Book Reviews

Book Reviews, Spring 2008

Homework (OUP 2003), Lesley Painter

(Series Resource Books for Teachers – Oxford University Press 2003). ISBN 0–19–437574–9

This resource book for teachers provides a fairly comprehensive view of what the notion of ‘homework' can include. It may challenge some teachers to re-evaluate two main points. Firstly, what kind of tasks they label ‘homework', as opposed to simply language practice outside the classroom. Secondly, what kind of homework best helps to create autonomous learners, rather than dependent recipients of language tasks.

Painter shows that homework may encompass a diverse range of tasks such as teaching a language point to another student, collecting key words from the news, writing a jazz chant, and even brainstorming excuses for not doing homework. As for the second point, he suggests that the best way to motivate learners, whatever their level, is to get them as involved as possible in the process of selecting topics and designing homework formats. This involvement is ensured through the policy of making homework as enjoyable and relevant as possible. The activities reflect a belief in the importance of humanising language teaching and exploiting diverse learning styles.

The book is divided into eight sections with different areas of focus such as lexis, communication, pronunciation and receptive skills. Some of the activities in these sections encourage learners to collect examples of particular language features (e.g. shwa sounds, palindromes, false friends) for subsequent sharing in the class. Other activities require the students to collect and create materials to present to their classmates. I feel that such activities, however useful they are for developing learner autonomy, should be accompanied by a word of caution. Students from certain educational backgrounds may prefer traditional homework exercises with clear answer keys and measurable results. In other words some learners, as well as teachers, may find their preconceptions about ‘homework' challenged.

Kevin Laing, Napier University

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500 Activities for the primary classroom (Macmillan 2007), Carol Read

(Macmillan Books for Teachers) Macmillan 2007. ISBN: 978–1–4050–9907–3

This book is part of the Books for Teachers series, and is targeted at language teachers of children aged 4–12.

The book is divided into two parts. The first part is a fairly short outline of the author's aims and approach to teaching, which is based on her own ‘C-wheel'. This is a device which places the individual child at the centre of learning and has eight segments – creativity, context, connections, coherence, challenge, curiosity, care and community – radiating outwards as the factors which add to the learning experience. Each factor is explained and the first section of the book concludes with general guidelines and a reminder that the best resource in any classroom is 'most definitely you!'.

The second part uses the C-wheel theory to provide clearly described activities that are contained in sections of about equal length covering Listening and speaking; Reading and writing; Vocabulary and grammar; Storytelling and drama; Games; Rhymes, chants and songs; Art and craft; Content-based learning; ICT and multimedia; and Learning to learn. Useful comments and suggestions for extension, differentiation or alternative uses follow each activity. Illustrations complement the text and a comprehensive index makes it easy to navigate to activities. The author suggests that the activities are designed so that – with obvious exceptions (Art and ICT) – they can be used with minimal resources. Having trialled lessons from all of the sections I found this a robust assertion.

The activities trialled certainly engaged my learners, who were both within and outside the suggested age range of the book. Rather than being, as suggested, a remedy to the question, ‘What am I going to do with my class tomorrow?', this very useful book could provide a reflective practitioner with a wide-ranging bank of purposeful and enjoyable tasks to build into everyday classroom practice.

Deborah Boekestein, Glasgow ESOL Forum

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Really learn 100 phrasal verbs (OUP 2007), Dilys Parkinson, ed.

(Oxford University Press 2007). ISBN: 978–0–19–4317443

This workbook covers 100 of the most commonly used phrasal verbs in English. Each verb is presented in alphabetical order on a single page, with examples, exercises and amusing illustrations designed to show the meanings and situations in which it is most frequently used. Every page follows the same format for ease of use and contains:

  1. a STUDY section – showing the contexts the phrasal verb is usually used in and all the possible grammatical patterns;

  2. a CHECK section – using the examples in the study box to check you understand the meaning of the verb and the grammar patterns;

  3. a PRACTICE section – using each verb in a variety of exercises (matching sentence halves, gap fills, sentence completion, etc);

  4. a BUILD YOUR VOCABULARY section – in which other useful meanings, synonyms, opposites, etc, are mentioned.

There is a revision and review section with additional exercises based on each particle. The book also contains an informative page of useful tips and strategies for recording, grouping and learning phrasal verbs to help students remember them.

Whilst it is aimed primarily at self-study (the exercises are self-explanatory and an answer key for reference and revision is included), I would also recommend this book for use in the intermediate classroom for extra practice/consolidation.

Phrasal verbs are often the bugbear of many students, but this book would help them gain a thorough understanding of the meaning and grammar of the most essential ones.

Annabel Murray

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Oxford English for Careers: Tourism 2 (OUP 2007) Robert Walker and Keith Harding

(OUP 2007). ISBNs: Student's Book 978–0–19 455103–8; Teacher's Resource Book 978–0–19–455104–5; Class CD 978–019–455105–2

The wide range of topics in the tourism industry covered here are fairly interesting. There is a lot of good material. The units are varied, with a good balance of reading, writing, listening and speaking activities. An element of research in the Find Out sections encourages independent research by the students. An attempt to introduce cultural differences, gives essential information for a student interested in international tourism. It's my Job is an interesting reading section.

However, there tends to be too much on a page, preventing the material from being properly exploited.. When the pictures are a reasonable size , discussion and interpretation is successful. The pictures for discussion and introduction of vocabulary and perhaps a related vocabulary exercise is enough for a page. The actual pictures are good, however.

Some material from the teacher's book should be in the student's book as an introduction to the unit, which is weak, or to strengthen it. Perhaps Next Stop would be better at the beginning of the next unit.
The Language Spot is weak. There is no real progressive grammar structure throughout the book and not enough practice of what has been taught. The grammar seems to be an afterthought. Moreover, although pronunciation is addressed, which is very welcome, it does not seem to be done logically.

The speaking activities are good but are not set up very well; it is doubtful if the student has been taught the language skills to do the exercises justice and they assume too much of the students. The teacher's book is useful but could be much more so. A new teacher to the area would not find the advice given enough. There is a lack of guidance throughout.

Any book which gives extra material in one of the ESP areas, in this case tourism, is welcome and there are interesting and strong sections in the book. However, overall it gives the impression of not being written by an EFL expert with had a lot of experience in the classroom but rather by someone who has been engaged in tourism.

Maria Moni, Aberdeen College

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Literature (OUP 2007), Alan Duff and Alan Maley

(Series: Resource Books for Teachers) Oxford University Press 2007). ISBN 978–0–19–442576–6

This is a completely revised, new edition of the prize-winning book containing over 70% new material. It provides a greater choice of stimulating texts, increased main sections and new sample texts for popular activities. It offers a wide variety of interesting and practical ideas for using literature in language practice. The authors claim literary texts can offer rich input for language acquisition, contribute to personal growth and contribute to cultural knowledge and understanding.

Although it has been designed specifically with the needs of the foreign language learner in mind, it would benefit any student of English literature, as it offers a stimulus for more effective learning. Importantly, it requires no previous knowledge of literature either by the teacher or the student as excellent, detailed explanatory notes are provided.

Each of the seven chapters is linked to a subject such as Starting Points in Chapter One through Creative Adaptation and Writing in Chapter Three and finally Dealing with Longer Texts in Chapter Seven. Each chapter includes a section on preparation, a sample text, a list of sources, a procedure to follow, possible variations and comments from the authors, including follow-up suggestions. Helpfully, each activity is geared to a particular level, is timed and works toward a specific aim such as ‘to give practice in extracting essential features of a story line'.

The authors have produced an excellent piece of work with commendable attention to detail. It is well written, well referenced and the texts selected cover every period of English literature from Lady Mary Chudleigh (1703) to Andrew Carroll (2005) thus providing a first-rate overview of a substantial subject. A bargain at any price!

Find out more at the Resource Books for Teachers Website: www.oup.com/elt/teachers/rbt

Allyson Marchbank

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English for Life (Elementary & Pr-Intermediate) (OUP 2007), Tom Hutchison

(Oxford University Press 2007). ISBNs Pre-intermediate: Student's book 9780194307277; Workbook 9780194307550; Teacher's book 978–0–19–4306331
Elementary: Student's book 978–0–19–4307581; Workbook 978–0–19–4307543; Teacher's book 978–0–19–4306324

English for Life offers a comprehensive EFL course. It is user friendly and contains realistic daily scenarios – from going to the doctor's to using a PC. It even includes a small element of citizenship previously lacking in other texts.

The student's book contains 80 forty minute lessons. Each lesson is colour coded to represent vocabulary, grammar, skills or English for everyday life. These can be taught either sequentially or used as a one-off lesson. Each lesson is presented in a colourful format and accompanied by the standard student's book essentials – clear contents page, grammar reference, review pages, audio scripts, irregular verb list, wordlists and an IPA pronunciation chart, which does, however, lack the charm and accessibility of New English File's pictures.

The workbook provides each lesson with one page of extra activities to consolidate the learning.
The multi-rom contains lots of useful exercises for practice at home. It also enables them to practise their pronunciation using dialogues and ‘listen-and-do' exercises.

The website allows teachers (and students) to automatically generate tests for each chapter. These tests can be taken online or printed. Additionally, there are games and, more originally, a number of comic strip stories, accompanied by audio files.

The teacher's book is loaded with helpful teaching tips and useful, imaginative activities that don't require photocopying. One of the best assets of this book is that the student's book lessons and teacher's notes are printed together – so teachers only need carry one text. Fun warm-up and follow-up activity ideas are given and each lesson has an extra photocopiable activity. There is also a CD with class tests.

My students thoroughly enjoyed the lessons I took from this book – I believe that it is one of the best EFL courses on the market today and that it meets the needs of ESOL students better than preceding texts!

Emily Bryson, Glasgow Metropolitan College

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Oxford English for Careers: Nursing 1 (OUP 2007), Tony Grice

(Oxford University Press 2007). ISBNs: Student's book 978–0–19–456977–4; Class CD 978–0–19–456981–1; Teacher's resource book 978–0–19–456978–1

These materials are intended for language learners who want to have a career in nursing. They comprise a student's book, a class CD, a teacher's resource book and two online web pages. The course is divided into 15 topic-led units with 15 complementary readings.

Each unit is full of specialist and appropriate language, grammar, vocabulary and information. The units are also illustrated with clear colour photographs and diagrams. Every unit is divided into defined and achievable tasks, projects and exercises, comprehensively covering the four macro-skills in context with good insight into the topic. The complementary reading passages provide excellent practice for nursing studies and are feasible for self study, as the key for the exercises is also in the student's book.

The well thought out and prepared interactive computer-based exercises and research are excellent, too, for accustoming the student to using IT in studying.

I followed this course with a trained nurse in individual tuition, who is currently an intermediate level student of English. It has proved to fulfil the claims that it makes: equipping her with the language, information and skills needed to start her career in nursing in the U.K.

We were limited to one hour/week for 10 weeks, yet she completed a unit a week, doing the extra reading and retrieving additional information off the web sites outside of class time. She is a mother of two school age children and works a 36hr week at a care home. Because of the limited time structure we negotiated which 10 units would be most helpful to her and selected some activities out of the remainder units that were particularly relevant.

I am not a qualified nurse, but the teacher resource book and the web support were exceptional in facilitating this tuition. If there is one criticism, it is that there is far too much material but then such a wealth of excellent material and ideas proved a great help in lesson planning. It also motivated the student proving a rewarding experience to see her grow in confidence and language skills.

Alexandra Haworth, ESOL tutor
Clackmannanshire Council

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English for Socializing (OUP 2007), Sylee Gore and David Gordon Smith

(Oxford University Press 2007). ISBN 978–0–19–4579391

English for socializing is part of the express series. It is aimed at learners of business English (CEF B1-C1) who wish to improve their ‘relationships with international clients and colleagues'.

The book contains six files for students to work through – making contact, welcoming visitors, getting acquainted, entertaining a visitor, eating out and networking at a trade fair. Each file is based around a realistic social situation and equips the student with essential vocabulary and expressions for each. These vocabulary points are highlighted in orange boxes for ease of use.

At the back of the book are partner files which contain role-plays to consolidate new vocabulary and allow students to practise. These are an interesting addition which students appreciate.

This text is very useful for providing a general knowledge of cultural norms and the differences between formal and informal English. It also gives helpful advice for speaking confidently, making small-talk and telling an anecdotal story.

Another advantage of the book is that it can easily be used for self-study. The back of the text contains an answer key, glossary of useful phrases and vocabulary, along with tape scripts and a test yourself crossword. The listening CD is attached in a pocket at the back of the text.

The multi-rom (which doubles as the audio CD) provides extra practice activities. Although these exercises are useful and allow students to easily gauge their progress they lack imagination and depth. Each unit has only three short exercises which generally come in the same formats – multiple choice or cloze.

On the whole, English for socializing is an easily accessible text which meets both the communicative and cultural needs of Business English students.

Emily Bryson, Glasgow Metropolitan College

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Business basics (international edn) (OUP 2006), David Grant and Robert McLarty

(Oxford University Press 2006). ISBNs: Student's book – 9780194577809, Workbook – 9780194577779, Teacher's Book – 9780194577762

This course is intended for English students who are either already in business or working towards it. The pack consists of a Student's Book, Teacher's Book and Work Book. There should be two CDs, one audio complementing units in the Student's book (which unfortunately is missing from my pack), the other a MultiROM CD with extra language and listening practice. The syllabus consists of twelve units, each of 3 parts and, each part generally covering grammar, vocabulary, communication skills and pronunciation. There are illustrations on most pages although not as many as in other text books. The course is apparently a tried and tested one and appears to be excellent. It has been updated to make it more relevant to the international workplace.

The student's book is well laid out and easy to use, with lessons appropriate for elementary to pre-intermediate pupils. The layout looks good and similar to that in most TEFL text books. The cartoon drawings can be a bit busy, so do not lend themselves to clear photocopies (this is, however, a general observation I have made on all text books). There is an equal balance of grammar and the four skills.
The multiROM CD has actors speaking with different accents giving students exposure to North American, several European as well as South African and Asian accents. There are also extra language/grammar exercises on this CD.

The teacher's book is quite clear with helpful notes for the teacher, necessary in particular for those who have never taught business English. There are progress tests included at the back of the book reflecting the different units in the Students Book withanswers provided. There is also plenty of photocopiable teacher's resource material.

The workbook follows the syllabus of the Student's Book providing good extra exercises for use in class or as homework. It focuses particularly on reading and writing. It can be used alongside the multiROM, giving additional study time to each unit.

In general I like the way the use of Business English is gradually built up and after scrutinising the books feel they are clear and easy to use. A keen student would improve his Business English immensely while working with them.

Kiki Gerber, Freelance

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Transferable Academic Skills Kit (Garnet 2007), Various authors

(Garnet 2007). ISBN 978–1–85964–927–5

The whole idea of putting together a series of books which aims to teach these skills is excellent and all credit goes to the University of Reading for this. There are 12 books in the series and they are short and easy to read and understand. They cover the areas which foreign students entering the country require to familiarise themselves with and are a good introduction to academic life.

The books provide a invaluable introduction to University life to students who have come from a variety of educational backgrounds and who, without some help, might find themselves initially lost, confused and therefore disadvantaged in their learning. Likewise they are not without relevance to home students who leave schools with adequate qualifications but are not prepared for the additional skills of university life.

  1. Key Foundation Skills (ISBN 978–1–85964–915–2)
    Here the students have to think about themselves and their strengths and weaknesses. The importance of organisational skills and time management is stressed.

  2. Academic Culture (ISBN 978–1–85964–916–9)
    The students examine their expectations of the institution and its academic staff as well as the expectations placed on them as students as an understanding of these can avoid miscommunication.

  3. Seminars and Tutorials (ISBN 978–1–85964–917–6)
    An introduction to the method of teaching in British Universities. They familiarise themselves with the key features of seminars and tutorials.

  4. Team-working (ISBN 978–1–85964–918–3)
    In British institutions the ability to work in teams is essential. This Unit explores the benefits of collaborative study.

  5. Problem-solving (978–1–85964–919–0)
    The strategies required in problem solving are dealt with, as are the importance of objectivity and creativity.

  6. Critical Thinking (978–1–85964–920–6)
    This unit introduces the basis of critical thinking and the recognition of what is sound unbiased argumentation.

  7. Introduction to IT Skills (ISBN 978–1–85964–921–3)
    Basic IT skills are essential in academic life and this Unit provides an introduction to the aspects that the student will require.

  8. Essay Writing (ISBN 978–1–85964–922–0)
    This is an indispensable Unit for students required to write essays and it teaches the importance of presenting arguments in a logical sequence and in the correct register.

  9. Scientific Writing (ISBN 978–1–85964–923–7)
    This deals with the style of report writing for students studying scientific subjects is.

  10. Research and Referencing (ISBN 978–1–85964–924–4)
    Students are helped to understand the importance of research in strengthening their essays and are also made aware of plagiarism and the importance of a bibliography.

  11. Presentations (ISBN 978–1–85964–925–1)
    Here the basic skills required in the making of a presentation are taught.

  12. Examination Technique (ISBN 978–1–85964–926–8)
    The final Unit deals with the techniques of taking examinations in a British institution.

The 12 Units cover all the important aspects of study at British Institutions. The authors are obviously experienced teachers in these and have presented the various topics simply and accessibly to both foreign students and home students beginning life in University.

Maria Moni, Aberdeen College

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