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Displaying 1921-1930 of 28843 results.
Contentid:
1995
Content Type: 1
Title: Website: Tracking websearches on TrackStar
Body: Editor's Note: Why cut a new path through the Internet forest when you can follow someone else's tracks? One thing to watch out for: expired links! From: http://trackstar.4teachers.org/trackstar/index.jsp TrackStar is your starting point for online lessons and activities. Simply collect Web sites, enter them into TrackStar, add annotations for your students, and you have an interactive, online lesson called a Track. Create your own Track or use one of the hundreds of thousands already made by other educators. Search the database by subject, grade, or theme and standard for a quick and easy activity. There is a fun Track already made for each day of the year, too!
Source: TrackStar
Inputdate: 2004-09-02 19:44:00
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Title: Website: Tracking websearches on TrackStar
Body: Editor's Note: Why cut a new path through the Internet forest when you can follow someone else's tracks? One thing to watch out for: expired links! From: http://trackstar.4teachers.org/trackstar/index.jsp TrackStar is your starting point for online lessons and activities. Simply collect Web sites, enter them into TrackStar, add annotations for your students, and you have an interactive, online lesson called a Track. Create your own Track or use one of the hundreds of thousands already made by other educators. Search the database by subject, grade, or theme and standard for a quick and easy activity. There is a fun Track already made for each day of the year, too!
Source: TrackStar
Inputdate: 2004-09-02 19:44:00
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Contentid:
1996
Content Type: 1
Title: Activity for whiteboards
Body: Editor's Note: This author notes that he doesn't use whiteboards, but rather erasable pens on platic sheet protectors with white paper inserts. In addition to the Active Participation strategies, ("I'm going to count un, deux, trois and I want you to flash me the number Treize") I learned a game I'm calling Pictionary. Students sit in rows of four with the back person turned around facing the wall. I flash the people facing the front a vocabulary word in English) and they have to draw a picture. They pass this back with a marker and the person in the back has to write what the word is based on the drawing. The person in the row who holds it up first gets the team points. When I gave my little survey at the end of the year, this activity scored well on the question: One thing I liked to do is. . . . Norman, C. Re: Activities with Whiteboards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-02 20:24:00
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Title: Activity for whiteboards
Body: Editor's Note: This author notes that he doesn't use whiteboards, but rather erasable pens on platic sheet protectors with white paper inserts. In addition to the Active Participation strategies, ("I'm going to count un, deux, trois and I want you to flash me the number Treize") I learned a game I'm calling Pictionary. Students sit in rows of four with the back person turned around facing the wall. I flash the people facing the front a vocabulary word in English) and they have to draw a picture. They pass this back with a marker and the person in the back has to write what the word is based on the drawing. The person in the row who holds it up first gets the team points. When I gave my little survey at the end of the year, this activity scored well on the question: One thing I liked to do is. . . . Norman, C. Re: Activities with Whiteboards. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-02 20:24:00
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Contentid:
1997
Content Type: 1
Title: Multilingual Concert: Uwe Kind in OR
Body: Western Oregon University is pleased to sponsor Uwe Kind in Concert at Chemeketa Community College on Monday, September 13, at 7 pm, in the auditorium, Building 6. Tickets are $3 in advance or at the door. For advance tickets please contact Gudrun Hoobler at 503-391-9585 or hoobleg@wou.edu . This hour-long concert will be multi-lingual and appeal to language teachers and learners of all ages. The following statement is from Uwe's website: www.kindinternational.com It is my mission to demystify language learning, so students learn more quickly, remember what they learn and communicate it to others. The whole process is both inspiring and rewarding. For the last ten years I have conducted teacher workshops and interactive concerts for language students of all ages in many parts of the world. We are thrilled to bring Uwe to Salem and invite all of you to bring yourselves and your students for an evening of fun and learning. It's a great way to jump- start the new school year and support foreign language learning in Oregon. COFLT. Uwe Kind in Concert. (2 Sep. 2004).
Source: Western Oregon University
Inputdate: 2004-09-02 22:38:00
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Title: Multilingual Concert: Uwe Kind in OR
Body: Western Oregon University is pleased to sponsor Uwe Kind in Concert at Chemeketa Community College on Monday, September 13, at 7 pm, in the auditorium, Building 6. Tickets are $3 in advance or at the door. For advance tickets please contact Gudrun Hoobler at 503-391-9585 or hoobleg@wou.edu . This hour-long concert will be multi-lingual and appeal to language teachers and learners of all ages. The following statement is from Uwe's website: www.kindinternational.com It is my mission to demystify language learning, so students learn more quickly, remember what they learn and communicate it to others. The whole process is both inspiring and rewarding. For the last ten years I have conducted teacher workshops and interactive concerts for language students of all ages in many parts of the world. We are thrilled to bring Uwe to Salem and invite all of you to bring yourselves and your students for an evening of fun and learning. It's a great way to jump- start the new school year and support foreign language learning in Oregon. COFLT. Uwe Kind in Concert. (2 Sep. 2004).
Source: Western Oregon University
Inputdate: 2004-09-02 22:38:00
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Contentid:
1998
Content Type: 1
Title: Job Posting: HS French teacher, OH
Body: I just received a phone call that a neighboring school district is in need of a French teacher. The previous teacher taught French and AP English. The school district is located approximately 45 minutes southeast of Columbus, OH. Should anyone know of someone who might be interested in the position, please contact me or phone Jane at 740-987-5171. I can be reached by email cjrausch@netpluscom.com or by phone 740-342-1870 (home) or 740-962-2944 (work). This district is about to start school with no one in this French position, as I understand it. This message sounds vague, I realize, but either of us can give you more information as well as explain why this posting sounds so vague. Carma Jean Rausch Rausch, C. French teacher needed. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: Columbus, OH
Inputdate: 2004-09-02 22:45:00
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Title: Job Posting: HS French teacher, OH
Body: I just received a phone call that a neighboring school district is in need of a French teacher. The previous teacher taught French and AP English. The school district is located approximately 45 minutes southeast of Columbus, OH. Should anyone know of someone who might be interested in the position, please contact me or phone Jane at 740-987-5171. I can be reached by email cjrausch@netpluscom.com or by phone 740-342-1870 (home) or 740-962-2944 (work). This district is about to start school with no one in this French position, as I understand it. This message sounds vague, I realize, but either of us can give you more information as well as explain why this posting sounds so vague. Carma Jean Rausch Rausch, C. French teacher needed. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: Columbus, OH
Inputdate: 2004-09-02 22:45:00
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Contentid:
1999
Content Type: 1
Title: French websites for health units
Body: The following two sites were recommended on FLTEACH for their information about nutrition: Resources for Teaching FSL - Nutrition (a bilingual site) http://caslt.org/research/alimentation.htm 10 par jour - le site des fruits et légumes frais http://www.10parjour.net/ On this page there are animated presentations about all of the sports in the Olympic summer games. Lots of good vocabulary: http://www.olympic.org/fr/sports/flash/summer/index_fr.asp
Source: FLTEACH
Inputdate: 2004-09-02 23:43:00
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Title: French websites for health units
Body: The following two sites were recommended on FLTEACH for their information about nutrition: Resources for Teaching FSL - Nutrition (a bilingual site) http://caslt.org/research/alimentation.htm 10 par jour - le site des fruits et légumes frais http://www.10parjour.net/ On this page there are animated presentations about all of the sports in the Olympic summer games. Lots of good vocabulary: http://www.olympic.org/fr/sports/flash/summer/index_fr.asp
Source: FLTEACH
Inputdate: 2004-09-02 23:43:00
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Contentid:
2000
Content Type: 1
Title: Olympics: Medal counts in French
Body: Editor's Note: What about using these for learning numbers, or the names of sports too? For those planning to do something with the country names and medals won in the Olympic games (I like to use these for the comparative), here are some sites in French that have very usable listings. http://www.lequipe.fr/Jo/TAB_MEDAILLES.html http://jeux-olympiques-2004.france2.fr/fluxafp/index-fr.php?affiche=medailles http://www.lequipe.fr/Jo/FRA_MEDAILLES.html (I'll post this one on the wall.) http://www.athens2004.com/fr/OlympicMedals/medals http://www.canalplus.fr/sports/evenement/image_plus.html Poonterio, B. Olympic medals sites in French. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-02 23:48:00
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Title: Olympics: Medal counts in French
Body: Editor's Note: What about using these for learning numbers, or the names of sports too? For those planning to do something with the country names and medals won in the Olympic games (I like to use these for the comparative), here are some sites in French that have very usable listings. http://www.lequipe.fr/Jo/TAB_MEDAILLES.html http://jeux-olympiques-2004.france2.fr/fluxafp/index-fr.php?affiche=medailles http://www.lequipe.fr/Jo/FRA_MEDAILLES.html (I'll post this one on the wall.) http://www.athens2004.com/fr/OlympicMedals/medals http://www.canalplus.fr/sports/evenement/image_plus.html Poonterio, B. Olympic medals sites in French. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-02 23:48:00
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Contentid:
2001
Content Type: 1
Title: French songs for language structures
Body: Editor's Note: The following messages were in response to a query for French songs that could be used to "illustrate particular language structures." I use Jacques Brel's "Madeleine" after my students have learned the past and future tenses. I introduce the song by first asking them if they have ever been stood up by anyone, and how long they usually wait for a person with whom they are supposed to meet until they leave, if this person does not show up. Then, I introduce the situation in the song. I then distribute sheets with the song lyrics, in which I have blanked out all of the verbs, and we listen to the song -- I pause after verbs, and they fill out the blanks, and identify each verb form. Then we go over the song globally, I ask them questions (from basic facts to how the protagonist is feeling), and their reactions. For homework, they write a letter from the protagonist to Madeleine, asking her what the matter is and why she never shows up, and they also have to write Madeleine's response. I often get very funny stuff! A good song that uses a lot of conditionals is "Les Vieux Mariés" by Michel Sardou. I am not sure, though, that high school students could relate to this song. I also use Louise Attaque's song "Fatigante" for its accumulation of adjectives, and it's just a fun song. I also think that "Je suis de celles " by Benabar would be great because it's written practically entirely in the imperfect tense, but I don't think it could be used in high school (it's basically the ex high school "slut" who reminisces about her high school past, addressing a past [male] schoolmate whom she runs into several years later. I am definitely thinking about using it at the university level, though.) BTW, I also love the Rap song "35 heures" by Sniper, partly because of the way the song is structured (the end of each verse leads to the beginning of the next, which has a different narrator/protagonist). But, as is the case for most rap songs, it's loaded with a good number of profanities and, thus, inappropriate for use at least at the high school level. BTW, the lyrics to all of the songs I mentioned can be found on www.paroles.net. Donato, E. French songs for language structures. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004). Don't forget Francis Cabrel's Je T'aime, Je T'aimais, Je T'aimerai. Alli. Re: French songs for language structures]. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 00:01:00
Lastmodifieddate: 2004-09-03 00:01:00
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Content Type: 1
Title: French songs for language structures
Body: Editor's Note: The following messages were in response to a query for French songs that could be used to "illustrate particular language structures." I use Jacques Brel's "Madeleine" after my students have learned the past and future tenses. I introduce the song by first asking them if they have ever been stood up by anyone, and how long they usually wait for a person with whom they are supposed to meet until they leave, if this person does not show up. Then, I introduce the situation in the song. I then distribute sheets with the song lyrics, in which I have blanked out all of the verbs, and we listen to the song -- I pause after verbs, and they fill out the blanks, and identify each verb form. Then we go over the song globally, I ask them questions (from basic facts to how the protagonist is feeling), and their reactions. For homework, they write a letter from the protagonist to Madeleine, asking her what the matter is and why she never shows up, and they also have to write Madeleine's response. I often get very funny stuff! A good song that uses a lot of conditionals is "Les Vieux Mariés" by Michel Sardou. I am not sure, though, that high school students could relate to this song. I also use Louise Attaque's song "Fatigante" for its accumulation of adjectives, and it's just a fun song. I also think that "Je suis de celles " by Benabar would be great because it's written practically entirely in the imperfect tense, but I don't think it could be used in high school (it's basically the ex high school "slut" who reminisces about her high school past, addressing a past [male] schoolmate whom she runs into several years later. I am definitely thinking about using it at the university level, though.) BTW, I also love the Rap song "35 heures" by Sniper, partly because of the way the song is structured (the end of each verse leads to the beginning of the next, which has a different narrator/protagonist). But, as is the case for most rap songs, it's loaded with a good number of profanities and, thus, inappropriate for use at least at the high school level. BTW, the lyrics to all of the songs I mentioned can be found on www.paroles.net. Donato, E. French songs for language structures. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004). Don't forget Francis Cabrel's Je T'aime, Je T'aimais, Je T'aimerai. Alli. Re: French songs for language structures]. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 00:01:00
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Contentid:
2002
Content Type: 1
Title: Listening Assessment activities
Body: Question: What types of questions can one develop for a listening activity apart from short-answer and True/False questions? Replies: Here are some listening comprehension type items that I have used with level 1 Spanish: 1. Pictures of clothing or school supplies, each with a price tag. The student hears the name of the item "el bolígrafo" and the price "treinta y cinco pesos" and has to write the number on the correct price tag. (They need to understand the vocabulary and the numbers.) I always have more pictures than questions. 2. Helping a person fill out a form: I have used "missing person" - the person reporting only speaks the TL and the police only speaks English so you (the student) have to help out by listening in French and completing the form in English. Items could include spelling of the name, age, hair/eye color, when and where last seen, description of clothing. 3. Question/rejoinder: Students listen to a question in TL and then an answer. Student must decide if the answers is appropriate for the question. ex: Where are you going? I'm going at 6 o'clock. - inappropriate response. Tate, S. Re: Questions types for Listening Test. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2004). How about these ideas? 1. Select the picture that most closely resembles what is being talked about. 2. Follow the directions from one place to another. 3. Sketch the family tree. 4. Choose the clock with the correct time. Norman, C. Re: Questions types for Listening Test. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 00:12:00
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Content Type: 1
Title: Listening Assessment activities
Body: Question: What types of questions can one develop for a listening activity apart from short-answer and True/False questions? Replies: Here are some listening comprehension type items that I have used with level 1 Spanish: 1. Pictures of clothing or school supplies, each with a price tag. The student hears the name of the item "el bolígrafo" and the price "treinta y cinco pesos" and has to write the number on the correct price tag. (They need to understand the vocabulary and the numbers.) I always have more pictures than questions. 2. Helping a person fill out a form: I have used "missing person" - the person reporting only speaks the TL and the police only speaks English so you (the student) have to help out by listening in French and completing the form in English. Items could include spelling of the name, age, hair/eye color, when and where last seen, description of clothing. 3. Question/rejoinder: Students listen to a question in TL and then an answer. Student must decide if the answers is appropriate for the question. ex: Where are you going? I'm going at 6 o'clock. - inappropriate response. Tate, S. Re: Questions types for Listening Test. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2004). How about these ideas? 1. Select the picture that most closely resembles what is being talked about. 2. Follow the directions from one place to another. 3. Sketch the family tree. 4. Choose the clock with the correct time. Norman, C. Re: Questions types for Listening Test. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-09-03 00:12:00
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Contentid:
2003
Content Type: 1
Title: Activity for improving reading skills
Body: Reading comprehension activities can often be boring for both the students and the teacher. One idea to jazz it up a bit is to turn the reading exercise into a race. For this you'll need a text and 8-10 comprehension questions, each written on different slips of paper and numbered. Make sure you have as many sets of the questions as you have pairs of students in the class. Divide the class into pairs and designate one person in each pair to be the 'runner' and the other to be the 'writer'. The runners must then come to the front of the class where you give them slips of paper with the first question written on it. They return to their partner and together they skim through the text as fast as possible to find the answer. As soon as they have written the answer down (and you must stress that they have to FINISH writing before getting the next question), the runner comes and gets the next question from you. Keep going until at least one of the pairs has answered all of the questions and then you can either check the answers as a class or combine the pairs into groups of four and get them to check their answers that way. Students have responded very well to this activity as it's lively and makes a nice change from more stationary reading activities! It develops the skills of skimming, scanning and encourages students to not get bogged down by unfamiliar vocabulary. It encourages communication because the students look for the answers in the text together and discuss them before writing them down. It's important to stress at the beginning that they need to collaborate to ensure the answers are correct because otherwise you might get one student (the writer) doing all the work. The only drawback with this activity is that it would be difficult to do it with a very large class. I would say that 20 students (10 pairs) would be the maximum because it takes some organisation on your part to make sure that you're handing out the right questions. Lightfoot, A. Reading comprehension activities. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (21 Aug. 2004).
Source: TESL-L
Inputdate: 2004-09-03 00:19:00
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Title: Activity for improving reading skills
Body: Reading comprehension activities can often be boring for both the students and the teacher. One idea to jazz it up a bit is to turn the reading exercise into a race. For this you'll need a text and 8-10 comprehension questions, each written on different slips of paper and numbered. Make sure you have as many sets of the questions as you have pairs of students in the class. Divide the class into pairs and designate one person in each pair to be the 'runner' and the other to be the 'writer'. The runners must then come to the front of the class where you give them slips of paper with the first question written on it. They return to their partner and together they skim through the text as fast as possible to find the answer. As soon as they have written the answer down (and you must stress that they have to FINISH writing before getting the next question), the runner comes and gets the next question from you. Keep going until at least one of the pairs has answered all of the questions and then you can either check the answers as a class or combine the pairs into groups of four and get them to check their answers that way. Students have responded very well to this activity as it's lively and makes a nice change from more stationary reading activities! It develops the skills of skimming, scanning and encourages students to not get bogged down by unfamiliar vocabulary. It encourages communication because the students look for the answers in the text together and discuss them before writing them down. It's important to stress at the beginning that they need to collaborate to ensure the answers are correct because otherwise you might get one student (the writer) doing all the work. The only drawback with this activity is that it would be difficult to do it with a very large class. I would say that 20 students (10 pairs) would be the maximum because it takes some organisation on your part to make sure that you're handing out the right questions. Lightfoot, A. Reading comprehension activities. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (21 Aug. 2004).
Source: TESL-L
Inputdate: 2004-09-03 00:19:00
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Contentid:
2004
Content Type: 1
Title: Business English textbooks
Body: Query: I am looking for your recommendations on books for teaching Business English to intermediate to advanced ESL/EFL learners. Although there are many Business English books on the market, most of them are geared toward pre-intermediate to intermediate learners. My students want to learn more advanced skills such as negotiating, making presentations, etc. 4 Replies, all carrying the same reference: Re: Recommendations for Business English Books. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (21 Aug. 2004). Reply #1 from Stanley, K. Here's a recommendation for a business English textbook: Selected Readings in Business, Milennium Edition Myra Shulman, University of Michigan Press ISBN 0-472-08893-9 This text is designed for high intermediate to advanced students. Reply #2 from Souto, A. To me, the best material regarding Business English (intermediate-upper- intermediate level): a. Cambridge Business English Activities: Serious Fun for Business English Students http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=0521587344 Very good. Resource book with lots of games and activities.Photocopiable material. From elementary to Upper intermediate. b. English for Business Communication http://publishing.cambridge.org/ge/elt/professional/31736/ "This is a short course for learners who need to improve their ability to communicate when socialising, telephoning, presenting, taking part in meetings and/or negotiating." Intermediate to upper-intermediate c. Decisionmaker: 14 Business Situations for Analysis and Discussion http://titles.cambridge.org/catalogue.asp?isbn=0521448050 "Decisionmaker is a photocopiable resource book containing 14 business situations or problems for students to analyse and discuss. Decisionmaker explores many varied aspects of business around the world." Reply #3 from Sandler, G. I think Communicating in Business (Cambridge) - (American English) is a very good book. It works a lot on speaking and listening skills, and the syllabus focuses on socializing, telephoning, negotiating, meetings and presentations. Students really like it. Other good books are Business Class - Longman (British English), Business Opportunities - Oxford (International English), You also have New Insights into English (Intermediate to Upper-Int) - Longman (British English), American Business English Program - Intermediate - (Longman). Another book I've heard is very good is "Market Leader" - Longman, I haven't used it, but I know, Upper Intermediate and Intermediate levels are available, I don't know if there's an advanced one... You can check most of these books at www.longman.com , www.cambridge.org and www.oup.co.uk . Reply #4 from Farnell, J. One of my favorites for these skills is "The Language of Meetings" by Malcolm Goodale. There is little grammar, lots of negotiation, discussion and presentation techniques. I use it with high intermediate to advanced learners, and all of my students have commented favorably on it. One warning however -- it does use British English, so if you are in the US, as I am, you'll need to be comfortable with explaining some differences.
Source: TESL-L
Inputdate: 2004-09-03 00:40:00
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Content Type: 1
Title: Business English textbooks
Body: Query: I am looking for your recommendations on books for teaching Business English to intermediate to advanced ESL/EFL learners. Although there are many Business English books on the market, most of them are geared toward pre-intermediate to intermediate learners. My students want to learn more advanced skills such as negotiating, making presentations, etc. 4 Replies, all carrying the same reference: Re: Recommendations for Business English Books. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (21 Aug. 2004). Reply #1 from Stanley, K. Here's a recommendation for a business English textbook: Selected Readings in Business, Milennium Edition Myra Shulman, University of Michigan Press ISBN 0-472-08893-9 This text is designed for high intermediate to advanced students. Reply #2 from Souto, A. To me, the best material regarding Business English (intermediate-upper- intermediate level): a. Cambridge Business English Activities: Serious Fun for Business English Students http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=0521587344 Very good. Resource book with lots of games and activities.Photocopiable material. From elementary to Upper intermediate. b. English for Business Communication http://publishing.cambridge.org/ge/elt/professional/31736/ "This is a short course for learners who need to improve their ability to communicate when socialising, telephoning, presenting, taking part in meetings and/or negotiating." Intermediate to upper-intermediate c. Decisionmaker: 14 Business Situations for Analysis and Discussion http://titles.cambridge.org/catalogue.asp?isbn=0521448050 "Decisionmaker is a photocopiable resource book containing 14 business situations or problems for students to analyse and discuss. Decisionmaker explores many varied aspects of business around the world." Reply #3 from Sandler, G. I think Communicating in Business (Cambridge) - (American English) is a very good book. It works a lot on speaking and listening skills, and the syllabus focuses on socializing, telephoning, negotiating, meetings and presentations. Students really like it. Other good books are Business Class - Longman (British English), Business Opportunities - Oxford (International English), You also have New Insights into English (Intermediate to Upper-Int) - Longman (British English), American Business English Program - Intermediate - (Longman). Another book I've heard is very good is "Market Leader" - Longman, I haven't used it, but I know, Upper Intermediate and Intermediate levels are available, I don't know if there's an advanced one... You can check most of these books at www.longman.com , www.cambridge.org and www.oup.co.uk . Reply #4 from Farnell, J. One of my favorites for these skills is "The Language of Meetings" by Malcolm Goodale. There is little grammar, lots of negotiation, discussion and presentation techniques. I use it with high intermediate to advanced learners, and all of my students have commented favorably on it. One warning however -- it does use British English, so if you are in the US, as I am, you'll need to be comfortable with explaining some differences.
Source: TESL-L
Inputdate: 2004-09-03 00:40:00
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