Unit 1 Reading Strategies V3 PDF

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Unit 1 : Reading Strategies (GB)

Business English 1

Unit 1 Reading Strategies Learning outcomes 1. 2.

3. 4. 5.

Revise tenses regarding personal introductions Learn strategies to a. improve reading comprehension skills b. understand vocabulary in context Understand the rules of English rhetoric Understand how to map a text Learn tips on how to approach reading comprehension exams and tackle different types of exam questions

Getting to know each other Interview the person next to you with the following questions 1. Where are you from and why did you come to Bayreuth? 2. How long have you been studying? 3. Why did you choose to study your major? 4. Which areas of your major are you currently studying? 5. What do you do in your free time? 6. Talk about any internships you’ve done or would like to do. 7. Talk about any experiences you have had abroad. 8. Where do you see yourself in 5 years’ time?

1 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Grammar Revision How long have you been studying? –

wrong: Present simple: I am studying / for 2 semesters / since 2011

–

correct: Present perfect continuous: I have been studying for/since

Why did you choose to study your course? –

Present simple: I like / I am interested in the Cayman Islands

–

Past simple: I wanted to… / I didn’t know how much work it was

Which areas of your course are you currently studying? –

Present continuous: I am studying whatever will get me through the exam

What do you do in your free time? –

wrong: Present continuous: I am playing football

–

correct: Present simple: I eat… sleep… drink…

Talk about any internships you’ve done or would like to do. –

Present perfect: I have worked for…

–

Past simple: I researched… assisted… won… lost…

–

2 conditional: I would like to work for the chancellor

nd

Grammar Box Present simple: used for situations that happen repeatedly or commonly, like hobbies or regular sports activities Present continuous: describes actions that are happening right now and don’t happen regularly or for a very long time. I am studying economics (this is limited to the present; you won’t be doing this for the rest of your life.) Present perfect: In this case, used when talking about experiences. I have been to Las Vegas; I have done an internship Simple Past: describes a single moment in the past. Often used to give specific details of experiences: I have worked for Audi and VW. I worked in their marketing departments. Present Perfect Continuous: For actions that began in the past and continue into the present. The use of the words for or since in the sentence are often an indicator that this tense needs to be used.

2 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Reading strategies: Introduction 1.

You are given the following question for an assignment

“Management training is a farce. Either you can manage people or you can’t. It’s not something you can learn?” You have found an article in the Harvard Business Review titled ‘Cultural Intelligence’. Before spending money on photocopying, you would like to know whether the article is relevant to your essay question. Scan the article and find out whether it is relevant to your essay. Look at your watch before you start and see how much time it takes you to find the relevant information.

2.

Are there any ways of reducing your search time?

3 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Reading Strategies: Mapping a Text 1. Introduction: When discussing cultural differences, we tend to focus on language and behaviour. Many of us forget that people’s rhetoric is just as culturally specific. People from an English speaking background will structure their arguments differently to German people. This does not just apply to articles, but also to academic essays, presentations and emails. Therefore, when dealing with English people in an academic or business environment it is essential to be aware of this cultural difference. English people use a linear line of argumentation as shown in the following outline.

Text Structure Thesis statement / Main idea: This contains the author’s opinion or objective for writing. This is stated at the beginning unlike in German where it is often saved till last. The thesis usually contains two parts: overall subject (or theme) and comment on that subject.

I. INTRODUCTION General statements Thesis statement / Main idea II. BODY A. supporting point 1. detail /example 2. detail /example 3. detail /example

Supporting point: This is an argument or an idea that supports the thesis statement. Supporting points are separated by paragraphs.

B. supporting point 1. detail /example 2. detail /example 3. detail /example

Detail / example: Each supporting point is backed up by details and examples - like statistics or quotes from famous people and so on – which help to prove that they are true and strengthen the overall argument.

C. supporting point 1. detail /example 2. detail /example 3. detail /example III. CONCLUSION Restatement or summary of main points final comment

2. Go back to the text and underline the thesis statement. Can you identify the two parts? 3. Underline the supporting points. Then read the text as far as the subheading ‘The three sources of cultural intelligence’ and see how each point is supported by details and examples? Now complete the chart below

4 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

I. INTRODUCTION General statements

Thesis statement

II. BODY A. supporting point 1. detail /example 2. detail /example

A. _____________________________________________ 1. 2.

B. supporting point 1. detail /example 2. detail /example

B. _____________________________________________ 1. 2.

C.

supporting point 1. detail /example 2. detail /example

C. _____________________________________________ 1. 2.

D. supporting point 1. detail /example 2. detail /example

D. _____________________________________________ 1. 2.

E.

supporting point 1. detail /example 2. detail /example

E. _____________________________________________ 1. 2.

F. supporting point 1. detail /example 2. detail /example

F. _____________________________________________ 1. 2.

G. supporting point 1. detail /example 2. detail /example

G. _____________________________________________ 1. 2.

III. CONCLUSION Restatement or summary of main points Final comment

5 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Answer I. INTRODUCTION General statements Thesis statement

some people have a natural ability to cope in cross cultural negotiations In a world where crossing boundaries is routine, QC is a vitally important aptitude or skill

II. BODY A. supporting point 1. detail /example 2. detail /example

A. Companies, too, have cultures 1. subcultures: sales force vs engineers 2. departments, divisions, professions

B. supporting point 1. detail /example 2. detail /example

B. Cultural Intelligence is related to emotional Intelligence but goes further. 1. definition of emotional intelligence 2. definition of cultural intelligence

C. supporting point 1. detail /example 2. detail /example

C. Example of how someone’s CI was tested 1. Germans criticized his team’s ideas 2. concluded that Germans were rude and aggressive

D. supporting point 1. detail /example 2. detail /example

D. CI would have resolved the misunderstanding 1. CI wouldn’t have led to a wrong equation 2. CI would make finer distinctions

E. supporting point 1. detail /example 2.. detail /example

E. EI alone wouldn’t have helped 1. How an EI manager would have reacted 2. What an EI manager wouldn’t have realized

F. supporting point 1. detail /example 2. detail /example

F. EI and CI have one element in common: “propensity to suspend judgment” 1. longer suspension with higher level of CI 2. less negative judgement

G. supporting point 1. detail /example 2. detail /example

G. Socially successful people struggle with cultural differences 1. They have strong ties to their own culture 2. more detached people a. can adapt better b. are better observers c. make a conscious effort to fit in

III. CONCLUSION Restatement or summary of main points final comment

Some aspects of CI are innate, others can be learned low CI is a disadvantage

6 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

4. With the structure of the text mapped out now, try to locate the part that talks about ‘stereotyping’. How long did it take you to find the information this time?

5. Now that you understand how a text is structured can you identify the author’s purpose? a. b. c. d.

inform or explain persuade or convince give advice entertain

Discussion 1. Looking back at the text and answer the following questions with your partner: 1. Do you agree with the author’s relationship between emotional and cultural intelligence?

2. What do you think was the reason for the German engineers’ behavior?

3. Do you have a propensity to suspend judgment?

4. Do you agree with the author’s description of people who are popular in their social group?

2. How long did it take you to find the necessary information to answer the questions?

7 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Understanding Vocabulary in Context 1. There are often clues within the context of a text that will help you define the meaning of a word you don’t know. For example, how would you define the meaning of the word equating from the context of the paragraph below? Chose one of the following synonyms: a. b. c. d.

to compare to reject to treat as the same to separate

A modicum of cultural intelligence would have helped the American to realise he was mistakenly equating the merit of an idea with the merit of the person presenting it and that the Germans were able to make a sharp distinction between the two.

2. Evaluating your answer 

What is the words relationship with the surrounding words? o It is a verb (to equate) and its objects are “the merit of an idea” and “the merit of the person”. o The preposition “with” gives an indication that the verb creates a relationship between the two objects.



How does this word relate to the surrounding sentence as a whole? o Within the context of cultural intelligence, this action is considered a mistake. o Germans didn’t make this mistake because they made “a sharp distinction between” the two merits.



Which synonym makes sense to you? o The action has to be different to the actions of the Germans, possibly an antonym.



Which answer choice most nearly matches your synonym o Answer a) is wrong because the Germans also compared the two merits, but they went a step further and distinguished them. o Answer b) is incorrect because of the relationship of the objects: You cannot reject one thing with another. Also, it is not an antonym to “make a sharp distinction.” o Answer c) is correct because “to treat as the same” is the opposite of what the Germans did, “to make a distinction.” o Answer d) is clearly incorrect because it describes what the Germans did, i.e. “to make a distinction” or to treat the objects differently.

8 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

3. Now repeat the task with the following excerpts, where you have to define the fictional word. A : An expatriate manager who was merely emotionally intelligent would probably have empathized with the team members whose ideas were being criticized… and proposed a new style of discussion that preserved collio but spared feelings, if indeed anybody’s feeli ngs had been hurt.

a. sympathy b. honesty

c. hostility d. a relaxed approach

B : Although some aspects of cultural intelligence are geric, anyone reasonably alert, motivated, and poised can attain a level of cultural intelligence. a. can be taught b. very common

c. easy to understand d. something you have from birth

C : Many [representatives] came from different business units and had grown up in different countries. Instead of equating the first representative’s behavior with the client’s corporate culture, Devin looked for consistencies in the various individuals’ tremmices. Eventually he determined that they were all punctual, deadline oriented, and tolerant of conventional advertising messages. a. backgrounds b. characteristics

c. professions d. knowledge

D : A modicum of cultural intelligence would have helped the American to realise he was mistakenly equating the merit of an idea with the merit of the person presenting it and that the Germans were able to make a sharp distinction between the two. A manager with even subtler powers of coddlement might have tried to determine how much of the two German’s behavior was arguably German and how much was explained by the fact that they were German.

a. tendency to make mistakes b. ability to calm somebody down

c. lack of awareness d. ability to distinguish

E : The same things making many air travelers grumble these days — rising fares with more and more fees, fewer flights, planes filled to the brim — are the things giving airline executives a reason to smile. After a decade of losing money because of cutthroat competition, slumping traveler demand and volatile fuel prices, the industry has found a way to regain control of its fortunes -- and make money -- by sweening its 1990s strategy of aggressive growth. Despite the weak economy, most domestic airlines will have their second consecutive profitable year in 2011, after losing $55 billion since 2001.

a. continuing to use b. stopping using

c. thinking over d. fighting

9 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Word Formation 1. The meaning of words can also be defined by relating them back to their other forms. For example verb to equate

noun equality

adjective equal

adverb equally

2. Complete the following chart with the correct forms of the words Verb

noun

adjective

NA

adverb

aggressive distinction

to empathize success effect familiar account

NA NA

to accept

NA various

NA

NA

NA

intention hound mistake

3. Complete the sentences using a form of the word in bold. a. There is important to make a distinction between company culture and national culture. It is important to _________________ between company culture and national culture.

b. People with high emotional intelligence know how to empathize with other people. People with low emotional intelligence are not that ______________.

c.

Cultural intelligence can determine your success in business. Managers who don’t have a high level of cultural intelligence will find it hard to ________________.

d. There are various ways of improving your cultural intelligence. We offer a _____________ of courses that are designed to increase your CQ. Prices _____________ from $250 to $400 per day.

e. People who are not familiar with local customs are at a disadvantage. They should take time to ______________ themselves with some of the cultural peculiarities.

10 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Prefixes 1. Sometimes a prefix will give you a clue about the word’s meaning. Neutral con ambi ex re

Negative with, together both, two former again

un dis de in, im, il, ir mal mis

not, against, opposite not, opposite, reverse reverse, against not bad wrong, bad

2. Can you explain the following words by considering their components dishearten

___________________________________________________________________

disarm

___________________________________________________________________

discomfort

___________________________________________________________________

innate

___________________________________________________________________

conjoin

___________________________________________________________________

regain

___________________________________________________________________

expatriate

___________________________________________________________________

ambidextrous

___________________________________________________________________

malfunction

___________________________________________________________________

malcontent

___________________________________________________________________

inaction

___________________________________________________________________

irresolute

___________________________________________________________________

11 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

False Friends False friends are words that sound similar in English and German and might have the same origin, but have substantially different meanings. False friends can obstruct your understanding of a text. Here is a list of the most common false fiends. Complete the two columns meaning

don’t confuse with

rent therefore discussion marmalade to mob billion conservatives preservatives actually at least fabric formula photograph reclamation tablet critic

12 Materials by T Dickomeit and A Moore

University of Bayreuth

Unit 1 : Reading Strategies (GB)

Business English 1

Reading Comprehension Exams You have already learned how to improve your understanding of texts by reading actively. When you take exams, however, you will be expected to prove that understanding. This section includes tips for taking exams.

Exam objectives Reading comprehension questions commonly test whether you 1. 2. 3. 4. 5. 6. 7. 8. ...