Unit Three Teaching Communication Skills

Teaching Communication Skills : 

Teaching Communication Skills

What do we mean by communication skills? : 

What do we mean by communication skills? Presentation skills Meeting skills Interview skills Sales skills Negotiating skills Telephoning skills Report writing skills Socialising skills etc

What are we teaching? : 

What are we teaching? A : Human Resources Department B : Is Anna Reeve there please? A : I’m sorry - she’s in a meeting at the moment. B : Oh, OK. I’ll call back later. Practise the dialogue. Use the name of your own department : John Evans / at lunch at the moment Paula Smith / with a client at the moment David Jones / on holiday until Thursday Linda Greene / off sick today Keith Watson / working in the Turin office this week

What are we teaching? : 

What are we teaching? If the person the caller has asked for is unavailable – explain this in a way that leaves a positive impression with the caller.. ‘I’m sorry Elizabeth isn’t available at the moment – my name is Pam Morgan, can I help/take a message for you?’ Don’t disclose information such as ‘she’s out sick/on holiday/out on a jolly..’ From : http://www.soton.ac.uk/hr/working/development/teltechniques.doc

What are we teaching? : 

What are we teaching? Our learners are taking the course in order to be able to communicate more effectively in English for business. Effective communication is not just a matter of knowing the structures and the lexis of the language. Other factors are also important – psychological impact, clarity etc

So … : 

So … When teaching communication skills we need to incorporate performance skills objectives as well as linguistic objectives. Awareness raising – not obedience training

It’s a matter of choice … : 

It’s a matter of choice … T sets up situation : You work in the HR Dept of a multinational company. You are assistant to Anna Reeve, the HR Director. She’s not in the office today – how many possible reasons can you think of? Learners brainstorm reasons, T. boards, correcting language as necessary. PW Roleplay : Someone telephones and asks to speak to Anna – act out the conversation. T monitors – language feedback as necessary. Various pairs act out their conversation in front of the class – teacher. Sample dialogues on board.

It’s a matter of choice … : 

It’s a matter of choice … 5. Learners read article on effective telephoning and compare their performance with the article’s advice. PW Roleplay : Learners repeat the conversation but “do it the article’s way”. T. monitors giving language feedback.

It’s a matter of choice … : 

It’s a matter of choice … 7. T. boards a list of different interlocutors : - Anna’s boss from HQ in the US. - Someone who has just been offered the post of Sales Director - Anna’s son, who’s at university in the US. - Someone who has received a letter inviting her for interview ……etc Learners discuss which would be the most appropriate way of replying to each person 8. PW Roleplay : Learners choose one of the situations and roleplay it

Communication Skills Courses : 

Communication Skills Courses A two-day presentation skills programme Preparing the presentation : clarifying your aim; matching content and audience; organising the information; creating effective visuals Starting the presentation: dealing with nerves; welcoming the audience, introducing the topic, explaining the structure of the presentation; effective openings. Delivering the presentation : Body language; speaking from notes; using your voice. Referring to visuals: Describing and interpreting graphs and charts, describing trends. Keeping the audience with you : Communication styles; linking ideas; concluding a topic and moving on Closing the presentation : Summing up; effective closing strategies;handling questions.

So – do you need to be an expert… : 

So – do you need to be an expert… Yes – language teachers are teachers of communication No – but you need to know how to become an expert

A reminder : some frameworks… : 

A reminder : some frameworks… Framework A Learners roleplay/perform the situation Compare performance with an analysis in an article or video or watch a video of someone performing effectively in the same situation and compare Practice of individual features Learners repeat the roleplay incorporating the features observed

A reminder : some frameworks… : 

A reminder : some frameworks… Framework B Learners watch two videos of someone performing in the same situation – one effectively, one not. Analysis of the differences and their effects Learners roleplay a similar situation