Oxford University Press

English Language Teaching Global Blog


Leave a comment

Webinar: Making the most of the Business Result Online Interactive Workbook

Business people having discussionKeith Layfield, lead editor on the Business Result series, introduces his upcoming webinar on 17th April entitled “Making the most of the Business Result Online Interactive Workbook“.

Have you used the Business Result Online Interactive Workbook, and are you getting the most out of it? Are you interested in using online resources to provide self-study material, supplementary classroom material, or a more interactive blended learning package?

My upcoming webinar is suitable for any teacher of Business Result. I will be providing practical help and ideas for using the Online Interactive Workbook, whether for self-study, classroom material, or for blended learning.

The webinar will provide an overview of the following:

Online practice and other resources

Business Result Online Interactive Workbook is a motivating self-study item that supports and develops themes from the Student’s Book. Each unit offers a series of interactive exercises practising the main sections of each unit – Working with words, Language at work, and Business communication – which are marked automatically and added to each student’s gradebook.

The interactive exercises also develop a number of skills: email writing and extended reading, plus there are video activities and discussion forum topics to encourage free writing practice. And there are extensive student resources – unit glossaries, sample emails, class audio – plus a unit test for each unit in the Student’s Book.

In the webinar, we’ll explore how you can make the most of these features, inside and outside class.

Gradebook and communication tools

I’ll also be exploring the automatic gradebook, which gives students and teachers instant access to grades. It saves time on marking and enables teachers to quickly track progress of all students.

Each unit of the Online Interactive Workbook has its own discussion topic related to the theme of the unit. This encourages communicative and collaborative learning, as students (and teachers) are able to read and reply to discussion topics. During the webinar, we’ll look at how to get the most out of this, and we’ll also focus on the ‘chat’ functionality, which enables students and teachers to communicate outside class.

The Online Interactive Workbook also allows teachers to add, create, and manage their own content. Teachers can add their own tests, create their own discussions, assign due dates for activities to be completed, add new activities, and many other things using a number of teacher tools.

So as you can see, the Business Result Online Interactive Workbook provides teachers and students with an exciting range of resources and tools to choose from! I look forward to exploring all of this with you in more detail during the webinar.


6 Comments

The value of Virtual Learning Environments for Business English

Business person using computerPete Sharma explores some of the different Virtual Learning Environments suitable for Business English teachers.

A colleague recently asked me: “Which VLE should I use with my Business English students?” This started me thinking that there are, in fact, many ways to support the work that teachers do in the classroom. In this post, I’ll take a look at some of these exciting options.

At one end of the spectrum is using a full-scale Virtual Learning Environment. This is a password-protected area on the internet which is used to store and deliver digital materials such as texts, interactive activities, audio, video and links to websites. A VLE is often called an LMS (Learning Management System) or CMS (Content Management System), and contains communication tools. For example, a teacher can post a message to a forum for students to answer in their own time (asynchronous communication), or use instant messaging (synchronous communication).

Two well-known VLEs used by universities are Moodle and Blackboard. Such platforms have a large number of features, such as ‘quiz-makers’. Creative teachers can make their own digital materials with authoring software such as Hot Potatoes, and upload these to the platform.

On my last course, I used the website Edmodo, which is free and easy to join. It is easy to use and allows you to communicate with your students between classes, and post links to websites and other teaching materials you wish them to look at. This was perfectly adequate for this particular course and group of students.

It is important to remember that a VLE is empty until you add material. Let’s look at a different option. Many course books have an access code at the back, allowing access to publisher-produced materials on a web-based platform. Students can download audio files, or do online interactive exercises. Tracking tools allow teachers (and training managers!) to see which exercises students have worked on, and how much time they have spent on each one.

There are other options. Some of my colleagues use Dropbox to share materials. Teachers running writing courses sometimes start a class wiki. A wiki is a website containing editable pages, so students can collaborate on a piece of writing.

There is a lot of choice, and it is important to support your course with something which works for you.  Maybe you want to offer your students 24/7 access to their digital materials, or perhaps you want to create material yourself. Whatever you decide, it is impossible for me to imagine a course which is simply ‘done in the classroom’, without being able to provide autonomous learning opportunities outside class, too. And busy Business English students, who often travel, will appreciate this course enrichment more than most.


4 Comments

Webinar: Apps, e-books and digital resources for Business English

Pete Sharma shares some thoughts on mobile learning in Business English from his webinar on 28th February entitled “Apps, e-books and digital resources for Business English”. You can watch a recording here.

I’m teaching two groups of students this month. They are mostly young adults, from China. As I gaze round the classroom looking at my students, I’m struck by how many of them have a smartphone. Some have tablets. They seem to have these devices in their hands all the time – sometimes checking new words, sometimes using the Internet to look something up. Sometimes, they are ‘on-task’, but more often than not, they are multi-tasking, updating their Facebook page or text-chatting with a friend – and certainly not in English!

Mobile phones have been described as a ‘disruptive technology’. If a phone rings in the classroom, the lesson is disrupted. One teacher in Brazil told me recently that mobile phones were banned by law from being used his school, in his state. Last year, I visited a college in India where the following sign is displayed in each classroom: “No mobiles!” Yet it is clear that such devices have benefits, and certainly for Business English students who often travel a lot, usually with a smartphone, tablet or laptop… or even all three!

What then are the benefits of mobile learning for Business English students? What are the drawbacks?

In my webinar, I’ll first focus on apps. There are apps for just about everything, and we’ll look at some that are especially helpful for Business English students. These include apps which are good for vocabulary development, as well as apps for developing language skills such as speaking, listening and reading.

Then, we’ll look at how using e-books can add new dimensions to language learning. I’ll be demonstrating this with a popular title from the Express Series, English for Presentations.

Finally, I’ll be focussing on some of the many technologies and digital resources which can be used by Business English teachers, including VLEs (Virtual Learning Environments).

I’ll argue that, providing we start from the ‘pedagogy’, there’s plenty that technology can offer to enhance our teaching. I hope you can join me.

Watch a recording of Pete’s webinar here.


14 Comments

#qskills – When should L1 be used in class?

Today’s question for the Q: Skills for Success authors: When should L1 be used in class?

Nigel Caplan responds.

We are no longer taking questions. Thank you to everyone who contacted us!

Look out for more responses by the Q authors in the coming weeks, or check out the answers that we’ve posted already in our Questions for Q authors playlist.


12 Comments

#qskills – Why are the four skills normally divided into listening & speaking and reading & writing?

Today’s question for the Q: Skills for Success authors: Why are the four skills normally divided into listening & speaking and reading & writing?

Ann Snow responds.

We are no longer taking questions. Thank you to everyone who contacted us!

Look out for more responses by the Q authors in the coming weeks, or check out the answers that we’ve posted already in our Questions for Q authors playlist.

Follow

Get every new post delivered to your Inbox.

Join 1,770 other followers