CRITICAL BOOK REPORT

Presentations

Suporting Lecturer :

Andri Zainal, SE., M.Si.,Ak.,Ph.D

Choms Gary GT Sibarani, M.Si, Ak, CA

Arranged by Group 4:

Name : Agnes Monica Panjaitan 7181142014

Indah Hanarutnia Lumban Gaol 7183142046

Sartika Siska Indri Sijabat 7183142042

Rolas Maria Siringo Ringo 7183142041

Class : Accounting Education B/2018

ACCOUNTING EDUCATION B/2018

FACULTY OF ECONOMICS
STATE UNIVERSITY OF MEDAN
2020
 PREFACE

Thank you I pray for the presence of God Almighty because, with His grace I can finish
the results of this report of the criticism of the English for Business book despite many flaws in
it. And also I thank Mr. Choms Gary GT Sibarani SE, S.Pd M.Sc, Ak CA who gave this
assignment to me.

       I really hope the results of this report can be useful in order to add insight and our
knowledge of English For Business. I am also fully aware that there are still shortcomings in this
report. Therefore, I hope there are criticisms, suggestions, and suggestions for the improvement
of the results of the reports that I have made in the future, considering there is nothing perfect
without constructive advice.

        Hopefully, the results of this simple report can be understood for anyone who reads it. And
this compiled report can be useful for me and others. I apologize before if there are errors in
words that are not pleasing and I request constructive criticism and suggestions from you to
improve the results of this report in the future.

Medan, Maret 2020

Group 4
SUMMARY OF THE BOOKS

Summary of Main Book 1

Image, impact and making an impression

1. Using visual aids: general principles

1. Use the opening cartoonts to stimulate discussion, eliciting students’ comments. Even
students with little experience of giving presentations will have seen others using visual
aids, so most people should contribute.
The first cartoon makes the point that a good visual can make a point more
effectively than a long speech, the second is vitally important as many non-native
speakers (as well as many first language users) rely too heavily on gadgetry.
Presenters using PowerPoint should be absolutely sure computer and data projector
link is set up correctly up correctly in advance.
2. This is a brief check exercise. Learners used to a business context will know several of
these items.
3. This set of pictures is more challenging. They illustrate common failings in technique.
Elicit students' interpretations and comments on what is happening in each picture, where
a variety of bad practices are shown.
Then elicit possible recommendations - you may suggest others. Here are some
suggestions based on the pictures:
• Write clearly (print).
• Position screen where everyone can see it- in a corner often works best - and do not
stand in front of the machine obscuring the image.
• Do not use detailed numerical information or too much detail.
• Do not turn your back on the audience.
• Choose your media carefully. If you use a monitor, make sure it is big enough for the
room and audience.
4. Students should not spend long reading the text three minutes should be ample to identify
the information asked for. Encourage them to use highlighter pens rather than write out
answers.
 Show information ehich is not easily expressed in words
 Highlight information
 Cause audience to employ another sense to receive information
 Bring veriety and therefore increase audience’s attention
 Save time
 Clarify complex information
(b)
 • presenters sometimes place the major emphasis on visual aids and relegate I
themselves to the minor role of narrator or technician
• visuals must support what the speaker says
• it is not enough just to read what the visual says.

Talking about the content of visual aids

This section provides ștudents with broad exposure to descriptions of a wide variety of visual
supports, introducing the target vocabulary in a meaningful context. The recordings provide
models for the kind of language used to describe visual supports. Students will have the
opportunity to use this language later. To begin with, understanding it and seeing how it
combines with visual images is the first concern.

The exercise is to check what students already know: many may know some of the answers.
They may get the right answers by carefully using a process of elimination. Have students work
in pairs then go through the answers. If there are mistakes, come back to the task later in the
lesson and in the future by using quick sketches on the board and asking students what they
show.

Describing change

1. This section is to check what students already know. It could be given for homework or self-
study. Undoubtedly some students will also learn new words or better understand words that
are presently only part of their passive knowledge.
2. Encourage use of a dictionary, especially to find out equivalent nouns or verbs. Explain that
not all the verbs that can be used here have a noun form, e.g. to go up. The key given here
provides some possible answers. There may be others, or they may be in a different order,
etc. Check the paradigms of irregular verbs, rise, rose, risen; fall, fell, fallen.

Role play

Suggest students refer to the Language Checklist in preparing for the role play and the
subsequent practice tasks.
Check that students understand the mechanics of the task. Explain that the objective is to give
a fluent and complete explanation of the picture, beginning by giving the title and then
explaining the picture in detail. First Student A explains the picture on File card 12A, giving
plenty of detail. However if Student A misses anything or information is not forthcoming,
Student B should ask questions.
Your aim is that the students should transfer the information satisfactorily. It is probably best
not to record students this time but note any major problems and offer prompts where necessary.
You may wish to spend a little time clearing up any doubts or difficulties over language after the
task has been completed. Then reverse roles, B describing File card 12B.
Further practice option

A possible homework option is to ask students to find a visual in a newspaper, magazine or other
published source and to prepare to give a description (lasting no more than two minutes) in class.
Remind them to note the way the visual is described or referred to in the article. Students may
also choose to use materials relating to work or studies.
Then ask them to imagine they have to present the information described in the picture to a
meeting of interested people. They should prepare a short description for presentation in class. It
would heip if you can transfer the picture to an OHT.

Transfer
Ask students to think of their own professional or study situation and to prepare any pictures or
visuals for use in a presentation. They should prepare what to say about each one.
Use a video recorder if one is available. If you have no video the feedback will inevitably
require you to make notes while the presentation is being made or immediately afterwards.
Encourage students to be self-critical, to notice their weaknesses and to suggest improvements.
Remember that video without sound is also a useful way to review how visual aids are presented.