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
English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
$40.00
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 intermediate 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. This should explain, for example, the earlier-than-expected appearance of the past perfect tense (in Units 3, ahead of the present perfect tense) due to the natural occurrence of the tense in the reading, where it typically contrasts with the simple past tense.
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 exercises, 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 Chronological Order
UNIT 4 Describing A Process
UNIT 5 Cause And Effect
Unit 6 Comparing And Contrasting
UNIT 7 Classification
Unit 8 Prediction
English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
$40.00
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 intermediate 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. This should explain, for example, the earlier-than-expected appearance of the past perfect tense (in Units 3, ahead of the present perfect tense) due to the natural occurrence of the tense in the reading, where it typically contrasts with the simple past tense.
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 exercises, 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 Chronological Order
UNIT 4 Describing A Process
UNIT 5 Cause And Effect
Unit 6 Comparing And Contrasting
UNIT 7 Classification
Unit 8 Prediction
English for Accounting and Banking, Elementary Level
Published on 2008
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, Elementary Level, is made up of twelve thematically-based units. Vocabulary-building and skill-building exercises, accompany each 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 from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification, addition words, and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have worked with throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students 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.
English for Accounting and Banking, Elementary Level
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, Elementary Level, is made up of twelve thematically-based units. Vocabulary-building and skill-building exercises, accompany each 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 from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification, addition words, and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have worked with throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students 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.
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
Published on 2008
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, INTERMEDIATE Level, is made up of ten thematically-based units. Vocabulary-building and skill-building exercises accompany each 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 from context; recognizing contextual reference; recognizing the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification and addition words; and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have read throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to the questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students 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.
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, INTERMEDIATE Level, is made up of ten thematically-based units. Vocabulary-building and skill-building exercises accompany each 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 from context; recognizing contextual reference; recognizing the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification and addition words; and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have read throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to the questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students 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.
English for Agricultural Science
Published on 2019
$40.00
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.
English for Agricultural Science
$40.00
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.
English for Architecture and Interior Design, Elementary Level
Published on 2017
$40.00
Architecture and Interior Design
English for Architecture and Interior Design 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 Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design 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 Architecture and Interior Design 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 architectural and interior-design 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.
English for Architecture and Interior Design, Elementary Level
$40.00
Architecture and Interior Design
English for Architecture and Interior Design 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 Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design 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 Architecture and Interior Design 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 architectural and interior-design 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.
English for Architecture and Interior Design, Intermediate Level
Published on 2014
$40.00
Architecture and Interior Design English for Architecture and Interior Design 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 Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design 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 Architecture and Interior Design 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 architectural and interior-design 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.
English for Architecture and Interior Design, Intermediate Level
$40.00
Architecture and Interior Design English for Architecture and Interior Design 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 Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design 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 Architecture and Interior Design 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 architectural and interior-design 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.
English For Business and Management, Elementary Level
Published on 2010
$40.00
PREFACE
English For Business and Management, Elementary Level, is the first book in a two-level course especially designed for business and management students and professionals who are studying English as a Foreign Language (EFL) at an elementary level.
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, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of language is carefully controlled in accordance with the principles of elementary language acquisition. Vocabulary items are systematically treated in each unit, and lexical items are recycled throughout the book as frequently as possible.
The reading passages have been carefully selected so as to remain within the elementary level of language instruction. They are arranged in ten units. Each unit is preceded by a five- to ten-minute oral exercise to motivate the reading lesson. The introductory questions serve to present the topic of the unit, to stimulate interest, and to involve students actively in the lesson. A vocabulary preview explains difficult or unusual vocabulary items from the text and gives practice with a gap-fill exercise. Associated with the reading are exercises that develop and reinforce effective reading strategies: skimming and scanning, getting the main idea, finding specific information, classification, cause and effect, comparison and contrast, outlining, referencing, etc. Techniques for identifying, reading, and understanding the given form of organization are explained. Specific grammar points from the reading passages lead to writing and speaking exercises. Finally, each unit concludes with a listening exercise on related business topics recorded on an audio CD.
English For Business and Management, Elementary Level
$40.00
PREFACE
English For Business and Management, Elementary Level, is the first book in a two-level course especially designed for business and management students and professionals who are studying English as a Foreign Language (EFL) at an elementary level.
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, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of language is carefully controlled in accordance with the principles of elementary language acquisition. Vocabulary items are systematically treated in each unit, and lexical items are recycled throughout the book as frequently as possible.
The reading passages have been carefully selected so as to remain within the elementary level of language instruction. They are arranged in ten units. Each unit is preceded by a five- to ten-minute oral exercise to motivate the reading lesson. The introductory questions serve to present the topic of the unit, to stimulate interest, and to involve students actively in the lesson. A vocabulary preview explains difficult or unusual vocabulary items from the text and gives practice with a gap-fill exercise. Associated with the reading are exercises that develop and reinforce effective reading strategies: skimming and scanning, getting the main idea, finding specific information, classification, cause and effect, comparison and contrast, outlining, referencing, etc. Techniques for identifying, reading, and understanding the given form of organization are explained. Specific grammar points from the reading passages lead to writing and speaking exercises. Finally, each unit concludes with a listening exercise on related business topics recorded on an audio CD.
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
Published on 2008
$40.00
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
$40.00
English for Computer Science, Reading Skills, Elementary Level, Second Edition
Published on 2008
$40.00
Welcome to the second edition to ENGLISH FOR COMPUTER
SCIENCE: READING SKILLS, 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.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for computer science
students. It focuses on the real needs of students at this level for vocabulary
expansion and reading skill-building. It is designed for use in EFL
adult-education programs, universities, colleges, technical schools, and language
institutes.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is made up of ten thematically-based units, each of
which is divided into two parts. Vocabulary-building and skill-building exercises
accompany each 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 from context; recognizing
contextual reference; 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;
exemplification; inference; and understanding sequence.
Each part of the unit concludes with a discussion designed to encourage
students to think about, distill, and discuss the information they have read
throughout the unit. Sometimes the discussion deals with a topic from outside the
reading.
An important goal of ENGLISH FOR COMPUTER SCIENCE is to
help computing 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.
English for Computer Science, Reading Skills, Elementary Level, Second Edition
$40.00
Welcome to the second edition to ENGLISH FOR COMPUTER
SCIENCE: READING SKILLS, 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.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for computer science
students. It focuses on the real needs of students at this level for vocabulary
expansion and reading skill-building. It is designed for use in EFL
adult-education programs, universities, colleges, technical schools, and language
institutes.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is made up of ten thematically-based units, each of
which is divided into two parts. Vocabulary-building and skill-building exercises
accompany each 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 from context; recognizing
contextual reference; 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;
exemplification; inference; and understanding sequence.
Each part of the unit concludes with a discussion designed to encourage
students to think about, distill, and discuss the information they have read
throughout the unit. Sometimes the discussion deals with a topic from outside the
reading.
An important goal of ENGLISH FOR COMPUTER SCIENCE is to
help computing 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.