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Hex-Lex 0-9551-177-0-1 Viva Lexico 2005 (www.vivalexico.com ) When I recently started seeking software for vocabulary practice for my secondary students of English as a foreign language, I had no idea how much I should expect to get from a ready-made package. All I knew was that I wanted something to supplement the coursebook and to combine fun with learning. I am glad to say that I found Hex-Lex to be beyond my wildest expectations. Hex-Lex, a language-learning computer program, consists of two software games: Hex and Trix. In these games, learners have to match words with meanings, synonyms, antonyms or collocations or classify them into categories. Every correct answer wins a point. The learners can play the games alone (there is a countdown feature to provide a degree of challenge), or they can compete against a partner. It is simple to use and fun. The vocabulary used in the games is very varied; the Elementary level covers the lexicon of the KET/PET Cambridge exams quite satisfactorily; the Intermediate level covers the most problematic areas in FCE, and the Advanced level corresponds to the CAE/CPE exams. In addition, many common spoken expressions and collocations are provided which coursebooks hardly ever include in their syllabus. At the end of each game, the answers appear on screen and can be printed out as study sheets for further use by the learners. I would have liked to see some feedback in these study sheets on the definitions of the words or some examples so that the words are seen in context. This would enable the sheets to be used for self-study as well. I would say that Hex-Lex was simply a useful series of drill and practice activities for building vocabulary, if it weren’t for a built-in authoring tool that allows the teacher (as well as the learners themselves) either to feed the games with self-made exercises or to adapt the existing activities to the learners’ level and needs by deleting some words and inserting others. This is useful for elusive or difficult to remember words, phrasal verbs or idioms that learners find in their coursebook and wish to practise before a test, for instance. This user-friendly authoring tool does not require specialised knowledge of computers. When the software is installed, two folders appear on the desktop: Hex–Lex and Hex-Lex data editor. The latter looks like an Excel sheet and the teacher or learners can use it to create lexical quizzes by themselves and then export them into the Hex-Lex folder. This built-in editor is for me the most important feature of this software because of the way it allows you to use the program to supplement any coursebook. At the same time, it motivates the learners to learn the words they have been taught in class each week – they know that there will be a game based on them and that they have to remember them if they want to win. It is not only motivation that runs high in my classes now, students have also gained a strong sense of autonomy and control over their learning. The Hex-Lex language learning software is aimed at teachers who wish to turn the teaching, revising and/or testing of vocabulary into an enjoyable and stimulating classroom activity, promoting learner autonomy, enhancing motivation and catering for mixed-ability classes. Above all, it is a software package that gives you and the learners the full freedom to adapt it according to your class needs and not vice versa. Sotiria Koui Alexandroupolis, Greece Fifty ways to improve your Business English without too much effort! by Ken Taylor Summertown Publishing 2006 1-902741-82-X Fifty ways to improve your Business English is aimed at non-native speakers who need English for their work and who have little time to improve their language skills. From the title and the summary on the back cover, it looks like an ideal resource for the busy business English learner. However, the summary doesn’t make it clear what level the book is written for. Nor is it clear how to use this ‘self-help manual’. To find out both important pieces of information, the learner has to read the foreword, a part of a book not all learners are familiar with. Considering the book is trying to help learners improve their English ‘without too much effort’, this strategy seems a little strange. The book is organised into ten modules which cover business skills, tips for reading business texts, listening, business vocabulary and grammar. It can be read from cover to cover or dipped into, based on interest or need. The learners’ needs can be ascertained by completing the self-assessment/needs analysis before Module One. All ten modules begin with a cartoon and quotation and this informal approach continues throughout with a chatty, spoken style. For some learners this approach will be appealing. However, for other readers, perhaps older, more experienced learners and business people who prefer a more distant ‘professional’ approach, such a style could have a negative effect. Each module is subdivided into five sections, dealing with a different aspect of the topic and offering a variety of content from simple advice to short practice activities. To provide continuity, each section lists ‘hot tips’ which summarise key points. Overall, the business skills modules provide the most useful suggestions or language. However, all the modules in the book try to raise cultural awareness by giving examples or tips. There are also helpful aspects of learning to learn, culminating at the end of each module in a very useful page citing books and websites for further reading or research. From my experience of teaching business English to learners of all levels from a wide range of business backgrounds, and from feedback obtained from a sample of upperintermediate learners of business English in Germany, I believe that this book could be a useful resource for learners who like a light-hearted approach, want some new ideas and expressions and are less experienced in using their English in business. However, for more experienced learners, the expectations raised by the title may fail to be met. Debbie Barton Halifax, UK Dealing with Difficulties by Luke Prodromou and Lindsay Clandfield DELTA Publishing 2007 978-1-905085-00-2 When I first heard about this book, I was instantly attracted to its premise. Dealing with Difficulties gives suggestions for dealing with common problems faced by language teachers. As Luke Prodromou states in the preface: ‘The suggestions you find here are, potentially, steps for overcoming the difficulties that get in the way of enjoyable teaching and learning.’ While the book explores similar territory to Jill Hadfield’s Classroom Dynamics, it covers different themes and offers new strategies. The book divides problems into five major areas: large classes and classroom management, discipline problems, mixed-level classes, homework, and teaching exam classes. There is an additional section on teacher development. Each section begins with a preview of the sub-topics of each chapter, followed by a selection of activities and a page or two of tips and techniques. Like the other titles in DELTA Publishing’s Professional Perspectives series, the activities are presented in recipe form. One thing I like is that the activities are easy to adapt to any class period. Unlike some teacher resource books, the majority of the activities found here are extremely brief (many can be completed in five minutes or less). This is a big plus for those who lack the freedom to experiment with longer activities. In addition, most of the activities are easy to set up and don’t require anything more than pen and paper. Another thing I found appealing about the book was its fresh approach to addressing problems in the classroom. For example, in situations where you are doing pairwork and there is an odd number of students, the authors suggest giving one student a role, such as a spy (taking notes on the pairs’ progress and putting together a report for the teacher), an enforcer (handing out yellow or red cards when students speak their native language or make a particular mistake), a resourcer (walking around with a dictionary or grammar book to assist classmates), or a doppelganger (changing places with any student). Another inventive example: in situations where some students complete work early, the authors’ clever idea is to use a class mascot (it could be a stuffed animal, photo, puppet or another object) which ‘early finishers’ can write a sentence or two about, using vocabulary or grammar discussed in class. My only criticism of the book is that the section on professional development is far too short – a mere six pages. However, the reading list is excellent. Dealing with Difficulties is full of creative ideas and helpful tips. It clearly shows the depth and the breadth of the authors’ experience. I highly recommend this book for any language teacher’s bookshelf. Hall Houston Hong Kong, China Dealing with Difficulties won this year’s Ben Warren prize, awarded annually by International House for the most outstanding work in the field of language teacher education. |
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