Academic Listening for Health Professions, Elementary Level. Second Edition
Academic Listening for Health Professions, Elementary Level. Second Edition
Academic Listening for Health Professions, Intermeiate level, Second Edition
- 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
- 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
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
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
Academic Writing for Health Professions, Elementary Level. Third Edition
Academic Writing for Health Professions, Intermediate Level, 4th Edition
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
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.
Academic Writing for Health Professions, Intermediate Level. Third Edition.
Communicative English for Health Professions, Elementary Level Second Edition
Communicative English for Health Professions, Elementary Level Second Edition
Communicative English for Helath Professions, Intermediate Level, Second Edition
Communicative English for Helath Professions, Intermediate Level, Second Edition
English for Academic Purposes, Elementary Level, an integrated textbook. Third Edition
English for Academic Purposes, Elementary Level, an integrated textbook. Third Edition
English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
English for Accounting and Banking, Elementary Level
English for Accounting and Banking, Elementary Level
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
English for Agricultural Science
English for Agricultural Science
English for Architecture and Interior Design, Elementary Level
English for Architecture and Interior Design, Elementary Level
English for Architecture and Interior Design, Intermediate Level
English for Architecture and Interior Design, Intermediate Level
English For Business and Management, Elementary Level
English For Business and Management, Elementary Level
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
English for Computer Science, Reading Skills, Elementary Level, Second Edition
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
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, Intermediate Level, Second Edition
Welcome to the second edition to ENGLISH FOR COMPUTER SCIENCE: READING SKILLS, 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 careful appraisal given by language instructors and their students.
ENGLISH FOR COMPUTER SCIENCE, READING SKILLS, INTERMEDIATE LEVEL, is an intermediate reading course for computer science students. It focuses on the actual 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 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’s structure; understanding meaning from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; and understanding cause and effect, comparison and contrast, classification, inference, etc.
Each part of the unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading. 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, Intermediate Level, Second Edition
Welcome to the second edition to ENGLISH FOR COMPUTER SCIENCE: READING SKILLS, 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 careful appraisal given by language instructors and their students.
ENGLISH FOR COMPUTER SCIENCE, READING SKILLS, INTERMEDIATE LEVEL, is an intermediate reading course for computer science students. It focuses on the actual 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 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’s structure; understanding meaning from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; and understanding cause and effect, comparison and contrast, classification, inference, etc.
Each part of the unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading. 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! Third Edition
- Speaking - to communicate about computing topics
- Reading - to understand a wide variety of texts including diagrams, tables, and
- Writing - to write descriptions and explanations of processes
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS, ELEMENTARY LEVEL! Third Edition
- Speaking - to communicate about computing topics
- Reading - to understand a wide variety of texts including diagrams, tables, and
- Writing - to write descriptions and explanations of processes
ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL
ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL
English FOR ENGINEERING , Intermediate
ENGLISH FOR ENGINEERING, READING SKILLS, INTERMEDIATE LEVEL, is a two-level reading course designed for engineering students at the intermediate level. It focuses on the needs of students at that level for vocabulary expansion and reading skill-building. It is designed for use in EFL adult-education programs, universities, engineering colleges, and technical schools.
ENGLISH FOR ENGINEERING, READING SKILLS, INTERMEDIATE 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 meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding chronological order, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. After the discussion, students write the answers to the questions in a paragraph form.
The topics have been selected from a wide range of authentic engineering materials encompassing various engineering branches - civil engineering, mechanical engineering, electrical engineering, architectural engineering, marine engineering, materials engineering, electronics engineering, etc. The book is intended to provide students with a solid foundation in engineering generally to enable them to comprehend and communicate using engineering language.
An important goal of English For Engineering is to help engineering 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 ENGINEERING , Intermediate
ENGLISH FOR ENGINEERING, READING SKILLS, INTERMEDIATE LEVEL, is a two-level reading course designed for engineering students at the intermediate level. It focuses on the needs of students at that level for vocabulary expansion and reading skill-building. It is designed for use in EFL adult-education programs, universities, engineering colleges, and technical schools.
ENGLISH FOR ENGINEERING, READING SKILLS, INTERMEDIATE 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 meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding chronological order, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. After the discussion, students write the answers to the questions in a paragraph form.
The topics have been selected from a wide range of authentic engineering materials encompassing various engineering branches - civil engineering, mechanical engineering, electrical engineering, architectural engineering, marine engineering, materials engineering, electronics engineering, etc. The book is intended to provide students with a solid foundation in engineering generally to enable them to comprehend and communicate using engineering language.
An important goal of English For Engineering is to help engineering 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 Engineering ,Elementary Level
English for Engineering ,Elementary Level
English for Engineering, Reading Skills, Elementary Level
ENGLISH FOR ENGINEERING:
READING SKILLS, ELEMENTARY LEVEL! This new edition has undergone
major improvements and 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 ENGINEERING: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for engineering
students. It focuses on the vocabulary expansion and reading skill-building
needs of students at this level. It is designed for use in EFL adult-education
programs, universities, engineering colleges and technical schools.
English for Engineering, Reading Skills, Elementary Level
ENGLISH FOR ENGINEERING:
READING SKILLS, ELEMENTARY LEVEL! This new edition has undergone
major improvements and 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 ENGINEERING: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for engineering
students. It focuses on the vocabulary expansion and reading skill-building
needs of students at this level. It is designed for use in EFL adult-education
programs, universities, engineering colleges and technical schools.
English for Engineering, Reading Skills, Intermediate Level
ENGLISH FOR ENGINEERING, READING SKILLS, is a two level
reading course designed for engineering students at the intermediate level.
It focuses on the needs of students at that level for vocabulary expansion and
reading skill-building. It is designed for use in EFL adult-education programs,
universities, engineering colleges, and technical schools.
ENGLISH FOR ENGINEERING, READING SKILLS,
INTERMEDIATE LEVEL, Second Edition, has undergone major
improvements and is made up of twelve thematically-based units and four
progress tests, each covering three preceding 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 meaning from context, recognizing contextual
reference, finding the topic and topic sentence, understanding general and
specific ideas, summarizing, understanding signal words, making an outline,
understanding cause and effect, comparison and contrast, classification,
inference, exemplification, understanding chronological order, etc.40
English for Engineering, Reading Skills, Intermediate Level
ENGLISH FOR ENGINEERING, READING SKILLS, is a two level
reading course designed for engineering students at the intermediate level.
It focuses on the needs of students at that level for vocabulary expansion and
reading skill-building. It is designed for use in EFL adult-education programs,
universities, engineering colleges, and technical schools.
ENGLISH FOR ENGINEERING, READING SKILLS,
INTERMEDIATE LEVEL, Second Edition, has undergone major
improvements and is made up of twelve thematically-based units and four
progress tests, each covering three preceding 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 meaning from context, recognizing contextual
reference, finding the topic and topic sentence, understanding general and
specific ideas, summarizing, understanding signal words, making an outline,
understanding cause and effect, comparison and contrast, classification,
inference, exemplification, understanding chronological order, etc.40
English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition
English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition
English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition
English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments.
The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.
Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition
English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments.
The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.
Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
English for Health Sciences, Reading Skills, Intermediate Level. Second Edition
English for Health Sciences, Reading Skills, Intermediate Level. Second Edition
English for Health Sciences, Reading Skills, Lower Intermediate Level. Second Edition
English For Health Sciences -Reading Skills, Lower Intermediate Level! This new edition is the product of constant revision and evaluation, not only by me, but also 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.
English For Health Sciences - Reading Skills, Lower Intermediate
Level, is the second in a series of English language texts constructed for use in health colleges, institutes and adult English language-training programmes. The aim of the series is to prepare students to participate in medical science courses.
This text is structured at the lower intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, it focuses on reading skills with the aims of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
The topics have been selected from a wide range of authentic writings
including health-science curricula, medical journals, and textbooks to serve
as vehicles for developing reading with its associated skills in an interesting
and informative way. The rationale for selecting authentic materials is to ease
the students’ passage from the ‘safety’ of EFL English to confronting the
English of the ‘real world’ in a manner that makes students aware of the
control they can exercise, even with texts which are, at first sight, beyond
their level of language competence. Thus, despite the sometimes daunting
appearance of the readings, the tasks based on them are designed to be
within the students’ abilities to carry out. This encourages students to move
through the book with a growing sense of confidence and accomplishment
as they discover that they can find the main ideas and important details,
understand much of the new vocabulary without a dictionary, and successfully
apply critical thinking to their reading.
Unit Organization
Because the book’s primary purpose is to develop the reading
process, it offers a wide variety of exercises and activities directed at reading.
Each of the ten units consists of two parts, and each part is composed of
a brief pre-reading exercise and an exercise on skimming or scanning.
Following the reading itself, there are post-reading exercises that focus on
important reading skills that include:
Getting the main idea of a passage
Guessing meaning from context
Understanding reading structure
Understanding details
Finding topic sentences
Understanding cause and effect
Recognizing contextual reference
Understanding expressions and idioms
Understanding adjectival and noun phrases
Making an outline
Understanding stems and affixes
Using a dictionary
Discussing questions that relate the reading selection to the students’ own
lives, allowing for some conversation
Understanding comparison and contrast
Understanding general and specific information
Understanding classification
To the Teacher
Having some idea of the subject matter is clearly an important aspect
of successful reading. To this end, students need to be encouraged to look
at and discuss the pictures in the Before You Read and Getting Started
sections, and to attempt to answer the accompanying questions.
When tackling the reading selections themselves, students should read
silently. This increases reading speed and also closely parallels the established
approach to the reading of academic texts. Encouraging the students to
‘unhinge’ their minds from their lips, i.e. not to pronounce or silently mouth
words as they read, is an additional means of increasing one’s reading speed.
Not allowing dictionary use for the initial reading forces readers to try to
extract the meanings of words from their context in the passage. Stress the
importance of homing in on the main ideas of a reading passage.
As an alternate to this approach, you may occasionally wish to read
a passage aloud (or play a recording of it) while the students follow silently
in their books. Whichever approach is used, the passage should be read
through in full, without explanation.
The readings are followed by a variety of exercises in the After
Reading sections. These are intended to help students to consolidate, in
English, the very same skills they are assumed to possess in their native
language. Again, the emphasis is on grasping the main idea and guessing
meaning from context, a sometimes bewildering but ultimately rewarding
experience for many students who have developed a slavish reliance on their
dictionaries. They need to learn that trying to find out the exact meaning
of a word is not always necessary, and can even be counter-productive if
the word has subtly acquired a different shade of meaning in a new context.
Although students are instructed to re-read the selection after doing
the Guessing Meaning from Context exercises, after having completed
several units, you might have them mark up the passage as main ideas,
subordinate ideas, and supporting details after reading it just once. This is
an approach commonly followed in courses in tertiary education, where the
sheer volume of reading to be covered often limits the student to no more
than a single reading of a chapter. Should you decide on more than one
reading, try to restrict dictionary usage to a minimum, stressing it as a last
resort.
In the Getting the Main Idea section, students practise finding the
topic sentence of a paragraph or, for paragraphs with no topic sentence,
practise “adding up” details to work out the implied main idea.
In sections on rhetorical functions, i.e. general and specific
information, cause and effect, classification, comparison and contrast,
etc., students are given adequate practice to understand these functions, and
also they are recycled where appropriate.
The Building Vocabulary exercises can be assigned as homework.
Students should be given free rein in practising newly-acquired
vocabulary when they express their opinions in the Discussing the Reading
sections. This may be handled in a number of ways. For example:
- the teacher asks questions of the entire class. The advantage
of this approach is teacher control of the discussion, to direct
and add to it. (However, a common problem can arise here with
an unresponsive group of students who may be too embarrassed
to speak out.
- the students discuss answers in small groups. A representative
of each group then reports the group’s findings to the entire class.
For very shy students, pairs of student reporters may be
preferable.
- one selected question is chosen for a debate. The class is then
divided into two sides, the sides choose two teams, and then
all prepare points for their team.
English for Health Sciences, Reading Skills, Lower Intermediate Level. Second Edition
English For Health Sciences -Reading Skills, Lower Intermediate Level! This new edition is the product of constant revision and evaluation, not only by me, but also 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.
English For Health Sciences - Reading Skills, Lower Intermediate
Level, is the second in a series of English language texts constructed for use in health colleges, institutes and adult English language-training programmes. The aim of the series is to prepare students to participate in medical science courses.
This text is structured at the lower intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, it focuses on reading skills with the aims of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
The topics have been selected from a wide range of authentic writings
including health-science curricula, medical journals, and textbooks to serve
as vehicles for developing reading with its associated skills in an interesting
and informative way. The rationale for selecting authentic materials is to ease
the students’ passage from the ‘safety’ of EFL English to confronting the
English of the ‘real world’ in a manner that makes students aware of the
control they can exercise, even with texts which are, at first sight, beyond
their level of language competence. Thus, despite the sometimes daunting
appearance of the readings, the tasks based on them are designed to be
within the students’ abilities to carry out. This encourages students to move
through the book with a growing sense of confidence and accomplishment
as they discover that they can find the main ideas and important details,
understand much of the new vocabulary without a dictionary, and successfully
apply critical thinking to their reading.
Unit Organization
Because the book’s primary purpose is to develop the reading
process, it offers a wide variety of exercises and activities directed at reading.
Each of the ten units consists of two parts, and each part is composed of
a brief pre-reading exercise and an exercise on skimming or scanning.
Following the reading itself, there are post-reading exercises that focus on
important reading skills that include:
Getting the main idea of a passage
Guessing meaning from context
Understanding reading structure
Understanding details
Finding topic sentences
Understanding cause and effect
Recognizing contextual reference
Understanding expressions and idioms
Understanding adjectival and noun phrases
Making an outline
Understanding stems and affixes
Using a dictionary
Discussing questions that relate the reading selection to the students’ own
lives, allowing for some conversation
Understanding comparison and contrast
Understanding general and specific information
Understanding classification
To the Teacher
Having some idea of the subject matter is clearly an important aspect
of successful reading. To this end, students need to be encouraged to look
at and discuss the pictures in the Before You Read and Getting Started
sections, and to attempt to answer the accompanying questions.
When tackling the reading selections themselves, students should read
silently. This increases reading speed and also closely parallels the established
approach to the reading of academic texts. Encouraging the students to
‘unhinge’ their minds from their lips, i.e. not to pronounce or silently mouth
words as they read, is an additional means of increasing one’s reading speed.
Not allowing dictionary use for the initial reading forces readers to try to
extract the meanings of words from their context in the passage. Stress the
importance of homing in on the main ideas of a reading passage.
As an alternate to this approach, you may occasionally wish to read
a passage aloud (or play a recording of it) while the students follow silently
in their books. Whichever approach is used, the passage should be read
through in full, without explanation.
The readings are followed by a variety of exercises in the After
Reading sections. These are intended to help students to consolidate, in
English, the very same skills they are assumed to possess in their native
language. Again, the emphasis is on grasping the main idea and guessing
meaning from context, a sometimes bewildering but ultimately rewarding
experience for many students who have developed a slavish reliance on their
dictionaries. They need to learn that trying to find out the exact meaning
of a word is not always necessary, and can even be counter-productive if
the word has subtly acquired a different shade of meaning in a new context.
Although students are instructed to re-read the selection after doing
the Guessing Meaning from Context exercises, after having completed
several units, you might have them mark up the passage as main ideas,
subordinate ideas, and supporting details after reading it just once. This is
an approach commonly followed in courses in tertiary education, where the
sheer volume of reading to be covered often limits the student to no more
than a single reading of a chapter. Should you decide on more than one
reading, try to restrict dictionary usage to a minimum, stressing it as a last
resort.
In the Getting the Main Idea section, students practise finding the
topic sentence of a paragraph or, for paragraphs with no topic sentence,
practise “adding up” details to work out the implied main idea.
In sections on rhetorical functions, i.e. general and specific
information, cause and effect, classification, comparison and contrast,
etc., students are given adequate practice to understand these functions, and
also they are recycled where appropriate.
The Building Vocabulary exercises can be assigned as homework.
Students should be given free rein in practising newly-acquired
vocabulary when they express their opinions in the Discussing the Reading
sections. This may be handled in a number of ways. For example:
- the teacher asks questions of the entire class. The advantage
of this approach is teacher control of the discussion, to direct
and add to it. (However, a common problem can arise here with
an unresponsive group of students who may be too embarrassed
to speak out.
- the students discuss answers in small groups. A representative
of each group then reports the group’s findings to the entire class.
For very shy students, pairs of student reporters may be
preferable.
- one selected question is chosen for a debate. The class is then
divided into two sides, the sides choose two teams, and then
all prepare points for their team.
English for Health Sciences, Reading Skills. Intermediate Level. Third Edition
English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password
which he/she can create using the code that appears on the back cover of the
book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.
The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.
An important goal of English for Health Sciences is to help health-science
students to become confident readers by increasing their vocabulary base
and improving their reading skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond passive reading.
To the Teacher
Having some idea of the subject matter is clearly an important aspect of active
reading. To this end, students need to be encouraged to look at and discuss
the pictures in the Before Reading and Discussion Questions sections, and
to attempt to answer the accompanying questions. Answering in complete
sentences is best.
When tackling the reading selections themselves, students should read silently.
This speeds up their reading and also closely parallels the established approach
to the reading of academic texts. Encouraging the students to “unhinge” their
minds from their lips – i.e., not to pronounce words as they read – is an additional
means of increasing their reading speed. Not allowing them a dictionary for
the initial reading will force them to extract the meanings of words from their
context in the passage itself. Stress the importance of homing in on the central
idea of the text.
As an alternative to this approach, you may occasionally wish to read out a
passage (or play a recording of it) while the students follow it in their books.
Whichever approach is used, the passage should be read through in full and
without explanations.
The readings are followed by a variety of exercises in the After Reading section.
These are intended to help students to consolidate, in English, the very same
skills they are assumed to possess in their own language. Again, the emphasis
is on grasping the main idea and guessing meaning from context – a sometimes
bewildering but ultimately rewarding experience for those students who have
developed a slavish reliance on their dictionaries. They need to learn that trying
to find out the exact meaning of a word is not always necessary and can even be
counter-productive if the word has subtly acquired a different shade of meaning
in a new context.
Although students are instructed to re-read the selection after doing the Guessing
Meaning from Context exercises, towards the end of the book you might wish
to consider having them mark the passage after reading it just once – an approach
commonly followed in courses in tertiary education, where the sheer volume of
reading to be done often limits a student to no more than a single reading of a
chapter. Should you decide on more than one reading, restrict dictionary usage
to an absolute minimum, often as a last resort.
In the Getting the Main Idea sections, students practise finding the topic
sentence of a paragraph.
The Building Vocabulary exercises can be assigned as homework, but the
Study Skills activities should be completed in class, particularly those dealing
with increasing reading speed.
Students are given free rein in practising newly-acquired vocabulary when
they express their opinion in the Discussing the Reading section. This may be
handled in a number of ways. For example:
- The teacher asks questions of the entire class. The advantage of this
approach is teacher-control of the discussion – to direct and add to it. A
common problem arises with an unresponsive group of students who
may be too self-conscious to speak out.
- The students discuss answers in small groups. A representative of each
group then reports the group’s findings to the entire class. For very
shy students, pairs of students may be preferable.
- One selected question is chosen for a debate. The class is then divided
into two teams who prepare points for their team.
English for Health Sciences, Reading Skills. Intermediate Level. Third Edition
English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.
English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.
Unit Organization
English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password
which he/she can create using the code that appears on the back cover of the
book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.
Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.
The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.
An important goal of English for Health Sciences is to help health-science
students to become confident readers by increasing their vocabulary base
and improving their reading skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond passive reading.
To the Teacher
Having some idea of the subject matter is clearly an important aspect of active
reading. To this end, students need to be encouraged to look at and discuss
the pictures in the Before Reading and Discussion Questions sections, and
to attempt to answer the accompanying questions. Answering in complete
sentences is best.
When tackling the reading selections themselves, students should read silently.
This speeds up their reading and also closely parallels the established approach
to the reading of academic texts. Encouraging the students to “unhinge” their
minds from their lips – i.e., not to pronounce words as they read – is an additional
means of increasing their reading speed. Not allowing them a dictionary for
the initial reading will force them to extract the meanings of words from their
context in the passage itself. Stress the importance of homing in on the central
idea of the text.
As an alternative to this approach, you may occasionally wish to read out a
passage (or play a recording of it) while the students follow it in their books.
Whichever approach is used, the passage should be read through in full and
without explanations.
The readings are followed by a variety of exercises in the After Reading section.
These are intended to help students to consolidate, in English, the very same
skills they are assumed to possess in their own language. Again, the emphasis
is on grasping the main idea and guessing meaning from context – a sometimes
bewildering but ultimately rewarding experience for those students who have
developed a slavish reliance on their dictionaries. They need to learn that trying
to find out the exact meaning of a word is not always necessary and can even be
counter-productive if the word has subtly acquired a different shade of meaning
in a new context.
Although students are instructed to re-read the selection after doing the Guessing
Meaning from Context exercises, towards the end of the book you might wish
to consider having them mark the passage after reading it just once – an approach
commonly followed in courses in tertiary education, where the sheer volume of
reading to be done often limits a student to no more than a single reading of a
chapter. Should you decide on more than one reading, restrict dictionary usage
to an absolute minimum, often as a last resort.
In the Getting the Main Idea sections, students practise finding the topic
sentence of a paragraph.
The Building Vocabulary exercises can be assigned as homework, but the
Study Skills activities should be completed in class, particularly those dealing
with increasing reading speed.
Students are given free rein in practising newly-acquired vocabulary when
they express their opinion in the Discussing the Reading section. This may be
handled in a number of ways. For example:
- The teacher asks questions of the entire class. The advantage of this
approach is teacher-control of the discussion – to direct and add to it. A
common problem arises with an unresponsive group of students who
may be too self-conscious to speak out.
- The students discuss answers in small groups. A representative of each
group then reports the group’s findings to the entire class. For very
shy students, pairs of students may be preferable.
- One selected question is chosen for a debate. The class is then divided
into two teams who prepare points for their team.
English for journalism, Elementary Level
English for journalism, Elementary Level
English for Journalism, Intermediate Level
English for Journalism, Intermediate Level
English for Legal Studies ,Elementary Level
English for Legal Studies ,Elementary Level
English for Legal Studies, Intermediate Level
English for Legal Studies, Intermediate Level
English For Nursing, Elementary Level
English For Nursing, Elementary Level
ENGLISH FOR NURSING, Intermediate Level
ENGLISH FOR NURSING, Intermediate Level
English for Science, Elementary Level, Third Edition
Welcome to the third edition to English For Science, Elementary Level! This new edition is the product of constant revision and evalution, not only by myself, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students. English For Science, Elementary Level, is the first book in a twolevel course especially designed for learners of English as a Foreign language who study basic science courses. It facilitates the leap from basic English to academic English, and prepares students to comprehend and use science material at an elementary level.
English For Science, Elementary, is an integrated text organized around specific rhetorical functions: general and specific information; classifying; defining; chronological order; cause and effect; comparing and contrasting; and describing a process.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of academic usage. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition. However, grammar explanations, arising from the content of reading passages, are limited so as to aid consolidation of the above basic skills.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, physics and mathematics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammatical points from the reading passages lead on to writing and speaking exercises. EFL students may be familiar with the science concepts that are covered in here but not know how to express and discuss them in English.
The focus of the book, however, is always on language rather than science, and there is no attempt to cover any scientific topic thoroughly. No previous science knowledge is needed by the teacher or student to be able to use this volume effectively for studying and improving their English.
English for Science, Elementary Level, Third Edition
Welcome to the third edition to English For Science, Elementary Level! This new edition is the product of constant revision and evalution, not only by myself, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students. English For Science, Elementary Level, is the first book in a twolevel course especially designed for learners of English as a Foreign language who study basic science courses. It facilitates the leap from basic English to academic English, and prepares students to comprehend and use science material at an elementary level.
English For Science, Elementary, is an integrated text organized around specific rhetorical functions: general and specific information; classifying; defining; chronological order; cause and effect; comparing and contrasting; and describing a process.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of academic usage. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition. However, grammar explanations, arising from the content of reading passages, are limited so as to aid consolidation of the above basic skills.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, physics and mathematics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammatical points from the reading passages lead on to writing and speaking exercises. EFL students may be familiar with the science concepts that are covered in here but not know how to express and discuss them in English.
The focus of the book, however, is always on language rather than science, and there is no attempt to cover any scientific topic thoroughly. No previous science knowledge is needed by the teacher or student to be able to use this volume effectively for studying and improving their English.
English for Science, Intermediate Level, First Edition
English For Science, Intermediate Level, is the second volume in the series. It is an integrated text organized around specific rhetorical functions: finding general and specific information, classifying, defining, understanding and using chronological order, determining cause and effect, comparing and contrasting, and predicting. The text is designed for university students who are studying English as a Foreign Language (EFL) at an intermediate level in order to prepare them to participate in basic science courses in English. It facilitates the leap from basic English to academic English, and it prepares students to comprehend and use science material at an intermediate level.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of scientific academic usage. Grammar instruction - based on aspects 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 intermediate language acquisition.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, and physics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units. 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
English for Science, Intermediate Level, First Edition
English For Science, Intermediate Level, is the second volume in the series. It is an integrated text organized around specific rhetorical functions: finding general and specific information, classifying, defining, understanding and using chronological order, determining cause and effect, comparing and contrasting, and predicting. The text is designed for university students who are studying English as a Foreign Language (EFL) at an intermediate level in order to prepare them to participate in basic science courses in English. It facilitates the leap from basic English to academic English, and it prepares students to comprehend and use science material at an intermediate level.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of scientific academic usage. Grammar instruction - based on aspects 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 intermediate language acquisition.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, and physics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units. 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
English For Tourism, Elementary Level.
English For Tourism, Elementary Level.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English for Veterinary Sciences, Elementary Level
English for Veterinary Sciences, Elementary, is a reading textbook for
students of English as a Foreign Language (EFL) who have a basic knowledge of
English. It is designed primarily for veterinary-science students, veterinarians,
and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is made up of twelve
thematically-based units, each of which contains one reading. skillbuilding
and vocabulary-building activities accompany each reading.
An important goal of English for Veterinary Sciences is to help students
become confident readers by increasing their vocabulary base and improving
their word-comprehension skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond merely passive reading. To
accomplish this, the book addresses the reading process in a direct manner, and
various reading and vocabulary skills are presented as part of that process. The
instruction and practice with reading skills help students increase their reading
fluency, and equip them with skills they need for academic achievement.
Focus on vocabulary-building promotes their language acquisition and
academic advancement. Also, the lexical and syntactic content of the readings
has been controlled. The tasks are varied, accessible, and engaging, and they
provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged
in many parts of the book by exercises which require students to work in pairs
or small groups. In discussions with others, students formulate and articulate
their ideas more precisely, and so they acquire new ways of talking and thinking
about a text. These activities present opportunities for real-world contact and
real-world use of language. Students are asked to write, and then to read each
other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in
one approach, class time is primarily spent with students doing individual
reading and exercise-completion; in the other, class time is devoted to group
discussions of the reading and exercise-completion. Because both approaches
are important, this book integrates them by alternating reading activities with
speaking and writing activities.iv
Within each unit, students will not only practice reading, but they will
also receive instruction in various skills and strategies incorporated into the
reading process.
The basic format of each unit in English for Veterinary Sciences 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 are based on relevant
pictures, posters, or diagrams and allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in veterinaryscience
English are explained in simple English and illustrated with
appropriate pictures. These are followed by a fill-in-the-blanks exercise to
make sure that students understand the words and can use them in context.
Understanding is crucial to language acquisition.
Scanning and Skimming
In this section, students are asked to scan the reading for specific
information, or to skim it for main ideas and other general information.
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 words; making
an outline; understanding cause and effect; understanding antonyms and
synonyms, etc. These dynamic skill and vocabulary acquisition exercises
ensure that students will develop and acquire the important reading skills and
vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage
students to think about, distil, and exchange views about the information they
have been presented with throughout the unit. Following the discussion, the
students are requested to write down answers to the discussion questions, a
place for students to reflect in writing on the learning in the unit.
English for Veterinary Sciences, Elementary Level
English for Veterinary Sciences, Elementary, is a reading textbook for
students of English as a Foreign Language (EFL) who have a basic knowledge of
English. It is designed primarily for veterinary-science students, veterinarians,
and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is made up of twelve
thematically-based units, each of which contains one reading. skillbuilding
and vocabulary-building activities accompany each reading.
An important goal of English for Veterinary Sciences is to help students
become confident readers by increasing their vocabulary base and improving
their word-comprehension skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond merely passive reading. To
accomplish this, the book addresses the reading process in a direct manner, and
various reading and vocabulary skills are presented as part of that process. The
instruction and practice with reading skills help students increase their reading
fluency, and equip them with skills they need for academic achievement.
Focus on vocabulary-building promotes their language acquisition and
academic advancement. Also, the lexical and syntactic content of the readings
has been controlled. The tasks are varied, accessible, and engaging, and they
provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged
in many parts of the book by exercises which require students to work in pairs
or small groups. In discussions with others, students formulate and articulate
their ideas more precisely, and so they acquire new ways of talking and thinking
about a text. These activities present opportunities for real-world contact and
real-world use of language. Students are asked to write, and then to read each
other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in
one approach, class time is primarily spent with students doing individual
reading and exercise-completion; in the other, class time is devoted to group
discussions of the reading and exercise-completion. Because both approaches
are important, this book integrates them by alternating reading activities with
speaking and writing activities.iv
Within each unit, students will not only practice reading, but they will
also receive instruction in various skills and strategies incorporated into the
reading process.
The basic format of each unit in English for Veterinary Sciences 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 are based on relevant
pictures, posters, or diagrams and allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in veterinaryscience
English are explained in simple English and illustrated with
appropriate pictures. These are followed by a fill-in-the-blanks exercise to
make sure that students understand the words and can use them in context.
Understanding is crucial to language acquisition.
Scanning and Skimming
In this section, students are asked to scan the reading for specific
information, or to skim it for main ideas and other general information.
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 words; making
an outline; understanding cause and effect; understanding antonyms and
synonyms, etc. These dynamic skill and vocabulary acquisition exercises
ensure that students will develop and acquire the important reading skills and
vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage
students to think about, distil, and exchange views about the information they
have been presented with throughout the unit. Following the discussion, the
students are requested to write down answers to the discussion questions, a
place for students to reflect in writing on the learning in the unit.
English Grammar for Health Professions, Elementary Level. First Edition.
English Grammar for Health Professions, Elementary Level. First Edition.
English Grammar for Health Professions, Intermediate Level. First Edition
English Grammar for Health Professions, Intermediate Level. First Edition
English Placement Test (EPT) Prep., First Edition
English Placement Test (EPT) Prep. is designed to prepare students and other professionals including language teachers to write the EPT. Several universities, colleges, and other academic institutions use this test for purposes such as academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.
The EPT is a test of English language abilities that measures the English proficiency levels of students and others wishing to join academic or professional programs. It is based on the Common European Framework of Reference for Languages, and popular options include IELTS and TOEFL.
English Placement Test (EPT) Prep., First Edition
English Placement Test (EPT) Prep. is designed to prepare students and other professionals including language teachers to write the EPT. Several universities, colleges, and other academic institutions use this test for purposes such as academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.
The EPT is a test of English language abilities that measures the English proficiency levels of students and others wishing to join academic or professional programs. It is based on the Common European Framework of Reference for Languages, and popular options include IELTS and TOEFL.
Essentials of English for Specific Purposes, Lower Intermediate Level
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS, is a theme-based, two-level, ESP series designed to
prepare students for college and university-level specialized content. In order to
facilitate academic success, the series combines communicative activities with skill based exercises in listening, speaking, reading, writing, and grammar. It encompasses
a wide range of college and university specialties: business and office management,
banking, accounting, marketing, tourism, health sciences, and the hotel service
industry. Essentials of English focuses on the real needs of ESP students who
require vocational English in order to help them deal with various majors at college
and university.
To achieve this goal, topics are carefully selected from authentic relevant
materials covering a variety of college and university courses. This exposes students
to the realities of specialized language requirements so they may gauge their own
needs according to their individual stage of language acquisition. The materials are
interwoven and interrelated to create cohesion and homogeneity in terms of themes,
vocabulary, grammar, listening, and speaking activities. Spiral recycling is also
maintained throughout the book.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS is made up of eight thematically-based units. Each unit
consists of listening, speaking, reading, writing, and grammar.
The Before Listening, Listening, and After Listening sections activate
students’ prior knowledge, guide them to listen for main ideas and specific
information, and increase their understanding through comprehension questions and
vocabulary recycling. Various task-based practice exercises reinforce listening
comprehension.
The Vocabulary Preview introduces students to new vocabulary in the
listening and reading sections. The listening sections increase students’ listening
comprehension through task-based practice. Pictures provide valuable context for
each topic.
The Before Reading, Reading, and After Reading sections provide
scaffolding to help students build an understanding of authentic language. It does so
by assisting them in the identification of main ideas while reinforcing understanding
through the use of comprehension questions. In addition, language-learning strategies
such as making good guesses about vocabulary and understanding pronoun reference
provide students with the reading-comprehension tools they require. Students also
have the opportunity to generate language in a semi-controlled format through
discussions and writing exercises. Students are encouraged to contribute their own
opinions on subjects related to the various units.
The Grammar section contains explanations and charts that provide clear,
easy-to-understand, and visually-appealing grammar presentations. The exercises
in this section give students controlled practice of specific grammatical points, as
well as some freer, communicative-based practice.
Writing exercises, in the form of controlled writing practice, develop naturally
from the reading and grammar sections.
Essentials of English for Specific Purposes, Lower Intermediate Level
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS, is a theme-based, two-level, ESP series designed to
prepare students for college and university-level specialized content. In order to
facilitate academic success, the series combines communicative activities with skill based exercises in listening, speaking, reading, writing, and grammar. It encompasses
a wide range of college and university specialties: business and office management,
banking, accounting, marketing, tourism, health sciences, and the hotel service
industry. Essentials of English focuses on the real needs of ESP students who
require vocational English in order to help them deal with various majors at college
and university.
To achieve this goal, topics are carefully selected from authentic relevant
materials covering a variety of college and university courses. This exposes students
to the realities of specialized language requirements so they may gauge their own
needs according to their individual stage of language acquisition. The materials are
interwoven and interrelated to create cohesion and homogeneity in terms of themes,
vocabulary, grammar, listening, and speaking activities. Spiral recycling is also
maintained throughout the book.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS is made up of eight thematically-based units. Each unit
consists of listening, speaking, reading, writing, and grammar.
The Before Listening, Listening, and After Listening sections activate
students’ prior knowledge, guide them to listen for main ideas and specific
information, and increase their understanding through comprehension questions and
vocabulary recycling. Various task-based practice exercises reinforce listening
comprehension.
The Vocabulary Preview introduces students to new vocabulary in the
listening and reading sections. The listening sections increase students’ listening
comprehension through task-based practice. Pictures provide valuable context for
each topic.
The Before Reading, Reading, and After Reading sections provide
scaffolding to help students build an understanding of authentic language. It does so
by assisting them in the identification of main ideas while reinforcing understanding
through the use of comprehension questions. In addition, language-learning strategies
such as making good guesses about vocabulary and understanding pronoun reference
provide students with the reading-comprehension tools they require. Students also
have the opportunity to generate language in a semi-controlled format through
discussions and writing exercises. Students are encouraged to contribute their own
opinions on subjects related to the various units.
The Grammar section contains explanations and charts that provide clear,
easy-to-understand, and visually-appealing grammar presentations. The exercises
in this section give students controlled practice of specific grammatical points, as
well as some freer, communicative-based practice.
Writing exercises, in the form of controlled writing practice, develop naturally
from the reading and grammar sections.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,INTEGRATED SKILLS, ELMENTARY LEVEL, First Edition
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,INTEGRATED SKILLS, ELMENTARY LEVEL, First Edition
Foundation 1 Integrated Skills, Low Intermediate
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. 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.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading and grammar sections. They are in the form of guided writing practice.
Foundation 1 Integrated Skills, Low Intermediate
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. 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.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading and grammar sections. They are in the form of guided writing practice.
Foundation 1: Reading Skills, Elementary Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation 1: Reading Skills, Elementary Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation 2: Reading Skills, Intermediate Level, First Edition
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation 2: Reading Skills, Intermediate Level, First Edition
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation 3: Reading Skills, Upper Intermediate Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation 3: Reading Skills, Upper Intermediate Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills 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 Foundations: Reading Skills 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 which are common in everyday and academic 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 parts of speech; 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.
Foundation Access – Integrated Skills, High Begining
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. 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.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading, and grammar sections. They are in the form of guided writing practice.w
Foundation Access – Integrated Skills, High Begining
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. 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.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading, and grammar sections. They are in the form of guided writing practice.w
Foundation: Beginners
We hope that you will enjoy using this book, and through it become better, more confident learners of English.
Foundation: Beginners
We hope that you will enjoy using this book, and through it become better, more confident learners of English.
Foundations English Grammar 2
Foundations English Grammar 2
Foundations Grammar 1.
Foundations Grammar 1.
Foundations Writing Skills 2 Intermediate Level
FOUNDATIONS WRITING SKILLS is a two-level, self-contained course in writing English aimed at elementary and intermediate level Arab students. The course guides students step-by-step towards writing simple and accurate paragraphs, paying close attention to sentence structure, vocabulary, grammar and mechanics, guided paragraph writing and the process of writing.
Continuous graded practice is provided through a variety of exercise types such as reading comprehension, gap-fill, table completion, the correction of passages and the writing of sentences and paragraphs using pictures and tabular information. All exercises are based on realistic topics and content and language functions, useful in real life situations. Places from various Arab countries are commonly mentioned, but the locale should be unimportant for the comprehension of the model compositions, and students will substitute their own environments in their writing.
The book is divided into ten units. Each unit is subdivided into six sections: model composition, vocabulary, grammar and mechanics, sentence-joining, guided paragraphs, and the process of writing.
All model compositions focus on certain purposes for writing, such as narrating and describing, and certain means of organizing ideas such as chronological and spatial ordering. The assumptions here are that even on an elementary level there is more to composing than mere sentence-level exercises and that English learners can understand and use sophisticated principles and techniques of English
compositions writing without waiting until they are more fully fluent in English.
Foundations Writing Skills 2 Intermediate Level
FOUNDATIONS WRITING SKILLS is a two-level, self-contained course in writing English aimed at elementary and intermediate level Arab students. The course guides students step-by-step towards writing simple and accurate paragraphs, paying close attention to sentence structure, vocabulary, grammar and mechanics, guided paragraph writing and the process of writing.
Continuous graded practi