Thứ Bảy, 30 tháng 5, 2015

Cambridge Fun for Starters, Third Edition- English for Chidren

THIRD EDITION of the full-colour Cambridge English: Young Learners (YLE) preparation activities for all three levels of the test (Starters, Movers, Flyers). 


Fun for Starters Student’s Book provides full-colour preparation for Cambridge English: Starters. 
Brand new content with classroom, online and mobile technology brings this popular series right up to date. Fun activities balanced with exam-style questions practise all the areas of the syllabus in a communicative way and support young learners in the areas they find most difficult.

Nghe online or download CD(mp3). 

Lưu ý:  Khi gặp khó khăn trong việc download nhiều files cùng 1 lúc bằng công cụ Google Drive, các bạn Xem hướng dẫn download nhiều tập tin tại đây

(Nguon: Ebooktienganh.com)


Thứ Năm, 28 tháng 5, 2015

Pronunciation in American English


AA: I'm Avi Arditti with Rosanne Skirble and this week on WORDMASTER -- we answer some questions we've gotten about how to pronounce words in American English. 
RS: We'll start with a question from an American expatriate in Thailand. Bob Wildman writes, "Listening to VOA helps me keep up with the current state of the American language." He tutors some students in English, so he gets a little worried when he hears things that clash with his own usage. 
Listening online or download (link1);
AA: Bob writes: "Where I come from (the Midwestern U.S.) the word 'protest' is stressed in the first syllable as a noun and on the second syllable as a verb. Ditto for words like 'combat,' 'suspect,' and many others. But I frequently hear VOA newsreaders say something like: '500 people were PROtesting outside the U.S. Embassy' instead of '500 people were proTESTING outside the U.S. Embassy.' ... Is this first/second syllable stress distinction falling out of American English?"
RS: We checked with Dennis Baron, head of the English Department at the University of Illinois at Urbana-Champaign. Professor Baron says patterns of stress are indeed shifting with some pairs of words. Case in point: You can pro-TEST all you want, but often people will say "PRO-test" for both the noun and the verb.
AA: Another question -- Snowman, a listener in China, wants to know why the "p" in the word "spread" is pronounced like a "b." Professor Baron says this has to do with the nature of sounds that are "voiced" -- that is, they vibrate the larynx, versus those that do not.
BARON: "If you put your finger on your throat when you pronounce the 'p' and the 'b' sounds, you can actually feel the vibration with the 'b.' And what's happening in the word 'spread' is that the 'p,' which is without voice, it's voiceless, is picking up some voicing from the sound that follows it, the 'r' sound, and that's why it sounds to some people like a 'b.'"
RS: Here's a different example. Take the word spelled l-a-t-e-r. In natural conversation, English speakers do not pronounce it "lay-ter." They say "lay-der."
BARON: "It's almost like a 'd.' Pronouncing it with a very precise 't' sounds ... too correct."
AA: In other words, wrong. Professor Baron says this is why it's important to listen to native speakers -- whether in real-life, on radio or TV, or in the movies -- to hear how they pronounce words in the course of natural, connected speech.
BARON: "Schoolbook language learning tends to give you only a very limited slice of the language, and so the big focus on language learning now is to try to put yourself in natural language situations rather than artificial ones -- preferably interactive ones, so that you could actually be talking with a speaker of the language or writing back and forth to a speaker of the language, so that you're not simply an observer but are a participant in the interaction."
AA: "And I suppose what makes all of this harder is that there are no national, official rules for how you say 'in-SUR-ance' versus 'IN-sur-ance' or 're-SEARCH-er' versus 'RE-search-er.'"
BARON: "Exactly. We don't have an academy, we don't have a group of people who ratify or establish correctness."
RS: "The pronunciation police."
BARON: "We don't have the pronunciation police or anything like that. And as a result there's a concern to be correct, but there's also a sense that people don't want to be corrected. So it's a social issue, correctness, rather than a legislative one."
RS: "Exactly. And prejudice, of course ... "
BARON: "Prejudice can arise. There was a commercial, an advertisement [ad-VER-tis-ment] for a vocabulary improvement tape that they were trying to sell people, and the phrase that they used -- a very ominous voice comes on saying, 'People judge you by the words you use.'"
AA: "Well, not to judge you, but you said 'ad-VER-tis-ment' and yet I've always pronounced that 'ad-ver-TISE-ment' because that's how it looks."
BARON: "'Ad-ver-TISE-ment'? I would say 'AD-ver-tise-ment' or 'ad-VER-tis-ment."
RS: "Let's go on. I'm going to stop you two. (laughter)"
BARON: "And you're saying 'ad-ver-TISE-ment'? Talk about stress over stress!"
RS: Dennis Baron is a professor of English and linguistics at the University of Illinois and the author of several books. And that's Wordmaster for this week.
AA: Our e-mail address is word@voanews.com and we're on the Web at voanews.com/wordmaster. With Rosanne Skirble, I'm Avi Arditti. 

(Source: VOA/WORDMASTER)


Thứ Tư, 27 tháng 5, 2015

なめらか日本語会話 Nameraka Nihongo Kaiwa

Nameraka Nihongo Kaiwa なめらか日本語会話 là 1 giáo trình Trung Cấp dành cho đối tượng là các bạn đã "Ok" trong văn viết nhưng vẫn còn chưa thành thục trong giao tiếp tình huống. 


Xem online or download Ebook (pdf);

Bằng việc nghe các mẫu hội thoại thông dụng, các bạn sẽ hiểu các quy luật trong văn nói của tiếng Nhật, rồi tự mình luyện tập nhuần nhuyễn, các bạn sẽ cải thiện khả năng nói tiếng Nhật của mình "không ngờ" đó nhá. Giáo trình chia làm 3 phần với 23 mục nhỏ rất chi tiết và rõ ràng. Với cuốn sách này bạn sẽ thành công trong giao tiếp tiếng Nhật, đúng như tiêu chí đề ra. Link download bên dưới đã cập nhật thêm giáo trình tiếng Việt cho các bạn tham khảo. 

Lưu ý:  Khi gặp khó khăn trong việc download nhiều files cùng 1 lúc bằng công cụ Google Drive, các bạn Xem hướng dẫn download nhiều tập tin tại đây


(Nguon: Japan, My love)

Chủ Nhật, 24 tháng 5, 2015

Reduced Forms


AA: I'm Avi Arditti with Rosanne Skirble and this week on Wordmaster, English teacher Lida Baker explains some of the shortcuts that work their way into conversational American speech. 
RS: They're called reduced forms, or reductions. And, since it was noon when we spoke to Lida, she served up the perfect lunchtime example:

Listening online or download (link1);
Listening online or download (link2)
BAKER: "So tell me, jeet yet?"
RS: "No we haven't eaten yet (laughter)."
BAKER: "See, you understood what I said, 'jeet.' Now if we were to pronounce that the way it's written, we would say 'did you eat yet?' But in rapid, spoken English, the 'did you' gets reduced. Do you see how the nature of the consonants changes, it's not 'did you,' it's 'juh' Let's suppose that you had already eaten lunch, so I could ask you 'hoodjeet with with?'"
RS: "Who did you eat with?"
BAKER: "That's right. Whadja eet?"
RS: "'What did you eat?' to translate."
BAKER: "Right. The reductions occur in words that are not stressed. So going back over those three examples, which admittedly are rather extreme -- and we'll go back and look at a few cases that are less extreme -- notice that it's the auxiliary verb, which is 'did,' and the pronoun 'you' gets reduced, and the word 'eat,' which is the verb in this sentence, is the stressed word. The word 'yet' is unstressed; it's an adverb. So it comes out 'jeet yet?'
Now let me give you some examples of reductions that occur frequently, or even all the time. One example would be the preposition 'to,' which we normally in spoken language pronounce 'ta,' 'I hafta go,' 'I hafta,' right? Haf-ta. It's not 'to.' Same thing with the word 'you.' How does that get reduced?"
RS: "Ya."
BAKER: "That's right, it becomes 'ya.' So instead of 'how are you doing,' we say 'how ya doin'?"
AA: "You drop the g on doing."
BAKER: "We drop the g. So that would be -- remember, there are two changes that occur in pronunciation when forms are reduced. One is that consonants change or disappear, and other one is that there's a change in the vowel quality. So 'how ya doin',' the word 'are' disappeared all together, the 'you' changed to 'ya' and on the word 'doing' the g dropped."
RS: "It would sound really strange if I would say in casual conversation, 'how are you doing?'"
AA: "Unless you're talking to someone who's hard of hearing or you know doesn't understand the language very well."
BAKER: "Yeah, it would be very unnatural. Think of other forms like 'gotta.' 'I gotta go.' We don't say 'I have got to go.' The word 'have' drops, 'got to' becomes 'gotta.' Notice 'got to,' when we pronounce them together, the 't' in American English changes to a ‘d.’ So there's a example of where, as I said before, consonant quality changes."
RS: "And we see this with 'going to,' 'I'm gonna go.'"
BAKER: "And very interesting, because most of my students, even at a low intermediate level, are familiar with 'gonna.' They've heard it so many times in movies and in songs and so on, so much so that I'll receive essays where the students have written g-o-n-n-a. But what I'm teaching people is academic English, and so I have to teach them that it's not OK to write reduced forms. It's OK to say them, but you shouldn't write them."
AA: "So is any of this related to social class or to education?"
BAKER: "I think the use of reduced forms is tied more to the situation. You'll find that when people are talking with their friends in a more casual situation, where we're feeling more relaxed, we tend to use more reduced forms -- because, one of the reasons that we do reduce forms, that we do have so many reductions in our speech, is that it's just much easier to pronounce words. Whenever we pronounce consonants, the mouth has to be in a certain position, and to move from one position to another requires a certain amount of muscular effort."
RS: Lida Baker teaches at the American Language Center of the University of California at Los Angeles. She also writes textbooks for English learners.
AA: You'll find our previous Wordmaster segments with Lida on our Web site, voanews.com/wordmaster. And our e-mail address is word@voanews.com. Or write us at VOA Wordmaster, Washington DC 20237 USA. With Rosanne Skirble, I'm Avi Arditti.
MUSIC: "What You Gonna Do"/The Jeanette Williams Band
(Source: VOA/WORDMASTER)

Thứ Sáu, 22 tháng 5, 2015

300 Days Of Better Writing

Learn to write clearly, correctly, and powerfully. 300 Days of Better Writing teaches you to write and edit like a professional–one day at a time. 
Strategies and techniques are broken down into specific actions, and major concepts are presented as a series of discrete lessons. The topic index and cross-reference guide will help you explore broad topics in depth. Use this book to answer the question, What can I do right now to make my writing better? 

300 Days of Better Writing provides 300 strategies for effective writing. Broad topics are presented as individual lessons and distributed throughout the book so that you have time to learn, practice, and master one strategy before learning a new strategy on the same topic. Whether you learn one strategy a day, read them all at once, or explore a specific topic, 300 Days of Better Writing will help you write well.
As one early reader noted: “The book’s style and structure make each ‘daily’ lesson easy to understand and help the reader start applying the lesson immediately. Bowman skillfully hits his intended target on every page, providing great perspective and examples without unnecessary fluff. Furthermore, Bowman does a superb job of communicating the mechanics, tactics, and strategy for each tool, assisting the readers with their immediate challenges while reminding them of the ‘big picture’ objectives involved in any writing effort.”

(E&J CAFE )

, , ,

Thứ Năm, 21 tháng 5, 2015

Learning English Online


MUSIC: "My Internet Girl"/Aaron Carter
(lyrics) "You've got e-mail ... "
AA: E-mail is just one of the benefits of the Internet. I'm Avi Arditti with Rosanne Skirble, and this week on WORDMASTER we look at learning English online.

RS: Charles Kelly is an English professor who has devoted
countless hours to three Web sites for students and teachers of English as a second language. He's an American who's been teaching at the Aichi [ah-ee-chee] Institute of Technology in Toyota, Japan, for twenty years.
 Listening online or download MP3 (link1);
Listening online or download MP3 (link2)

KELLY: "Up to and even five years ago, six years ago, people who wanted to read a lot of things in English would have to buy things at a bookstore or mail-order books or magazines. But now they can go right online and look up any topic they're interested in and find things they're interested in reading. And of course one advantage of studying things you're interested in is (that) it increases your motivation to study it. So by reading in English about topics you're interested in, you tend to learn the vocabulary and the sentence patterns used to discuss that topic."
AA: Charles Kelly says that there is really only one potential hurdle.
RS: And that is the cost of connecting to the Internet.
KELLY: "More and more countries are offering unlimited access, so I think the future looks better. But at this point many countries -- for example, Japan -- people are paying per-minute on the telephone, so unless they have an unlimited account they're not likely to stay on the Internet a long time."
AA: "Do you have any advice for people who may see this as a big downside to trying to reach out to the rest of the world?"
KELLY: "One thing people can do to lower the cost is to find sites they're interested in, they can go right to the site and download two or three pages and hang up the phone, and then read those pages offline. That's a possibility. Some of the radio stations out there allow you to download the RealAudio file and listen to it offline."
RS: Charles Kelly operates one Web site with his older brother, Larry, who also teaches English at the Aichi Institute of Technology. The address is: w-w-w dot manythings dot o-r-g.
AA: And "many things" are exactly what you find there, from tests on slang and proverbs to a lot of other activities.
KELLY: "We have games, quizzes and puzzles -- things that tend to be fun. There are word search puzzles where a person would see a whole page full of letters and then they try to locate the hidden words within the letters. We have traditional grammar quizzes, multiple choice."
AA: Charles Kelly also edits a monthly online journal for teachers of English as a Second Language. It's called The Internet TESL Journal. That address is ... i-t-e-s-l-j dot org.
RS: And his third Web site is a-4-e-s-l dot org. That's the letter "a" followed by the number 4, then e-s-l dot o-r-g. It contains more than 1-thousand activities for learning English.
AA: Yet even with so much potential for using technology to learn a language, Charles Kelly says it's hard to predict the future of English language learning on the Internet.
KELLY: "I think from a commercial point of view, probably the universities that offer online courses might do better than companies that are trying to offer online courses, just the same as a lot of the dot-coms went offline a year or so ago, a lot of the English-teaching dot-coms did the same, they went offline."
AA: "And one thing I notice about your sites, it appears there's no advertising."
KELLY: "We decided a long time ago that that was a good idea. The a4esl.org has a lot of teachers that volunteer their time and send it quizzes and activities that we post on the Web, and as long as there are volunteers that are willing to share their time, we're willing to share our time."
RS: Professor Charles Kelly, speaking to us from the Aichi Institute of Technology in Toyota, Japan.
AA: And that's all for Wordmaster this week. If you'd like to reach Rosanne and me on the Internet, write to word@voanews.com. With Rosanne Skirble, I'm Avi Arditti. 

 
(Source: VOA/WORDMASTER)


Thứ Ba, 19 tháng 5, 2015

Encouraging English Learners to Talk in Class


AA: I'm Avi Arditti with Rosanne Skirble, and this week on Wordmaster -- we chat again with English teacher Lida Baker in Los Angeles about how to encourage English learners to speak up in class.
RS: This week Lida focuses on very shy students. This is one of the techniques she uses to engage those who are especially reluctant to say anything in class:
BAKER: "Probably the best activity for getting the students to talk is a paired activity or a small group activity where each person in the group has a different set of information and the students have to talk to each other, asking questions, to get the information that the other people have.
"So let's say, for instance, that we have three students. They have to work together to fill out a calendar of, let's say, their teacher's weekly schedule. So each of them has a calendar and certain activities are filled in. But the activities that are filled in are different for each of the three people in the group. So what they then have to do is ask each other something like, 'What is Miss Baker doing Friday at 3 p.m.?' Maybe Student A has that information, but Student A doesn't have the information on what Miss Baker is doing on Tuesday at 9 p.m., and so that student has to ask the other students in the group to fill in or provide that information."
RS: "So they're talking and getting the information at the same time."
BAKER: "Right. Now it feels like a game, but in fact what's happening in that activity [is this]: The students have to interact with one another. It's inherently built into the activity that they have to ask questions and provide each other with information, you see. So that is one of the best activities for getting students to talk."
AA: "You have another example?"
BAKER: "Oh, many more! Role plays are wonderful for getting students to talk, where you tell the students, let's see, you're in a bank, and you have gone into the bank to get some cash. And when the bank clerk gives you the cash that you asked for, you count it and you notice that she has given you ten dollars less than you asked for. Role play -- act out -- the scene in which you point out the error to the clerk, and try to resolve this situation."
RS: Now that's an activity she uses for small groups. When she's working with her whole class, and it's time for students to answer questions, Lida Baker uses a deck of index cards.
AA: Each card has a student's name written on it. She shuffles the deck, then pulls out one card after another.
BAKER: "I want to make sure that everybody in the class gets the opportunity to speak, and I also want to prevent what happens so often that students who are not shy call out or shout out the answers and drown out everybody else."
AA: "So you're calling on one person at a time."
RS: "It's a crowd-control kind of thing."
BAKER: "I call on the students -- when I take out that deck of cards, and I hold it up, and the students know it's card time, what that means is that this is not a time when you're allowed to shout out answers. You have to wait to be called on. But students have the option, if they don't want to answer the question or for whatever reason they don't want to respond, they're always allowed to pass. And I teach them the word 'pass,' and this is what makes the activity safe, that they know that they have the opportunity to be silent, if that's their choice. So it gives them a measure of control, you see, and that's why the activity is successful."
AA: "And then you have to come up with some other activity to draw out the ones who keep passing, right?"
BAKER: "That doesn't happen, because another technique that a smart teacher uses when you have people that are reticent to talk is that you -- first of all, the students don't see the names on those cards. So if an easy question comes up and I know that Jorge in the corner is feeling uncomfortable about talking in class, I might pretend that it's Jorge's name on the card -- "
RS: "Sneaky."
BAKER: " -- and give that easy question to Jorge, because I know --
RS: "He can answer it."
BAKER: " -- that he's going to get it right. So I want to -- again, it's all about creating opportunities for students to succeed."
AA: Lida Baker teaches in the American Language Center at the University of California at Los Angeles, and she also writes textbooks for English learners.
RS: And that's Wordmaster for this week. Don't be shy about writing us! Our e-mail address is word@voanews.com, and you'll find our programs on the Web at voanews.com/wordmaster. With Avi Arditti, I'm Rosanne Skirble.
MUSIC: "He's So Shy"/Pointer Sisters 1980 

(Source: VOA/WORDMASTER)





Thứ Bảy, 16 tháng 5, 2015

Fast Talk


AA: I'm Avi Arditti with Rosanne Skirble, and this week on Wordmaster -- some fast talk with linguist and author Deborah Tannen. 
 RS: Recently, she wrote an article in the Washington Post that criticizes a trend in American TV and film toward faster dialogue. Hollywood apparently thinks fast talkers sound smarter -- not to mention more like the young people producers want to appeal to. 

AA: But Deborah Tannen says faster is harder for a lot of people to understand. She says that all over the world, speakers from some regions tend to speak more slowly than those from other regions. Research has found that those who speak slower are stereotyped as stupid. But fast talkers can seem pushy. TAPE: CUT 1 – 3:54 
TANNEN: “You can see this in the United States, where people from New York City in particular and the Northeast in general tend to speak somewhat more quickly, and it’s one of several things that I think leads us to be perceived as aggressive when we speak to people from other parts of the country. The Midwest would be an example of a place where people speak somewhat more slowly. New England would be another example, and the South would be another example. Although the particular manner of speaking will be different in each part of the country, those three parts are similar in that they would speak more slowly than people from the Northeast. But that’s not to say a New Englander and a Southerner are alike in other ways. We have I guess, a stereotype of a taciturn person from New England. We don’t think of the Southerners as being taciturn. They’re very verbal; they talk a lot. But they don’t get to the point as quickly as a person from New York might get.” RS: “So would the fast-paced speech that we’re hearing on TV and on radio and among teen-agers, would you consider this a fad?” 
TANNEN: “It seems that all of us, the older we get, the slower we speak. In the past, teen-agers might aspire to sound serious like adults. Now we’ve got adults trying to sound like teen-agers. And we’ve got the media -- the television, the advertisements, the movies -- trying to be cool and make everybody think that this is a person I want to be like by sounding more like teen-agers. There was a recent article in the Wall Street Journal where they were reporting on this fact that dialogue on television now is faster. They interviewed the producer of a very popular cable show called ‘Gilmore Girls.’ And it’s about two young women, one is 30, one is 15 -- but they’re like teen-agers. It’s mother-daughter, but they’re really more like friends. And the producer said whereas traditionally one page of a script would be a minute, they figure twenty to twenty-two seconds. And they reported that they might redo a scene 30, 35 times trying to shave off just a couple of seconds and get it right. "In fact, I’m wondering if many of your listeners who listen to American shows might not be having more trouble and wondering ‘maybe it’s my English?’ Since my article came out, I’ve been receiving dozens of letters and e-mails from people saying ‘I thought it was me, I thought I was losing my hearing, I thought I was getting old and couldn’t think anymore.’” AA: “Well, the irony is that the American population is getting older -- ” 
 TANNEN: “Yes! Yes!” AA: “And yet the TV industry is aiming for the folks with lots of money -- which actually, the older folks have the money -- but they’re aiming for the younger folks.” 
TANNEN: “You are so right. And all the people that are writing to me are asking why, why are they forgetting us and playing to the kids when we’re the ones who have more money, more disposable income to spend. But it shouldn’t be all about money, anyway.” 
RS: “Do you have any suggestions of how to cope with someone who speaks rather quickly.” 
 TANNEN: “One thing I would say is, we all have to overcome our hesitance about interrupting a person and telling them we’re having trouble understanding. As many non-native speakers know, often when you have trouble understanding, the person will just speak louder. But I would really encourage people if they are having trouble to say something. It won’t be taken as an insult. It’s really taken usually as a compliment. It means I really want to understand what you’re saying.” 
RS: Deborah Tannen is a linguistics professor at Georgetown University in Washington. Her last book, "I Only Say This Because I Love You," examined the speech patterns in family relationships. She also wrote the best-seller "You Just Don’t Understand," about how men and women communicate. AA: To help you better communicate in English, go to our Web site, voanews.com/wordmaster. You can download audio files and scripts. And our e-mail address is word@voanews.com. With Rosanne Skirble, I'm Avi Arditti. 

(Source: VOA/WORDMASTER)






Thứ Tư, 13 tháng 5, 2015

Barron’s How to prepare for the TOEIC Test (Ebook & CD3)

Barron’s How to Prepare for the Toeic Test – Test of English for International Communication presents four full-length practice tests that are similar in format and question types to the TOEIC exam. 



The author provides students with an extensive review of reading comprehension skills. A passing grade on the TOEIC test is required by many businesses and institutions when they are selecting among job candidates whose first language is not English.

Nghe online or download CD3 (mp3). 

Lưu ý:  Khi gặp khó khăn trong việc download nhiều files cùng 1 lúc bằng công cụ Google Drive, các bạn Xem hướng dẫn download nhiều tập tin tại đây

(E&J CAFE)




Barron’s How to prepare for the TOEIC Test (Ebook & CD2)

Barron’s How to Prepare for the Toeic Test – Test of English for International Communication presents four full-length practice tests that are similar in format and question types to the TOEIC exam. 



The author provides students with an extensive review of reading comprehension skills. A passing grade on the TOEIC test is required by many businesses and institutions when they are selecting among job candidates whose first language is not English.

Nghe online or download CD2 (mp3). 
Lưu ý:  Khi gặp khó khăn trong việc download nhiều files cùng 1 lúc bằng công cụ Google Drive, các bạn Xem hướng dẫn download nhiều tập tin tại đây

(E&J CAFE)



Thứ Hai, 11 tháng 5, 2015

Barron’s How to prepare for the TOEIC Test (Ebook & CD1)

Barron’s How to Prepare for the Toeic Test – Test of English for International Communication presents four full-length practice tests that are similar in format and question types to the TOEIC exam. 



The author provides students with an extensive review of reading comprehension skills. A passing grade on the TOEIC test is required by many businesses and institutions when they are selecting among job candidates whose first language is not English.

Lưu ý:  Khi gặp khó khăn trong việc download nhiều files cùng 1 lúc bằng công cụ Google Drive, các bạn Xem hướng dẫn download nhiều tập tin tại đây

(E&J CAFE)


Thứ Bảy, 2 tháng 5, 2015

Văn hóa Nhật


Trong loạt bài viết ngắn rất hữu ích này mà tôi nhận được chia sẻ từ Vietnamworks.com, thiết nghĩ nó một mặt giúp chúng ta tích lũy kinh nghiệm tìm việc từ đội ngũ chuyên gia uy tín của Nhật, mặt khác các nó cũng giúp nâng cao kỹ năng viết tiếng Nhật. 



Hôm nay tôi muốn viết về một vài chuyện nhỏ nhặt. Các nhà hàng Nhật ngày càng trở nên phổ biến tại Việt Nam. Nếu làm việc tại công ty Nhật, chắc hẳn bạn cũng từng đi đến nhà hàng Nhật cùng với người Nhật. Có một số điểm sau nếu bạn chú ý và làm theo thì bạn sẽ để lại ấn tượng rất tốt với người Nhật về sự hiểu biết văn hóa Nhật của mình đấy.

1. Cách xếp giày

Đối với các nhà hàng yêu cầu khách cởi giày, sau khi cởi giày bạn hãy xếp giày sao cho mũi giày hướng về lối đi nhé.

2. Cách đặt đũa

Hãy xếp đũa thật ngay ngắn, đặc biệt là sau khi ăn xong.

3. Mời sếp ngồi vào kamiza

Chỗ ngồi dành cho sếp và người trên gọi là kamiza. Hiểu đơn giản thì kamiza là "chỗ ngồi trong cùng", bạn có thể tra trên Google để biết thêm về điều này nhé.

Tuy chỉ là những điều nhỏ nhặt nhưng nếu làm được thì phong cách của bạn sẽ rất giống người Nhật đấy (đây chỉ là quan điểm của tôi vì cũng có nhiều người Nhật không thực hiện những điều này). Bài viết lần này tuy không liên quan đến công việc nhưng tôi nghĩ rằng bạn hoàn toàn có thể áp dụng những hiểu biết về sự chi tiết và nhỏ nhặt của người Nhật trong công việc. Nhỏ nhặt ở đây có nghĩa là nếu làm sai thì cũng không sao cả nên bạn hãy thử nhé!

Morio Nakatsuka (JapanWorks Career Advisor)
本日は細かーい話を書きます。ベトナムでも日本食レストランはなかなか人気ですね。日本企業で働いていれば、日本人と一緒に行くことも多いかもしれません。そんな日本食レストランで簡単に出来て、日本人に「おおっ!日本文化を知ってるね!」と思わせるポイントがこちら。


 


1. 靴をそろえる

靴を脱ぐタイプのレストランでは、
脱いだ靴はつま先の方を通路に向け、揃えて置く。


2. 箸をそろえる

特に食べ終わったとき、お箸をきれいに揃えて置く。

3. 目上の人に上座を勧める

目上の人が座るべき席を上座(かみざ)といいます。
上座は基本的に「奥の座席」になりますが、詳しくはGoogleで調べてみてください。

 

細かいのですが、これが出来ていると、日本的ですね(と、私は思います。ちなみに日本人でも個人差はありますし、やらない人ももちろんいます)。今回はほとんどキャリアに関係のない話になってしまいましたが、ただ、日本人はこういう細かな丁寧さを大事にすると知っておくときっと仕事にも活かせるでしょう。丁寧なのは間違いなくいいことですから、是非試してみてください。



中塚森生 (JapanWorks キャリアアドバイザー)

(Theo Vietnamworks.com)