This document outlines an English communication skills course called "The Communicative Approach" that teaches students how to have effective conversations, meetings, collaborations, reports, and discussions. It provides frameworks and guidelines for each including AAEC for conversations, DMIC for meetings, QACR for collaborations, SEA for reports, and PREP for discussions. Students practice these frameworks in pair and group activities focused on exchanging opinions and information on various topics. The goal is for students to feel more confident in cross-cultural communication through applying systematic processes and interactive learning.

1. “Empowering Global Communicators” 世界とつながる, 英語でビジネスを Communicate to the World, Do Business in English
www.e-act.co.jp

2. Discussion Activity: Mutual Understanding
Exchange your opinions, in pairs or small groups, on these three questions:
1.Why should we study Business English?
2. Why is English difficult for many Japanese?
3. How can I quickly improve my speaking skills?

3. PRIMARY GOAL:
To become more confident in cross-cultural communication
Communicative
Approach Concept
Proactive Listeners:
try to understand
Listen actively (show interest and show understanding)
Clarify, Rephrase,
Summarize, Comment, Ask
Proactive Speakers:
try to be understood
Speak Logically (start from the main point)
Speak Long (add content like reasons and examples)
Check, Clarify, Rephrase, Explain, Add
In Western business cultures, Speakers and Listeners are equally responsiblefor mutual understanding. This is called PROACTIVE communication.
Starting Point:

4. Reflection Activity: Was your discussion proactive?
Were you and your partner(s) proactive throughout the entire conversation?
Why do/don’t you think so?
Points to consider:
•Didyourconversationshaveagoodstart?
•Were your conversations balanced? Did they flow well?
•Did you get all the information you needed?
•Was there a clear ending to your conversation?

5. Concept Breakdown:
Group Interaction
•Apply systematic processes to conversations, meetings, and task management
Individual Production
•Apply systematic flows when giving a report or expressing your opinion

6. Here are some additional goals we’d like you to set:
1.Speak for a long time
2.Speak logically
3.Speak near native speed
What are your personal goals for this course?
1. _____________________________
2. _____________________________

7. In-Class Course Guidelines:
•Speak to each other in English
•3-Second Rule (Start speaking within 3 seconds)
•Make separate lists in your notebook for communication expressions and new vocabulary
•Always ask questions to each other first
What are the benefits of these guidelines?

8. Module One: Conversation Structure

9. Warm-up Activity: Information Exchange
Discuss this question in pairs (or in threes):
What are your career goals?
キャリアの最終目標は？
(TIP: Add anything you feel to make the conversation more interesting)

10. Goal: Maintaining Flow and Balance in a Conversation
•Listen actively to provide feedback, show interest, and ask relevant follow-up questions
•Show high-level understanding through active listening
•Work together towards balanced conversations

11. How can students have proactive conversations that flow well and are balanced?
受講生がよどみなく、安定した積極的な会話ができるようになるには？
ASK質問
Ask questions 質問する
Ask follow-ups 補足を尋ねる
Ask the same question back 同じ質問を聞き返す
COMMENTコメント
Listen actively and show interest 積極的に聴き、興味を示す
Give the speaker feedback
•Say something related
•Share a similar experience
話し手にフィードバックを伝える （関連したこと・似た経験）
ELABORATE詳細説明
Give 3-sentence support
(reasons, examples, background) 理由・例・背景の3点を伝える
Add more information
(Who What Where When Why How) 5W1Hの情報を追加する
<Listener>
聞き手
<Speaker>
話し手
AAEC Conversation Guideline 会話のガイドライン（AAEC)
Take turns speaking and listening
話すと聴くを交互に体験
ANSWER回答
Start speaking within 3 seconds3秒で話し始める
Give your main message first まず、主旨を伝える

12. Application Activity: AAEC
Would you like to work outside of Japan?
Why/Why not?
•Have an AAEC conversation with your partner
•Comment and give feedback on your partner’s answers
•Ask follow up questions to get more details

13. Module Two: Meeting Structure

14. Warm-up Activity: Listing up Suggestions
Work together to make a common list:
What are some do’s and don’ts of chairing a meeting?
(TIP: Every group member should be active. If there is silence, say something)

15. Goal: Facilitating and Participatingin Group Discussions
•Keep everyone focused on the topic
•Encourage participants to actively contribute
•Aim for mutual understanding
•Sum up the discussion in a timely manner

16. How can students confidently handle, participate, and lead group meetings?
受講生がグループレッスンに自信を持って対応・参加・主導できるようになるには？
DMIC Discussion Leader Process ディスカッション・リーダー・プロセス（DMIC)＊受講生一人がｸﾞﾙｰﾌﾟﾘｰﾀﾞｰとなります。
•Make the objective/purpose/goal/issue clear to all participants
•ﾘｰﾀﾞｰがｸﾞﾙｰﾌﾟﾒﾝﾊﾞｰ全員に対象・目的・論点・ｺﾞｰﾙを明確にする。
Define 明確化
•Elicit input from all the members of the group without offering your own opinion
•ｸﾞﾙｰﾌﾟﾒﾝﾊﾞｰ全員の考えを引き出す（ﾘｰﾀﾞｰの考えは提示しない）。
Manage 管理
•Compare and contrast the inputs given, Offer your own input
•引き出した考えを比較・対比し、ﾘｰﾀﾞｰの考えを提示する。
Improve 改善
•Summarize the main points, get consensus (when needed), elicit any final comments before wrapping up the discussion
•議論終了前に要点をまとめ、(必要であれば）意見の一致をはか り、最終コメントを引き出す。
Conclude 結論

17. Application Activity: DMIC
Have a DMIC meeting to decide benefits to offer your employees. Pick five from the list below:
“You are starting a new company”
Paid maternity leave
Flexible working hours
Gym membership
Subsidized childcare
Profit share
Performance-based annual bonus
Free use of company cottage
To extra days off a month
Subsidized company dormitory
Free tablet PCs with paid internet connection

18. Module Three: Collaboration Structure

19. Warm-up Activity : Expressing yourself
Share your thoughts on the following question:
What motivates you?
(personally or in business)
(TIP: Find out how your audience feels about your message)

20. Goal: Managing Yourself and your Partners in Tasks
•Confirm to make sure your listener understands
•Reply and offer feedback to show understanding

21. How can students exchange, and then check opinions with each other?
受講生がお互いの意見を交換し、確認し合うには？
QACR Basic Western-style Communication Flow 基本的な欧米コミュニケーションの流れ（QACR)
•Ask a question
•質問をする
Question 質問する
•Answer directly, and support with facts and examples
•質問に直接答える、事実や例を用いて裏付ける
Answer 答える
•Confirm the other person understands and agrees
•他の人が理解かつ同意しているか確認する
Confirm 確認する
•Agree or disagree, and offer alternative ideas when necessary
•同意、不同意を伝える。必要に応じて代替案を提示する。
Response 応える

22. Application Activity: QACR
Have a QACR discussion for this topic in small groups:
What are three of the most important inventions of the last 100 years?
•Agree on the top three and then rank them in order of importance
•Make sure you confirm and respond to your partners opinions

23. Module Four: Reporting Structure

24. Choose one topic to talk about:
•Outline an experience when you used your English skills to communicate with a foreigner
•Talk about a goal you set yourself and how you achieved it
(TIP: Give specific examples in your explanation)
Warm-up Activity: Talking about yourself

25. Goal: Analyzing information and giving action-focused messages
•Organize information quickly and effectively
•Give a reader-orientated report that focuses on action steps and results (make it easier for the listener to understand your main message)

26. SEA Direct Message Organization ﾀﾞｲﾚｸﾄ･ﾒｯｾｰｼﾞ･ｵｰｶﾞﾆｾﾞｰｼｮﾝ（SEA)
26
•Start with the main point (headline or title)
•問題点から始める（ヘッドライン・題名）
Situation シチュエーション
•Add information (supporting details)
•説明を追加する(詳細補足）
Explanation 説明
•Focus on the next steps (what needs to be done)
•次のステップに焦点を合わせる（何をしなければなら ないか）
Action 行動
How can students analyze information and then give action-focused messages?
受講生が情報を分析し、その後行動を重視したメッセージを伝えられるようになるには？

27. Application Activity: SEA
In pairs (or in threes), give an SEA report on one of the topics below:
•Give an update on a project you are currently
working on (Decide on what information to add)
OR
•Share an experience with “communication breakdown” at your workplace (Explain what happened and how it was resolved)

28. Module Five: Opinion Structure

29. Warm-up Activity: Making Rational Predictions
Discuss this question in pairs (or in threes):
What will Japan be like in 20 years time?
(TIP: Your reasons are more believable with specific examples)

30. Goal: Delivering a convincing opinion
•Organize your opinion inWestern-style logic flow
•Provide adequate reasons, supporting information, and examples

31. How can students logically deliver an opinion?
受講生が論理的に意見を述べるには？
PREP Information Exchange Flow 情報交換のﾌﾛｰ（PREP)
•Start with your main message (answer the question, or make a statement)
•要点から始める（質問に答える、又は発表する）
Point 要点
•Immediately follow with reasons (primary support)
•前置きなく理由を述べる（第1のサポート）
Reason 理由
•Provide details to elaborate and further establish your message (secondary support)
•要点を詳しく述べる（第2のサポート）
Example 例
•Restate your main point, make a comment, or introduce a new, related point
•要点をまとめる（再び述べる）又は新たに広げて（関連し た点を紹介）終了する
Point 要点

32. Application Activity: PREP
Prepare a convincing two-minute PREP presentation for:
What is the most important change Japanese companies must make to compete globally?
(TIP: Focus on reasons and examples to support your points)

33. Wrap Up Discussion
What are the most useful or interesting learning points you are taking away from “The Communicative Approach” course? Post these on the forum.
Visit other parts of our website for free English learning aids. Go to http://www.e- act.co.jp/myact.phpfor access to your forum and more free interactive content!
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