For one reason or other, the experience shows that teachers spend the whole class speaking, while pupils answer with monosyllables. This book provides the teacher with endless questions, besides interactive ideas; with this, an appropriate atmosphere is created for the students to express themselves in English.

The book is made up of 50 units; a different topic being worked out in each unit
There are 40 questions about each topic. An illustration and a text about which the pupils have to make questions and answers as well as give explanations, complete the unit Couples or groups are made up to discuss, to comment about assertions and to decide whether some things are true or false.

Contents:
1. May I introduce myself?
2. What do you do?
3. What time does the next train leave?
4. What kind of room would you like?
5. Don't leave your bags on the bus.
6. Is there a bank near here?
7. Who's calling please?
8. Would you like a window seat?
9. How was your day?
10. Are you ready to order?
11. How will you be paying?
12. We'll meet back here at three o'clock.
13. Why don't you take the city bus tour?
14. Shall I send you a brouchure?
15. I look forward to hearing from you

However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education.

It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning—including curriculum models and pedagogic practices.