Building Career Skills -By Rajiva Wijesinha with Shashikala Assella, B. M. C. N. Balasooriya, Noel Jayamanne, Darshana Sanjeewa, Ravi Pratap Singh, Neomal Weerakon. This book explains elements of English in a manner that will help both students and teachers to understand what they learn and teach. There is no separate workbook, since the exercises in this book, if done thoroughly, and carefully supervised / marked, will provide sufficient practice. Similarly. There is no separate teacherï¿½s Guide. Since the philosophy followed here is that essential information should be readily available to students and parents as well as to teachers. Teachers who wish to go further are advised to consult a handbook of English grammar, by the same author, published by foundation books, Delhi. The syllabus was conceived in terms of developing mechanical competencies as well as more advanced skills. The former include basic writing skills, pronunciation, vocabulary development and grammar. These need careful attention if students are to exercise actively the skills of speaking, listening reading and writing. In each unit therefore the particular mechanical skills, or language tools, that are introduced are given in the tale of contents and these could be taught carefully. Students must realize from the start that they must be careful to get these correct as a matter of habit. Each unit contains one or more reading texts, on which several exercises are based. Pre- reading questions are given in some instances, and teachers are advised to set basic scanning questions, even as homework, to encourage students to read on their own. Note that writing tasks should be given due attention, and that these should be marked carefully. With particular attention to the mechanical skills that have been learned. Each unit also includes a conversation section, which avoids the familiar practice of setting out a dialogue which students learn by rote. Students should first develop understanding of the speech patterns they use, and for this purpose they should first fill in the blanks as indicated. Initially much help may be required, and group work may be desirable, with careful supervision. But with practice students should be able in the latter units to make sense of these passages on their own. It must be emphasized that, once students have created the conversation on their own, they should practice variations on it actively. This section can be done at any time in the course of the unit, and need not be left to the end. In general teachers should use the book flexibly, avoiding exercises that might seem too simple or too practice, and in particular maximizing participation and production by students. Teachers are also advised on the pattern of the texts included here, to encourage active learning of useful subjects. Though the subject matter is largely in line with topics that were in theory studied at school, They have gone further in including matters of wilder interest that will be useful for students in the future.