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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
МОСКОВСКИЙ АВИАЦИОННЫЙ ИНСТИТУТ. (НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЙ УНИВЕРСИТЕТ)Стр 1 из 15Следующая ⇒
ФБГОУ ВПО МОСКОВСКИЙ АВИАЦИОННЫЙ ИНСТИТУТ (НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЙ УНИВЕРСИТЕТ) Кафедра «Иностранные языки»
E N G L I S H F O R B U S I N E S S C O M M U N I C A T I O N For the undergraduates (part 1)
A modular course on Communcations Telephoning Presentations
Москва, 2016
«English for Business Communication for the undergraduates» (part 1). Пособие для магистров первого года обучения. Автор – составитель: Яримака В.В. М.: «МАТИ - РГТУ имени Циолковского», электронная версия 2015.
Данное пособие входит в состав УМК для занятий по деловому английскому языку. Пособие предназначено для студентов 1 курса магистратуры, изучающих дисциплину «Деловой английский язык». ПРЕДИСЛОВИЕ Учебный материал дисциплины «Деловой английский язык» представлен в виде пособия «English for Business Communication for the undergraduates» (part 1) и аудиокурса, состоящего из 4 подкастов. Пособие рассчитано на 8 двухчасовых семинарских занятий в течение семестра. Для успешного освоения учебного материала студенту необходимо заниматься английским языком не менее одного часа ежедневно, а не 2 часа один раз непосредственно накануне аудиторного занятия. При работе с пособием рекомендуется использовать английские толковые словари: Longman English Language and Culture, Macmillan English Dictionary for Advanced Learners (International Student Edition), Longman Pronunciation Dictionary, а также словари в Интернете: http://lingvopro.abbyyonline.com/ru, http://www.multitran.ru, http://www.merriam-webster.com, www.collinsdictionary.com, http://oxforddictionaries.com, http://dictionary.cambridge.org Для совершенствования произношения рекомендуется воспользоваться материалами в Интернете: www.fonetiks.org (online pronunciation guides), www.shiporsheep.com (English language pronunciation practice with minimal pairs), www.howjsay.com (a free online Talking Dictionary of English Pronunciation). МЕТОДИЧЕСКИЕ УКАЗАНИЯ На аудиторном занятии по деловому английскому языку студент ОБЯЗАН иметь: · ЛИЧНЫЙ ЭКЗЕМПЛЯР пособия, оформленный по всем правилам; · англо-русский словарь; Перед началом работы распечатайте материал с электронного носителя и оформите его по следующим правилам: · все материалы распечатываются на белой бумаге на ОДНОЙ СТОРОНЕ ЛИСТА формата 210х297 мм (А4) с полями 20 мм со всех сторон, ориентация книжная; · в распечатанном материале с помощью дырокола перфорируются отверстия; · пособие сшивается во папку-скоросшиватель из мягкого пластика с прозрачным верхним листом формата А4. INTRODUCTION TO THE COURSE.
AIMS of the COURSE . The course is intended as an opportunity for intermediate-level students to develop confidence and fluency in five key communication contexts: socializing, telephoning, presenting information, participating in meetings and handling negotiations. The course has twin aims: improving communication techniques and developing and consolidating the target language appropriate to the above communication context. A further key aim is the development of effective learning strategies for both language and communication skills. The teacher’s role in this is critical. It is important that certain principles are upheld, such as the need for preparation of communication tasks, the importance of practice, and the need for linking the teaching objectives with perceived professional needs. The students should be encouraged to reflect on their own performance, to identify ways in which it can be improved, and to monitor both the accuracy of their language and the effectiveness of their communication skills. The course is primarily geared towards improving speaking skills, though reading and writing tasks are also included. Part of the method for development of fluency and confidence in speaking is the importance of involving students in as much discussion as possible. As a skills-driven course this is especially suitable, as students are encouraged to make their own suggestions based on their own experience, however limited. Classes should be geared towards as much participation as possible. Everyone has experience of all five of the skills areas treated in the course, whether in English or their own language. Reading texts. Throughout the book certain principles relating to efficient reading techniques should be upheld. It is not necessary to understand every word. The objective is to understand the main ideas. Detailed reading or studying of texts is neither desirable nor is it required. The tasks accompanying reading texts mainly relate to the identification of key points and are designed to stimulate students’ thoughts and ideas on the topics included.
CONTENTS
M O D U L E 2. Telephoning.
Unit 4. Preparing to make a telephone call. Objectives. A “cold call”.
Unit 5. Cross-cultural communication on the telephone. Handling complains. Improving a conversation.
UNIT 1. COMMUNICATION
“EVERYTHING THAT CAN BE SAID CAN BE SAID CLEARLY” Ludwig Wittgenstein (1889-1951) Austrian philosopher
Communication (n) – 1. the process of giving information or of making emotions or ideas known to someone e.g. “There was a breakdown in communication.” nonverbal communication (without speaking) e.g. “One of the most powerful forms of nonverbal communication is body language.” communication skills e.g. a workshop to improve teachers’ communication skills 1a. the process of speaking or writing to someone to exchange information or ideas to communicate with in communication 2. communications (plural) a system for sending information communications system / network 3. (formal) a message such as a letter, phone call or e-mail
READING FOR DETAIL.
A Understanding a printed text The following passage introduces the topic of maintaining good communica- tions and relationships between managers and the people they work with. Look at the way the passage is constructed, paying attention to the headings. Then read through the text carefully, looking up anything you do not understand and answer the questions given below the text.
TEXT 1. How Information Travels
1. Managers do not work in isolation; once they acquire Channeling information, they will often wish to pass it on. To be most Information effective a message should be sent in the form most suited to the receiver (and that is not necessarily the form easiest to you, the sender). When you submit a recommendation to your boss you will summarize the arguments as best you can stressing the facts that support your case. When you were originally collecting the information you may have received Unit 1
some items that later turn out to be irrelevant. You will not wish to waste the time of senior management with these items – it is your job to filter out the unnecessary.
2 In a similar vein, when decisions are passed down to Management and you, from on high, you will wish to “translate” them into Communication appropriate terms for your staff. This can sometimes take the form of receiving orders and passing on detailed instructions. The manager is thus the hub of a system of communications – a one-man communication centre, as well as being a powerhouse of ideas, an initiator of actions, and a thinking man to boot. Information and questions come up to him; answers, decisions, and instructions go down from him. The junior manager is in the same relation ship to his superior as are his staff to him. The good manager is a good communicator – and usually, vice versa.
3 Communications of all kinds are what make an The Formal Route organization work. Without adequate communications an organization will soon grind to halt. And communications are usually intended to follow the route of the established management hierarchy.
4 Formal communications will pass up and down the The Grapevine pyramid of management as intended. What is too often forgotten is that there are other communication paths. In any organization there are inevitably social links that are unofficially and informally used to transmit “interesting’ information. (‘Interesting’ information can be defined as that affecting people.) The ‘grapevine’ includes not only the social links but also everything from office gossip to post-room misinformation. Every office, every factory, every organization has its grapevine. The good communicator will be aware of the grapevine and plug into it. Not all that he obtains from it will be complementary, nor will it always be correct, but it will always be interesting and often useful. At times the manager can feed information into the grapevine himself. If he is not to lose all credence though, his input must always be correct. 5. Communication is a two-way process. It is not Two-way complete until the message has been received and under- Communication stood. The extend to which the message is understood Unit 1
is more important than the way or form in which it is sent. This means that the transmission of messages should always be in the form best understood by the person receiving them. Some things are better said, some best written down. The principle is repeated: think first, last and all the time about the recipient or audience or reader. Adjust the writing, the speaking and arithmetic to suit him. And if pictures will help, give him a picture. Clearly, the style and quality of communication will depend not just on the sender and the receiver but also on their relationship to each other. A small, informal organisation will suggest a different style of communication to a large rigidly-controlled, hierarchical one. In all cases it is necessary to select the best mode for communication.
Methods of communication
6. Fundamentally, man communicates by sight or by Communication sound, but within those categories, there are others. We Modes can define a manager’s communication modes as: verbal – the written word oral – the spoken word visual – the illustration, and numerical – the written and interpreted number, electronic – using a computer. Further, within the above categories, there are the receivers of the messages. For every writer there must be a reader, for every speaker a listener, and for every artist a viewer.
7. We have explained that a communication is not When does made until it is received and understood. The prime communication essential in any form of communication is therefore take place? to know the audience. It is important to accept the concept that people tend to receive – to hear, to read, to see – very largely only what they want to receive. They seek out what is expected and what is familiar while trying to ignore or reject what is new. Every communication should be made with that thought in mind. The answer is to ensure that every message is clear, simple and- as far as possible – unambiguous. However, no matter how much the sender of the message may try, the taking of that message depends on the past Unit 1
experience(the training) of the recipient. This characteristic can be partially allowed for in the communication process – by departing from the well known and moving in short, simple steps towards the really new.
8. It is very important to know that for any The Purpose of communication to be worth while, it must have a purpose- Communication and that purpose is always persuasion. This is not to say that there are no purposeless communications: there are too many, but they are usually of little value to anyone. Every genuine communication seeks to influence the recipient. It may seek to persuade him to take some course of action, to make a decision one way or another, or merely to apply his mind to accepting more information. If we think about persuasion it is clear that we are most likely to succeed if acceptance of the persuasion is made easy. Summary 9. We have identified the fundamental principle of communi- cation as: transmit all communications in the manner best suited to the recipient’s understanding. This rather ponderous phrase could itself be better communicated as : write or speak clearly and simply so that the reader or listener can easily understand.
CHECK YOUR UNDERSTANDING. 1. In what form should a message ideally be sent? 2. Why should you summarise your argument in order to present a recommendation? 3. How can you save the time of senior management? 4. What must a manager do, as well as thinking and initiating actions? 5. What happens to organizations in which communications are poor? 6. Are formal communications the only route by which information spreads? 7. How is ‘interesting’ information defined? 8. Is such information always complementary to the manager? 9. After a message has been sent, what is still required before communication may be said to have taken place? 10. Is it best always to write things down? 11. On what factors does the style of communication depend? 12. Name the five modes of communication used by man. 13. What is the prime need if communication is to be effective? 14. What do people tend to read or hear? 15. What is the essential purpose of any communication? Unit 1
16. What should be done in order to make a communication acceptable?
SCAN READING .
TEXT 2. Read the information below about communication (some tips) and decide which tips are good advice and which tips you disagree with.
Do to others as you would be done by.
1. Communicate only when you have something worth while to say. 2. Don’t write or speak at greater length than is necessary to convey the message. 3. Write in such a way that the reader will find it easy to read. 4. Read carefully, concentrating on absorbing and understanding the writer’s message. 5. Speak in ‘the language’ of you listeners – but never talk down. 6. Listen attentively to a speaker and avoid mind-wandering. 7. Help a speaker to feel at ease; encourage him to speak. 8. Where helpful, supplement words with pictures. 9. Watch speakers and listeners for “non-verbal” signals. 10. Explain mathematical information with summaries, words and pictures.
WRITING. 1. Read paragraphs 1 to 9 of the first text again and complete the table.
What do you think is: a) the most important about communication ………………...……………… ……………………………………………………………………….…….. …………………………………………………………………..…………. b) the least important about communication modes …………………………. ……………………………………………………………………….…….. …………………………………………………………………..…………. c) a “golden rule” for a good communicator ………………………………… ……………………………………………………………………….……. …………………………………………………………………..………… 2. Write a summary of the texts you have read (the Russian language is preferable.)
Unit 1
WAYS OF COMMUNICATION
A GOOD COMMUNICATOR
B. What makes a good communicator? Choose the three most important factors. 1. fluency in the language 5. a sense of humour 2. an extensive vocabulary 6. grammatical accuracy 3. being a good listener 7. not being afraid of making mistakes 4. physical appearance 8. an awareness of body language
C. Which words below apply to good communicators? Which apply to bad ones? Use a dictionary to know the meaning of the words.
D. Which of the words in Ex. C have the same meanings? 1. coincide 5. clear and easy to understand 2. reluctant to speak 6. good at influencing people 3. talking in a confused way 7. outgoing 4. able to express ideas well 8. reacting in a positive way
E. Complete this talk by a communication expert with the verbs from the box.
Good communicators really …(1)… to people and take in what is said. They maintain eye contact and have a relaxed body language, but they seldom …(2)… and stop people talking. If they don’t understand and want to …(3)…. something they wait for s suitable opportunity. When speaking, effective communicators are good at giving information. They do not …(4)… their listener. They make their points clearly. They will avoid technical terms, abbreviations or jargon, if they do need to use unfamiliar terminology they …(5)… by giving an easy to understand example. Furthermore, although they may …(6)… and leave the main point to give additional information and details where appropriate, they will not …(7)… and lose sight of their main
Unit 1
message. Really effective communicators who have the ability to …(8)… colleagues, employees, customers and suppliers are a valuable asset for any business.
Task 1. For a good communicator the following characteristics might be important. Read the following word combinations and give their translation. The definitions below can help you do the task.
1. articulate speech a ……………………………………………………… 2. coherent answer b ……………………………….………………….….. 3. eloquent silence c ………………………………..………...…………… 4. fluent language d ………………..…………………………...………… 5. focused person e ..………………………………………………...…… 6. hesitant voice f ..……………………………………………………… 7. inhibited person g .………………………………………………………. 8. lucid mind h ...……………………………………………….…….. 9. persuasive document i ...……………………………………………...……… 10. rambling monologue j ..…………………………………..………….………. 11. responsive person k ...…………………………………………………….. 12. sensitive person l. ……………………….……………………………… 13. succinct style m ……………………………………………………… 14. tongue-tied person n ………...……………………………………………..
Unit 1
Task 2. After suggesting your own ideas, compare your translation with the one in the Skills Checklist below and decide whether they are:
a) different ---- partially different ---- more different ---- absolutely different b) the same ---- partially alike ----- more alike ---- absolutely the same
SKILLS CHECKLIST . 1. членораздельная, отчетливо произнесенная, четко сформулированная речь 2. связный, последовательный ответ 3. красноречивое молчание 4. беглый язык 5. сосредоточенный человек 6. нерешительный голос 7. замкнутый, заторможенный, скованный человек 8. ясный ум 9. убедительный документ 10. бессвязный монолог 11. отзывчивый человек 12. чувствительный, отзывчивый человек 13. краткий, сжатый стиль 14. косноязычный человек, лишившийся дара речи человек
UNIT 2. IMPROVING COMMUNICATION
TEXT 1 . 1. Read the text about “a breakdown” in communication and choose the best title. Write it at the top of the text.
1. The impact of culture on business. 2. The process of communication between companies. 3. Communication problems in our life and how to solve them. 4. Communication as a two-way process. 5. Breakdowns in communication in business.
TITLE: __________________________________________________________
A breakdown in communication is quite likely to happen if there is some kind of “social distance” between people. In organizations, people may have difficulty communicating if they are different in status, or if one person has a much higher position than the other. For example, two production workers will probably speak frankly to each other about things that are going wrong in their department. But if the Chief Executive of the company passes by and asks how thing are going, they’ll probably say, “Just fine, thank you.” It is risky to tell the truth to someone higher up in the hierarchy – they may not like what they hear and hold it against you. For this reason, staff often “filter” information. They deliberately alter the facts, telling the boss what he/she wants to hear. They do not want to give bad news, so they give their superior too good an impression of the situation. There is nothing new about all this. One thinks of Cleopatra and the problem she had in her military campaigns. She used to give gold to messengers bringing good news, but executed those bringing bad news. It is not surprising; therefore, that the information she received was unreliable. One way of reducing social distance – and improving communications – is to cut down on status symbols. It is possible, for example, to have a common dining room for all staff. It is worth noting, that in Japanese companies, it is common for all the staff to wear uniforms. Physical surroundings and physical distance limit or encourage communication. Studies show that the further away a person is, the less he/she communicates. The physical layout of an office must be carefully planned. Open-plan offices are designed to make communication easier and quicker. However, it is interesting to note that employees in such offices will often move furniture and other objects to create mini-offices. Excellent companies use space to create good communications. The Corning Glass Company in the United States installed escalators rather than lifts in their engineering buildings because they wanted to increase the chances of employees meeting face-face.
Unit 2
Another important barrier to communication is selective perception. Put simply, this means that people perceive things in different ways. The world of the sender is not the same as the world of the receiver. (see text 1). Because their knowledge and experience is different, sender and receiver are always on slightly different wavelengths. Therefore, a manager will say something, but the employee will interpret his meaning incorrectly. The message become distorted. Communication problems will arise from time to time. To minimize these problems managers must remember one thing. Communication should be a two-way process. Managers should encourage staff to ask questions and to react to what the managers are saying. Feedback is essential.
2. Read the text again and answer the questions. 1. What does “a breakdown” mean? 2. What are the reasons for a breakdown in business communication? Name all of them in the order of appearance. 3. Do the staff speak frankly with their Chief Executive? Why? Why not? 4. How do the employees of a company behave with their top managers? How can this problem be solved? 5. What are the advantages and disadvantages of having open-plan offices? 6. What must managers remember if they wish to improve communication?
TEXT 2. 1. Read the text below and answer the question: “Why are the manager and subordinate not communicating properly? 2. Before reading look at the following words and word combinations. They are all taken from the text below. Read them and supply the translation.
Unit 2
UNIT 3 . CROSS – CULTURAL UNDERSTANDING.
TEXT 1. Read the text below. Identify the basic message implied by the text.
Internet Research EYE CONTACT. Search for the In many Western societies, including the United keywords “NVC” States, a person who does not maintain “good eye non-verbal com- contact” is regarded as being slightly suspicious, munication) to learn or a “shifty” character. Americans unconsciously more about this associate people who avoid eye contact as unfriendly subject. insecure, untrustworthy, inattentive and impersonal. However, in contrast, Japanese children are taught in school to direct their gaze at the region of their teacher’s Adam’s apple or tie knot, and, as adults, Japanese lower their eyes when speaking to a superior, a gesture of respect. Latin American cultures, as well as some of African cultures, such as Nigeria, have longer looking time, but prolonged time contact from an individual of lower status is considered disrespectful. In the US, it is considered rude to stare- regardless of who is looking at whom. In contract, the polite Englishman is taught to pay strict attention to a speaker, to listen carefully, and to blink his eyes to let the speaker know he or she has been understood as well as heard. Americans signal interest and comprehension by bobbing their heads or grunting. A widening of the eyes can also be interpreted differently, depending on circumstances and culture. Take, for example, the case of an American and a Chinese discussing the terms of a proposed contract. Regardless of the language in which the proposed contract is carried out, the US negotiator may interpret a Chinese person’s widened eyes as an expression of astonishment instead of as a danger signal (its true meaning) of politely expressed anger.
Ex.1. If necessary, read the text again. Then comment on the following: (the Russian language is possible). 1. observations about many people from the US 2. observations about the English 3. an observation about Japanese children 4. the meaning of lowering one’s eyes in Japan 5. why looking at someone for a long time may be considered disrespectful 6. the meaning of widened eyes in Chinese culture.
Ex.2. Suggest some basic research that you should do before receiving your visitor or before traveling. What issues should you think about? 1. …………………………………………………………… 2. …………………………………………………………… Unit 3
3. …………………………………………………………… 4. …………………………………………………………… 5. …………………………………………………………… 6. …………………………………………………….……..
Ex.3. Compare your ideas from Ex.2 with the ideas given in the Checklist below.
SKILLS CHECKLIST
A. Before meeting business partners and fellow professionals from other countries, you could find out about their country: a) the actual political situation b) cultural and regional differences c) religion(s) d) the role of women in business and in society as a whole e) transportation and telecommunications systems f) the economy g) the main companies h) the main exports and imports i) the market for the business sector which interests you j) competitors
You might also want to find out: a) which topics are safe for small talk b) which topics are best avoid
B. If you are going to visit another country, find out about: a) the conventions regarding socializing b) attitudes towards foreigners c) the extent to which public, business and private lives are missed or are kept separate d) conventions regarding food and drink e) attitudes towards gifts
C. You might also like to find out about: a) the weather b) public holidays c) the conventions regarding working hours d) leisure interests e) dress f) body language g) language
Unit 3
WRITING . Make recommendations to your staff (in a written form) about cultural issues that may affect the communication.
TEXT 2 . 1. The following text is about cultural diversity. Read it through once and decide which of the three statements (A, B or C) given below the extract offers the most accurate summary.
WHAT IS SMALL TALK?
Your company sends you to an important international conference in the USA. While you are traveling from the hotel to the conference centre you meet somebody who works for the Spanish division of your company for the first time. The conversation that you have will probably be what we call small talk.
What do people make small talk about?
There are certain safe topics that people usually make small talk about. The weather is probably the number one thing. Sometimes even friends and family members discuss the weather when they meet or start a conversation. Sports news is a common topic, especially if a local team is doing extremely well or badly. If there is something that you and the other people have in common, that may also be acceptable to talk about. For example, if the bus is full and there are no seats Unit 3
available you might talk about reasons why. There are also some subjects that are not considered acceptable when making small talk. Personal information such as salaries or divorce are not talked about between people who do not know each other well. Negative comments about another person not involved in the conversation are also not acceptable; when you do not know a person well you cannot be sure who their friends are. It is also not wise to continue talking about an issue that the other person does not seem comfortably with or interested in. Lastly, avoid one word answers and ask questions to show that you want to keep the conversation going.
II. Many people say that the worst part of a business meeting is lunch! When you don’t know your business partner very well, it can be difficult to find “safe” non-business topics. Look at the topics below and discuss which ones are safe and which might cause offence. You may add other examples of safe topics or topics that might cause offence.
Personal topics: General interest topics: Family Films Marriage or relationships Sport Hobbies or special interests Travel Religious beliefs Art and architecture
The other person’s country: Topics people have strong opinions about Climate World affairs Political situation Social problems Food/customs Environment History Money
III. Look at the tips for small talk below. Do you think the tips are useful?
Tips for small Technique 1. Always wear a Whatzit. talk. Some people have developed a clever technique that works well for social or corporate networking purposes. The technique requires no special skill on your part, only the courage to wear a Whatzit. A Whatzit is anything unusual – a unique brooch, an interesting scarf, a strange tie, a funny hat. A Whatzit is any object that draws people’s attention so that they walk over and ask: “Uh, what’s that?” Unit 3
Technique 2. Whoozat?
What to do when you haven’t got a Whatzit… Like a politician, go to the host and say, “That man/woman over there looks interesting. Who is he/she?“ Then ask for an introduction. or Find out about the stranger’s job, interests or hobbies. The host might say, “Oh, that’s Joe Smith. I’m not sure what his job is, but I know he loves to ski.” Aha, you’ve just been given the icebreaker you need. Now walk over to Joe Smith and say, ”Hi, you’re Joe Smith, aren’t you? Susan was just telling me what a great skier you are. Where do you ski?”
Technique 3.
Boston-based company have designed a conference badge with a difference: delegates enter information about their jobs and interests. When they meet another person with similar hobbies, the interactive Badges introduce the wearers and tell them what they have in common. The aim is to make networking easier by using the badge to help start conversation.
SPEAKING.
Ex.1. What information would you put on your badge? Make a badge for yourself and include information about: a) your job b) your interests outside work c) something interesting or surprising about who you are or what you do.
Use no more than ten words for each topic.
Ex.2. Move around the room introducing yourself and shaking hands. Use the information on the badge to start a short conversation with each person. Talk to as many people as you possible and move on to a new person after one or two minutes.
Ex.3. Answer the following questions: 1. Did you find it easy or difficult to start a conversation? 2. What did you find most difficult? Unit 3
3. Did the badges help? How? 4. What did you talk about with different people?
Ex.4. Do you think a badge is a useful idea to help break ice when starting a conversation?
Imagine you are attending a conference where you don’t know anyone. It is first coffee break and lots of people are standing around talking. How would you start a conversation? What techniques can you think of to join in a conversation with a group of people? Would you use the same techniques to break the ice with an individual?
GOOD BUSINESS PRACTICE .
A. Building the relationships --- Be the first to say hello and introduce yourself to others. --- Use your eye contact and smiling as your first contact with people. --- Make an effort to remember people’s manes. --- Be able to tell others what you do in a few short sentences. --- Ask open questions (not questions that can be answered ‘Yes’ or ‘No’). --- Encourage others to talk more by showing interest. --- Respond positively to what they say. --- Look for common interests, goals and experiences that you can talk about. --- Be tolerant of other people’s beliefs if they differ from yours.
B. Good business relations To develop a mutual understanding with your business partners, it will be important to devote some time to getting to know them through small talk and conversation. --- Be aware of how important small talk is in the cultures you do business with. --- If you find small talk difficult, prepare some topics before the meeting. --- Avoid topics that could arouse strong feelings (e.g. politics, religion). --- Prepare some questions; use open questions. (What? Where? How?) --- Listen and respond to the other person – don’t talk too much. --- Even if the meeting is difficult, always stay calm and polite. --- After the meeting, say a warm goodbye and talk about the next contact.
Unit 3
REFRESH YOUR MEMORY (optional). Open and closed questions.
Look at these conversational questions. Which are closed (can be answered with a simple “Yes” or “No”)? Which ones are open (more likely to lead to a longer response)? 1. Are you staying at this hotel? 2. What do you think of the hotel? 3. It’s very informal here, isn’t it? 4. Are you here on your own? 5. What are things like in your country? 6. What kind of business are you in? 7. Do you travel much in your job? 8. What do you like about traveling?
Ex.1. Read six short conversations between people who have just met at a conference and answer the questions: 1) What types of questions do people ask? 2) In which conversations do people ask open questions? 3) In which conversations do people responding sound interested and friendly?
Conversation 1. A: Which company do you work for? B: Oh, it’s just a small company. You probably haven’t heard of it. Conversation 2. A: Which talk are you going to this afternoon? B: Oh, I’m going to one called ‘A merger of cultures’. It’s especially interesting for me because my company’s recently merged with a US company and we’re finding that there are quite a lot of differences in the management style. A: Oh, really? How interesting! What kind of differences have you noticed? Conversation 3. A: I see from your badge that you’re on the Planning Committee. B: Yes, I am. A: And what does that committee do exactly? B: Oh, just planning next year’s expenditure really. Conversation 4. A: Have you been to this conference before? B: Oh, yes, several times. I think this one is one of the best, don’t you? A: Well, actually, it’s my first conference but I’ll definitely be here next year Conversation 5. A: The food’s good, isn’t it? B: Hmm. Yes, it is. Unit 3
A: Do you know what those things are – the ones that look like little cakes? B: They are fishcakes. They’re quite hot and spicy. Very nice if you like spicy food! A: I’m not very keen on spicy food. Conversation 6. A: What kind of job are you in? B: I’m a geologist. I work for a gold-mining company. A: Gold mining! B: Yes, I carry out surveys to find out where the best gold deposits are likely to be.
Ex.2. Rendy Hemp from the US is visiting a customer in Taiwan. He is talking to the Production Manager of a manufacturing plant in Taipei. Read the extract of their conversation and answer the question: “What is wrong with what the production manager says?”
Manager: Is this your first visit here? Hemp: No, in fact the first time I came was for a trade fair. We began our East Asian operations here at the 2003 Exhibition. Manager: Shall we have a look around the plant before lunch?
a) What is wrong with what the production manager says? The answer is that it breaks a “rule” of conversation. Generally, if you ask a question you should comment on the answer or ask a supplementary question. Remember to use open questions and respond with interest.
(1) question (2) answer (3) comment or supplementary question
b) Now suggest a better version of the same conversation. c) Compare your version with a model version given below.
Manager: Is this your first visit here? Hemp: No, in fact the first time I came was for a trade fair. We began our East Asian operations here at the 2003 Exhibition. Manager: Ah, yes, I remember the exhibition well. So it was very successful for you, wasn’t it? Hemp: Well, we made a lot of useful contracts, not least yourselves. Manager: Of course…. now, shall we have a look round the plant before lunch? Unit 3
PRACTICE .
1. You are attending a welcome party on the first evening of a conference. Start a conversation with at least three other people. After a few minutes, stop the conversation and move on to someone new. Remember to: --- use open questions --- respond with interest --- use a polite phrase to move on e.g. “You’ll have to excuse me a moment…..” , “It was good to meet you …..” “I have to go now, but it was good talking to you ….”
2. Analysis. Answer the questions:
a) Were you able to think of suitable ways of starting a conversation? b) Were you able to respond to questions? c) How did your partner show interest? d) Did you find it easy or difficult to move on to the next person?
3. Self-assessment. Think about your performance on the tasks. Were you able to:
start a conversation yes need more practice make small talk yes need more practice
IT’S INTERESTING TO KNOW.
People have different areas of their life, which we can call “life spaces”. Our personal or private life space is the part which we keep to ourselves or share with our family and very close friends. Our public life space is the part that we are happy to share with the people we meet on a casual or short-term basis. People from specific cultures have a small private space and relatively large public space: those from diffuse cultures have a much larger private space. Which are you?
People from specific cultures… People from diffuse cultures…..
seem friendly and accessible because seem hard to know because they don’t they give information about themselves tell you much about themselves unless freely from the very first meeting. they know you well. Unit 3
have friendly relationships with a lot have a few close friends with whom of people who are not necessarily close they have a long-term relationship and or lifetime friends. These relationships share many aspects of their private may seem superficial to people from lives. diffuse cultures.
are happy to talk about personal don’t like to talk about personal matters with anyone they meet. matters in the context of a business relationship.
M O D U L E 2. Telephoning.
Unit 4. Preparing to make a telephone call. Objectives. A “cold call”.
Unit 5. Cross-cultural communication on the telephone. Handling complains. Improving a conversation.
UNIT 4 . PREPARING TO MAKE A TELEPHONE CALL.
INTRODUCTION.
Many people will do everything possible to avoid telephoning in English. For obvious reasons, using the phone has special difficulties. However, it is worth pointing out three things you should keep in your mind. Firstly, most of the language used on the telephone in the business context is fairly restricted. There are numerous functions that recur repeatedly in various phone calls. The second point is that with increased practice, confidence develops and so does efficient performance. The third is that it is possible to control what happens in a telephone conversation, to ask the caller to call back, to ask for repetition, to ask the other person to speak more slowly, to check and to summarize information.
Task 1. Read the talking of Clare Macey, a director of Inter Marketing, suggesting ways to prepare for telephone calls. Then check off the suggestions that she makes that are included in the list below.
1. Do not try to guess what the other person will say. …….. 2. Think about your objectives from the call – any questions you need to ask or things you need to say. ……… 3. If someone calls and you are not ready for them, ask them to call back later. …….. 4. Desk preparations: prepare the desk – paper, pen, any relevant documentation, computer files. …… 5. Check recent correspondence, know the situation. …… 6. Have your desk calendar on hand, so you can make appointments. …….
If I am making a call, prediction is one thing. I have to try to guess what the other person might say – or ask. I think a lot of it is subconsciously really – it’s a subconscious preparation. But there are more conscious things too, like getting together any information I need, having the right file nearby, my diary, notepaper, a pen and also I might need some particular stuff on the computer screen. All that – what you call desk preparation – is important. Then in addition there’s specific things like checking recent correspondence, knowing exactly what’s going on – knowing what we ought ought to be doing- so understanding the situation or the relationship. Then finally, I would say that part of the preparation needs to be –if you’re making the call – you have to think about your objectives, what you want from the call, what you may need to ask or need to say. All that should be clear in your mind. So, in conclusion, I’d stress that it’s terrible if you’re not prepared – it sounds unprofessional and it wastes a lot of time too. Unit 4
Task 2. Different people have different objectives in a telephone call. What do you think are the objectives of the people in the situations below. The first is done for you as an example.
Example: A Purchasing Manager who has received an incomplete delivery . -- to tell the supplier that the delivery is incomplete -- to arrange to get the rest of the delivery sent as soon as possible -- (possibly) to complain about the poor service
a) A computer operator with a software problem calling a Software Helpline. -- ………………………………………………………. -- ……………………………………………………… . -- ………………………………………………….……. -- …………………………………………………..……
b) A Sales Representative for a furniture manufacturer making a first call to Moda Design, a company which sells office furniture. -- ………………………………………………..……… -- ……………………………………………………..… -- ………………………………………………….……. -- ………………………………………………….…….
c) The manager of Electronics RDC with a reservation problem calling Inter-Europe hotels. --………………………………………….…………..… -- ……………………………………………….….…… -- ……………………………………………….…….… -- …………………………………………………….…..
Task 3. Read another short extract from the talking of Clare Macey. Here she is talking about being prepared for incoming calls. Tick (V) what she recommends. 1) send a tax suggesting someone calls you – then be prepared for their call. 2) If you expect a call, think about what the other people will say or what they will ask. 3) Check any relevant documentation or correspondence. 4) If you are busy or not ready when they call, ask them to call back later.
Another type of preparation – you can prepare for incoming calls. Of course, you don’t always know when someone is going to call, but you can Unit 4
have some idea just by knowing, what work is going on. So, I think, if I know someone’s going to call me … then it makes sense to think about what they’ll be talking about and try to anticipate what they might ask or say. In other words to predict what might come up – that way I can … maybe see if there’s anything in particular I need to find out or check before they call – or think about what I need to ask them. So, if someone calls me and I’m not really ready to talk to them I often say I’ll call back – and I’ll ring them when I am ready.
AFTER READING. Discuss her recommendations. Are they good? Why? Why not?
Task 4. Read the following conversations. Compare the styles of the callers in the two conversations you have read. How are they different?
A. Call a).
Media: Hello, Media Publishing, good morning. Gerda Hoeness: Hello. My name’s Gerda Hoeness, from Frankfurt. I’d like to speak to Mr. Stefan Pavlov please. Media: I’m sorry – Mr. Pavlov is not here at the moment. Could I have your name again, please? Greda Hoeness: Yes, Greda Hoeness, that’s G-R-E-D-A- Greada, and Hoeness, spelt H-O-E-N-E-S-S. Media: Yes, Ms Hoeness, from Frankfurt? Gerda Hoeness: That’s right. Could you ask him to call me when he’s got a moment? Media: Yes, I’ll ask him to do that. Does he have your number? Gerda Hoeness: Yes, I think so, but in any case it’s 49-69-75-45-22. Media: I’ll repeat that – 49-69-75-45-22. Gerda Hoeness: Correct. Media: Okay, thanks for calling. Mr. Pavlov will call you later today Gerda Hoeness: Oh, that’s very good. Many thanks.
Call b).
Assistant: Hello, Harris & Co, how can I help you? Michael: Hi, Michael Horgan here from Baylis in Miami. Is Mari Jeangeorges there? Assistant: I beg your pardon? Who would you like to speak to? Michael: Mari Jeangeorges. Is she there? Assistant: Who’s calling, please? Michael: Michael Horgan. Unit 4
Assistant: I’m sorry, Mrs. Jeangeorges has already left the office today. Shall I ask her to call you tomorrow? Michael: No, it’s okay. I’ll send her an e-mail. Assistant: Oh, okay. That’ll be fine. Do you have her address? Michael: Yeah, no problem. I’ll email her. Bye for now.
B. Compare the first conversation with the style of the (American) caller in the second conversation. Discuss various styles. Comment on the effectiveness and politeness of the different speakers.
polite efficient rude helpless direct brief helpful “receptionists” …….. ………. …… ……… ……. ….. ……….
Caller a …….. ………. …… ………. ……. ….. ………. Caller b …….. ………. ……. ………. …… ….. ………
Task 5. Read the following conversation and answer two general questions:
A. a) What kind of a call is this? b) What do you think is the relationship between the people involved?
Call c).
Tomasina: Hello, my name’s Tomasina Harks, thank you for calling Altona, how may I help you? John: Hello, my name’s John Curly. I’d like to speak to Fred Roper, if I may. Tomasina: Okay, well I’m sorry, but Fred’s on another call just now. Can I take a message or perhaps I can help you? John: Yes, please. Could you tell him that I called – the email he sent me arrived but there should have been an attachment. It came with no attachment, so can he resend the email with the attachment? Perhaps also he could send the document by regular mail because it could be a problem for me to read what he sends. Tomasina: Sure. Does he have your address? John: No, I’d better give it to you. The email address, yes, he has that The postal address is Auto Matrix, 270 James Road, Stretford Road East, Manchester MU16 1DY, England. Tomasina: Let me check that. John Curly, Auto Matrix 217… John: No, 270 two seven zero, James Road. Tomasina: Right, okay, 270 James Road, then did you say Stratford Road? Unit 4
John: No, Streetford, S-T-R-E-T-F-O-R-D, Stretfort Road East, Manchester. Tomasina: MU16 1DY. John: Correct. Tomasina: Okay, may I have your phone number too? John: Yes, its 0161-399 5576. Tomasina: Right, thanks. I’ll get the message to him and he’ll do that today. John: Thank you very much. Goodbye. Tomasina: Goodbye.
B. Read the conversation again and complete the message pad as shown below.
To …………………………………… ( ) urgent Date ……………………………………time ……….
WHILE YOU WERE OUT
M …………………………………………………….. Of ……………………………………………………. Phone ………………………………………………… area number extension
( ) telephoned ( ) please call ( ) came to see you ( ) will call again ( ) wants to see you ( ) returned your call
message …………………………………………… ………………………………………………………. ………………………………………………………. ………………………………………………………. ……………………………………………………… ……………………………………………………….
Task 6. Read the following conversation and answer the questions. A a) Is the caller ringing from inside the company? b) Is it formal or informal? c) What do you think is the relationship between the people involved?
Call d).
Angela: Hello. Paul: Computer Services? Unit 4
Angela: Yes. Paul: It’s Paul Maley here from Product Support. I’ve a problem with the email on my machine. I’ve bee trying to send a document file to Italy and I keep getting the message back that it’s been returned. Returned mail. (pause). I don’t understand why. The colleague in Italy asked me about FTP. File Transfer Protocol? I don’t know if we have that. I was trying to send my document as an attachment, but it hasn’t worked… Hello? Angela: Yeah… what? Italy, you said? Paul: Yes. What about this FTP … What…. Why do you think it isn’t working? Angela: Just a minute. I’ve just got to talk to someone here… wait a minute…. (pause) I’ll get to Alex to call you back sometime this afternoon. What’s your number? Paul: What? It’s 6681. Listen….this is urgent….
B. Read the conversation again and complete the message pad below.
Computer Services User Support TO……………………………..... Problems / inquiry: FROM ………………………….. …………………. TIME …………………………… ………………….. EXTENSION…………………… …………………. DEPARTMENT………………... …………………. WORKSTATION……………..... ………………….. NOTES………………………….. …………….……
DISCUSSION.
Compare the style of the various speakers in the last two conversations Call c) (“c”) and Call d) (“d”). How does the style change according to the speaker and the situation? Is the style used always the right one? How can you characterize the speakers? Complete the table below.
Unit 4
PRACTICE.
Use the following flow chart to make a complete telephone conversation. If you need to, read the conversations again. (writing a dialogue is possible)
Caller Receptionist
(1) “Good morning, Gorliz and Zimmerman”
(2) Introduce yourself. Ask to speak to Mr. Conrad Bird
(3) Mr. Bird is not in.
(4) Ask when you can connect him.
(5) Explain that he is out of town- offer to take a message.
(6) You want Mr. Bird to call you. Repeat your name. Give your number.
(7) Confirm the information.
(8) End call.
(9) End call.
Now read a model answer.
Reception: Good morning, Gorliz AND Zimmerman. Lara Camden: Hello, my name’s Lara Camden from Bulmer Cables Ltd. Please could I speak to Mr. Conrad Bird? Reception: I’m sorry, but Mr. Bird is not in at the moment. Lara Camden: I see. When do you think I could contact him? Reception: Well, at the moment he’s away. Would you like to leave a message? Lara Camden: Yes, perhaps you would ask Mr. Bird to call me? My name’s Camden, Lara Camden, on 020 8299 462. Reception: 020 8299 462, Lara Canden. Okay? Lara Camden: Er…. Camden. C – A – M – D – E – N. Reception: Oh yes, sorry! I’ve got that now. Unit 4
Lara Camden: Thank you. I look forward to hearing from Mr. Bird. Reception: It’s a pleasure. Thanks for calling. Bye for now. Lara Camden: Goodbye.
A “COLD CALL”
Task 7. Read the following conversation between Dominique Person and Walter Barry and guess what “a cold call” means. Dominique Person is Personal Assistant to Jacques Le Grand, Production Controller in Compagnie Tarbet Garonne (CTG), A Canadian manufacturer of paints and varnishes. M. Le Grand has asked not to be disturbed by unsolicited sales calls. Walter Barry from Dallas, Texas would like to speak to M. Le Grand. Answer the questions about the conversation below. 1. What is Dominique trying to do? What is her objective? 2. What suggestion does Dominique Person finally make to a caller?
CTG: Bonjour, ici la CTG. Walter Barry Good morning, Walter Barry, here, calling from London. Could I speak to M. Le Grand, please? CTG: Who’s calling, please? Walter Barry: I’m sorry – Walter Barry, from London. CTG: What is it about, please? Walter Barry: Well, I understand that your company has a chemical processing plant. My own company, LCP, Liquid Control Products, is a leader in safety in the field of chemical processing. I would like to speak to M. Le Grand to discuss ways in which we could help CTG protect itself from problems and save money at the same time. CTG: Yes, I see. Well, M. Le Grand is not available just now. Walter Barry: Can you tell me when I could reach him? CTG: He’s very busy for the next few days – then he’ll be away in New York. So it is difficult to give you a time. Walter Barry: Could you ask him to ring me ? CTG: I don’t think I could do that – he’s very just now. Walter Barry: Could I speak to someone else, perhaps? CTG: Who in particular? Walter Barry: A colleague, for example? CTG: You are speaking to his Personal Assistant. I can deal with calls for M. Le Grand. Walter Barry: Yes, well …. Could I ring him tomorrow? CTG: No, I’m sorry he won’t be free tomorrow. Listen, let me suggest something. You send us details of your products and Unit 4
services, together with references from other companies and then we’ll contact you. Walter Barry: Yes, that’s very kind. I have your address. CTG: Very good, Mr. …..er.. Walter Barry: Barry, Walter Barry from LCP in London. CTG: Right, Mr. Barry. We look forward to hearing from you. Walter Barry: Thank you. Goodbye. CTG: Bye.
DISCUSSION. 1. Comment on how Dominique Person handles the caller. (rude, helpless, consistently forgets the caller’s name, waste time, doesn’t know the subject ?)
2. Write down the phrases used by Dominique Person to block the caller. There should be seven of them.
a) ……………………………………………………………………………
b) ……………………………………………………………………………
c) …………………………………………………………………………….
d) …………………………………………………………………………….
e) …………………………………………………………………………….
f) …………………………………………………………………………….
g) …………………………………………………………………………...
UNIT 5 . CROSS-CULTURAL COMMUNICATION ON THE TELEPHONE.
TEXT 1. 1. Look briefly at the text below and say: a) what it is about; b) what you think the text probably recommends.
2. Now read the text. Mark the sentences that follow as “True” (T) or “False” (F)
TEXT 2 .
1. The following text gives some advice about using the telephone between different cultures. Read the text, then mark the sentences that follow as “True” (T) or “False” (F)
In some countries, like Italy and Britain, conversation is a form of entertainment. There is an endless flow of talk and if you break the flow for a second someone else will pick it up. In other countries there is a higher value placed on listening it is not only impolite to break in but listeners will consider what has been said in silence before responding. Finland and Japan are examples. If you are talking to people who are also speaking English as a foreign language, they are likely to leave gaps and silences while they search for words or Unit 5
try to make sense of what you have just said. So be patient and try not to interrupt, as you would hope they would be patient with you. Every country has its own codes of etiquette. For example, it is common for North Americans and the British to use first names very quickly, even in a letter or fax or telephone call. Such instant familiarity is much less acceptable in the rest of Europe and Asia where even business partners and colleagues of many years’ acquaintance address each other by the equivalent of Mr or Mrs and the last name or job title. So stick to last names unless you specially agree to do otherwise. Don’t interpret the other person’s formality as stiffness or unfriendliness. On the other hand, if business partners with a North American or British background get on to first name terms right away, don’t be surprised. Above all, one should remember that people do not usually mind if their own codes are broken by foreigners as long as they sense consideration and goodwill. This is much more important than a set of rules of etiquette.
Mark the sentences that follow as “True” (T) or “False” (F):
a) For the British and the Italians it is normal to interrupt the other speaker during the conversation. …… b) A special importance is attached to listening in Japanese and Finnish cultures. ……. c) One should interrupt and try to help speakers who may have difficulty in saying what they want to say …… d) It is unusual for Americans and British to use first names early in a business relationship. ……. e) It doesn’t matter if you break certain social rules if it is clear that you are sensitive to other people. …….., f) Etiquette is the critical point in using the telephone between different cultures. ……..
VOCABULARY.
HANDLING COMPLAINS.
1. Read the article and complete the information about how to deal with customers on the phone. Use the words below to help you.
Unit 5
READING
1. Globalisation has helped to make the telephone an essential business tool. Before you read the article, discuss these questions:
1. Do you like using the phone? 2. What makes you angry on the phone? 3. What are the special problems of telephone communication compared to face-to-face communication?
2. Read the article and find the answers to these questions:
1. Do you like using the phone? 2. What do people find most annoying on the phone? 3. What are the special problems of telephone communication compared to face-to-face communication? Unit 5
BAD LINE ON BEHAVIOUR.
What drives you to lose your temper on the telephone? Being kept waiting, being connected to voice mail or being passed on to someone else are all common flashpoints. But what infuriates people most of all is talking to someone who sounds inattentive, unconcerned, according to a survey published today. The study by Reed Employment Services, a recruitment company, found that nearly two-thirds of people feel that “phone rage” – people losing their temper on the phone – has become more common over the past five years. The reasons for this are threefold, according to Reed. People are much more likely to express anger over the phone, rather than in writing or face-to-face. Increasing numbers of transactions take place entirely by phone, from arranging insurance to paying bills. In addition, people’s expectations have risen. Nearly three-quarters of respondents to the Reed survey said that are more confident that their problems can be solved over the telephone than they were five years ago. Companies are taking steps to improve their staff’s telephone answering techniques. The survey found that 70 per cent of organization require their staff to answer the telephone with a formal company greeting. In 43 percent of organizations, staff have to give their own names when they answer the telephone. But a third of organizations do not give any training, or they train only their receptionists. That may not be enough, the report says. As companies move towards “remote working” the need for the right tone of the voice extends to every level of the organization. (from the “Financial Times”)
AFTER READING.
Task 1. Discuss ways of improving employees’ telephone skills. (To be more effective, do ask-answer tasks.)
Task 2. Write some guidelines on using the telephone at work. (e.g. “Always give your name”.)
Task 3. Read the telephone conversations below. Which of these adjectives best describes the person who receives the call.
inefficient impatient aggressive bored unhelpful
Conversation 1. ……………... A: Yes? B: Could I speak to Mr Smith? A: Er… I don’t know, I think he’s out. Unit 5
B: Do you know when he’ll be back? A: Well, I’m not sure. You could maybe try tomorrow.
Conversation 2. ……………... A: Hello. Is that Janet, Bill’s secretary? B: Yes, that’s right. A: It’s John Blake. I’m just phoning to give him an invoice number. B: Yeah. What is it? A: Oh, let me see, where is it? I’ve got to have it here somewhere. B: Look, phone me back when you find it. I’m rather busy now.
Conversation 3. ……………... A: Hello. I’d like to speak to Bob Gratham. B: He’s not here. A: Could you tell me when he’ll be back? B: Later this afternoon. A: Well, could you take a message for me? B: Sorry, I don’t have time. I’ll have to ring off, I’m going to lunch.
Conversation 4. ……………... A: Hello, it’s Susan here. I’m just phoning to check my appointment with Chris tomorrow. B: Yeah? A: Could you look it up for me? B: Oh, I don’t know…where’s the diary? Yes, got it. So, it was the 16th, A: No, the 18th. B: No, I can’t find anything. I didn’t write it down.
Conversation 5. . ……………... A: Hell Bilk Ltd. B: Hello, this is Jack Johnson. I’m phoning about the delivery. Has it arrived jet? A: No, it hasn’t. We’ve been waiting for a week. It still isn’t here yet. B: I’m really sorry about that. A: We’ve been waiting for too long. It’s not good enough. You’re wasting our time. B: Oh, I’m sure your order will be ….
Task 4. Answer these questions about the business call below. 1. Is the conversation grammatically correct? 2. Is the conversation appropriate? 3. How can you improve it?
Unit 5
Person receiving the call Caller
(1) Yes?
(2) Give me Donna Weston.
(3) She’s not here.
(4) Well, take a message. It’s Eva Wartanowicz. Tell her to phone me back later this afternoon
(5) What’s your name again?
(6) Wartanowicz.
(7) OK, and your number?
(8) It’s 01863-483-2189.
(9) OK, I’ll tell her.
(10) Bye.
(11) Bye.
Task 5. It is important to show interest and understanding when dealing with people on the phone. Look at the expressions 1 - 6 and match them with functions a) to f)
1. OK/Right/Uh-huh …… a) You are listening. 2. That must have been very difficult for you. ….. b) You understand. 3. I’ve got that. ….. c) You are surprised 4. I see. ….. d) You sympathize with the person 5. Is that acceptable/OK? ….. e) You have the information 6. Really? ….. f) Check that the caller agrees.
Unit 5 USEFUL LANGUAGE.
UNIT 6 . PRESENTATION TECHNIQUE AND PRESENTATION
P resentation is a formal talk in which you describe or explain something to a group of people e.g. to make/give presentation
1. The text below contains several recommendations for giving effective presentation. Scan the text to match the seven points below to the right paragraph, a) – g). You do not have to read the text in detail. 1. Choose visuals to support the presentation. 2. Have a simple, clear structure. 3. Show enthusiasm. 4. Use PowerPoint. 5. Making informal presentation. 6. Consider the audience. 7. Dealing with nerves.
a) ….. The key to a successful oral presentation is to keep thing simple. I try to stick to three points. I give an interview of the points, present them to the audience and summarize them at the end.
b) ….. My purpose or desired income, the type of audience, and the message dictate the formality of the presentation the kind of visuals, the number of anecdotes and the jokes or examples that I use. Most of my presentations are designed to sell, to explain, or to motivate. When I plan the presentation I think about the audience. Are they professionals or nonprofessionals? Purchases or sellers? Providers or users? Internal or external? My purpose and the audience mix determine the tone and the focus of the presentation.
c) ….. When I make a presentation, I use the visuals as the outline, I will not use notes. I like to select the kind of visual that not only best supports the message but also best fits the audience and the physical location. PowerPoint, slides, overhead transparencies, and flip charts are the four main kinds of visuals I use.
d) ….. PowerPoint and slide presentation work well when I am selling a product or an idea to large groups (15 people or more). In this format, I like to use examples and graphs and tables to support my message in a general way.
e) ….. In small presentations, including one-on-ones and presentations where the audience is part of the actual process, I like transparencies or flip charts. They allow me to be more informal. Unit 6
f) ….. I get very, very nervous when I speak in public. I handle my nervousness by just trying to look as if, instead of talking to so many people, I’m walking in and talking to a single person. I don’t like to speak behind lecterns. Instead, I like to get out and just be open and portray that openness: “I’m here to tell you a story.”
g) ….. I try very hard for people to enjoy my presentations by showing enthusiasm on the subject and by being sincere. I try not to use a hard sell – I just try to report or to explain – and I think that comes across. In addition, it helps that I am speaking about something that I very strongly believe in and something that I really enjoy doing.
2. Read the text in detail and answer the questions:
1) What advice from Luis E. Lamela do you think is the most important? 2) What are the key considerations involved in preparing a presentation?
3. Read the conversation between management trainees talking about the preparation of presentations. They mention eight key areas. What areas do they mention? Number them in the order in which they are mentioned.
George: Right, now let’s think about the preparation of the presentation. What do you have to do to prepare it? Sara: The most important thing is to know the audience, find out about them. Bob: Yes, but you need to make sure about your objectives first, so decide on the objectives – what you want the talk to achieve. Sara: Yes, but to do that, you need to know about the audience – their knowledge, what they want to know, you know, everything like that.
George: So, audience and objectives. Hal: And the third thing you have to sort out is content, collect information, organize it, decide on a structure. Sara: Yes, get a good structure, I agree. Then once the structure is okay, you need to visuals, any graphs, you know, that sort of things. George: Yes, the visual supports.
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Sara: The, you could write it all out. At least the introduction – just to practice it. Some people write out everything, some don’t. It depends. George: I think that’s a good point. But practice is really very important. A key part of the presentation is to actually practise it, to give the presentation – practise until you could go it just from notes. Then well … what else? Bob: Check all the language, keep it simple, make sure there’re no mistakes on the visuals. Spelling and all that. Hal: And I think you should check that the room is okay, check the equipment is okay. And maybe also PowerPoint. If you use PowerPoint, make sure your computer and the disc, or the data projector, make sure it all works. George: Yes, using presentations software can help enormously.
4. Comment on any of the points mentioned in the discussion you have read. Which do you think are the most important? Do you feel it is necessary to write out a presentation?
5. STARTING PRESENTATIONS Decide whether each sentence in the Useful Language box is “formal” or “informal”? Write “Formal” (F) and “Informal” (I).
USEFUL LANGUAGE
Unit 6
6. Read the openings of one formal presentation and one informal presentation. Decide which one is formal and which one is informal.
Presentation 1. Good morning everyone, on behalf of myself and Focus Advertising, I’d like to welcome you. My name’s Sven Larsen. I’m Commercial Director. This morning, I’d like to outline the campaign concept we’ve developed for you. I’ve divided my presentation into three parts. First, the background to the campaign, next the results of our market study, thirdly, the concept itself. If you have any questions, please don’t hesitate to interrupt me.
Presentation 2. Hi, I’m Dominique Lagrange. Good to see you. As you know, I’m Creative Director of DMK. I’m going to tell you about the idea we’ve come up with for the ad campaign. I’ll give you the background and talk you through the results of the market study and tell you about our concept. If you’re not clear about anything, go ahead and ask any questions you want.
7. Pamela Pickford trains business people to make presentations. Which of the points below does she make? Read and mark each one either “True” (T) or “”False” (F).
1. …. When preparing a presentation, try to find out what your audience already knows. 2. …. Everyone in your audience should be at the same language level. 3. …. Visit the room in which you are presenting before you actually make the presentation. 4. …. The first stage of your presentation is when you should get the full attention of your audience. 5. …. If you memorize the introduction, you will be more confident when making a presentation. 6. …. The whole text of your presentation should be written on postcards. 7. …. If you use an overhead projector, you should remember to turn it off when you don’t need it. 8. …. Remember that the content of the presentation is much more important than your presenting style.
The key is preparation. So the first step is to find out who you’re going to be presenting to. Now you need to do this on two levels. Firstly, how much does the audience know about the subject? Are they experts or do they know very little? Unit 6
Secondly, are you presenting to a group from the same or from different countries? And adjust your language so that everybody can understand. If possible visit the room where you’ll be giving the presentation beforehand and organize it precisely to your own requirements. Check you are familiar with the equipment, re-arrange the seating and try to make yourself feel comfortable and relaxed in it. So, once you know who you’re presenting to and where, you’re ready to start preparing what exactly you’re going to say. So, stage one is the opening – that all-important first few moments that can make or break the presentation. Then stage two, a brief introduction about the subject of your talk. Then three, the main body of the presentation. And four, the conclusion, which should include a summary of your talk and your final opinion or recommendations. Finally, the question and answer session. Now the most important stage is the opening minute or so and I’d suggest that people memorize it exactly as if they were actors. Write down the opening with all the pauses and the stress clearly marked, and then record it, listen to it, and practise it again and again. This is so important because if it’s properly done, you not only get the audience’s attention immediately, but you feel confident during what can be the most frightening part of the presentation. After that, you can start using your notes. So the first step is to write those notes. Write the whole presentation out just like an essay. Then select the key points. But read the full version over and over again until it’s imprinted in your mind. The next step is to buy some small white postcards and write no more than one or two of the key points or key phrases onto each one. Some visual aids, like overhead transparencies, are very important of course. But most people put far too much information on them. Don’t – because it’s difficult to read and it bores the audience. Limit yourself to a maximum of five points on each. Remember to turn off the projective when you’re not actually using it. And don’t talk to the machine or the transparency, which again lots of people do. Face the audience at all times. Finally, remember that it’s not just what you say. How you say it is just as important. Quite unlike meetings and negotiations, a good presentation is very much a performance.
VOCABULARY
Ex.1. Translate the following word combinations into the Russian language. 1. to know the audience 2. to adjust the language 3. to give the presentation 4. to visit the room beforehand 5. to organize the room to your own requirements 6. to be familiar with the equipment 7. make yourself feel comfortable 8. all-important first few moments Unit 6
9. the question and answer session 10. to include a summary of your talk 11 the main body of the presentation 12. the opening minute or so 13. to talk to the machine 14. unlike meetings and negotiations 15. to get the audience’s attention
Ex. 2. Use your English-English dictionary to find out the different meanings of the verbs below. make get talk turn
Ex.3. Form nouns from the following words:
1. meet – ………………………… 6. confident –…………………..… 2. present –…………………....... 7. recommend –……………….….. 3. prepare – …………………….. 8. perform –……………………….. 4. conclude –………………........ 9. equip –……………………….…. 5. negotiate – ……………………. 10. important –…………………..….
WRITING .
Ex.4. The editor of your Russian company’s in-house magazine has asked you to write an article about a good presentation. Include information from the text given above.
DISCUSSION.
Ex.5. Comment on the following statements. In your opinion are they: a) essential b) helpful c) unhelpful for a successful presentation?
1. Tell a joke at the beginning. ……. 2. Speak more slowly than you normally do. ……. 3. Smile a lot. …… 4. Involve the audience. ……. 5. Invite questions during the presentation. ……. 6. Always keep to your plan. ……. 7. Move around during your presentation. ….... 8. Use a lot of gestures to emphasize important points. ……. 9. Read out your presentation from a script. ……. 10. Stand up when giving your presentation. …….
Unit 6
8. Read the following presentation given to a company’s sales team and define the main topic of the presentation.
Good morning everyone, thank you for coming to my presentation. I know you’re all very busy, so I’ll be as brief as possible. OK then, I’m going to talk about the new chocolate bar we are putting on the market, the St Tropez premium bar. I’ll tell you about the last launch we carried out in the south west of England a few weeks ago. My presentation is divided into three parts. First I’ll give you some background about the launch. After that, I’ll tell you how we got on and assess its effectiveness. Finally, I’ll outline our future plans for the product. If you have any questions, don’t hesitate to ask. Right, let’s start with the background to the launch. As you know, St Tropez is a mint and nut bar with a distinctive taste. It’s been thoroughly tested in focus groups and special attention was paid to packaging. It’s wrapped in a metallic foil. The colours are rich, strong, to give high visual impact. So, that’s the background. Right, let’s now move on to the test launch. How successful was it? Well, in two words, very successful. If you look at the graph, you’ll see the bar’s actual sales compared with forecast sales. Quite a difference isn’t there? The sales were over 20% higher than we predicted. In other words a really good result. Well above our expectations. The sales show that the pricing of the product was correct. And they show that as a premium line, the St Tropez bar should be successful nationwide. To sum up, a very promising test launch. I believe the bar has great potential in the market. Right, where do we go from here? Obviously, we’ll move on to stage two and have a national advertising and marketing campaign. In a few months, you’ll be visiting our sales outlets and taking orders, I hope, for the new product. Thanks very much. Any questions?
Ex.6. Read the text again and answer the questions below. 1. What is the name of the product? 2. How many parts of the presentation are there in the presentation? 3. What are these parts? 4. Where did the company carry out their test launch? 5. Was the test launch successful? How successful was it? 6. What can you tell us about the package and the colours of the product? 7. What are the company’s plans for future? 8. How can you explain the company’ success?
PRACTICE.
A. Choose one of the situations below. Prepare a short presentation of three to five minutes. Include phrases from the Useful Language Box. (see below). Unit 6
B. Now make your presentations in groups. After each presentation discuss these questions: 1. Was the presentation interesting? Did you manage to hold the audience’s attention? 2. Did the beginning have impact? Did you want to hear more? 3. Did the presentation have a logical structure – a beginning, middle and end? 4. Was it divided into sections? Did you know when the presenter was moving from one part of the talk to another? 5. Was there a summary or a conclusion?
USEFUL LANGUAGE
Unit 6
Task 1. Read the comments from the audience who are listening to a presentation at an international conference. What caused the problem in each case? a) “What on earth is he talking about?” “I have no idea!” b) “Hey, Sara! Wake up! He’s finished.” c) “Read that! I can’t read that! I’d need a pair of binoculars!” d) “Speak up! I can’t hear a thing!” e) “Summarize four main points? I only noticed one! Have I been asleep?”
Task 2. Look at the following situations.
Imagine you have to give a brief presentation in two of the previous situations, plus one other situation that you decide on. Make brief notes on the following:
a) Will your talk be formal or informal? b) What are the audience’s expectations in terms of technical detail, expertise, etc.? c) What is the audience’s probable level of special knowledge? Are they experts or non-experts? d) How long will your talk be: five minutes, twenty minutes, half an hour, half a day or longer? e) What is your policy on questions? Will the audience interrupt or will they ask questions afterwards? Will there be any discussion? Unit 6
f) How will you help the audience to remember what you tell them?
Task 3. In any presentation the beginning is crucial. Some things are essential in an introduction and others are useful. Here is a list of what could be included in an introduction. Mark them according to how necessary they are using the following scale:
Essential Useful Not necessary 1 2 3 4 5
Subject / title of talk ……… Introduction to oneself, job title etc. ……… Reference to questions and / or discussion. ……… Reference to the program of the day. ………. Reference to how long you are going to speak for. ………. Reference to the visual aids you plan to use. ………. The scope of your talk: what is and is not included. ……… An outline of the structure of your talk. ……….
Task 4. Read the beginning of a presentation on the marketing plans for a new telecommunications system produced by Telco. Answer the questions:
1. Is it a good introduction? 2. Why? Why not? 3. Is it possible to identify the structure of the talk?
Speaker: Thank you for coming today. As you know, I want to talk about the marketing plans. Brand identity is a key issue and what is means is how we are seen by our customers and how our products are recognized and what our consumers think of us as a company. And I should also say, what they think of our products and the name …….. what Telco means for them. And advertising is part of it of cause, though not something I am going to talk about now except to say that as for brand image, it’s important in that area too, advertising that is.
Task 5. Read a second example of an introduction to a presentation. This one is about plans to develop a new production plant in Taiwan. As you read think about these points: a) Is it a good introduction? b) Why? Why not? c) What is the structure of the talk?
Unit 6
Speaker: Okay, thanks. I’m here to talk about the design proposals for the production plant at Taipei. My talk will be in three parts followed by a 30-minute discussion. I’m going to start with the background to each proposal – something about our negotiations with the Taiwanese government – then in the second part I’ll go over the main characteristics of each proposal, Proposal One and Proposal Two. Then in the third part I’ll highlight some key considerations we have to bear in mind. Finally, I’ll end with an invitation to ask questions or make any comments you like. We’ll discuss matters arising from the talk. Okay? So to begin with, a few words on the history.
Task 6. Work in pairs. Each of you should suggest a possible phrase of the cues below.
a) Greet your audience. b) Introduce yourself. c) Give the title of your talk. d) Describe the structure of your talk. e) Explain that the audience can interrupt you. f) Say something about the length of your talk. g) Say a colleague will be showing a video later.
Task 7. Read a model introduction based on suitable phrases for (a) – (g).
Speaker. (a) Good afternoon. (b) My name’s Arnold Layton. I’m a (geophysics) for (ELF Aquitaine) with special responsibility for (analyzing new fields in the North Sea). (c) I’m going to talk about (some recent research into new methods of detecting oil in shallow waters.) (d) I’ve divided my talk into three parts First, (research that we have done.) Then, (I’ll report on some published research from other companies), and finally (I’ll talk about what this may mean for our exploration activities). (e) Please interrupt if at any time you have any questions or something is not clear. (f) My talk will last about half an hour. (g) Later my colleague will be showing a video on ….
PRACTICE 1. WRITING . Use the outline below to prepare a brief introduction to a talk on safety for a manufacturing company.
Unit 6
PRACTICE 2.
Give a one minute introduction only to a talk on any topic you like. If you cannot think of a topic, choose from the list below.
your hometown tourism your favorite sport eating out your very first job characteristics you need to find a good job
LANGUAGE CHECKLIST
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SKILLS CHECKLIST
Unit 6
USING VISUAL AIDS. GENERAL PRINCIPLES
1. Here is a list of visual aids that are usually used in presentations. Read the words or word combinations included in the list and give the Russian translation.
2. Mark these presentation tools “Essential” (E) or “Non-essential” (N) to a good presentation. Explain your choice.
a laptop ……. a video projector ……. a DVD player and TV ……. a laser pointer ……. a flip chart and pens ……. a blackboard and chalk ……. an overhead projector ……. a set of handouts ……. presentation software ……. Unit 6
3. Discuss these statements:
1. Don’t put too much data on slides: no more than six lines of text, and no more than six words per line. 2. Too many visuals confuse the audience: don’t overload them with slides. 3. Don’t be too technical: adapt to the target audience, and don’t read out text on slides. 4. Help the audience to understand by introducing, highlighting and explaining the most important information. 5. Check all materials and equipment, and have backups for everything.
4. Read the text below and find: a) eight advantages of using visual aids b) three warnings about using visual aids
Dinckel and Parnham (1985) say that “The great danger (in using visual aids) is that presenters place the major emphasis on visual aid and relegate themselves to the minor role of narrator or technician. You are central to the presentation. The visual aids need you, your interpretation, your explanation, your conviction and your justification. Visual aids can make information more memorable and they help the speaker. However, they must literally support what the speaker says and not simply replace the spoken information. It is also not enough to just read text from a visual aid. There are many advantages to the correct use of visual aids. They can show information which is not easily expressed in words or they can highlight information. They cause the audience to employ another sense to receive information, they bring variety and therefore increase the audience’s attention. They save time and they clarify complex information.
VOCABULAR Y
Task 1. Find the meanings for the following listed words in your English-English dictionary (translation is possible)
Word Meaning Translation
1. pie chart ………………………………………………………………
2. map …………………………………………………………………
3. bar graph …………………………………………………………………
Unit 6
4. table …………………………………………………………………..
5. diagram ……………………………………………………………………
6. picture …………………………………………………………………..
7. line graph ……………………………………………………………………
8. flow chart …………………………………………………………………….
9. plan …………………………………………………………………….
Task 2. Look at the following words. Read and translate them into Russian, then draw a picture to each word to show you understand the meaning of the words given
dotted line curve fluctuating line vertical axis broken line undulating line horizontal axis solid line
Task 3. Do you know the words used to describe movement or trends? Read a report about the recent performance of ScotAir, a large passenger airline, paying attention to the numbered words. Translate these words into the Russian language.
READING
Task 5. Read a presentation and decide whether it is a good one or a bad one. Why? Why not?
How our customers react to a merger? My next slide shows two charts which illustrates the problem. Recently, customers of large Spanish companies that had been involved in mergers were asked if they felt that prices and service had improved, remained the same or deteriorated as a result of the merger. As you will notice in the pie-chart, only a third of customers noticed on improvement, compared to almost half who said that things had got worse. Let’s look at the second chart which shows customer satisfaction by sector. As you can see, after a merger customer satisfaction falls by an average of almost 9% in the retail sector, whereas it remains about the same in the service and financial sector, and rises by 5% on average for manufacturing companies. The figures seem to suggest that, on the whole, customers are always likely to react negatively to mergers. This is due to a perceived drop in levels of service after a merger. The results indicate that retailers, where service is crucial to customer satisfaction, are particularly affected, as opposed to manufacturers, who benefit from mergers. Of cause, this is the result of improved product quality and design, which are the most important factors for their customers.
Task 6. Read the presentation again. Write a letter to your Russian colleague who was unable to attend the presentation, informing him of the key ideas given by a speaker.
PRACTICE 1.
Internet Research. Search for the keywords “bad presentation” to find out what not to do when you are giving a presentation.
Unit 6 PRACTICE 2 . Use the information on the presentation note cards below to prepare a short presentation. You are going to give a presentation to a number of people who are interested in investing in your product. Prepare a three-minute presentation.
WINE PRODUCTION IN CALIFORNIA – currently produces more than 90% of the wine in the USA; – only a small percentage is organic; – this is changing/new trend; – organic wine is more expensive/price per bottle is falling as sales increase; – sales of organic wine increasing by 20% a year; – health & wealth are influencing sales; – good news, the future looks green.
SALES TRENDS FOR NATURAL COSMETICS IN EUROPE – natural cosmetics sales in Europe are increasing; – the sales figures are doubling every 2-3 years; – natural ingredients/quality/fewer skin problems; – premium brands like Aveda and Dr Hauschka are becoming very popular; – sold in pharmacies, supermarkets and health food shops; – online sales increasing; – the market share is highest in Germany and Austria / 4%of total cosmetic sales.
THE SILENT JET – number of international airports increasing; – passenger numbers / noise/ pollution increasing; – aiming to decrease noise by 99%; – engines above the wings / noise will go up not down; – could fly at night/ increase the amount of flights in each 24 hour period; – expensive/need funding; – plane should be flying by 2020.
PRACTICE 3. I nternet research. Search for the keywords “presentation tips” to find answers to the questions below: 1. How long is a good presentation? 2. What should you research before a presentation? 3. What are the most important parts of a presentation? 4. What are the best ways to practise a presentation? 5. Which colours and fonts should you use in your slides? 6. How should you deal with hostile questions? 7. What’s the latest presentation technology available? UNIT 7. UNIT 8 . THE END OF THE PRESENTATION Summarizing and concluding Questions and discussion
Task 1. Discuss the following questions: a) What does the end of a presentation contain? b) What is the difference, if any, between a summary and a conclusion?
Compare your answers with the following: a) the end of the presentation may contain: *recommendations *summary *conclusion *questions *discussion *thanks (in business thanks are fairly standard at the end of a presentation, as are questions.)
Summaries restate what has already been said. Remember the maxim: “In a presentation, say what you are going to say, say it, then tell them you’ve said it.” Some are like this, but not all. A conclusion is different: it often contains a message which grows out of the information described in the main body of the talk It may contain lessons learnt, recommendations, next steps.
Task 2. In which of the following situations do you think “a discussion” is more appropriate than ‘questions’? 1. A sales representative’s presentation of a new product. 2. A CEO’s statement on corporate policy. 3. A politician’s speech on transportation policy. 4. A team leader’s talk to colleagues on the next phase of a project. 5. A manager’s proposal to a group of senior executives on improving productivity.
Task 3.Read the end of the presentation by Ben Seznec, Marketing Director of Foss, an agricultural machinery manufacturer. His talk is about company valuation. Answer the questions: a) What is his key message? b) Is this a summary or a conclusion or is it both?
Unit 8
So, that brings me to almost the end of my talk. I’d like to end with a short restatement of the main point. The key issue, the key understanding is that it is … in valuing a company’s assets, perhaps the key thing these days is the value of brand names. Most acquisitions are in effect attempts to take over brand names. Traditional valuation, based on tangible assets, is no longer sufficient. So, what are the lessons that we can learn from this? I think most importantly we have to build up the power or our brand names. We have to establish greater brand identity. This requires a radical approach to marketing, making our brand name the focus of all our efforts. This policy will best boost the company’s assets. Thank you for listening.
Task 4. Read the following two presentations with different endings and decide if they are: a) invite he audience to ask questions; b) are a lead-in to a discussion; c) request comments.
a So, I’ve described how the system works. Now, any questions?
b I think that covers the main points I wanted to tell you about. Thank you for letting me talk about the Storo System. Now, I’d like to invite you to tell me about the needs that you have to .., to suggest any specific qualities you need in a warehousing system… and at the same time, if there is anything you are not clear about, please ask… if anything needs clarification.
Task 5. Read the following text and find an answer to the questions below: 1. What is a potential problem at the end of a presentation? 2. What are three ways to avoid the problem?
IT’S INTERESTING TO KNOW.
In some cultures, people expect business presentations to be formal, and technical. They don’t believe that an informal presentation can be serious. Other cultures prefer presentations to be informal and think that formal presentations are dull and ineffective. How would you describe your culture?
PRACTICE 1. Search for the key words “presentation tips” to find out how you can make your presentation better in future. Tell your students about it.
PRACTICE 2. You are a Project Manager of Usui, a Japanese electronic components manufacture. You have to give a presentation to your colleagues. Important factors to include: a) local employment conditions: well-trained workforce, experienced in electronics industry; b) local economic factors and market potential: strong growth in Singapore economy, good location, access to Southeast Asia market; c) good economic potential in the region, major shipping centre; d) available subsidies, favorable tax environment: government wants inward investment.
PRACTICE 3. You are a design consultant working for Land Inc., a New York-based financial services company. The company wants to build new offices for its European headquarters in Brussels. There are three proposals for the design. Present an overview of each proposal to senior executives of the company.
Unit 8
PRACTICE 4. Here are the visuals from a brief presentation to management trainees studying international marketing. Use the information to give a short summary of international marketing strategies. Begin as follows:
“Good morning, everyone. I’m going to give a brief summary of the transition from export marketing to global marketing. Basically, there are three phases in this transition. These are, first, export marketing, second, international marketing and third global marketing. Let’s describe the first phase, which is export marketing …”
Unit 8
PRACTICE 5. Look at the following chart. It shows how typical Americans spend their income.
Draw a pie-chart, showing how you use your income today. Present your chart using the framework below: a) introduce the first chart; b) highlight points of interest; c) explain anything unusual; d) interpret what your chart says about you and your lifestyle.
PRACTICE 6 . Prepare in about two or three minutes a short presentation on any topic you know well.
ФБГОУ ВПО МОСКОВСКИЙ АВИАЦИОННЫЙ ИНСТИТУТ (НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЙ УНИВЕРСИТЕТ) |
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