Campus Talk, Volume 1: Effective Communication Beyond the Classroom - Paperback

by Silvana Dushku (Author), Paul Thompson (Author)

This two-volume Campus Talk set delivers a wide range of skills and strategies which students can actively apply in everyday social communication in both academic and non-academic environments on campus. It encourages an 'interactional' rather than a 'speaker focused' language development approach. Drawing on corpus data, it exposes students to the most salient and widely used vocabulary and grammar, illustrates the most effective conversation maintenance and communication strategies and draws attention to the socio-cultural aspects of communication.

Campus Talk comprises two textbooks. Each textbook contains four instructional units and each unit is based on situations and conversations that students will come across in their everyday lives on campus.

Part 1, comprising units 1-4 covers areas such as striking up a conversation, sharing and responding to news, making small talk, managing group communication, expressing and reacting to opinions, expressing, responding and talking about feelings and making and responding to requests. Each unit includes:

• Enabling, input-based and interactional tasks and activities
• Usage-informed vocabulary list
• Main production task
• Self-assessment

With a variety of challenging tasks and activities and plenty of opportunities to practice and engage in self-reflection and self-assessment, students using these books will grow their confidence and enhance their abilities to express themselves clearly, appropriately and effectively. The workbooks are aimed at upper-intermediate and advanced learners of English (CEFR B1-C2) to promote interactional language awareness and develop active listening skills.

Front Jacket

A research-based workbook for upper-intermediate and advanced learners of English (CEFR B1-C2) to promote interactional language awareness and develop active listening skills This two-volume Campus Talk set delivers a wide range of skills and strategies which students can actively apply in everyday social communication in both academic and non-academic environments on campus. It encourages an 'interactional' rather than a 'speaker focused' language development approach. Drawing on corpus data, it exposes students to the most salient and widely used vocabulary and grammar, illustrates the most effective conversation maintenance and communication strategies and draws attention to the socio-cultural aspects of communication. Campus Talk comprises two textbooks. Each textbook contains four instructional units and each unit is based on situations and conservations that students will come across in their everyday lives on campus. In this book of the series, Units 1-4 cover areas such as striking up a conversation, sharing and responding to news, making small talk, managing group communication, expressing and reacting to opinions, expressing, responding and talking about feelings and making and responding to requests. Each unit includes: -Enabling, input-based and interactional tasks and activities -Usage-informed vocabulary list -Main production task -Self-assessment With a variety of challenging tasks and activities and plenty of opportunities to practice and engage in self-reflection and self-assessment, students using these books will grow their confidence and enhance their abilities to express themselves clearly, appropriately and effectively. Silvana Dushku is Director of the Community Language Program and TESOL Certificate Program at Teachers College, Columbia University Paul Thompson is Deputy Director of the Centre for Corpus Research at the University of Birmingham

Back Jacket

Campus Talk is a two-volume, research-based textbook for upper-intermediate and advanced learners of English (CEFR B1-C2). It focuses on the skills and strategies that students need for everyday social communication in both academic and non-academic environments on campus. Volume 1 features four units: - Connecting With Each Other - Putting Your Heads Together - Expressing Yourself - Getting Things Done Each unit contains a variety of challenging tasks and activities, and plenty of opportunities for learners to practice and engage in self-reflection and self-assessment. These activities will help you to develop greater confidence and enhance your abilities to express yourself clearly, appropriately, and effectively. Learners have free access to an online workbook, which offers interactive activities and listening practice. Silvana Dushku is Director of the Community Language Program and TESOL Certificate Program at Teachers College, Columbia University in New York City. She has taught EFL/ESL for over thirty-five years, and has been involved in language program development, curriculum and materials design, and teacher training in Europe and the USA. Her interests include teaching and researching vocabulary and spoken English, applied corpus linguistics, and blended learning. Paul Thompson is a Reader in Applied Corpus Linguistics at the University of Birmingham. He has twenty years of EFL/EAP teaching experience in Japan and the UK, and has worked in higher education since 1983. His interests are in both written and spoken language in academic contexts, and in uses of educational technologies.

Author Biography

Silvana Dushku works Faculty Administrator & Director of UCF Global English Language Programs, Florida. She was Director of the Community Language Program, TESOL Certificate Program, and Language Program Management Certificate Program at Teachers College, Columbia University. She has taught EFL/ESL for over 35 years, and has been involved in language program development, curriculum and materials design, and teacher training in Europe and the USA. Her interests include teaching and researching vocabulary and spoken English, and applications of corpus linguistics and technology in ELT.

Paul Thompson is a Reader in Applied Corpus Linguistics at the University of Birmingham. He has twenty years of EFL/EAP teaching experience in Japan and the UK, and has worked in higher education since 1983. His interests are in both written and spoken language in academic contexts, in the linguistic aspects of human-computer interaction, and in uses of educational technologies in language learning.