BEC初级听力辅导：正式商业交流（1补充）研讨会

Next I shall---/after that I will take the opportunity of describing---/
　　Then we＇ll look at---
　　Finally I want to---
　　Highlighting Information 重点介绍
　　(Rhetorical questions)
　　So, what does that mean?/How can we interpret this?/What＇s the explanation for this?/What are the implications of these findings?
　　(Change of focus)
　　What that tells us is/What I＇m suggesting is/What is clear is that
　　(Introducing auxiliary verb)
　　So clearly we do need to--/Obviously they did understand that---/ Of course you do wan to know why---
　　Involving the Audience 听者的参与
　　Let＇s have a show of hands, how many of you agree with ----
　　I＇m sure we all know what it＇s like to---
　　Let me ask you spend a couple of seconds thinking about---
　　Well, what would you do, I wonder---
　　Just look around the room and take a note of /how many men are wearing a tie---/how many people are wearing jeans---/the average age of the participants
　　Giving Instructions 给予指示
　　For this exercise, we are going to work in pairs: groups of 3/4/5
　　Make a note of these words/figures
　　Read the paragraph on page ---
　　Please note that I shall be timing the exercise and you have exactly 7 minutes
　　Now complete the questionnaire and put your name in the top left-hand corner
　　Checking Understanding 随时观察听者反映
　　Is everyone with me so far?
　　Are there any questions at this stage?
　　Would anyone like me to run through that again?
　　If you have any problems with the detail, don＇t worry because all the information is in your handout
　　Asking Questions 询问问题
　　Direct questions/open-ended:
　　What/why/how/where/when
　　Closed questions :
　　Do you/did you
　　Delicate questions:
　　I was wondering if/ could I ask you/ would you mind telling me/if it＇s not indiscreet I＇d like to know/might I ask/may I ask
　　Clarifying Questions 澄清问题
　　So you want to know about---/is it the figures that worry you/ when you say---do you mean---/If I＇ve understood the question you want to know about---
　　Evading Questions 回避问题
　　That＇s not really my field---/ that＇s a bit outside the scope of today＇s topic/ I haven＇t got the precise information with me today/ that＇s not really for me to say/I＇d need notice of that question to answer you in full/this is not really the place to discuss that matter/ perhaps that＇s a question for another meeting
　　Inviting Comments 鼓励并听取意见
　　Has anyone got any questions at this point?
　　Would anyone like to comment on that?
　　Does anyone disagree with my last point?
　　Can anyone confirm my experience?
　　If nobody has any questions then I＇ll move on
　　Interrupting 中断
　　I＇d like to discuss it further, but I think it＇s time to move on
　　Could I just stop you there---
　　If I might just add----
　　I＇m sure we＇d all agree, but perhaps we should get back to the main point
　　Transitions 过渡
　　If we could now turn to---/my next point is---/ what I want to do next is ---/ let＇s move on to---/that completes my analysis of---/so, now we are going to----
　　Reformulations 总结
　　If I might just go over that again---/so, in summary---/ just to remind you of the key facts/the main points/ the advantages of---/my main arguments were---
　　Closing 结束
　　Thank you for listening to me today
　　I hope you have found my presentation useful
　　Thank you for your attention
　　Questioning Techniques 提问技巧
　　Reasons for asking questions:
　　To obtain information
　　To find out the opinions of other people
　　To ask other people to contribute ideas
　　To find out the reasons behind events
　　To seek confirmation
　　The status of the questioner
　　The questioner may have an official need to ask questions - work-role, legal power, etc., or the questioner may have an entirely personal curiosity to satisfy. If the role is official, the questioner needs to choose the questioning style with care in order to produce the required results. Questioning can be quite a threatening activity in some circumstances. For example, if the questioner wants information , then the person who has that information may feel that s/he is being asked to give up something that represents an advantage. If the questioner is merely curious in a social setting , then the important point is the level of delicacy of the question. In most cultures, very personal details such as how much money we earn is too private to form the subject of questions by others.
　　Choices of question style
　　Closed v. open
　　Closed questions permit only ＇yes＇/＇no＇ answers. They may therefore be more threatening than open questions because they leave no room for expansion or explanation. The questioner needs to decide if it would be more tactful to ask:
　　Have you finished that report yet?
　　Or
　　How are you getting on with that report?
　　The first question implies that the report is now due; the second merely asks for a progress statement. The open question allows the respondent to elaborate and does not have overtones of authority.
　　Wh- type questions
　　Questions starting with question words: what, when, why, who, how, are open questions but they are also very direct. Too many questions like this have the flavour of an interrogation and may make the person being questioned feel uncomfortable. It may be necessary to preface the questions with phrases that show the questioner is aware of the intrusiveness of the question:
　　May I ask you…
　　Could you tell me…
　　Would you mind telling me…
　　I wonder if I could ask you….
　　I would be interested in knowing…
　　If it＇s not indiscreet, may I ask ….
　　I know it＇s not really my business, but….
　　Facilitative styles of asking questions
　　If the intention of the questioner is really to prompt the interlocutor in disclosing information freely, then question techniques may not be appropriate at all. Instead it might be better to echo and to reformulate in order to give the interlocutor the opportunity to expand.
　　Illustrative dialogue
　　A. Well, I live in a flat in a rather poor part of town.
　　B. Poor part of town…?
　　A. Yes, it＇s quite dirty and the streets are badly lit. That＇s why I don＇t like going out alone at night.
　　B. So you＇re frightened to go out alone?
　　A. Well, yes because we hear of attacks and muggings. That＇s why I want to leave.
　　In this dialogue, speaker B doesn＇t try to take the initiative, but merely echoes and reformulates to prompt speaker A to say what worries her.：