English for Agricultural Science
English for Agricultural Sciences, Elementary, is a reading textbook designed for University undergraduate level students pursuing studies in the field of agriculture or other closely related fields. It is intended primarily for EFL students who already have a basic knowledge of the English language for general purposes and need to be acquainted with English patterns and specialized vocabulary in their field in order to enable them to do their studies and function in their workplace by placing an emphasis on the vocabulary and topics used in agricultural sciences.
English for Agricultural Sciences is made up of twelve thematically-based units, each of which contains one reading. The readings are authentic texts presenting a variety of agricultural topics in order to familiarize learners with relevant vocabulary as well as with different genres that learners may encounter in the course of their studies and careers. Skill-building and vocabulary-building activities accompany each reading.
The book is accompanied by four progress tests, one test for every three units. The tests are designed to be conducted online where every student can use his/her username and password to do the tests and gets his results at the end of the test. The usernames and passwords appear on every copy of the books and are valid for one user only and not to be shared, i.e. the student who holds the original copy can access the website and do the relevant test.
An important goal of English for Agricultural Sciences is to help students become confident readers by increasing their vocabulary base and improving their word comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write and then read each other’s work so they can experience the connection between reading and writing. Speaking and writing skills are practiced through the ‘Discussion Questions and Discussing the Reading’ sections where questions can be dealt with orally and in writing.