English for Veterinary Sciences, Elementary Level
English for Veterinary Sciences, Elementary, is a reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for veterinary-science students, veterinarians, and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is a reading textbook for
students of English as a Foreign Language (EFL) who have a basic knowledge of
English. It is designed primarily for veterinary-science students, veterinarians,
and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is made up of twelve
thematically-based units, each of which contains one reading. skillbuilding
and vocabulary-building activities accompany each reading.
An important goal of English for Veterinary 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 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 writing activities.iv
Within each unit, students will not only practice reading, but they will
also receive instruction in various skills and strategies incorporated into the
The basic format of each unit in English for Veterinary Sciences is as follows:
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 are based on relevant
pictures, posters, or diagrams and allow students to interact with each other.
A number of key words and phrases which are common in veterinaryscience
English are explained in simple English and illustrated with
appropriate pictures. 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.
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 words; making
an outline; understanding cause and effect; 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, distil, and exchange views about the information they
have been presented with throughout the unit. Following the discussion, the
students are requested to write down answers to the discussion questions, a
place for students to reflect in writing on the learning in the unit.