap. Which tip do you find the most useful? .72 Task 2: Listen to two conversations between some conference delegates. Tick the strategies that you hear the speakers using.
Which of them could you use as an icebreaker? What other icebreakers do you know? .76 Task 1: Complete these expressions from the meeting. Then listen again if necessary.79 Task 1: Watch a video “You Will Eat This Guilt Free Meat in 5 Years”. What is that meat and could it become a future product?.81 Task 2: Watch the video.81 Vocabulary: Listen to an audio, then finish the tasks below. Task 1: Watch a video about “How Do I Create a Good LinkedIn Profile?”, then try to create one for yourself.
88 8 UNIT MAP OF THE BOOK SKILL UNIT VOCABULARY PROJECT PRACTICE HUB tour Unit 1: Leadership What makes a [language for Checking for – Checking for good leader? instructions and understanding understanding directions] Talk Show How does Role-Playing on Unit 2: Appearance appearance affect Giving suggestions Dressing For – Giving suggestions our success? Interviews Brainstorming Brainstorm ideas to Unit 3: Job – for Getting a job prepare for Brainstorming Product/Project presentations Presentation Avoid answering How do the laws Unit 4: SCIENCE - questions to keep Shark Tank of science affect Avoid answering certain information Role-play our lives? questions out of a conversation Unit 5: Express interest Make a press How has science NUTRITION - during a conference to changed the food Express interest conversation to publish a new we eat? during a encourage speaker product. conversation to continue Unit 6: Is one road to Change the topic to Roleplay EDUCATION - success better than move a conversation interview Change the topic in another? into a comfortable section. area How can Business Unit 7: accidental graphics Combine ideas from ANTHROPOLOGY discoveries affect analysis different sources – Data analysis our lives? presentation Unit 8: What are the Add to another Participate in a ENGINEERING - consequences of speaker's comments speed Comments to progress? to become an active networking engage actively in conversation partner event the conversation 9 UNIT 1: LEADERSHIP – CHECKING FOR UNDERSTANDING. Which of these statements do you agree with? Explain your reasons.
A good leader should: 1. know whether your birthday is in this month. always know your current tasks during working hours. not criticize nor praise.
not interfere in conflicts between staff members. always be available to support, provide assistance and advice the staff. keep their distance from staff and refrain from socializing work. always use politically correct language.
work longer hours than their staff. distribute the power of decision making to their staff. comment on the personal appearance of their staff. What is the role of a manager or leader? Choose your top three roles from the following and explain your ideas.
• motivator • trouble-shooter • friend • mediator • monitor • organizer • leader • decision-maker • role model • entertainer 3. Discuss your view on these comments? 1. Great leaders are born, not made. Nobody really agrees about what the characteristics of a great leader are.
Being a leader is different from being a manager. 10 WHAT MAKES A GOOD LEADER? Vocabulary Task 1. Find the verb (1-6) which collocates with all the words in a group (a- f). Check new words in your dictionary.
an effort, decisions, 2. give mistakes, people feel safe. an example, high standards, 4. run priorities, the tone 5.
a crisis, constant change, 6. trust stress, strong criticism d. a business, the country, a meeting, a team e. your instincts, the statistics, your team, each other f.
clear instructions, constructive feedback, praise, support Task 2. Watch the video and work in pairs or small groups. Fill in the blank using the given words below, then discuss these questions.1) skills, delegate, veterinary, decisions, multinational, determination, communication, applicants, dangerous, achiever, supervised. Leadership in business requires a range of (1) _____.