Who Should I Ask to Write My College Recommendation Letter

Who Should I Ask to Write My College Recommendation Letter SAT / ACT Prep Online Guides and Tips Are you debating who to ask for recommendation letters for college? Letters of rec are a very important part of your application, and strong ones can go a long way toward making you stand out among the competition. That's why you should choose your recommenders with the same thought and care that you put into your personal essay, SAT or ACT prep, and other parts of your application. Before we dive into the key questions to ask yourself when choosing a recommender, let's review what separates the good letters from the bad ones. What Makes a Good Letter of Recommendation? Strong letters of recommendation communicate what makes you a distinct and special student. While applicants may share certain interests, grades, and activities (especially at selective schools, where a large number of applicants are highly qualified), your letters of recommendation can differentiate you from other candidates with similar profiles. Reference letters should discuss your academic ability and potential, but they should also shed light on your character and personality. They should illuminate what drives you and what experiences have shaped who you are today. Admissions officers want to get a holistic sense of what kind of person would arrive at their campus and how she would contribute in and out of the classroom. The best recommendations highlight your key characteristics and demonstrate those traits through specific anecdotes and observations. Those reading the letters should get the sense that the recommender was excited to write about you and inspired to help you on your path to college. Your recommender can rave about you while having the stories and examples to back up their praise. A recommendation can especially speak in your favor if it ranks you highly compared to other students. A phrase like, "one of the top three students I've ever taught in my career" can be a powerful statement, especially if it comes from a teacher who has taught for twenty years at your school. Finally, the strongest letters are eloquent and well-crafted. They show that your recommender took the time and thought to develop a powerful statement of support. They add something unique and interesting to your application and catch the eyes of admissions officers, many of whom read through hundreds or even thousands of applications. Now that you have a sense of what makes an effective evaluation - personal, specific, enthusiastic, and well-written - what about the flip side? What qualities make a recommendation letter not so impressive? If your teacher's face looks like Grumpy Cat's when you ask for a recommendation letter, she might not write you the best one. What Makes a Bad Letter of Recommendation? Generally speaking, no recommendation letter is going to be outrightly critical or accusatory. If a teacher, counselor, or other person doesn't feel qualified or able to provide you with a letter, then she should respectfully decline and/or suggest someone who might be in a better position to help you. That being said, there can still be bad letters of recommendation. The reason that they're bad is usually that they're mediocre, generic, and don't add anything special to your story. One major pitfall for letters of rec is that they simply repeat a student's resume. If a letter states your grades, activities, and honors, then it's basically a reiteration of the rest of your application. As discussed above, a letter should shed light on your character and personality. Otherwise, it does little to differentiate you from other applicants with similar academic and extracurricular profiles. Another quality of poor recommendations is that they don't provide specific anecdotes or examples. Listing adjectives like hard-working, driven, or generous is not that convincing. Instead, the recommender should describe situations in which you demonstrated these qualities. Like the saying goes, actions speak louder than words. Also discussed above is the power of a high ranking. Conversely, a mediocre ranking, like calling a student "above average" or "relatively hard-working" could do more harm than good. On a similar note, a short letter, like less than a page, could suggest that the recommender doesn't know a student too well or doesn't have much to say in her favor. Some students ask a principal, department head, or even someone famous or in goverment to provide them with a letter of recommendation. While this kind of letter can stand out if the recommender knows the student well, it won't necessarily impress admissions officers just by virtue of the person's authority or fame. This is only a good idea if you have a good relationship with the person. Otherwise, it could seem like meaningless name dropping. Considering what makes a letter good and what makes a letter bad, does anyone come to mind that could write you a strong, specific, and enthusiastic letter of recommendation? That's better. Who Can Write You a Strong Letter of Recommendation? Now that you know what makes a letter of recommendation especially strong, you can think about who you know that could fulfill these expectations. The first deciding factor is the requirements of your application, as these can differ from school to school. What is Required? Many colleges ask for one letter of recommendation from and a teacher and one evaluation, often called the "secondary school report," from your counselor. More selective schools, including Ivy League schools, want two teacher recommendations and one from your counselor. Dartmouth and Davidson are unique in that they ask for a peer recommendation from a close friend, classmate, or relative. Finally, some students choose to send an additional supplemental letter, like from a coach or employer, if they feel their teachers or counselor don't know them very well or it can add an important dimension. Schools typically want to see letters of recommendation from teachers of core subjects, like English, math, science, and history. If you're applying for a certain major, then it's a good idea to get a recommendation from a relevant teacher. Students applying to study engineering or at technical schools like MIT or CalTech should probably get recommendations from math and/or science teachers. Students applying to art schools should ask their painting, drawing, or photography teachers. Once you know the requirements of your schools, you can start to think about whose class you did well in. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Were you best in show in any of your classes? Whose Class Did You Excel In? Teachers are in an especially good position to comment on your academic skills and collaboration with classmates. Schools selecting for academic ability especially like to see that students have a love of learning and strong intellectual curiosity. In choosing teachers, think about whose class you excelled in, in terms of grades, participation, and effort. Which teachers taught you a lot or inspired you? Did you impress them with your commitment to group work or interest in taking on extra projects? Did you surpass expectations by taking on a sustained project, like a long term research paper or thesis? Did you show growth or effort in an area that didn't come naturally to you? Even if you weren't "best in show," you could impress them with your dedication to a challenging subject. You might also consider whether you knew this teacher in other contexts, like if she was the advisor of a club or had you for more than one class. Junior year teachers are typically the best choice for recommenders, because they had you recently and for a whole year. Senior year teachers likely don't know you that well yet, and freshman and sophomore year teachers are not very recent. Along similar lines, you want to choose a teacher who knows you well. Even if you didn't get top grades in her class, you can likely get a strong vote of confidence from a teacher who got to know your personal strengths. Who Knows You Well? Apart from considering how you performed academically in a teacher's class, you also should consider how well you know her. If you got an A but didn't speak to your teacher all year, then she can't write much for you beyond the grade you achieved. As discussed above, a strong letter should have specific stories and give insight into your character that admissions officers might not know from reading the rest of your application. Think about teachers who you've gotten to know or had meaningful conversations with. Can they speak to your effort, humor, hard work, or resilience? Do they have a sense of how you analyze and solve problems or approach challenges? Unfortunately, schools have major differences in class size and teacher to student or counselor to student ratios. Some students barely meet their counselor or have trouble connecting with individual teachers in large classes. For the most part, admissions officers should have a sense of your school profile. If this is the case, you might consider adding a supplemental recommendation. It's also a good idea to share information with your recommenders so they can more thoroughly personalize your recommendation. Whether your recommender knows you well or not, it's a good idea to help them out with a "brag sheet," or a document where you reflect on your strengths, goals, and significant experiences and challenges. You (and in most cases, your parents) can and should share your reflections and resume with your recommenders to help them write an effective letter. You can bring this information with you when you request the recommendation and discuss it with your recommender. You can also make an appointment with your counselor so she can get to know you even better and talk about your plans. Finally, you also want to consider who has the time and experience to write a strong letter. Simply put, who can write well? This kid clearly knows what he's doing. What about your teachers? Who Can Write a Good Letter of Recommendation? Your letters of recommendation don't have to win any Pulitzer Prizes, but they do need to be clear, strong, and powerful pieces of writing. You want someone who is going to take the time to craft an eloquent statement of support. The best recommenders have both experience writing letters of rec and familiarity with various colleges and their expectations. Often, students have a sense of who writes good letters through word of mouth. Your counselor may also be a good resource, as she might be able to recommend some teachers as good choices. Teachers with experience are often a good choice, although a relatively new teacher can be great too if she knows you well. You may be able to share guides on recommendation letters with your teachers, but you'd have to gauge whether they could benefit from and be open to these resources. You don't want to cause offense or suggest they don't know what they're doing. At the very least, you can share your resume, brag sheet, and information about the colleges you're applying to and future plans. While the skill and experience of the teacher is an important, if difficult to measure, factor when deciding who can write your recommendation letters, it is secondary to considering who knows you well and admires your academic skills and personal qualities. Now that we've gone over who you should ask for a recommendation letter, what about the flip side? For the purposes of avoiding the earlier described bad letter, who shouldn't you ask for a letter of recommendation? Who You Shouldn't Ask for a Letter of Recommendation As mentioned above, it's unlikely that anyone is going to write you a purposely bad recommendation and sabotage your application. However, recommenders can still unintentionally hurt your chances with a mediocre letter. So that you don't end up with a lukewarm, boring, or meaningless reference, you should make sure to avoid asking certain people. First, don't ask teachers who don't know you well. If you've barely exchanged three words with a teacher all year, then they won't have much to say. Even if they're well aware that the best recommendations letters give stories and examples, they might not have any to share. Then their letters will end up being a restatement of facts and figures, which doesn't communicate much to admissions committees. On a similar note, don't ask your principal or an influential person on the local or national level just because of her authority. If she doesn't know you as a person, then her letter will add little to your application. If you do know the person well, though, then go right ahead. Showing that you got to know your principal well as a high schooler speaks to your outstanding presence at the school. Since colleges want to see your academic ability and potential, you also shouldn't ask a teacher in whose class you performed poorly and didn't put forth effort. If you demonstrated an unwillingness to learn, challenge yourself, or improve, then the teacher won't have many positive things to say about your potential to succeed in college. Finally, consider your counselor's suggestions and general reputation of teachers as letter writers. When I was in high school, I asked a teacher who ended up giving me a generic form letter and wanted me to go through and change all the "he's" to "she's." Needless to say, I immediately asked someone else. If your teacher isn't going to take the time to write you a personalized letter, or if she doesn't know what makes a good rec letter and isn't open to feedback, then she is not the person to ask. You need familiarity combined with strong writing skills to truly communicate who you are as a student and person and stand out as an intriguing document on your behalf. While you may ask for your recommendation at the end of junior year or beginning of senior year, I would recommend starting even earlier in terms of preparing to request recommendation letters. Read on to find out how. Start early. Start Early in Planning Your Recommendation Letters College planning starts years ahead of actually applying to schools. In terms of the recommendation letters, it's a good idea to consider who you might ask at the beginning of junior year. If you usually don't participate much, push yourself to contribute more in class. If you know you're applying as an engineer, consider accepting your science teacher's invitation to join her Robotics Club or ask about designing your own independent project. The most important thing you can do is to push yourself to get to know your teachers and develop a connection with one or more of them. To some students, this comes naturally, while others prefer to work more independently. If you consider yourself the latter, then you might prefer to show your eagerness to learn and contribute with a supplemental project. Pushing yourself to participate more will come in handy when you reach college too, as many of your classes may expect debate and discussion. While you should ask your recommender at least a month before your deadline, many students choose to ask at the end of junior year. You'll still be fresh in the teacher's mind, plus it will show how motivated and proactive you are. You can also schedule meetings with your counselor to discuss your plans as they develop. You don't have to wait for her to call you down. Starting early will help you take an active and intentional stance throughout junior year, plus it will give you extra time in case your plans change or you need to ask a different recommender. Remember, if your teacher seems hesitant or overwhelmed with work, then it might be a good idea to ask someone else. To Sum Up... When deciding who to ask for a recommendation letter, you should think about whose class you did well in (grades, effort, etc), who knows you well, and who's an experienced and qualified writer of recommendation letters. Your counselor and general word-of-mouth can help fill you in on who's going to write a strong letter and who, unfortunately, might just phone it in. Avoid asking teachers in whose classes you showed little effort or interest, or with whom you barely spoke all year. The best letters are insightful and personal, so a teacher who feels like a total stranger probably won't be able to provide that, no matter how detailed your brag sheet is. Make an effort throughout high school, and especially junior year, to go above and beyond to connect with teachers in the classroom or in after school clubs and activities. The more they see you in different contexts working towards your goals and pursuing your interests, the more colorful and specific their letters can be. If you go into junior year with these goals in mind, as well as a strong idea of what your schools are looking for (whether it's strong academic potential or skills for a specific field of study), then you should have a clear sense of which people can best advocate for you with a sincere, inspired, and demonstrative letter of recommendation. What's Next? Before your teachers and counselors can upload their recommendations to the Common Application, you'll be asked about waiving your right to see your letters. Is it a good idea to sign this waiver? (Spoiler: yes). Read all about FERPA and why you should waive your right of access. Applying to college is a complex process that requires a lot of thought, energy, and planning. Now that you have a strong sense of who to ask for letters of recommendation, you can approach the rest of your application with the same awareness. Check out this article to learn more about how to build the most versatile college application. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Galvanic or Voltaic Cell Definition

Galvanic or Voltaic Cell Definition A galvanic cell is a cell where chemical reactions between dissimilar conductors connected through an electrolyte and a salt bridge produce electric energy. A galvanic cell can also be powered by spontaneous oxidation-reduction reactions. Essentially, a galvanic cell channels the electrical energy produced by the electron transfer in a redox reaction. The electrical energy or current may be sent to a circuit, such as in a television or light bulb. The electrode of the oxidation half-cell is the anode (-), while the electrode of the reduction half-cell is the cathode (). The mnemonic The Red Cat Ate an Ox may be used to help remember reduction occurs at the cathode and oxidation occurs at the anode. A galvanic cell is also called a  Daniel cell or a voltaic cell. How to Set Up a Galvanic Cell There are two main setups for a galvanic cell. In both cases, the oxidation and reduction half-reactions are separated and connected via a wire, which forces electrons to flow through the wire. In one setup, the half-reactions are connected using a porous disk. In the other setup, the half-reactions are connected via a salt bridge. The purpose of the porous disk or salt bridge is to allow ions to flow between the half-reactions without much mixing of the solutions. This maintains charge neutrality of the solutions. The transfer of electrons from the oxidation half-cell to the reduction half-cell leads to a buildup of negative charge in the reduction half-cell and of positive charge in the oxidation half-cell. If there were no way for ions to flow between the solution, this charge build-up would oppose and half the electron flow between the anode and cathode.

Sociology Essay Example | Topics and Well Written Essays - 4000 words - 2

Sociology - Essay Example His work emphasized on the methods of sociological studies, division of labour, scientific studies of religion and the analysis of suicide due to imbalance between self and the society. (â€Å"Durkheim, Émile†, 2007) Durkheim’s made his most influential work on the detailed study of suicide in his famous book ‘Le Suicide’ which was published on 1897. This book, not only broke the conventional analyses of suicide, but it was successful in giving sociological studies a new momentum from the long celebrated ones. The modern standard structure of sociological research and analysis was originated from Durkheim. Durkheim, in his book framed a new definition of suicide as â€Å"the term suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result†. Through this definition Durkheim distinguished suicide from accidental death. He was very much interrogative regarding the analysis of suicide in a social perspective. The essence of his analysis lies in discovering the actual correspondence, if exists, among the different socioeconomic and psychological factors that may inculcate the desire inside a person to terminate his life intentionally. According to this great sociologist there could be many factors generated from the social and economic structures that would lead to the desire to kill oneself. In his book Le Suicide, Emile Durkheim not only changed the way of understanding suicide but also he was successful in cultivating a new way of conducting sociological researches. Hence he was successful in conceptualization of a new structure of sociological research. From the very beginning of the book he started to define the pivot term under discussion and advanced towards sketching out the promotional outlines of a pedagogical explanation of suicide, which would be informed by social science. In this way he used the tables of suicide statistics. He collected

Play Critque Essay Example | Topics and Well Written Essays - 500 words

Play Critque - Essay Example Clearly, the hero naturally has a lot less individuality away from his intrusiveness. Additionally, he is ably disposed to place himself in the wrong place, and lament the aftermath. Initially, what makes The Haunting of Hill House a bright as well as clever story, is that it ingeniously manages to lay out a fence in the reader. For example Eleanor Vance, the youthful woman around whom the creepy events of this great novel cluster together, is no mean feat. In any case, Eleanor Vance is lulled into the thrilling escapades by the house. Partly, Eleanor comes out as an authentic character, rather than an apparatus of the narrator. She is, on the same length, she carries herself with a certain air of peculiarity. She is an outstanding person, complicated even, while she is capable of attracting the reader’s sympathy. Eleanor consciously adeptly, even viscerally manages to bring to us the experience of the novel through her undertakings. In part, Eleanor’s horrors, escapes and experiences also become partly ours. Her pain, her happiness throughout the book ably manages to evoke the reader’s sympathy. Additionally, the category of this psychological ghost story still is somehow tinier. The horror effect of The Haunting Hill House concentrates on the suspension of limitations, between the living and the dead. Also, the suspension of boundaries in this story turns on things that are outside the body, and those that ought to remain inside. Given, it also worth to not that the in psychological ghost story, the dispensation of certain boundaries tend to bend toward the mind and the exterior world, which clearly are two distinct things. For instance, as Eleanor’s resistance begins to crumple, she comes to herself and starts to ask her questions. In other words, when one trudges through the whole book, he or she gets a general idea that Eleanor might be the one haunted, or simply the one haunting. The events

Miltons Mosaic Law and Law of Grace Comparison :: Milton Religion Religious Law Moses Essays

Milton's Mosaic Law and Law of Grace Comparison Certainly anyone who has been involved with Sunday school at church, has taken a religion class, or has any knowledge of the Christian religion has heard of Moses, the man who carried a big stick, parted the Red Sea and led the Israelites out of slavery into the â€Å"Promised Land.† However, there is more to Moses’ story than a forty-year excursion through the desert. Besides his role in freeing his people, Moses also served as a vessel for the Word of God. The events that this man was so instrumental in have been referenced throughout history, and the Law of Moses provides the basis of John Milton’s discussion of divorce in his 1644 treatise Doctrine and Discipline of Divorce. In his exposition, Milton compares the approaches on divorce put forth by the Mosaic Law and that proclaimed by the Law of Grace, and uses them to support his own beliefs on the issue. As Milton argues his case for divorce, it becomes clear that he manipulates Scripture to support his points. To understand how Milton’s use of Mosaic Law, it is crucial to understand what it is. After Moses led the Hebrews through the desert, he was enlisted by God to act as a mediator between the Him and His people. Moses received the Ten Commandments at Mount Sinai and received from God â€Å"multifarious enactments, by the observance of which Israel [was] to be moulded into a theocratic nation,† thus the installment of Mosaic Legislation on the Israelites. (Moses) Starting with the Ten Commandments, the Law of Moses is â€Å"the laws that God gave to the Israelites through Moses; it includes many rules of religious observances given in the first five books of the Old Testament.† (Mosaic Law) Among the guidelines set forth by God through Moses were guidelines regarding diet (Leviticus 11:3), the consecration of priests (Exodus 29:5-9) and marriage (Exodus 22:16). While the Hebrews were expected to abide by the laws laid out in the Old Testament by Moses, the coming and crucifixion of Jesus negated many of these laws, as the Law of Grace took precedence over everything prior. In his Doctrine and Discipline of Divorce, Milton uses scripture from both the Old and New Testaments and argues that the Law of Moses was more lenient than that of Grace, and therefore makes more sense.

Schizophrenia and Depressed Mothers: Relational Deficits in Parenting

The nine-page paper on parenting capabilities as compared among the Schizophrenic, depressed and well mothers are profoundly interesting and insightful. Central to the profession of Social work is the structural unit which essentially pertains to the family. The mother’s role is one of the most foundational ingredients that make up a home because the general expectation is that she takes on more of the nurturing role than any of the members of the family.The article/research is said to be profoundly interesting because at the outset, despite some knowledge on depression or schizophrenia, the researches showed that there have been major areas that other studies missed especially pertaining on the parenting skills and practices when Schizophrenics or Clinically depressed mothers are the issue.The paper opens with what has been very obvious in the study of schizophrenia; that genetics or heredity is the primary and important issue with the etiology of the disorder. However, the a rticle is more than the previous discoveries on the influence of heredity. I wish to identify specifically what I find very important discoveries I made in the article.A. Because the article is a comparison between Schizophrenic and depressed mothers many details about their respective kinds of personality, lifestyles or manner of living were investigated separately and comparatively. For instance, frequency of hospitalization is more noted with the Schizophrenic women than with depressed ones (p.34). This is noteworthy because this information indicates the severity (in graduated scale) of their respective disorders. Of course compared to well-mothers, depressed ones are at risk, indeed. Hospitalization frequency is indicative of mothers who may have already been in trouble in a period of time.B. Pertaining to the depressed mothers’   Ã¢â‚¬Å"highly limited ability to demonstrate good parenting,† in that they are likely to have difficulty in providing structure and di scipline to their children,   which are exactly the things necessary and essential to develop children as well-adjusted and smart members of society. For example, inside the household, how will the mother do the routines in the morning concerning food preparation, attending to basic hygiene and health of children or even, when they become rowdy and quarrelsome with one another, how will she react to these scenarios? Weisman’s study pointedly mentions the main reason: the mother does not have the energy and the ability to be involved to do even very simple routinary disciplinary actions.C. Implications on these? It is necessary that mothers especially the Depressed for instance, must get the necessary help and that which must address the root cause or strike at the heart of their â€Å"mental/emotional† sickness. Being a social worker, I will be one of the few people who will be the first to call on these people: single parents who seemed to have no options except to prod through life and just keep on even though everything for them is hopeless and aimless. I can truly say I am thoroughly benefited by the readings. I am grateful too, because I have the opportunity to avoid the pitfalls that some of the women had gone through.All this is insightful because I have discovered that although both types of disorders have affective deficits, the lesser affected are the depressed types because she may still be able to â€Å"connect† with her offsprings unlike the Schizophrenic when not only is the mother severely disordered, other complications like the presence of hallucinatory tendencies typical of their case cloud her relationships with her children (Goodman & Brumley, 1987). Implications for my job include: 1.) I know now how to deal with persons with various weaknesses especially those with problems as severe as Schizophrenia or even with mothers who have depressive problems; especially affective or relational deficits; 2.) I have more compa ssion now with mothers or single parents who are poor and especially colored because they have the least access to care and their needs are often neglected;3.) the authors also discussed the other factors usually designated in cases of depression and schizophrenia and effectively pointed out that mother’s responsiveness account for most of the adjustment and proper functioning of children.   I cannot imagine enough those children (in the study) raised by single mothers with such a mental condition as theirs. My work’s significance has tremendously widened and deepened as I see all the individual cases and the problems that accompany them. The guidance I can afford their mothers pertaining to coping with their sicknesses and the needs of the children, and the institutional changes that can possibly help larger numbers are important outputs I gained from the informative article.ReferenceGoodman, Sherryl H., H. Elizabeth Brumley, 1987. â€Å"Schizophrenia and Depressed Mothers: Relational Deficits in Parenting.†

Reading Comprehension Lesson Plans for ESL

There are many reading comprehension and dialogue resources on this site (see list below). Each reading or dialogue contains the selection, key vocabulary and expressions and a follow-up quiz. These exercises are great for individual use on the internet. They can also be incorporated into a lesson plan to help focus on specific grammar or subject areas. The following lesson plan is a blueprint to using these resources for your classes. Aim: Provide context for various grammar or subject areas Activity: Reading / dialogue comprehension Level: Beginner to intermediate Outline: Decide whether youd like to incorporate the reading / dialogue into the lesson or assign as homework.As a class, review the key vocabulary section provided with each reading/dialogue. Make sure students understand this vocabulary. If they dont, ask them to explain it to each other or use a dictionary. As a last resort, explain the word or phrase to the class in your own words.Ask students to read reading/dialogue. If you are using a dialogue, have students first read the dialogue and then pair up to practice reading the dialogue aloud. Have students switch roles and practice a number of times. Go around the class and help students with pronunciation, intonation and stress.Ask students to do the quiz on their computer and keep track of their score. Open up the exercise to discussion. Possible questions: What did you think of this reading? Can you give other examples of this type of situation and which phrases you would use? etc.Key in on vocabulary by having students create a vocabula ry tree. Ask students to add to this tree by working in small groups to find appropriate related vocabulary and phrases.Take each key word or phrase and use in a variety of questions around the class. Encourage students to do the same in small groups. Here is a list of dialogues/reading comprehension resources on the site to use with this type of lesson: Beginner - Lower Intermediate The City and the Country - Comparative form, as ... as Interview with a Famous Actor - Daily routines, present simple Whats in Your Office? - Use of there is / there are, prepositions and office furniture vocabulary What Were You Doing? - Use of the past continuous in combination with the past simple The Oregon Weather Forecast - Use of the future with will for predictions, weather vocabulary A Business Presentation - Use of the present perfect An Interview - Superlative Forms Introductions - Basic questions used when meeting someone for the first time. Filling in a Form - Basic personal information questions (name, address, etc.) The Meeting - Schedules, future plans. A New Office - This, that, some and any with objects. Cooking - Daily routines and hobbies. A Great Workout - Abilities with can, making suggestions. A Busy Day - Plans for the day, responsibilities with have to. Planning a Party - Future with will and going to Intermediate Business English Deliveries and SuppliersTaking a MessagePlacing an OrderTomorrows MeetingDiscussing Ideas English for Medical Purposes Dialogues Troubling Symptoms - Doctor and PatientJoint Pain - Doctor and PatientA Physical Examination - Doctor and PatientPain that Comes and Goes - Doctor and PatientA Prescription - Doctor and PatientHelping a Patient - Nurse and Patient Dialogues Focusing on the Service Industry Cleaning Staff - Vocabulary and requests dealing with cleaning rooms and taking care of guestsA Drink at the Bar - Vocabulary and situations related to serving customers at a bar