Best Selling Books
Academic Writing for Health Professions, Elementary Level. Third Edition
Academic Writing for Health Professions, Elementary Level. Third Edition
English for Health Sciences, Reading Skills. Intermediate Level. Third Edition
English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant 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.
English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password
which he/she can create using the code that appears on the back cover of the
book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.
The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.
An important goal of English for Health Sciences is to help health-science
students to become confident readers by increasing their vocabulary base
and improving their reading skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond passive reading.
To the Teacher
Having some idea of the subject matter is clearly an important aspect of active
reading. To this end, students need to be encouraged to look at and discuss
the pictures in the Before Reading and Discussion Questions sections, and
to attempt to answer the accompanying questions. Answering in complete
sentences is best.
When tackling the reading selections themselves, students should read silently.
This speeds up their reading and also closely parallels the established approach
to the reading of academic texts. Encouraging the students to “unhinge” their
minds from their lips – i.e., not to pronounce words as they read – is an additional
means of increasing their reading speed. Not allowing them a dictionary for
the initial reading will force them to extract the meanings of words from their
context in the passage itself. Stress the importance of homing in on the central
idea of the text.
As an alternative to this approach, you may occasionally wish to read out a
passage (or play a recording of it) while the students follow it in their books.
Whichever approach is used, the passage should be read through in full and
without explanations.
The readings are followed by a variety of exercises in the After Reading section.
These are intended to help students to consolidate, in English, the very same
skills they are assumed to possess in their own language. Again, the emphasis
is on grasping the main idea and guessing meaning from context – a sometimes
bewildering but ultimately rewarding experience for those students who have
developed a slavish reliance on their dictionaries. They need to learn that trying
to find out the exact meaning of a word is not always necessary and can even be
counter-productive if the word has subtly acquired a different shade of meaning
in a new context.
Although students are instructed to re-read the selection after doing the Guessing
Meaning from Context exercises, towards the end of the book you might wish
to consider having them mark the passage after reading it just once – an approach
commonly followed in courses in tertiary education, where the sheer volume of
reading to be done often limits a student to no more than a single reading of a
chapter. Should you decide on more than one reading, restrict dictionary usage
to an absolute minimum, often as a last resort.
In the Getting the Main Idea sections, students practise finding the topic
sentence of a paragraph.
The Building Vocabulary exercises can be assigned as homework, but the
Study Skills activities should be completed in class, particularly those dealing
with increasing reading speed.
Students are given free rein in practising newly-acquired vocabulary when
they express their opinion in the Discussing the Reading section. This may be
handled in a number of ways. For example:
- The teacher asks questions of the entire class. The advantage of this
approach is teacher-control of the discussion – to direct and add to it. A
common problem arises with an unresponsive group of students who
may be too self-conscious to speak out.
- The students discuss answers in small groups. A representative of each
group then reports the group’s findings to the entire class. For very
shy students, pairs of students may be preferable.
- One selected question is chosen for a debate. The class is then divided
into two teams who prepare points for their team.
English for Health Sciences, Reading Skills. Intermediate Level. Third Edition
English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant 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.
English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password
which he/she can create using the code that appears on the back cover of the
book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.
The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.
An important goal of English for Health Sciences is to help health-science
students to become confident readers by increasing their vocabulary base
and improving their reading skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond passive reading.
To the Teacher
Having some idea of the subject matter is clearly an important aspect of active
reading. To this end, students need to be encouraged to look at and discuss
the pictures in the Before Reading and Discussion Questions sections, and
to attempt to answer the accompanying questions. Answering in complete
sentences is best.
When tackling the reading selections themselves, students should read silently.
This speeds up their reading and also closely parallels the established approach
to the reading of academic texts. Encouraging the students to “unhinge” their
minds from their lips – i.e., not to pronounce words as they read – is an additional
means of increasing their reading speed. Not allowing them a dictionary for
the initial reading will force them to extract the meanings of words from their
context in the passage itself. Stress the importance of homing in on the central
idea of the text.
As an alternative to this approach, you may occasionally wish to read out a
passage (or play a recording of it) while the students follow it in their books.
Whichever approach is used, the passage should be read through in full and
without explanations.
The readings are followed by a variety of exercises in the After Reading section.
These are intended to help students to consolidate, in English, the very same
skills they are assumed to possess in their own language. Again, the emphasis
is on grasping the main idea and guessing meaning from context – a sometimes
bewildering but ultimately rewarding experience for those students who have
developed a slavish reliance on their dictionaries. They need to learn that trying
to find out the exact meaning of a word is not always necessary and can even be
counter-productive if the word has subtly acquired a different shade of meaning
in a new context.
Although students are instructed to re-read the selection after doing the Guessing
Meaning from Context exercises, towards the end of the book you might wish
to consider having them mark the passage after reading it just once – an approach
commonly followed in courses in tertiary education, where the sheer volume of
reading to be done often limits a student to no more than a single reading of a
chapter. Should you decide on more than one reading, restrict dictionary usage
to an absolute minimum, often as a last resort.
In the Getting the Main Idea sections, students practise finding the topic
sentence of a paragraph.
The Building Vocabulary exercises can be assigned as homework, but the
Study Skills activities should be completed in class, particularly those dealing
with increasing reading speed.
Students are given free rein in practising newly-acquired vocabulary when
they express their opinion in the Discussing the Reading section. This may be
handled in a number of ways. For example:
- The teacher asks questions of the entire class. The advantage of this
approach is teacher-control of the discussion – to direct and add to it. A
common problem arises with an unresponsive group of students who
may be too self-conscious to speak out.
- The students discuss answers in small groups. A representative of each
group then reports the group’s findings to the entire class. For very
shy students, pairs of students may be preferable.
- One selected question is chosen for a debate. The class is then divided
into two teams who prepare points for their team.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition
English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant 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.
English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.
Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition
English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant 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.
English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.
Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.