Academic Listening for Health Professions, Elementary Level. Second Edition
Published on 2007
$40.00
PREFACE
Welcome to the second edition of Academic Listening for Health Professions, Elementary Level. This new edition is the product of constant revision and evaluation, not by me, but by the many instructors who, along with their students, have used the previous edition and have sent in valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
Academic Listening for Health Professions, Elementary Level is the first in a series of English language texts designed for use in health colleges, institutes and adult English-language training programmes. This volume consists of eight units organized around selected rhetorical functions: general ideas, specific information, classification, definitions, chronological order, cause and effect, comparing and contrasting, and processes and procedures. The book is aimed at Arab students who are at an elementary level of English as a Foreign Language (EFL). Each unit is graded from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in Medical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one CD.
Organization of Units
Each of the eight units consists of the following sections:
Before Listening
Some questions to discuss orally in order to give learners an idea of the subject matter and prepare them for listening.
Vocabulary Preview
A list of five to eight vocabulary items that appears undefined in the listening. They are briefly defined in the preview and are accompanied by sentences with missing words to be filled in. Brief definitions are sometimes given on the tape, in which case the student listens to the talk and then writes a short definition for each item.
Listening passages are given by a variety of native speakers of English. The vocabulary, structure, content variation, redundancy, and rhetorical style of each passage have been carefully chosen and designed. The talks, organized around specific rhetorical functions, include general ideas, specific information, classification, definitions, chronological order, cause and effect, comparing and contrasting, and processes and procedures.
Listening Exercises
A variety of listening exercises that focus on listening skills as related to the rhetorical function being focused on. These include making an outline which is partially completed in order to lay out the rhetorical structure of the talk.
After Listening
Written-exercise types on the specific rhetorical function to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains elementary students in listening skills relevant to the rhetorical function under consideration.
Materials are controlled for concept-redundancy. Each passage contains a limited number of ideas that the listener retains. Support for these key ideas (that is, redundancy) comes in the form of rewordings, examples, clear transition markers, and summarizing.
Because of the graded use of language within the talks, learners acquire the ability to process spoken language for increasingly longer spans of time – a highly desirable target.
In order to ensure a high degree of comprehension and monitoring of passage, a large percentage of content words need to be readily understood. The topics chosen for the talks have, therefore, been made as tangible as possible, with the vocabulary kept within an elementary-level word-frequency range.
Finally, an important skill for students is note-taking, by which they spot the main points of a talk and write them down in note form. These notes help the listener to remember the main points of the talk.
Note-taking is an individual activity, so one person may have difficulty understanding another person’s notes. The activities in this book should help the student take down clearer, more concise notes. In further activities, the learner is often asked to complete the notes.
Contents
UNIT 1: GENERAL IDEAS
UNIT 2: SPECIFIC INFORMATION
UNIT 3: CLASSIFICATION
UNIT 4: DEFINITIONS
UNIT 5: CHRONOLOGICAL ORDER
UNIT 6: CAUSE AND EFFECT
UNIT 7: COMPARING AND CONTRASTING
UNIT 8: PROCESSES AND PROCEDURES
Academic Listening for Health Professions, Elementary Level. Second Edition
$40.00
PREFACE
Welcome to the second edition of Academic Listening for Health Professions, Elementary Level. This new edition is the product of constant revision and evaluation, not by me, but by the many instructors who, along with their students, have used the previous edition and have sent in valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
Academic Listening for Health Professions, Elementary Level is the first in a series of English language texts designed for use in health colleges, institutes and adult English-language training programmes. This volume consists of eight units organized around selected rhetorical functions: general ideas, specific information, classification, definitions, chronological order, cause and effect, comparing and contrasting, and processes and procedures. The book is aimed at Arab students who are at an elementary level of English as a Foreign Language (EFL). Each unit is graded from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in Medical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one CD.
Organization of Units
Each of the eight units consists of the following sections:
Before Listening
Some questions to discuss orally in order to give learners an idea of the subject matter and prepare them for listening.
Vocabulary Preview
A list of five to eight vocabulary items that appears undefined in the listening. They are briefly defined in the preview and are accompanied by sentences with missing words to be filled in. Brief definitions are sometimes given on the tape, in which case the student listens to the talk and then writes a short definition for each item.
Listening passages are given by a variety of native speakers of English. The vocabulary, structure, content variation, redundancy, and rhetorical style of each passage have been carefully chosen and designed. The talks, organized around specific rhetorical functions, include general ideas, specific information, classification, definitions, chronological order, cause and effect, comparing and contrasting, and processes and procedures.
Listening Exercises
A variety of listening exercises that focus on listening skills as related to the rhetorical function being focused on. These include making an outline which is partially completed in order to lay out the rhetorical structure of the talk.
After Listening
Written-exercise types on the specific rhetorical function to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains elementary students in listening skills relevant to the rhetorical function under consideration.
Materials are controlled for concept-redundancy. Each passage contains a limited number of ideas that the listener retains. Support for these key ideas (that is, redundancy) comes in the form of rewordings, examples, clear transition markers, and summarizing.
Because of the graded use of language within the talks, learners acquire the ability to process spoken language for increasingly longer spans of time – a highly desirable target.
In order to ensure a high degree of comprehension and monitoring of passage, a large percentage of content words need to be readily understood. The topics chosen for the talks have, therefore, been made as tangible as possible, with the vocabulary kept within an elementary-level word-frequency range.
Finally, an important skill for students is note-taking, by which they spot the main points of a talk and write them down in note form. These notes help the listener to remember the main points of the talk.
Note-taking is an individual activity, so one person may have difficulty understanding another person’s notes. The activities in this book should help the student take down clearer, more concise notes. In further activities, the learner is often asked to complete the notes.
Contents
UNIT 1: GENERAL IDEAS
UNIT 2: SPECIFIC INFORMATION
UNIT 3: CLASSIFICATION
UNIT 4: DEFINITIONS
UNIT 5: CHRONOLOGICAL ORDER
UNIT 6: CAUSE AND EFFECT
UNIT 7: COMPARING AND CONTRASTING
UNIT 8: PROCESSES AND PROCEDURES
Academic Listening for Health Professions, Intermeiate level, Second Edition
Published on 2007
$40.00
Welcome to the second edition of Academic Listening For Health Professions, Intermediate Level. This new edition is the product of constantrevision and evaluation, not by me, but by the many instructors who, along with theirstudents, have used the previous edition and have sent in valuable suggestions andcomments. The success of the previous edition has been due, in large measure, to thehonest and careful appraisal given by instructors and their students.
Academic Listening For Health Professions, Intermediate Level is thesecond in a series of English language texts designed for use in health colleges,institutes and adult English-language training programmes. This volume consists of eightunits organized around selected rhetorical functions: general ideas, specificinformation, classification, defining, chronological order, cause and effect,comparing and contrasting, and processes and procedures. The book isaimed at Arab students who are at an intermediate level of English as a ForeignLanguage (EFL). Each unit is graded from listening at sentence level to listening to ashort passage, and aims at developing students’ skills in listening in medical English.Prelistening and postlistening activities are included in each unit. The book isaccompanied by one audio CD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
- Vocabulary Preview
- Listening
- Listening Exercises
A variety of listening exercises that focus on listening skills is related to the rhetorical function being focused on. These include making an outline which is partiallycompleted in order to lay out the rhetorical structure of the talk.
- After Listening
Written-exercise types on the specific rhetorical function to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains intermediatestudents in listening skills relevant to the rhetorical function under consideration.
Materials are controlled for concept-recycling. Each passage contains a limited number of ideas that the listener retains. Support for these key ideas (that is,recycling) comes in the form of rewordings, examples, clear transition markers,and summarizing.
Because of the graded use of language within the talks, learners acquire theability to process spoken language for increasingly longer spans of time - a highlydesirable target.
In order to ensure a high degree of comprehension and monitoring of passage, a large percentage of content words need to be readily understood. Thetopics chosen for the talks have, therefore, been made as tangible as possible, with thevocabulary kept within an intermediate-level word-frequency range.
Finally, an important skill for students is note-taking, by which they spotthe main points of a talk and write them down in note form. These notes help thelistener to remember the main points of the talk.
Note-taking is an individual activity, so one person may have difficultyunderstanding another person's notes. The activities in this book should help thestudent take down clearer, more concise notes. In further activities, the learner is
often asked to complete the notes.
Academic Listening for Health Professions, Intermeiate level, Second Edition
$40.00
Welcome to the second edition of Academic Listening For Health Professions, Intermediate Level. This new edition is the product of constantrevision and evaluation, not by me, but by the many instructors who, along with theirstudents, have used the previous edition and have sent in valuable suggestions andcomments. The success of the previous edition has been due, in large measure, to thehonest and careful appraisal given by instructors and their students.
Academic Listening For Health Professions, Intermediate Level is thesecond in a series of English language texts designed for use in health colleges,institutes and adult English-language training programmes. This volume consists of eightunits organized around selected rhetorical functions: general ideas, specificinformation, classification, defining, chronological order, cause and effect,comparing and contrasting, and processes and procedures. The book isaimed at Arab students who are at an intermediate level of English as a ForeignLanguage (EFL). Each unit is graded from listening at sentence level to listening to ashort passage, and aims at developing students’ skills in listening in medical English.Prelistening and postlistening activities are included in each unit. The book isaccompanied by one audio CD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
- Vocabulary Preview
- Listening
- Listening Exercises
A variety of listening exercises that focus on listening skills is related to the rhetorical function being focused on. These include making an outline which is partiallycompleted in order to lay out the rhetorical structure of the talk.
- After Listening
Written-exercise types on the specific rhetorical function to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains intermediatestudents in listening skills relevant to the rhetorical function under consideration.
Materials are controlled for concept-recycling. Each passage contains a limited number of ideas that the listener retains. Support for these key ideas (that is,recycling) comes in the form of rewordings, examples, clear transition markers,and summarizing.
Because of the graded use of language within the talks, learners acquire theability to process spoken language for increasingly longer spans of time - a highlydesirable target.
In order to ensure a high degree of comprehension and monitoring of passage, a large percentage of content words need to be readily understood. Thetopics chosen for the talks have, therefore, been made as tangible as possible, with thevocabulary kept within an intermediate-level word-frequency range.
Finally, an important skill for students is note-taking, by which they spotthe main points of a talk and write them down in note form. These notes help thelistener to remember the main points of the talk.
Note-taking is an individual activity, so one person may have difficultyunderstanding another person's notes. The activities in this book should help thestudent take down clearer, more concise notes. In further activities, the learner is
often asked to complete the notes.
Academic Writing for Health Professions, Elementary Level, Fourth Edition
Published on 2023
$40.00
Academic Writing for Health Professions: Elementary Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Academic Writing for Health Professions: Elementary Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an elementary level.
Academic Writing for Health Professions, Elementary Level, Fourth Edition
$40.00
Academic Writing for Health Professions: Elementary Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Academic Writing for Health Professions: Elementary Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an elementary level.
Academic Writing for Health Professions, Elementary Level. Third Edition
$40.00
PREFACE
Welcome to the third edition to Academic Writing for Health Professions: Elementary Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Academic Writing for Health Professions: Elementary Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an elementary level.
The underlying philosophy of the book is the author’s conviction that basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or non-native speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in students’ careers, when they are expected to produce samples of extended writing that communicate coherently.
To this end, the text adopts from the first an approach to meaningful writing using step-by-step explanations and exercises that guide the student towards the desired goal. This is done using six practical and academic writing purposes: Giving Instructions, Telling What Happened, Classifying, Explaining Cause and Effect, Comparing and Contrasting, and Describing a Mechanism or a Process.
The text is designed so that the six writing purposes and the general content of the units gradually increase in complexity. While some degree of control is of course essential in any teaching situation, a conscious attempt has been made to allow also for student creativity and individuality. This is done by beginning each unit with clear examples and controlled exercises to learn specific organization and grammar skills. By the second part of each unit, the control gives way to looser guidance. Students use the skills they have learned to plan and write compositions that move from carefully guided to unguided.
A typical unit opens with Objectives and a short Introduction discussing the writing purpose and pointing out its academic and practical use. This is followed by several Writing Tips for addressing the rhetorical purpose in question.
Next comes a section on Planning (in the form of an outline, an idea map, informal notes, a chart, or an information table), followed by an Example Composition illustrating in clear and simple language the unit’s rhetorical purpose. The topics are designed to be diverse, relevant, and interesting to EFL students undertaking medical courses: How to control external bleeding, sun stroke, hot compresses, causes of fainting, comparing and contrasting measles and rubella, how the respiratory system works, and so on.
A section on Functional Skills gives practice on logical relationships and other concepts related to the unit’s rhetorical purpose. This is followed by Organization Skills, which require students to actively work with introductions, main idea sentences, transitions, and conclusions, all of which are introduced in a simple and structured manner.
After that, the Grammar Skills and Punctuation Skills segments treat the grammatical structures and punctuation relevant to the writing purpose in question, and opportunities for controlled and freer practice are given.
At the end of each unit, a Guided Writing section provides students with an opportunity to consolidate what they have learned. Their writing is controlled by picture cues or information tables, and the guided composition is similar to the example composition in vocabulary and organizational principles.
CONTENTS
Unit 1 Giving Instructions
Unit 2 Telling What Happened:
Unit 3 Classifying
Unit 4 Explaining Cause and Effect
Unit 5 Comparing and Contrasting
Unit 6 Describing a Mechanism or a Process
Academic Writing for Health Professions, Elementary Level. Third Edition
$40.00
PREFACE
Welcome to the third edition to Academic Writing for Health Professions: Elementary Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Academic Writing for Health Professions: Elementary Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an elementary level.
The underlying philosophy of the book is the author’s conviction that basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or non-native speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in students’ careers, when they are expected to produce samples of extended writing that communicate coherently.
To this end, the text adopts from the first an approach to meaningful writing using step-by-step explanations and exercises that guide the student towards the desired goal. This is done using six practical and academic writing purposes: Giving Instructions, Telling What Happened, Classifying, Explaining Cause and Effect, Comparing and Contrasting, and Describing a Mechanism or a Process.
The text is designed so that the six writing purposes and the general content of the units gradually increase in complexity. While some degree of control is of course essential in any teaching situation, a conscious attempt has been made to allow also for student creativity and individuality. This is done by beginning each unit with clear examples and controlled exercises to learn specific organization and grammar skills. By the second part of each unit, the control gives way to looser guidance. Students use the skills they have learned to plan and write compositions that move from carefully guided to unguided.
A typical unit opens with Objectives and a short Introduction discussing the writing purpose and pointing out its academic and practical use. This is followed by several Writing Tips for addressing the rhetorical purpose in question.
Next comes a section on Planning (in the form of an outline, an idea map, informal notes, a chart, or an information table), followed by an Example Composition illustrating in clear and simple language the unit’s rhetorical purpose. The topics are designed to be diverse, relevant, and interesting to EFL students undertaking medical courses: How to control external bleeding, sun stroke, hot compresses, causes of fainting, comparing and contrasting measles and rubella, how the respiratory system works, and so on.
A section on Functional Skills gives practice on logical relationships and other concepts related to the unit’s rhetorical purpose. This is followed by Organization Skills, which require students to actively work with introductions, main idea sentences, transitions, and conclusions, all of which are introduced in a simple and structured manner.
After that, the Grammar Skills and Punctuation Skills segments treat the grammatical structures and punctuation relevant to the writing purpose in question, and opportunities for controlled and freer practice are given.
At the end of each unit, a Guided Writing section provides students with an opportunity to consolidate what they have learned. Their writing is controlled by picture cues or information tables, and the guided composition is similar to the example composition in vocabulary and organizational principles.
CONTENTS
Unit 1 Giving Instructions
Unit 2 Telling What Happened:
Unit 3 Classifying
Unit 4 Explaining Cause and Effect
Unit 5 Comparing and Contrasting
Unit 6 Describing a Mechanism or a Process
Academic Writing for Health Professions, Intermediate Level, 4th Edition
Published on 2023
$40.00
Academic Writing for Health Professions: Intermediate Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and carefulappraisal given by language instructors and their students.
Academic Writing for Health Professions: Intermediate Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an intermediate level.
Academic Writing for Health Professions, Intermediate Level, 4th Edition
$40.00
Academic Writing for Health Professions: Intermediate Level! This new edition is the product of extensive revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and carefulappraisal given by language instructors and their students.
Academic Writing for Health Professions: Intermediate Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an intermediate level.
Academic Writing for Health Professions, Intermediate Level. Third Edition.
Published on 2009
$40.00
Academic Writing for Health Professions: Intermediate Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an intermediate level.
The underlying philosophy of the book is the author’s conviction that basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or non-native speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in students’ careers, when they are expected to produce samples of extended writing that communicate coherently.
To this end, the text adopts from the first an approach to meaningful writing using step-by-step explanations and exercises that guide the student towards the desired goal. This is done using six practical and academic writing purposes: Giving Instructions, Telling What Happened, Classifying, Explaining Cause and Effect, Comparing and Contrasting, and Describing a Mechanism or a Process.
The text is designed so that the six writing purposes and the general content of the units gradually increase in complexity. While some degree of control is of course essential in any teaching situation, a conscious attempt has been made to allow also for student creativity and individuality. This is done by beginning each unit with clear examples and controlled exercises to learn specific organization and grammar skills. By the second part of each unit, the control gives way to looser guidance. Students use the skills they have learned to plan and write compositions that move from carefully guided to unguided.
A typical unit opens with Objectives and a short Introduction discussing the writing purpose and pointing out its academic and practical use. This is followed by several Writing Tips for addressing the rhetorical purpose in question.
Next comes a section on Planning (in the form of an outline, an idea map, informal notes, a chart, or an information table), followed by an Example Composition illustrating in clear and simple language the unit’s rhetorical purpose. The topics are designed to be diverse, relevant, and interesting to EFL students undertaking medical courses: How to wash your hands, Causes of ill health, Measles versus influenza, and so on.
A section on Functional Skills gives practice on logical relationships and other concepts related to the unit’s rhetorical purpose. This is followed by Organization Skills, which require students to actively work with introductions, main idea sentences, transitions, and conclusions, all of which are introduced in a simple and structured manner.
After that, the Grammar Skills and Punctuation Skills segments treat the grammatical structures and punctuation relevant to the writing purpose in question, and opportunities for controlled and freer practice are given.
At the end of each unit, a Guided Writing section provides students with an opportunity to consolidate what they have learned. Their writing is controlled by picture cues or information tables, and the guided composition is similar to the example composition in vocabulary and organizational principles. Finally, an Unguided Writing section encourages the students to experiment with the skills they have learned by writing on one of several suggested unillustrated topics.
Academic Writing for Health Professions, Intermediate Level. Third Edition.
$40.00
Academic Writing for Health Professions: Intermediate Level is designed for university students or professionals who are studying English as a Foreign Language (EFL) at an intermediate level.
The underlying philosophy of the book is the author’s conviction that basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or non-native speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in students’ careers, when they are expected to produce samples of extended writing that communicate coherently.
To this end, the text adopts from the first an approach to meaningful writing using step-by-step explanations and exercises that guide the student towards the desired goal. This is done using six practical and academic writing purposes: Giving Instructions, Telling What Happened, Classifying, Explaining Cause and Effect, Comparing and Contrasting, and Describing a Mechanism or a Process.
The text is designed so that the six writing purposes and the general content of the units gradually increase in complexity. While some degree of control is of course essential in any teaching situation, a conscious attempt has been made to allow also for student creativity and individuality. This is done by beginning each unit with clear examples and controlled exercises to learn specific organization and grammar skills. By the second part of each unit, the control gives way to looser guidance. Students use the skills they have learned to plan and write compositions that move from carefully guided to unguided.
A typical unit opens with Objectives and a short Introduction discussing the writing purpose and pointing out its academic and practical use. This is followed by several Writing Tips for addressing the rhetorical purpose in question.
Next comes a section on Planning (in the form of an outline, an idea map, informal notes, a chart, or an information table), followed by an Example Composition illustrating in clear and simple language the unit’s rhetorical purpose. The topics are designed to be diverse, relevant, and interesting to EFL students undertaking medical courses: How to wash your hands, Causes of ill health, Measles versus influenza, and so on.
A section on Functional Skills gives practice on logical relationships and other concepts related to the unit’s rhetorical purpose. This is followed by Organization Skills, which require students to actively work with introductions, main idea sentences, transitions, and conclusions, all of which are introduced in a simple and structured manner.
After that, the Grammar Skills and Punctuation Skills segments treat the grammatical structures and punctuation relevant to the writing purpose in question, and opportunities for controlled and freer practice are given.
At the end of each unit, a Guided Writing section provides students with an opportunity to consolidate what they have learned. Their writing is controlled by picture cues or information tables, and the guided composition is similar to the example composition in vocabulary and organizational principles. Finally, an Unguided Writing section encourages the students to experiment with the skills they have learned by writing on one of several suggested unillustrated topics.
Communicative English for Health Professions, Elementary Level Second Edition
Published on 2009
$40.00
Welcome to the second edition to Communicative English for Health Professions, Elementary Level! This new edition is the product of extensive revision and evaluation, not only by me and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Communicative English for Health Professions, Elementary Level, is a communicative textbook designed to enable health-science students at an elementary level of English as a foreign language to communicate in medical-hospital settings. The focus is on the processes of communication and conversational fluency as a goal in conversation classes, rather than on grammar.
To enable a health-science student to converse in a medical setting, s/he must be familiar with a wide range of topics that occur in a hospital environment. The student needs to be able both to respond to and initiate questions on situations, events, and activities that commonly take place during interaction with speakers of English. For this reason, all situations, tasks, and activities are taken from real-life situations that occur in hospital settings, for example, opening a file, asking about the location of medical items, making clinical appointments, giving directions,
expressing opinions about medical services, asking for past medical history, requesting, complaining politely, and so on.
Unit Organization
Communicative English for Health Professions, Elementary Level, contains ten units, each made up of two lessons. Each lesson begins with pre-listening questions designed to stimulate student interest and focus on the conversation topic. Discussing the questions in pairs, small groups, or as a class enables students to make better use of their knowledge of the topic as they listen to the conversation. Then a recorded conversation is introduced with a vocabulary section that explains difficult words in the conversation.
Students should be given several opportunities to hear the conversation. First, play the entire conversation without stopping. Then play it again with frequent pauses during which students can repeat the lines. They will also read it afterwards. As they do so, have they practise the ‘read and look up’ technique:
One student looks at the text to be read aloud.
When ready to speak, s/he looks at his/her partner and says a line (or part of a line).
S/he then looks down at the page again for the next line, and again looks up while saying it.
The reader’s eyes should never be in the book while s/he is speaking. This will help students to role-play more naturally. At the same time, it will improve their
Reading fluency by requiring them to take in phrases, rather than read word-by-word. Although students may resist this technique in the beginning, repeated practice will help them see how useful it is.
The Pronunciation Focus section highlights important pronunciation points in each unit. These points are: sentence stress, intonation, rhythm, blending, and reduction. By paying particular attention to these points, you will make your students aware of them.
In the Guided Practice section, every function heard in the conversation is presented and concentrated on separately. Every student is given an opportunity to practise the new functions with a partner or in a small group. The types of practice are controlled so as to suit elementary-level students.
Both lessons in each unit end with a task-based Listening Practice which is designed to help students with real-life listening tasks. Following presentation of the recording, students listen again to check their own answers before comparing them with those of partners or the class.
Grammar and Usage
Communicative English for Health Professions is not meant to be a grammar text and should not be used as one. The author assumes that basic grammar has already been learned, and now the students need practice in using grammar in a natural, conversational setting. However, grammar is carefully controlled so that, as far as possible, the major points of English grammar are reviewed in natural contexts. The units progress in difficulty, although they can be done out of sequence if that seems appropriate or necessary.
Communicative English for Health Professions, Elementary Level Second Edition
$40.00
Welcome to the second edition to Communicative English for Health Professions, Elementary Level! This new edition is the product of extensive revision and evaluation, not only by me and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Communicative English for Health Professions, Elementary Level, is a communicative textbook designed to enable health-science students at an elementary level of English as a foreign language to communicate in medical-hospital settings. The focus is on the processes of communication and conversational fluency as a goal in conversation classes, rather than on grammar.
To enable a health-science student to converse in a medical setting, s/he must be familiar with a wide range of topics that occur in a hospital environment. The student needs to be able both to respond to and initiate questions on situations, events, and activities that commonly take place during interaction with speakers of English. For this reason, all situations, tasks, and activities are taken from real-life situations that occur in hospital settings, for example, opening a file, asking about the location of medical items, making clinical appointments, giving directions,
expressing opinions about medical services, asking for past medical history, requesting, complaining politely, and so on.
Unit Organization
Communicative English for Health Professions, Elementary Level, contains ten units, each made up of two lessons. Each lesson begins with pre-listening questions designed to stimulate student interest and focus on the conversation topic. Discussing the questions in pairs, small groups, or as a class enables students to make better use of their knowledge of the topic as they listen to the conversation. Then a recorded conversation is introduced with a vocabulary section that explains difficult words in the conversation.
Students should be given several opportunities to hear the conversation. First, play the entire conversation without stopping. Then play it again with frequent pauses during which students can repeat the lines. They will also read it afterwards. As they do so, have they practise the ‘read and look up’ technique:
One student looks at the text to be read aloud.
When ready to speak, s/he looks at his/her partner and says a line (or part of a line).
S/he then looks down at the page again for the next line, and again looks up while saying it.
The reader’s eyes should never be in the book while s/he is speaking. This will help students to role-play more naturally. At the same time, it will improve their
Reading fluency by requiring them to take in phrases, rather than read word-by-word. Although students may resist this technique in the beginning, repeated practice will help them see how useful it is.
The Pronunciation Focus section highlights important pronunciation points in each unit. These points are: sentence stress, intonation, rhythm, blending, and reduction. By paying particular attention to these points, you will make your students aware of them.
In the Guided Practice section, every function heard in the conversation is presented and concentrated on separately. Every student is given an opportunity to practise the new functions with a partner or in a small group. The types of practice are controlled so as to suit elementary-level students.
Both lessons in each unit end with a task-based Listening Practice which is designed to help students with real-life listening tasks. Following presentation of the recording, students listen again to check their own answers before comparing them with those of partners or the class.
Grammar and Usage
Communicative English for Health Professions is not meant to be a grammar text and should not be used as one. The author assumes that basic grammar has already been learned, and now the students need practice in using grammar in a natural, conversational setting. However, grammar is carefully controlled so that, as far as possible, the major points of English grammar are reviewed in natural contexts. The units progress in difficulty, although they can be done out of sequence if that seems appropriate or necessary.
Communicative English for Helath Professions, Intermediate Level, Second Edition
Published on 2009
$40.00
Welcome to the second edition to Communicative English for Health Professions, Intermediate Level! This new edition is the product of extensive revision and evaluation, not only by me and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Communicative English for Health Professions, Elementary Level, is a communicative textbook designed to enable health-science students at an elementary level of English as a foreign language to communicate in medical-hospital settings. The focus is on the processes of communication and conversational fluency as a goal in conversation classes, rather than on grammar.
To enable a health-science student to converse in a medical setting, s/he must be familiar with a wide range of topics that occur in a hospital environment. The student needs to be able both to respond to and initiate questions on situations, events, and activities that commonly take place during interaction with speakers of English. For this reason, all situations, tasks, and activities are taken from real-life situations that occur in hospital settings, for example, opening a file, asking about the location of medical items, making clinical appointments, giving directions,
expressing opinions about medical services, asking for past medical history, requesting, complaining politely, and so on.
Unit Organization
Communicative English for Health Professions, Elementary Level, contains ten units, each made up of two lessons. Each lesson begins with pre-listening questions designed to stimulate student interest and focus on the conversation topic. Discussing the questions in pairs, small groups, or as a class enables students to make better use of their knowledge of the topic as they listen to the conversation. Then a recorded conversation is introduced with a vocabulary section that explains difficult words in the conversation.
Students should be given several opportunities to hear the conversation. First, play the entire conversation without stopping. Then play it again with frequent pauses during which students can repeat the lines. They will also read it afterwards. As they do so, have they practise the ‘read and look up’ technique:
One student looks at the text to be read aloud.
When ready to speak, s/he looks at his/her partner and says a line (or part of a line).
S/he then looks down at the page again for the next line, and again looks up while saying it.
The reader’s eyes should never be in the book while s/he is speaking. This will help students to role-play more naturally. At the same time, it will improve their
Reading fluency by requiring them to take in phrases, rather than read word-by-word. Although students may resist this technique in the beginning, repeated practice will help them see how useful it is.
The Pronunciation Focus section highlights important pronunciation points in each unit. These points are: sentence stress, intonation, rhythm, blending, and reduction. By paying particular attention to these points, you will make your students aware of them.
In the Guided Practice section, every function heard in the conversation is presented and concentrated on separately. Every student is given an opportunity to practise the new functions with a partner or in a small group. The types of practice are controlled so as to suit elementary-level students.
Both lessons in each unit end with a task-based Listening Practice which is designed to help students with real-life listening tasks. Following presentation of the recording, students listen again to check their own answers before comparing them with those of partners or the class.
Grammar and Usage
Communicative English for Health Professions is not meant to be a grammar text and should not be used as one. The author assumes that basic grammar has already been learned, and now the students need practice in using grammar in a natural, conversational setting. However, grammar is carefully controlled so that, as far as possible, the major points of English grammar are reviewed in natural contexts. The units progress in difficulty, although they can be done out of sequence if that seems appropriate or necessary.
Communicative English for Helath Professions, Intermediate Level, Second Edition
$40.00
Welcome to the second edition to Communicative English for Health Professions, Intermediate Level! This new edition is the product of extensive revision and evaluation, not only by me and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
Communicative English for Health Professions, Elementary Level, is a communicative textbook designed to enable health-science students at an elementary level of English as a foreign language to communicate in medical-hospital settings. The focus is on the processes of communication and conversational fluency as a goal in conversation classes, rather than on grammar.
To enable a health-science student to converse in a medical setting, s/he must be familiar with a wide range of topics that occur in a hospital environment. The student needs to be able both to respond to and initiate questions on situations, events, and activities that commonly take place during interaction with speakers of English. For this reason, all situations, tasks, and activities are taken from real-life situations that occur in hospital settings, for example, opening a file, asking about the location of medical items, making clinical appointments, giving directions,
expressing opinions about medical services, asking for past medical history, requesting, complaining politely, and so on.
Unit Organization
Communicative English for Health Professions, Elementary Level, contains ten units, each made up of two lessons. Each lesson begins with pre-listening questions designed to stimulate student interest and focus on the conversation topic. Discussing the questions in pairs, small groups, or as a class enables students to make better use of their knowledge of the topic as they listen to the conversation. Then a recorded conversation is introduced with a vocabulary section that explains difficult words in the conversation.
Students should be given several opportunities to hear the conversation. First, play the entire conversation without stopping. Then play it again with frequent pauses during which students can repeat the lines. They will also read it afterwards. As they do so, have they practise the ‘read and look up’ technique:
One student looks at the text to be read aloud.
When ready to speak, s/he looks at his/her partner and says a line (or part of a line).
S/he then looks down at the page again for the next line, and again looks up while saying it.
The reader’s eyes should never be in the book while s/he is speaking. This will help students to role-play more naturally. At the same time, it will improve their
Reading fluency by requiring them to take in phrases, rather than read word-by-word. Although students may resist this technique in the beginning, repeated practice will help them see how useful it is.
The Pronunciation Focus section highlights important pronunciation points in each unit. These points are: sentence stress, intonation, rhythm, blending, and reduction. By paying particular attention to these points, you will make your students aware of them.
In the Guided Practice section, every function heard in the conversation is presented and concentrated on separately. Every student is given an opportunity to practise the new functions with a partner or in a small group. The types of practice are controlled so as to suit elementary-level students.
Both lessons in each unit end with a task-based Listening Practice which is designed to help students with real-life listening tasks. Following presentation of the recording, students listen again to check their own answers before comparing them with those of partners or the class.
Grammar and Usage
Communicative English for Health Professions is not meant to be a grammar text and should not be used as one. The author assumes that basic grammar has already been learned, and now the students need practice in using grammar in a natural, conversational setting. However, grammar is carefully controlled so that, as far as possible, the major points of English grammar are reviewed in natural contexts. The units progress in difficulty, although they can be done out of sequence if that seems appropriate or necessary.
English for Academic Purposes, Elementary Level, an integrated textbook. Third Edition
$40.00
PREFACE
Welcome to the third edition of English For Academic Purposes, Elementary Level. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
English For Academic Purposes is an integrated text organized around specific rhetorical functions:
general ideas specific information
classification chronological order cause and effect comparison and contrast
prediction processes and procedures
The book is aimed at Arab students at an elementary level of competence in English as a Foreign Language (EFL), and strives for cultural appropriateness.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar instruction, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition.
The reading passages have been carefully selected to reflect both an appropriate level of language and the Arab environment. They are arranged in eight units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammar points from the reading passages lead on to writing and speaking exercises.
CONTENTS
UNIT 1: GENERAL IDEAS
UNIT 2: SPECIFIC INFORMATION
UNIT 3: CLASSIFICATION
UNIT 4: CHRONOLOGICAL ORDER
UNIT 5: CAUSE AND EFFECT
UNIT 6: COMPARING AND CONTRASTING
UNIT 7: PREDICTION
UNIT 8: Processes and Procedures
English for Academic Purposes, Elementary Level, an integrated textbook. Third Edition
$40.00
PREFACE
Welcome to the third edition of English For Academic Purposes, Elementary Level. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
English For Academic Purposes is an integrated text organized around specific rhetorical functions:
general ideas specific information
classification chronological order cause and effect comparison and contrast
prediction processes and procedures
The book is aimed at Arab students at an elementary level of competence in English as a Foreign Language (EFL), and strives for cultural appropriateness.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar instruction, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition.
The reading passages have been carefully selected to reflect both an appropriate level of language and the Arab environment. They are arranged in eight units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammar points from the reading passages lead on to writing and speaking exercises.
CONTENTS
UNIT 1: GENERAL IDEAS
UNIT 2: SPECIFIC INFORMATION
UNIT 3: CLASSIFICATION
UNIT 4: CHRONOLOGICAL ORDER
UNIT 5: CAUSE AND EFFECT
UNIT 6: COMPARING AND CONTRASTING
UNIT 7: PREDICTION
UNIT 8: Processes and Procedures