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- 1. Native Orientation Pack Orientation Session オリエンテーション Core Communication Techniques 主なコミュニケーションテクニック Communicative Activity Practice 実践コミュニケーション演習
- 2. Method: The Communicative Approach コミュニカティブ・アプローチ Foundation (基礎):: English Language as a Communication Tool コミュニケーション・ツールとしての英語 Application (応用): Proactive Communication Culture 積極的なコミュニケーション・スタイル
- 3. IN-CLASS GUIDELINES Discuss the benefits of the following: • Speak to each other in English – お互い英語で話すこと Why: _________________________________________ • Make separate lists in your notebook for communication expressions and new vocabulary – コミュニケーション表現と英単語を別々にノートにまとめるこ と。 Why: _________________________________________ • Always ask questions to each other first – お互いいつも最初に質問をし合うこと Why: _________________________________________
- 4. IN-CLASS GUIDELINES Discuss the benefits of the following: • Speak to each other in English Simulate the real situation – English speaking environment as there isn't much opportunity to speak English in daily life • Make separate lists in your notebook for communication expressions and new vocabulary Easy to add to, find & refer to communicative expressions, Easy to remember usage if vocabulary is written in collocated phrases • Always ask questions to each other first To practice clarifying skills, To improve explanation skills
- 5. Approach Guidelines The following three points can help you to communicate effectively in a Western-style business environment : • Speak FOR A LONG TIME How: _________________________________________ • Speak LOGICALLY How: _________________________________________ • Speak NEAR NATIVE SPEED How: _________________________________________
- 6. GOAL: Communicate effectively in a Western-style business environment • Speak FOR A LONG TIME SPEAK in sentences and ADD more information (TIP: minimum three-sentence answers for any question, to promote long conversations that are rich with content) • Speak LOGICALLY START at the conclusion , FOLLOW with reasons and details , SUPPORT with examples, FINISH with comments and related information • Speak NEAR NATIVE SPEED Native speed is achieved through repetitive shadowing practice. (TIP: do shadowing regularly to understand faster and eventually deliver your message quicker
- 7. How can students exchange ideas and give feedback when working together in task? 受講生がお互いの意見を交換し、フィードバックを与え合うにはどうしたら？ QACR Task Management Technique 意見の一致を図るテクニック（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
- 8. DISCUSSION ACTIVITY Apply the QACR to the following: • Why should we study Business English? – なぜビジネス英語を学習するべきか？ • Why is English difficult for many Japanese? – 英語はなぜ多くの日本人にとって難しいか？ • How can I quickly improve my speaking skills? – どうすれば自分のスピーキング力を素早く上達させ ることができるか？
- 9. 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) 5W 1H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 seconds 3秒で話し始める Give your main message first まず、主旨を伝える
- 10. DISCUSSION ACTIVITY Apply the AAEC to the following: • How was work last week? – 先週の仕事はいかがでしたか？ • What are your priorities at work this month? – 今月最優先するべきあなたの仕事は何ですか？
- 11. How can students make logical and convincing arguments? 受講生が論理的かつ説得力のある意見を述べるには？ PREP Logical Opinion Flow 論理的意見の組み立て方（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
- 12. DISCUSSION ACTIVITY Apply PREP to the following: • What is the most important change Japanese companies must make to compete globally? – 日系企業がグローバル化に対応するために最も必要 な変化は何でしょうか？ • What is the most interesting part of your job? – あなたの仕事で最も楽しいことは何ですか？
- 13. How can students confidently handle, lead, participate in group meetings? 受講生がグループレッスンに自信を持って対応・主導・参加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
- 14. DISCUSSION ACTIVITY Apply DMIC to the following: GOAL: Have a meeting to decide “Which staff should take Business English training?” ゴール：「どの従業員がビジネス英語研修を受けるべきか」を決める会 議を開く • Choose three different groups – 研修を受けるべきだと思われるグループ（部署）を３つ挙げる • Rank them in order of priority – ３つのグループ（部署）に優先順位をつける • Everyone must agree – 全員が同意しなければならない
- 15. 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) • 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 give action-focused messages after analyzing information? 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？
- 16. DISCUSSION ACTIVITY Apply SEA to the following: • Talk about something you are going to do at work – 予定される業務について話してください。 • Discuss an experience when you used your English skills to communicate with foreigners • 外国人とコミュニケーションを取る際に使った英語力に ついて話し合ってください。
Notas del editor
- Hello everybody. Thank you very much for coming today. Id like to take this time to outline your course / seminar. The whole premise behind Native courses at ACT Systems is the practical application of the English language in the Western business culture.We will cover some key concepts for communicating across cultures.At first, we will have a brief session to introduce the concept of Proactive CommunicationNext, we will go over some of the ACT Methodology Core Communication Techniques.Finally, we will finish off by applying these techniques in Communicative Activity PracticeNOTE TO INSTRUCTOR: Introduce yourself briefly. Thank the class for giving you the opportunity to be their trainer today (or for the whole course)Tell them the orientation will give them background on what makes ACT Systems classes different from other training programs AND what makes classes between NATIVE instructors different from Japanese instructors within ACT SystemsTIME MANAGEMENT Adjust the number of communication paradigms you teach to the amount of time allotted to this Orientation You may just cover one or two paradigms and then start your text book, and come back to the others later.
- The all important first aspect of an ACT Native class is the mutual understanding of the difference between learning the communication tool (the English language) and learning the communication culture (Western business style). At first, the foundation is set by the Japanese ACT Systems instructors. The focus is:SORTING information quickly, efficiently, and logicallyCONVEYING messages directly, confidently, and effectivelyNative ACT instructors extend the language learning by creating many opportunities for students to make themselves understood when speaking, and to make sure they understand when listening. The focus is:Communicating with cross-cultural awarenessNatural-sounding expression use in business situationsNOTE TO INSTRUCTOR: The Communicative Approach focuses on the speaker and listener sharing the responsibility for understanding. Overall monitor: cultural awareness when communicating (this is what the instructor can say as feedback later... To add value during speaking activities)When speaking, offer brief yet supported opinions.Be direct, but not abrasive. Show modesty and opennessBe clear that you don’t feel negatively about what the other person saidWhen you finish speaking,Show interest on what the other person thinks by stating a handover question (confirm question)Focus on the flow of the communication, not just the message you haveWhen listening, give both non-verbal and verbal feedbackWhen the other person stops talking,Don’t disagree too quickly, perhaps do it laterBegin with a short summary, to show that you’ve understoodFocus on areas of agreement, then follow with your contrary or dissimilar pointsIf you truly feel like disagreeing, ask questions to discover more about the speaker’s position Give your opinion briefly at the end, to show that you do care to communicate
- Note to Instructor: Set the following classroom rules to pave the way for communicative lessons for the rest of your time with the clients. These rules are also stated on the Orientation Worksheets. Make the benefits for each rule a plenary discussion topic.Class: Have a classdiscussion to confirm that everyone sees (accepts, agrees with) the benefits of the guidelines aboveGroup, then class: Get the students to work together in pairs or small groups and report to you at the end.They can use the spaces provided in the slide for the report/plenary discussionSpeak to each other in English(Simulate the real situation – English speaking environment as there isn't much opportunity to speak English in daily life)Make separate lists in your notebook for expressions and vocabulary (this is a reminder to use a notebook, and then to use it wisely)(Easy to add to, find & refer to communicative expressions, Easy to remember usage if vocabulary is written in collocated phrases)Always ask questions to each other first (this just says don’t keep looking to the instructor for answers, try with each other first)(To practice clarifying skills, To improve explanation skills)
- Note to Instructor: Set the following classroom rules to pave the way for communicative lessons for the rest of your time with the clients. These rules are also stated on the Orientation Worksheets. Make the benefits for each rule a plenary discussion topic.Class: Have a classdiscussion to confirm that everyone sees (accepts, agrees with) the benefits of the guidelines aboveGroup, then class: Get the students to work together in pairs or small groups and report to you at the end.They can use the spaces provided in the slide for the report/plenary discussionSpeak to each other in English(Simulate the real situation – English speaking environment as there isn't much opportunity to speak English in daily life)Make separate lists in your notebook for expressions and vocabulary (this is a reminder to use a notebook, and then to use it wisely)(Easy to add to, find & refer to communicative expressions, Easy to remember usage if vocabulary is written in collocated phrases)Always ask questions to each other first (this just says don’t keep looking to the instructor for answers, try with each other first)(To practice clarifying skills, To improve explanation skills)
- Note to Instructor: Set the following three “Speaks” as what the students should try to do. To this point, the class has been made aware of the communicative approach and the guidelines when in class. Now, we give them the goals and how to achieve them. Do this as a group discussion as well. Do it quickly. You are simply “showing the carrot” and the “path” Encourage your students to fill the blanks in their sheets. These are the goals:Speak for a long time – SPEAK in sentences and ADD more information (ACT TRAINING TIP: minimum three-sentence answers for any question, to promote long conversations that are rich with content)Speak Logically START at the conclusion FOLLOW with reasons and details (Answer the question “Why?”) SUPPORT with examples FINISH with comments and related information(ACT TRAINING TIP: start at your point then follow with support, to sound professional and organized)Speak near Native Speed “Native speed is achieved through repetitive shadowing practice.”(ACT TRAINING TIP: do shadowing regularly to understand faster and eventually deliver your message quicker)
- Note to Instructor: Set the following three “Speaks” as what the students should try to do. To this point, the class has been made aware of the communicative approach and the guidelines when in class. Now, we give them the goals and how to achieve them. Do this as a group discussion as well. Do it quickly. You are simply “showing the carrot” and the “path” Encourage your students to fill the blanks in their sheets. These are the goals:Speak for a long time – SPEAK in sentences and ADD more information (ACT TRAINING TIP: minimum three-sentence answers for any question, to promote long conversations that are rich with content)Speak Logically START at the conclusion FOLLOW with reasons and details (Answer the question “Why?”) SUPPORT with examples FINISH with comments and related information(ACT TRAINING TIP: start at your point then follow with support, to sound professional and organized)Speak near Native Speed “Native speed is achieved through repetitive shadowing practice.”(ACT TRAINING TIP: do shadowing regularly to understand faster and eventually deliver your message quicker)
- Note to Instructor: Set the following classroom activity to set the path for the specific communicative concepts to follow. Monitor: Make sure they are confirming (Do you think so too? / Wouldn’t you agree? / What do you think about that?)Make sure everyone is contributing to the discussion. Some individuals like to stay in the background.At the response stage, check for a three sentence answer (not just agree or disagree, but supported)Now, you have just practiced the basic proactive pattern of information exchange. As a speaker, you can give an opinion or information, and check if your partner understands you.As a listener, you can listen and respond with your own opinion or additional relevant information. Transition: Let’s now move on to more proactive communication practice.
- Note to Instructor: Set the following classroom activity to set the path for the specific communicative concepts to follow. Then, get them to do it in groupsMonitor: Make sure they are commenting (not just asking follow-up questions) as conversations need balanceMake sure there is a flow in the conversation. Topics should be free to move around as long as they don’t feel disjointed (give feedback after the task if needed)
- Note to Instructor: Set the following classroom activity in small groups or pairs. Give them the parameter to work in pairs under a time limit, and offer summary report at the end Monitor: Make sure they are following the reasons with a specific example (most difficult part) or a real-world experience or specific facts / data.They don’t have to use expressions to start each category, nor say “my point is.. my reason is…” as long as the info follows the right flow
- Note to Instructor: Set the following classroom activity to reinforce a well-balanced discussion Assign one LEADER, TIMEKEEPER, REPORTER for each groupHave the students exchange informationTell them they will be reporting (giving a summary to the class) on what the other people spoke about You can different people to do DMIC for choosing different groups AND ranking in priority** start them off by giving them an example... “Reception staff need English training because...”Monitor:Make sure they are making suggestions and supporting them with reasons and examplesThey should confirm agreement, politely disagree, offer alternatives (you might be able to put necessary expressions on the board for this)The leader should make sure everyone has contributed, that no one person is dominatingCheck that the leader is eliciting opinions before giving their own.Make sure that the conclusion summarizes decisions as well as confirms agreement
- Note to Instructor: Set the following classroom activity to reinforce reporting and/or story-telling abilityAssign one topic to each groupHave the students exchange informationTell them they will be reporting (giving a summary to the class) on what the other people spoke about Monitor: Make sure they are starting with a headlineExplanation would be like setting the background, filling in the necessary details to understand the storyAfter setting the scene, the speaker should talk about what happened next. Or, what action they took