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English for Legal Studies, Intermediate Level

$50.00

English for Legal Studies is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for law school students, lawyers, and other legal professionals with interest in learning legal English.

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SKU: PSM 0051

English for Legal Studies is made up of ten thematically-based units, each of which contains one/two readings.  Skill-building and vocabulary-building activities accompany each reading.

 

An important goal of English for Legal Studies 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 their 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 which 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 to read each other’s work so they can experience the connection between reading and writing.

 

Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.

Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.

 

The basic format of each unit in English for Legal Studies is as follows:

       Before Reading

These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.

       Vocabulary Preview

A number of key words and phrases which are common in legal English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.

       Scanning and Skimming

In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.

       After Reading

In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification;  understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.

 

Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.

Book information

ISBN
978-603-01-6048-8
Publication Year
2014
Edition
First Edition

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English for Health Sciences, Reading Skills, Intermediate Level. Second Edition

Published on 2004
$40.00
Welcome to the second edition of English For Health Sciences, Reading Skills, Intermediate Level! This new edition is the product of constant revision and evaluation, not only by myself, 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 instructors and their students. English For Health Sciences, Reading Skills is the second in a series of English language texts 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 medical science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. The rationale for selecting authentic materials is to ease the students’ passage from the “safety” of ‘EFL English” to confronting the English of the “real world” in a manner that makes students aware of the control they can exercise, even with texts which are, at first sight, beyond their level of language competence. Thus, despite the daunting appearance of the readings, the tasks based on them are designed to be within the students’ abilities to carry out. This approach should encourage students to move through the book with a growing sense of confidence and accomplishment as they discover that they can find the main ideas and important details, understanding much of the new vocabulary without a dictionary and successfully applying critical thinking to their reading. Unit Organisation Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Individual teachers are left to make the choice of which sections best suit the specific needs of their students. Each of the sixteen units consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading itself, there are post-reading exercises that focus on important reading skills that include: l Getting the main idea of a text l Guessing meaning from context l Understanding reading structure l Understanding details l Finding the topic sentence l Understanding cause and effect l Recognizing contextual reference l Understanding expressions and idioms l Summarizing l Interpreting the author’s point of view l Making notes l Understanding stems and affixes l Using a dictionary l Increasing reading speed l Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation l Understanding comparison and contrast l Understanding chronological order l Understanding general and specific information Understanding classification 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 You Read and Getting Started sections, and to attempt to answer the accompanying questions. When tackling the reading selection 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 many 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 covered often limits the 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 section, students practise finding the topic sentence of a paragraph or, for paragraphs with no topic sentence, practise “adding up” details to work out the implied main idea. In sections on rhetorical functions, i.e., general and specific information, cause and effect, classification and comparison and contrast, etc, students are given adequate practice to understand these functions which are recycled where appropriate. 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 embarrassed 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.
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English for Health Sciences, Reading Skills, Intermediate Level. Second Edition

$40.00
Welcome to the second edition of English For Health Sciences, Reading Skills, Intermediate Level! This new edition is the product of constant revision and evaluation, not only by myself, 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 instructors and their students. English For Health Sciences, Reading Skills is the second in a series of English language texts 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 medical science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. The rationale for selecting authentic materials is to ease the students’ passage from the “safety” of ‘EFL English” to confronting the English of the “real world” in a manner that makes students aware of the control they can exercise, even with texts which are, at first sight, beyond their level of language competence. Thus, despite the daunting appearance of the readings, the tasks based on them are designed to be within the students’ abilities to carry out. This approach should encourage students to move through the book with a growing sense of confidence and accomplishment as they discover that they can find the main ideas and important details, understanding much of the new vocabulary without a dictionary and successfully applying critical thinking to their reading. Unit Organisation Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Individual teachers are left to make the choice of which sections best suit the specific needs of their students. Each of the sixteen units consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading itself, there are post-reading exercises that focus on important reading skills that include: l Getting the main idea of a text l Guessing meaning from context l Understanding reading structure l Understanding details l Finding the topic sentence l Understanding cause and effect l Recognizing contextual reference l Understanding expressions and idioms l Summarizing l Interpreting the author’s point of view l Making notes l Understanding stems and affixes l Using a dictionary l Increasing reading speed l Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation l Understanding comparison and contrast l Understanding chronological order l Understanding general and specific information Understanding classification 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 You Read and Getting Started sections, and to attempt to answer the accompanying questions. When tackling the reading selection 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 many 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 covered often limits the 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 section, students practise finding the topic sentence of a paragraph or, for paragraphs with no topic sentence, practise “adding up” details to work out the implied main idea. In sections on rhetorical functions, i.e., general and specific information, cause and effect, classification and comparison and contrast, etc, students are given adequate practice to understand these functions which are recycled where appropriate. 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 embarrassed 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.
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English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition

Published on 2008
$40.00
PREFACE Welcome to the fourth edition to English For Health Sciences: Reading Skills, Elementary Level! This new edition 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. This book 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. Unit Organization Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Each of the ten units consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading itself, there are post-reading exercises that focus on important reading skills that include: Getting the main idea of a text Understanding meaning in context Understanding reading structure Identifying specific information Identifying general ideas Recognizing contextual reference Understanding signal words Making an outline Summarizing Making notes Classifying Comparing and contrasting Identifying cause and effect Describing Identifying examples Understanding stems and affixes Using a dictionary Increasing reading speed Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation. 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 You Read and Getting Started sections and to attempt to answer the accompanying questions. 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 many 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 covered often limits the 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 embarrassed 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. Contents Unit 1 Arab Hospitals Unit 2 Structure and Function of the Heart Unit 3 Diet Unit 4 Medicines and Drugs Unit 5 Americans’ Use of Medication Unit 6 Infections Unit 7 The Common Cold Unit 8 Stress Unit 9 Revision Unit 10 Caffeine and Coffee Reading: Caffeine and Coffee Unit 11 Why Have They Not Found a Cure Unit 12 First Aid Unit 13 Accidents Unit 14 Headaches Unit 15 Why Do People Smoke? Unit 16 High Blood Pressure Unit 17 Why Do Children Get Chickenpox? Unit 18 Revision
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English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition

$40.00
PREFACE Welcome to the fourth edition to English For Health Sciences: Reading Skills, Elementary Level! This new edition 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. This book 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. Unit Organization Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Each of the ten units consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading itself, there are post-reading exercises that focus on important reading skills that include: Getting the main idea of a text Understanding meaning in context Understanding reading structure Identifying specific information Identifying general ideas Recognizing contextual reference Understanding signal words Making an outline Summarizing Making notes Classifying Comparing and contrasting Identifying cause and effect Describing Identifying examples Understanding stems and affixes Using a dictionary Increasing reading speed Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation. 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 You Read and Getting Started sections and to attempt to answer the accompanying questions. 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 many 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 covered often limits the 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 embarrassed 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. Contents Unit 1 Arab Hospitals Unit 2 Structure and Function of the Heart Unit 3 Diet Unit 4 Medicines and Drugs Unit 5 Americans’ Use of Medication Unit 6 Infections Unit 7 The Common Cold Unit 8 Stress Unit 9 Revision Unit 10 Caffeine and Coffee Reading: Caffeine and Coffee Unit 11 Why Have They Not Found a Cure Unit 12 First Aid Unit 13 Accidents Unit 14 Headaches Unit 15 Why Do People Smoke? Unit 16 High Blood Pressure Unit 17 Why Do Children Get Chickenpox? Unit 18 Revision
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