Video bài nghe Market Leader Advanced – Unit 2: Training – HocHay
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Market Leader Advanced – Unit 12: Project Management - Business Skills
A. Listen to two telephone conversations about the staff induction day at Ashley Pharmaceuticals. What is the purpose of each call? Which conversation is more formal, and why?
The first conversation between Mel Van Der Horst and Naomi Taylor is more formal than Mel's conversation with the receptionist, Pierre. That's because Mel and Pierre are clearly work colleagues who know each other quite well. Mel and Naomi have apparently never met, so they are more polite and formal with each other
B. Listen to the first conversation again. What techniques does each speaker use to check or confirm the information they hear? Match each of the techniques (1-3) to the phrases (a-f).
1. Echoing/rephrasing what was said
2 Using questioning intonation to check information
3. Asking a direct question for confirmation
a) So, you didn't receive the programme we e-mailed you?
b) Can I just check that? Did you say half past nine?
c) And the room was ...?
d) So, that's B15, thanks.
e) And it doesn't matter if I haven't got a copy of the programme?
f) Sorry, could you give me your name again?
3. b, f
C. Listen to the second conversation again. How does the relationship between the speakers affect how they check, confirm and correct information?
The speakers use a more direct style to check and confirm information, e.g.
M: You mean we can't have that room at all?
P: No, what I meant was ...
M: C2's the one next to the vending machines on the third floor? Right?
P: OK, I’ll put you in B13 from nine to midday,…
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Reading and Language Market Leader Advanced – Unit 2: Training – HocHay
A. Read the anecdote below about the Chinese fridge-maker Haier and answer these questions.
1. What lesson did the new boss want his employees to learn?
2. How would you react if a manager at your organisation did something similar?
1. The lesson the boss at Haier wanted the employees to learn was one of 'creative destruction': to do things well, or to be more creative, it is sometimes better to destroy what you have done and start all over again
B. Read the article below about Haier and discuss these questions.
1. What is Haier's approach to executive education?
2. What are the benefits of this approach?
1. Haier's approach to executive education is very practical and involves executives working in teams, discussing problems across the company, learning about other departments, trying out ideas for possible solutions and then reporting back to colleagues in class.
2. The possible benefits to this approach are that managers learn about the company as a whole as they learn how to 'connect the dots' and stop seeing things only from their position in the organisation, which makes them more versatile as managers. They also learn to improve their general management skills in a very practical way, putting ideas into practice at work. Haier therefore gets an immediate 'return on investment' from the training.
C. Complete these summary sentences. Read the article again if necessary.
1. Haier's executive education involves training general managers to deal with ...
2. The writer of the article interviewed ...
3. More than 70 of Haier's senior managers take part ...
4. Executives on the programme discuss possible solutions to problems and then ...
5. Executive teams are mixed up regularly on the course to ...
6. Two of the main outcomes are that managers can better understand ...
7. Participants become more versatile as they learn to face different challenges ...
8. The coaches think of ways to check progress; they provide correction and ...
Đáp án mẫu:
1. Haier's executive education involves training general managers to deal with a range of threats and opportunities/challenges/problems.
2. The writer of the article interviewed the staff that run Haier's training centre and executives who did the training.
3. More than 70 of Haier's senior managers take part in weekly sessions on Saturday mornings.
4. Executives on the programme discuss possible solutions to problems and then try them out at work; later they report back to colleagues and perhaps refine their action plan.
5. Executive teams are mixed up regularly on the course to keep them fresh.
6. Two of the main outcomes are that managers can better understand various parts/departments of the organisation and how to 'connect the dots'; to understand Haier's situation as a whole. (Other possible outcomes: how to spot opportunities for productive collaboration and build general management skills. (See paragraph 5 and question 7.))
7. Participants become more versatile as they learn to face different challenges and improve their general management skills.
8. The coaches think of ways to check progress; they provide correction and help executives to refine their action plan.
D. Match these words or phrases in italic from the article (1-10) to the correct definition (a-j).
1. periodically rejigs the teams (lines 45-46)
2. confers several benefits (line 54)
3. spot opportunities (lines 57-58)
4. ongoing exposure to the issues (lines 59-60)
5. connect the dots (lines 61-62)
6. looking ... through the window of their own silo (lines 63-65)
7. helping executives hone the skills (line 67)
8. in the pejorative sense (line 71)
9. divorced from practice (line 72)
10. track progress (line 78)
a) understanding something only from your own position and not that of others
b) record the development of something or someone over time
c) chance to experience new ideas and ways of looking at things
d) arranges in a different way
e) too theoretical
g) notice something, especially when it is difficult to see
h) with a negative meaning
j) realise that something is related to something else
E. Why is the ability to emphasise important in business communication? Find examples in the article for each of these techniques.
1. Using lists of three
2. Using superlative forms
3. Using two contrasting ideas
4. Using interesting or extreme adjectives
5. Emphasising a negative statement
1. ... to discuss their individual challenges, explore possible solutions and discuss how best to implement proposed changes. (lines 38-42)
Faculty mixes executives from different functions, business units and provinces ... (lines 42-44)
First, ... Second, ... Third ... (lines 54-65)
They also help the executives refine their action plan, devise practical ways to track progress and facilitate mid-course correction. (lines 76-79)
2. One of the most daunting, however, is ... (lines 2-3)
... one of the most successful companies in China. (lines 14-15)
... get the most value for their investment ... (lines 82-83)
3. ... Haier has risen from a nearly bankrupt collective enterprise 25 years ago to one of the most successful companies in China. (lines 12-15)
... discuss what worked and did not ... (lines 5G--51)
... understand Haier's situation as a whole, rather than looking at the market through the window of their own silo. (lines 62-65)
4. turbulent markets (lines 1-2), volatile markets (line 7), versatile general managers (lines 19-20), in the pejorative sense (line 71)
5. ... discuss what worked and [what] did not... (lines 50--51)
These courses are anything but ‘academic’… (lines 70-71)
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