This is the essential reference companion for all who use French for business communication. Containing over 5000 words, this handy two-way A-Z glossary covers the most commonly used terms in business. It will help you to communicate with confidence in a wide variety of business situations, and is of equal value to the relative beginner or the fluent speaker. Written by an experienced native and non-native speaker team working in business language education, this unique glossary is an indispensable reference guide for all students and professionals studying or working in business where French is used.
To encourage students to be better readers, this new series provides practice with a wide range of reading comprehension activities. Reading selections from across the disciplines encourage students to understand, evaluate, and interpret what they have read.
Drawing from nationally recognized research in fluency, Reading for Every Child: Fluency gives you the tools you need to develop fluent readers in your classroom. Incorporating a wide variety of techniques, including partner reading, repeated reading, choral reading, and readers’ theaters, this book will keep your students motivated as they make that all-important bridge between word recognition and comprehension. Activities provide opportunities for listening and reading out loud to encourage students to read with confidence and appropriate rhythm and paceing.
The Little Gold Grammar Book: Mastering the Rules That Unlock the Power of Writing
For Grammar Aficionados From All Walks of Life! THE LITTLE GOLD GRAMMAR BOOK is based on a simple but powerful observation: Individuals who develop outstanding grammar skills do so primarily by mastering a limited number of the most important grammar rules, which they use over and over again. What are these recurring rules? The answer to this question is the basis of this book.
Reframing Writing Assessment to Improve Teaching and Learning
How to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate. Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality.
