2018 ABS Course Pack Module 3 LA2124

SignpostingWhat is signposting and why is it so important?When you drive on the roads, you know where you are on those roads. You can look at thesignposts for directions. It is easy to navigate the roads. You cannot get lost. But when yougive a presentation, how can your audience know where they are? How can they know thestructure of your presentation? How can they know what is coming next? They knowbecause you tell them. Because you put up signposts for them, at the beginning and allalong the route. This technique is called 'signposting' (or 'signalling').Examples of signposting expressionsTask 2Look at the examples of signposting expressions on the next page and decide what theirfunction is. The first one has been done for you. Adapted from English Club. 2012. Signposting. Available at: http://www.englishclub.com/speaking/presentations-lang.htm, accessed on 24th May 2018. For more information on signposting expressions go to: http://www.uefap.com/speaking/pres/preslan.htm 100

Section of presentation Signpost languageIntroducing the topic The subject/topic of my talk is ... I'm going to talk about ... My topic today is… My talk is concerned with ... I’m going to divide this talk into four parts. There are a number of points I'd like to make. Basically/ Briefly, I have three things to say. I'd like to begin/start by ... Let's begin/start by ... First of all, I'll… and then I’ll go on to … Then/ Next ... Finally/ Lastly ... That's all I have to say about... We've looked at... Moving on now to … Turning to...Let’s turn now to … The next issue/topic/area I’d like to focus on … I’d like to expand/elaborate on … Now we'll move on to... I'd like now to discuss... Let's look now at... Where does that lead us? Let's consider this in more detail... What does this mean for...? Translated into real terms... Why is this important? The significance of this is... For example,... A good example of this is... As an illustration,... To give you an example,... To illustrate this point... To sum up .../To summarise... Right, let's sum up, shall we? Let's summarise briefly what we've looked at... If I can just sum up the main points... Finally, let me remind you of some of the issues we've covered... To conclude.../In conclusion ... In short ... So, to remind you of what I’ve covered in this talk, … Unfortunately, I seem to have run out of time, so I’ll conclude very briefly by saying that ….. I'd like now to recap... Simply put... In other words....... So what I’m saying is.... To put it more simply.... To put it another way.... I’m happy to answer any queries/ questions. Does anyone have any questions or comments? Please feel free to ask questions. If you would like me to elaborate on any point, please ask. 101

Would you like to ask any questions? Any questions?Task 3You have looked at some typical signposting expressions. Review any presentation videoand note down the use of signposting language. This will help you recognise when youshould employ it in your own speech.Task 4Signposting expressions: Language focusComplete the following activities from Powell, Mark. (2011). Presenting in English – How togive successful presentations. Cengage Learning: Heinle. 102

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Group Project: SWOT Analysis PresentationIn groups of 4, prepare a presentation on the following: A comparative summary on the strengths and weaknesses of Tesco and one other well- known supermarket chain*Your tutor will separate the class into groups and you will be given time next class toprepare and organise tasks. You should also work outside of class hours if you need moretime.You should finish the presentation after classes on Wednesday.You will present in class on Thursday.Your presentation should last approximately 8 minutes. Each group member must presentto the class. You may choose to present your work using posters or PowerPoint. *Note: Each group must select a different supermarket chain for their presentation.Our Group’s Supermarket Chains1)2)Group rolesResearch notes 104

Pronunciation Adapted from The Hong Kong University of Science and Technology language centre resourcesExercise 1: Recognizing unfamiliar sound symbols (dictionary work)Most of the transcription symbols used for English sounds are fairly similar to the alphabetbut a few less familiar ones are given below.Unfamiliar symbols for consonantsounds/j/ as in “you” /juː/ /ʃ/ as in “shoe” /ʃuː//ʒ/ as in “leisure”/ˈleʒə/ /ŋ/ as in “sing”/sɪŋ/ as in “thin”/θɪn//tʃ/ as in “cheap”/tʃiːp/ /θ/ as in “joy”/dʒɔɪ//ð/ as in “then”/ðen/ /dʒ/Unfamiliar symbols for vowels /ɒ/ as in “not” /nɒt/ /ɜː/ as in “work”/wɜːk//æ/ as in “cat” /kæt//ɔː/ as in “saw”/sɔː//ə/ schwa The schwa is the most common vowel in spoken English and is always unstressed. It is the sound in the first syllable of “about” /əˈbaʊt/ or “banana” /bəˈnɑːnə/. This sound can never occur on its own (one word alone would be stressed) as it is always unstressed and said very quickly. The last syllable of a word such as “teacher” is a 'schwa' /ˈtiːtʃə/ and is said extremely fast.Task: Decipher the sentence below and then practise reading it aloud. ˌintəˈnæʃənəl kəˌmjunɪˈkeɪʃən ˈnaʊwəˌdeɪzəz kənˈsɪdərəbli ˈiːzɪə ðənɪt juːstə biː ɪtzərəˈzʌltəv ˈsætəlaɪt ˈtelɪkəˌmjuːnɪˈkeɪʃən ənðə waɪdspred juːsəv ðiː ˈɪntənet 105

Exercise 2: Ways of linking words together What happens between these words? Do it again! At the end I will talk about it often! She is an angel! Give me a break! Go over there! No other girl is good enough! I'm going to go. Watch the video on linking words together*: https://www.youtube.com/watch?v=gAHUTKm_1n0 *Please note this video is for American Pronunciation Sometimes a 'w' is inserted, sometimes a 'y', and sometimes the words are just contracted to make them run together. Practise saying the phrases again.Exercise 3: Intonation Watch this video about intonation: https://www.youtube.com/watch?v=tzh3Owutf5Y In English, the sentence intonation often indicates the mood of the speaker. Different intonation on the same word or phrase can send different messages about the speaker's feelings. Here are some examples, try saying them using the “feelings” prompt: really = disapproving really = surprised and curious to know more really = very surprised really = not very interestedRules about intonation in English Complete these statements about intonation in English.1 Questions with a question word usually end in a fall rise ... rise rise2 Questions without any question word usually end fall in a ...3 Statements usually end in a ... fall 106

Showing feelings and/or attitude through intonation Work out the most likely intonation and the syllables to stress for the following dialogue. Then read the dialogue aloud with a partner. A: Are you busy tonight? B: Not really. Why? A: I was thinking of going to a movie. B: Great! Let's do it!Exercise 4: Stress and IntonationWatch this video about word stress: https://www.youtube.com/watch?v=zL3bL9az3ts Using stress and intonation In the brief text below, use capital letters to indicate the most important words which the writer would probably emphasize in order to focus his audience's attention on them. Then go through the text again and mark with ↗ the words where the voice tune would rise, and with ↘ the words where it would fall. Then read the paragraph aloud, remembering to pronounce all the unstressed words very quickly and softly. Only the stressed words should stand out. Air Pollution in Hong Kong Many Hong Kong children suffering from asthma were unable to attend school recently on account of the unhealthy air quality. Officials had advised those suffering from heart or breathing problems to stay indoors until the air quality improved. 107

Exercise 5: Key Word StressWatch this video about key word stress: https://www.youtube.com/watch?v=UbcEiFTmkQo Making keywords stand out Any topic will have a number of keywords: e.g., a talk about pollution will probably include references to 'fuels', 'diesel', the 'air pollution index' and 'respiratory diseases'. These are keywords. Possible pronunciation difficulties which could be anticipated are: i) final consonants, e.g. fuels, diesel, index ii) the pronunciation of 'respiratory'. A useful strategy for ensuring that the listener hears such keywords clearly is to make a slight pause just before the keyword and then pronounce it a little more slowly and carefully than other words. Keywords would always be stressed, i.e. said more loudly and at a higher pitch than the other words, to draw attention to them.Exercise 6: Preparing keywords for specific topics Here is a list of topics. Choose a topic and think about the keywords you would expect to use in a talk about it. Then examine those words for potential pronunciation difficulties. Rehearse them and be prepared to introduce the topic referring to the keywords.Possible topicsTelecommunications The British monarchy Computer gamesInteractive TV Football The MediaBrand names Economic slump HolidaysUST facilities Globalisation Health 108

Exercise 7: Features of British EnglishWatch this video and take notes on some features of British English.:https://www.youtube.com/watch?v=T7SWETadMn0 NotesWhen you’re finished, compare notes with a partner and try reading this passage usingsome of the suggestions from the video. 109

Exercise 8: Specific ProblemsThe consonants /θ/ and /ð/Watch this video on “th” sound: https://www.youtube.com/watch?v=SbarejDZmcI The spelling 'th' represents two sounds: 1 the sound in \"the\" (voiced) /ð/ 2 the sound in \"thin\" (voiceless) /θ/ Practice these examples: This is the model for the thicker version; that's the thin one. What's the matter then? There's a thin thing slithering through the throng; I think it's a snake! I hope I'm wrongThe consonants /v/, /z/ and 'th'The consonant /v/ is articulated exactly like /f/ except that it is voiced. The top teethtouch the lower lip and the air escapes between them, often causing a ticklish feelingin the lower lip. Try practising the sentences below: Victor vies with Vince for victory at Victoria Park. Vanessa drives a Volvo; Vance prefers a van. Practise this short limerick: Vicki and Vince drive their van As fast as they possibly can Said Vince \"Veer left, ma lurve (my love)\" There's a view round that curve And that was the end of their van.The consonant /z/ is articulated exactly like /s/ except that it is voiced and /s/ isvoiceless. Try saying \"Is it?\" Easy? This sound is only hard to say at the beginning ofwords. Practice these words: zoo; zebra; xenophobic; zip; xylophone Can you distinguish these pairs? Sue / zoo sip / zip 110

Turn-taking phrases 10. Expressing Disagreement I don’t really agree with him/her.1. Introducing the topic I’m afraid I can’t agree with his/her Today we are here to discuss… opinion. The goal of our discussion today is… That’s not quite how I see it. I can see your point, but I don’t really2. Bringing in other people agree with it. What is your opinion, Mr. Shain?. Do you agree with Mr. Shain’s 11. Expressing doubt or reservation opinion, Ms. Osborn? Well, maybe, but I’m not sure about Mr. Ito, what do you think we should that. do? Hmm, he may be correct but I’m not Mr. Krishnamurthy, what are your sure. views regarding this point? I can see your point, but I’m not sure I agree.3. Keeping the Discussion Moving Let’s go on to another point. 12. Refuting a fact Next, let’s talk about… Actually, Let’s talk about that later. As a matter of fact, … Well, I’m not sure that is true/correct4. Giving an opinion because… In my opinion… As far as I’m concerned… 13. Dismissing an irrelevant point Personally, I believe that… I’m afraid you’re missing the point. The way I see it is… I don’t think that has anything do with the goal of our discussion.5. Getting further information Would you mind explaining that a 14. Making suggestions little more, please? Why don’t we/you… Could you explain that more fully? How about… Could you tell us a bit more about I suggest that we/you… that? 15. Agreeing with a suggestion6. Restating an idea Ok. That makes sense. In other words, Of course. That is, … Certainly What I’m trying to say is… I mean… 16. Refusing a suggestion or request To put it another way… I’m sorry but that is out of the question7. Persuading Convincing Unfortunately that is not possible. You must admit that… Don’t forget that… 17. Capitulation You must remember that… Mr. Ding has convinced me that my opinion/suggestion/idea is not8. Inquiring about Agreement or useful/practical/necessary/good.Disagreement Therefore, I have changed my mind. OK. You have persuaded me to Do/don’t you agree, Ms. Suzuki? change my mind. I can agree with Wouldn’t you agree, Miss Wayne? you.9. Expressing Agreement Yes, that is right/correct. You are right/correct. I definitely agree with Ms. Deuthy. That is exactly what I think. 111

18. Expressing similarities 22. Paraphrasing another person’s idea Those two points/suggestions are similar. What Ms. Ito means is that… Mrs. Wattson`s idea is about the What (s)he is trying to say is that… same as Ms. Vujovic’s. My idea/suggestion is (more)....er 23. Requesting than mine/hers. Jane, I wonder if you would mind................., please?19. Interrupting Mr. Thomson, do you think you Excuse me for interrupting, but… could..............., please? Sorry to interrupt, but… 24. Making comparisons20. Getting a point into the discussion Mr. Ito’s explanation is I have a point I’d like to make. I’d like to add something here. more/less............than hers/his. I’d like to say something about your/her/his idea. Your opinion/idea is.............-er than mine/hers.21. Seeking clarification What do you mean? 25. Expressing Preference Sorry, I’m not quite sure what you I think the best/worst suggestion is … mean. Do you mean that…? His idea is the............-est (best, I’m sorry, I don’t quite follow. I don’t quite understand what you’re most reasonable etc.) saying. Her proposal is the most/least… One of the most practical items is.........., so we/you should definitely take/use it. 26. Closing the Discussion In conclusion, the purpose of this discussion… The goal of our discussion is to…. We have concluded that…There are many different ways of making polite requests in English.Would you…? / Could you…? / Would you like to…?If you are asking other people to do things, you would normally use Would you or Couldyou + infinitive. Would you like to…? is also a very polite way of suggesting or requestingsomething, politer than Do you want to…? Compare the following:  Would you please bring your library books back today as they are needed by another borrower?  Could you join us on Saturday? Tom's back from Sydney and we're having a barbecue.  Would you like to join us on Saturday? We're having a barbecue in the back garden.  Would you care to join us on Saturday? We're celebrating Tom's return from Sydney.  Do you want to join us on Saturday? We're having a bash in the garden.From: http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv239.shtml 112

Paired Speaking PracticeExam SimulationIn a group of three take it in turns to have one person play the role of examiner and the othertwo address one of the topics from practice 1-4.Practice 1: Discuss the Wispa Case StudyTalk with your partner about the Wispa Case Study. What are the advantages of nostalgiamarketing? What are the risks? Do you believe the company itself started the nostalgiamarketing campaign for the Wispa chocolate bar after the water contamination scandal?How could other companies use this case study to innovate their marketing techniques?Notes:Practice 2: Talk about Your Favourite CompanyPrepare to discuss with a partner a company that you are familiar. Be prepared to describespecific aspects of the company that you think are successful. You could focus on:Leadership, Organisational Culture, Decisions & Risk, HR management, Marketing, etc.Notes: 113

Practice 3: Discuss a Topic - Organisational Culture and ChangeReview the text on page 17 from your Coursebook, “Organisational culture andcommunication”. Discuss the following questions, using the Google company as an example.What is organizational culture and change?What is the purpose of managing organisational culture for a company like Google?What are the strengths and weaknesses of Google’s organisational culture?For more information about Google’s organisational culture, visit the following:http://www.google.co.uk/about/company/facts/culture/http://www.bizjournals.com/sanjose/news/2013/04/12/googles-10-best-employee-perks.html?page=all (click on “View Photos”)Notes:Practice 4: Discuss Managing RisksFind a partner who is interested in the same sector of business as you. Discuss various riskscompanies in that sector face. Which risks are the most serious? What can companies do tominimize the risks? What can companies do to eliminate certain risks? Can you think of anexample of a company that didn’t manage risks well?Notes: 114

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Additional ResourcesPronunciation WebsitesEnglish clubhttps://www.englishclub.com/pronunciation/BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/British Council http://www.teachingenglish.org.uk/article/phonemic-chartEnglish online http://www.english-online.org.uk/pronounce/pronounce21.htmHowjsay http://howjsay.com/Ted Power http://www.tedpower.co.uk/phono.htmlDownloadable Pronunciation AppBritish Council (for iPad) http://learnenglish.britishcouncil.org/en/apps/sounds-rightVocabulary Learning Websiteshttp://uefap.com/ Activities and exercises & academic word listshttp://flax.nzdl.org/greenstone3/flax Collocations & collection of example essays by field withoptions to highlight word typesGoogle News - https://news.google.co.uk/ Check the use and contexts of unfamiliar wordshttp://www.bbc.co.uk/worldservice/learningenglish/language/ Daily vocabulary lessons&“Words in the News”http://www.englishvocabularyexercises.com/AWL/ &http://www.englishvocabularyexercises.com/academic-word-list/Academic word lists & exercisesLanguage ResourcesGrammar & Vocabularyhttp://www.bbc.co.uk/learningenglish/http://learnenglish.britishcouncil.org/en/grammar-and-vocabularyhttp://www.ego4u.com/en/cram-up/grammar/http://www.englishgrammarsecrets.com/index.htmlhttp://a4esl.org/q/h/grammar.htmlhttps://www.usingenglish.com/quizzes/http://www.eslcafe.com/http://esl.about.com/?once=true&http://www.englishpage.com/http://www.englishclub.com/grammar/Better speakinghttp://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking_archive.shtmlEnglish learners’ online dictionariesLongman Dictionary http://www.ldoceonline.com/Oxford Advanced Learners’ Dictionary http://www.oxfordlearnersdictionaries.com/Cambridge http://dictionary.cambridge.org/dictionary/british/Macmillan http://www.macmillandictionary.com/ 117

English for academic purposes**Excellent phrase bank for academic writinghttp://www.phrasebank.manchester.ac.uk/http://www.uefap.com/accuracy/accfram.htmhttp://www.nottingham.ac.uk/~alzsh3/acvocab/exercises.htmAcademic Englishhttp://www.bbc.co.uk/worldservice/learningenglish/general/talkaboutenglish/2009/04/090427_tae_al.shtmlAcademic word list practice exs 1 http://www.englishvocabularyexercises.com/AWL/id21.htmAcademic word list practice exs 2 http://www.uefap.com/vocab/exercise/exercise.htmAcademic word list practice exs 3 https://www.plymouth.ac.uk/your-university/academic-word-listListening resourceBob Nationalhttps://learningonscreen.ac.uk/ondemand/ 118

Language PracticeTake these quizzes to identify your weak points for further study. Answers areat the end. 119

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From: Swan, M. & Walter, C. How English Works. Oxford University Press: Oxford. pp. 3-11. 123

Copyright Declarations Pallant, AnneGillet, AndyFeatures of academic writingOshima, Alice, Hogue, AnnFrom paragraph to essay, essay outlining 124