This document provides guidance on effective delivery for a self-introduction speech. It emphasizes starting strong with good posture, eye contact, and voice. It discusses maintaining good body posture by facing the audience and making eye contact by looking at different people, not staring at one spot. The document cautions against certain hand gestures and positions that indicate nervousness and lists recommended resting hand positions. It encourages using voice inflection on key words and coordinating hand gestures with points to enhance the presentation.
This document provides tips for improving presentation delivery. It discusses starting strong with good posture and eye contact. It also discusses using hand gestures to add energy and engaging the audience. The document cautions against poor posture like facing away from the audience or having hands in pockets. It emphasizes making eye contact with the audience and using an inflected voice.
The document provides guidance on writing an introductory email to a foreign professor. It suggests including your major, experiences from last semester, academic plans, what you look forward to in the class, and areas to improve English. It cautions against writing about personal interests or family. Instructions specify sending the email to the provided address, printing and submitting it, using a professional format, and including a signature. The goal is for students to properly introduce themselves to their professor through email.
This document provides an orientation for a business communication course. It outlines the course objectives of improving oral and written skills, lists classroom rules such as cell phone policies and late assignment policies, and identifies required textbooks and resources. It also details the grading criteria which includes assignments like a self-introduction, presentation, and exams that make up 20%, 10%, and 30% of the final grade respectively.
Provide clear, specific examples to back up skills and achievements using action verbs. Write concisely in an active voice, omitting unnecessary words. Properly format the resume with a readable font, bold headings, bullet points, and ensure there are no errors.
The document provides tips on how to write an effective resume. It discusses the two main resume styles: chronological and skills-based. The chronological resume emphasizes recent work history and is best for those with relevant experience, while the skills resume highlights accomplishments and is suited to those with little work history. Regardless of style, the resume should match the job seeker's qualifications to the skills required by the employer. Examples are given of experiences like internships, volunteer work, and activities that demonstrate skills employers seek.
The document provides information about the author's education and qualifications. It lists a B.A. in Chinese Studies from Hanyang University from 2013 to the present, with an expected graduation date of February 2017 and an expected GPA of 4.13. The author received a scholarship each semester and participated in an exchange program in Beijing, China from August 2014 to January 2015 where they developed strong Chinese communication skills and received an excellence award. It provides tips on how much detail to include in an education section and examples of how to summarize qualifications to save space.
This document provides guidance on effective delivery for a self-introduction speech. It emphasizes starting strong with good posture, eye contact, and voice. It discusses maintaining good body posture by facing the audience and making eye contact by looking at different people, not staring at one spot. The document cautions against certain hand gestures and positions that indicate nervousness and lists recommended resting hand positions. It encourages using voice inflection on key words and coordinating hand gestures with points to enhance the presentation.
This document provides tips for improving presentation delivery. It discusses starting strong with good posture and eye contact. It also discusses using hand gestures to add energy and engaging the audience. The document cautions against poor posture like facing away from the audience or having hands in pockets. It emphasizes making eye contact with the audience and using an inflected voice.
The document provides guidance on writing an introductory email to a foreign professor. It suggests including your major, experiences from last semester, academic plans, what you look forward to in the class, and areas to improve English. It cautions against writing about personal interests or family. Instructions specify sending the email to the provided address, printing and submitting it, using a professional format, and including a signature. The goal is for students to properly introduce themselves to their professor through email.
This document provides an orientation for a business communication course. It outlines the course objectives of improving oral and written skills, lists classroom rules such as cell phone policies and late assignment policies, and identifies required textbooks and resources. It also details the grading criteria which includes assignments like a self-introduction, presentation, and exams that make up 20%, 10%, and 30% of the final grade respectively.
Provide clear, specific examples to back up skills and achievements using action verbs. Write concisely in an active voice, omitting unnecessary words. Properly format the resume with a readable font, bold headings, bullet points, and ensure there are no errors.
The document provides tips on how to write an effective resume. It discusses the two main resume styles: chronological and skills-based. The chronological resume emphasizes recent work history and is best for those with relevant experience, while the skills resume highlights accomplishments and is suited to those with little work history. Regardless of style, the resume should match the job seeker's qualifications to the skills required by the employer. Examples are given of experiences like internships, volunteer work, and activities that demonstrate skills employers seek.
The document provides information about the author's education and qualifications. It lists a B.A. in Chinese Studies from Hanyang University from 2013 to the present, with an expected graduation date of February 2017 and an expected GPA of 4.13. The author received a scholarship each semester and participated in an exchange program in Beijing, China from August 2014 to January 2015 where they developed strong Chinese communication skills and received an excellence award. It provides tips on how much detail to include in an education section and examples of how to summarize qualifications to save space.
The document lists key skills that recruiters look for in job candidates such as communication, teamwork, problem solving, leadership, creativity, and technical skills. It then provides examples of competency-based job application questions that ask candidates to describe situations using the STAR (Situation, Task, Action, Result) method. The document instructs students on how to answer competency-based questions for a class assignment, including drafting responses, getting feedback, and submitting their work.
The document provides instructions for students to design and conduct a survey for a class assignment. Students will work in pairs to select a topic, develop survey questions, and interview a classmate each week to collect data. At the end of the semester, students must write a report analyzing the data collected from their interviews, which will be worth 20% of their final grade. The report instructions advise students to include both open-ended and introductory questions in their survey.
This document provides instructions and examples for answering competency-based job application questions using the STAR (Situation, Task, Action, Result) technique. It explains what each part of the STAR technique represents and gives an example of using STAR to structure an answer about working under pressure to meet a deadline. Students are then assigned to choose one of the provided application questions and answer it using STAR in 200-250 words, including the word count in their submitted response.
This document provides guidance on writing reports for a class assignment. It outlines the typical structure of a report, including a title, introduction, main body with findings, and conclusion. The main body should summarize respondents' answers using generalized phrases rather than direct quotes. Students are instructed to interview classmates on a chosen topic and submit a one-page, double-spaced report via email to the instructor summarizing the findings of the interviews.
The document provides guidance on writing reports based on interviews. It outlines the typical structure of a report, including a title, introduction, main body, and conclusion. The main body should summarize the key themes and findings from interviews without directly quoting people. The conclusion should interpret the themes, discuss their implications, and make recommendations if appropriate. Linking words are provided to help structure the report cohesively. Students are instructed to write a one-page report summarizing the findings of interviews conducted throughout the semester and email it to their professor.
This document provides instructions for writing a short composition in 3 paragraphs. It explains the writing process which includes selecting a topic, brainstorming ideas, choosing 3 supporting points, outlining, and writing the essay. An example outline is given with 3 paragraphs where each paragraph focuses on a time the author received wrong number phone calls - while watching a movie, in the bathtub, and while cooking. The conclusion states the author will let the answering machine pick up calls from now on. Formatting guidelines are also included such as double spacing, capitalization rules, and including name and student ID.
This document provides instructions on how to write a short composition or paragraph. It outlines the writing process as follows:
1. Select a topic
2. Brainstorm ideas and choose 3 supporting points
3. Create an outline organizing the supporting points into paragraphs
4. Write the first draft of the essay
5. Get peer review and feedback
6. Write the final draft
Formatting guidelines are also provided such as bolding and centering the title, capitalizing the first letter of words in the title, using tabs for paragraph indentation, and double spacing the text. Students are assigned to write a short essay on a given topic and submit an outline.
This document contains summaries of 3 English communication units:
Unit 6 focuses on grammar rules for comparatives and superlatives. Key vocabulary for talking about cities is also introduced.
Unit 7 covers the present perfect and past simple tenses. Examples and time expressions that can be used with each are provided. Vocabulary for talking about changes and trends is also summarized.
Unit 8 summarizes modal verbs and related verbs. Vocabulary for career paths and job priorities is also introduced.
This document provides instructions for students to design and conduct a survey for a class assignment. Students will either work in pairs or individually to select a topic and design survey questions to interview classmates about. Each week students will interview a different classmate. At the end of the semester, students will write an individual report based on the collected interview data, which will be worth 20% of the student's final grade. The survey questions should include open-ended questions and introductory questions for interviewees.
This lesson provides an orientation to an English communication course that aims to improve students' oral and written skills for global business. It outlines the course objectives, required textbook, contact details, grading criteria, and classroom rules. The lesson emphasizes arriving on time, participating, submitting assignments on time, and not using phones or disappearing during class time as these most annoy teachers.
This document provides guidance for student presentations. It outlines requirements such as presenting for 4 minutes using a maximum of 8 slides with minimal text. Students should structure their presentation with an introduction, body, and conclusion. The document provides examples of attention-getting hooks to begin the introduction, such as asking a question, sharing a personal anecdote, or stating an interesting fact. It also gives potential topics for the presentations and includes prompt cards with phrases to help practice the structure and flow of the presentation.
The document provides instructions for an assignment to send an email to Mike about a presentation topic. The email must:
1) Identify the presentation topic and why it was chosen in 1-2 sentences.
2) Follow an appropriate email structure with subject, salutation, introduction, body, closing and signature.
3) Be sent to the provided email address and printed copy submitted to Mike by the due date.
The document provides instructions for an assignment requiring the student to:
1. Write an email to Mike informing him of their presentation topic and why they chose it, including an appropriate subject line, greeting, introduction, explanation, main content, and closing.
2. Transfer their PowerPoint presentation file to the correct folder on the classroom computer to avoid issues with technology on the day of their presentation.
The work experience section summarizes the candidate's relevant work history in reverse chronological order. It includes the position, employer, dates of employment, and highlights key responsibilities and achievements for each role, using action verbs to emphasize skills gained. Positions include database developer, information systems assistant, year in industry student, and experience in various departments providing exposure to different functions.
The document provides details of the applicant's skills and achievements under various headings: Leadership and Teamwork, Computing, Communication, Problem Solving. For Leadership and Teamwork, the applicant describes their roles in organizing a university sports team and a community IT project. Their Computing skills include proficiency with Microsoft Office, programming languages like Java and Perl, and Unix/Linux. Communication skills were developed through presentations and group work for their degree as well as designing websites and training clients. Problem solving abilities were strengthened through their degree coursework and designing a purchase order system during an internship.
Rick Grimes is seeking two applicants for full-time positions as zombie apocalypse survivors. Successful candidates must have skills in auto mechanics, horseback riding, navigation, firearms handling, hunting, tracking, fishing, foraging, fire building, farming, and first aid. They must also be extremely motivated, positive thinkers willing to take risks, and team players.
The document lists key skills that recruiters look for in job candidates such as communication, teamwork, problem solving, leadership, creativity, and technical skills. It then provides examples of competency-based job application questions that ask candidates to describe situations using the STAR (Situation, Task, Action, Result) method. The document instructs students on how to answer competency-based questions for a class assignment, including drafting responses, getting feedback, and submitting their work.
The document provides instructions for students to design and conduct a survey for a class assignment. Students will work in pairs to select a topic, develop survey questions, and interview a classmate each week to collect data. At the end of the semester, students must write a report analyzing the data collected from their interviews, which will be worth 20% of their final grade. The report instructions advise students to include both open-ended and introductory questions in their survey.
This document provides instructions and examples for answering competency-based job application questions using the STAR (Situation, Task, Action, Result) technique. It explains what each part of the STAR technique represents and gives an example of using STAR to structure an answer about working under pressure to meet a deadline. Students are then assigned to choose one of the provided application questions and answer it using STAR in 200-250 words, including the word count in their submitted response.
This document provides guidance on writing reports for a class assignment. It outlines the typical structure of a report, including a title, introduction, main body with findings, and conclusion. The main body should summarize respondents' answers using generalized phrases rather than direct quotes. Students are instructed to interview classmates on a chosen topic and submit a one-page, double-spaced report via email to the instructor summarizing the findings of the interviews.
The document provides guidance on writing reports based on interviews. It outlines the typical structure of a report, including a title, introduction, main body, and conclusion. The main body should summarize the key themes and findings from interviews without directly quoting people. The conclusion should interpret the themes, discuss their implications, and make recommendations if appropriate. Linking words are provided to help structure the report cohesively. Students are instructed to write a one-page report summarizing the findings of interviews conducted throughout the semester and email it to their professor.
This document provides instructions for writing a short composition in 3 paragraphs. It explains the writing process which includes selecting a topic, brainstorming ideas, choosing 3 supporting points, outlining, and writing the essay. An example outline is given with 3 paragraphs where each paragraph focuses on a time the author received wrong number phone calls - while watching a movie, in the bathtub, and while cooking. The conclusion states the author will let the answering machine pick up calls from now on. Formatting guidelines are also included such as double spacing, capitalization rules, and including name and student ID.
This document provides instructions on how to write a short composition or paragraph. It outlines the writing process as follows:
1. Select a topic
2. Brainstorm ideas and choose 3 supporting points
3. Create an outline organizing the supporting points into paragraphs
4. Write the first draft of the essay
5. Get peer review and feedback
6. Write the final draft
Formatting guidelines are also provided such as bolding and centering the title, capitalizing the first letter of words in the title, using tabs for paragraph indentation, and double spacing the text. Students are assigned to write a short essay on a given topic and submit an outline.
This document contains summaries of 3 English communication units:
Unit 6 focuses on grammar rules for comparatives and superlatives. Key vocabulary for talking about cities is also introduced.
Unit 7 covers the present perfect and past simple tenses. Examples and time expressions that can be used with each are provided. Vocabulary for talking about changes and trends is also summarized.
Unit 8 summarizes modal verbs and related verbs. Vocabulary for career paths and job priorities is also introduced.
This document provides instructions for students to design and conduct a survey for a class assignment. Students will either work in pairs or individually to select a topic and design survey questions to interview classmates about. Each week students will interview a different classmate. At the end of the semester, students will write an individual report based on the collected interview data, which will be worth 20% of the student's final grade. The survey questions should include open-ended questions and introductory questions for interviewees.
This lesson provides an orientation to an English communication course that aims to improve students' oral and written skills for global business. It outlines the course objectives, required textbook, contact details, grading criteria, and classroom rules. The lesson emphasizes arriving on time, participating, submitting assignments on time, and not using phones or disappearing during class time as these most annoy teachers.
This document provides guidance for student presentations. It outlines requirements such as presenting for 4 minutes using a maximum of 8 slides with minimal text. Students should structure their presentation with an introduction, body, and conclusion. The document provides examples of attention-getting hooks to begin the introduction, such as asking a question, sharing a personal anecdote, or stating an interesting fact. It also gives potential topics for the presentations and includes prompt cards with phrases to help practice the structure and flow of the presentation.
The document provides instructions for an assignment to send an email to Mike about a presentation topic. The email must:
1) Identify the presentation topic and why it was chosen in 1-2 sentences.
2) Follow an appropriate email structure with subject, salutation, introduction, body, closing and signature.
3) Be sent to the provided email address and printed copy submitted to Mike by the due date.
The document provides instructions for an assignment requiring the student to:
1. Write an email to Mike informing him of their presentation topic and why they chose it, including an appropriate subject line, greeting, introduction, explanation, main content, and closing.
2. Transfer their PowerPoint presentation file to the correct folder on the classroom computer to avoid issues with technology on the day of their presentation.
The work experience section summarizes the candidate's relevant work history in reverse chronological order. It includes the position, employer, dates of employment, and highlights key responsibilities and achievements for each role, using action verbs to emphasize skills gained. Positions include database developer, information systems assistant, year in industry student, and experience in various departments providing exposure to different functions.
The document provides details of the applicant's skills and achievements under various headings: Leadership and Teamwork, Computing, Communication, Problem Solving. For Leadership and Teamwork, the applicant describes their roles in organizing a university sports team and a community IT project. Their Computing skills include proficiency with Microsoft Office, programming languages like Java and Perl, and Unix/Linux. Communication skills were developed through presentations and group work for their degree as well as designing websites and training clients. Problem solving abilities were strengthened through their degree coursework and designing a purchase order system during an internship.
Rick Grimes is seeking two applicants for full-time positions as zombie apocalypse survivors. Successful candidates must have skills in auto mechanics, horseback riding, navigation, firearms handling, hunting, tracking, fishing, foraging, fire building, farming, and first aid. They must also be extremely motivated, positive thinkers willing to take risks, and team players.
4. A few classroom rules
1. Keep your cell phone in your pocket.
2. Being late for class will negatively affect your grade.
**Classes will start on time – if you are not present you are late*
4. Absences may effect your attendance grade AND your participation grade.
5. If you have a used textbook, you MUST erase all answers in week 1.
6. Submit homework on time or lose points.
**If you are absent when assignments are due, you should send it by e-mail.
There should be no excuse michaeljamessatterthwaite@gmail.com
7. Please go to the bathroom before coming to class.
5. Textbook and other essential information
International Express-Pre Intermediate, 3rd Edition, Oxford
University Press, by Keith Harding and Rachel Appleby
* if you have a used textbook, you MUST erase all the answers.
E-mail: michaeljamessatterthwaite@gmail.com
Office: building 4
Website: www.miketeacher.pbworks.com
Online Course/review: http://hysc.hanyang.ac.kr/mooc/
6. Course Objectives
Upon completion of the course, students will be able to:
i. demonstrate improved communication skills,
ii. give a formal self-introduction,
ii. and deliver an engaging and suitably structured
presentation.
8. A+ ~ A 30% of students
B+ ~ B 40% of students
C+ ~ C 30% of students
University Grading Policy
9. 성적에 대해서 이메일 보내지 않기
이 수업은 절대평가가 아닌 상대평가를 원칙으로 합니다. 여러분의 최종성적
에 따라 등위가 매겨지며 등수에 따라 컴퓨터가 성적을 배정합니다.
탑 30%의 학생들은 A나 A+를 그 다음 40%의 학생들은 B나 B+를 받고
하위 30% 학생들은 C나 C+를 받게 됩니다.
예를 들어, 수업에 25명의 학생이 있다면 다음과 같이 성적이 주어집니다.
탑 30%는 1등에서 8등까지, 그 다음 40%는 9등에서 18등,
마지막 30%는 19등에서 25등
그러므로, 학기말에 여러분의 성적을 모두 합산해서 등수를 매길 겁니다.
여러분의 등수에 따라 컴퓨터가 위와 같이 성적을 매깁니다. 저는 여러분의
등수를 결정하지 성적을 결정하지 않습니다.
상대평가이기 때문에 한 학생의 성적을 B에서 A로 올리면 이것은 즉 A를 받
은 학생이 B로 내려가게 됩니다. 이것은 다른 학생들에게 피해가 가기 때문
에 공평하지가 않습니다. 그러니까 성적 올려달라고 이메일 절대 보내지 마
세요.
“저 장학금 받아야 하는데 성적 좀 올려주시겠어요?”라거나 “중간고사 잘 봤
는데 왜 성적이 이래요?”라는 이메일 절대로 보내지 마세요.
성적에 관해서 이메일 보내지 말아야 하고 만약 기대했던 성적을 못 받았다
면
그것은 다른 학생들이 더 잘해서 더 나은 점수를 받은 것입니다.
컴퓨터가 등수에 입각해서 낸 성적은 절대 바뀔 수 없음을 명심하세요.
Percentage Class Ranking
99% 1
98% 2
95% 3
93% 4
93% 5
93% 6
92.5% 7
92.5% 8
92% 9
91% 10
90.5% 11
90% 12
89% 13
89% 14
88.5% 15
88% 16
87.5% 17
86% 18
85% 19
84% 20
83.5% 21
82% 22
78% 23
77% 24
76.5% 25
10. So, in a class with twenty students…
6 people may feel like this
8 people may feel like this
6 people may feel like this
11. Outside the classroom
Your book consists of:
- a review section for each unit
- a DVD and CD
- answers for all activities
* Some self-study may be required