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 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: Writng Skills 1, Elementary 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: Writng Skills 1, Elementary 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
Listening Skills for Engineering and Technical English, Elementary Level, First Edition
Listening Skills for Engineering and Technical English, Elementary Level, is the first in a series of English language texts designed for use in engineering and technology colleges, institutes, and adult English-language training programmes. This volume consists of eight units, and each unit is divided into two main parts. The units are organized around selected rhetorical functions: general ideas, specific information, classification, defining, chronological order, cause and effect, comparison and contrast, and processes and procedures. The book is aimed at Arab students who are at an elementary level of English as a Foreign Language (EFL). Each unit proceeds from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in engineering and technical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one audio CD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
Some questions to discuss orally in order to give learners an idea of the subject
matter and prepare them for listening. This is also developed by pictures relevant
to the topic of the unit.
- Vocabulary Preview
A list of key vocabulary items that are undefined in the listening. They are briefly
defined in the preview and are accompanied by sentences with missing words to
be filled in.
- Listening
The listening passages are read by a variety of native speakers of English. The
vocabulary, structure, content variation, redundancy, and rhetorical style of each
passage have been carefully chosen and designed.
iv
Preface
- Listening Exercises
A variety of listening exercises that focus on listening skills as related to the
rhetorical function being focused on. These include, among other skills and
strategies, making an outline, which is partially completed in order to lay out the
rhetorical structure of the talk.
- After Listening
Written exercises focusing on the specific rhetorical function being examined in
order to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains elementary
students in listening skills relevant to the rhetorical functions.
Materials are controlled for concept-recycling. Each passage contains a
limited number of ideas that the listener hopefully 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
the ability to process spoken language for increasingly longer spans of time - a
highly desirable target.
In order to ensure a high degree of comprehension of the passage, a
large percentage of content words need to be readily understood. The topics
chosen for the talks have, therefore, been made as tangible as possible, with the
vocabulary kept within an elementary-level word-frequency range.
Finally, an important skill for students is note-taking, by which they
spot the main points of a talk and write them down in note form. These notes
help the listener to remember the main points of the talk. Note-taking is an individual
activity, so one person may have difficulty understanding another person's notes.
The activities in this book should help a student learn to take down clearer, more
concise notes. In further activities, the learner is often asked to complete the
partial notes given.
Listening Skills for Engineering and Technical English, Elementary Level, First Edition
Listening Skills for Engineering and Technical English, Elementary Level, is the first in a series of English language texts designed for use in engineering and technology colleges, institutes, and adult English-language training programmes. This volume consists of eight units, and each unit is divided into two main parts. The units are organized around selected rhetorical functions: general ideas, specific information, classification, defining, chronological order, cause and effect, comparison and contrast, and processes and procedures. The book is aimed at Arab students who are at an elementary level of English as a Foreign Language (EFL). Each unit proceeds from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in engineering and technical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one audio CD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
Some questions to discuss orally in order to give learners an idea of the subject
matter and prepare them for listening. This is also developed by pictures relevant
to the topic of the unit.
- Vocabulary Preview
A list of key vocabulary items that are undefined in the listening. They are briefly
defined in the preview and are accompanied by sentences with missing words to
be filled in.
- Listening
The listening passages are read by a variety of native speakers of English. The
vocabulary, structure, content variation, redundancy, and rhetorical style of each
passage have been carefully chosen and designed.
iv
Preface
- Listening Exercises
A variety of listening exercises that focus on listening skills as related to the
rhetorical function being focused on. These include, among other skills and
strategies, making an outline, which is partially completed in order to lay out the
rhetorical structure of the talk.
- After Listening
Written exercises focusing on the specific rhetorical function being examined in
order to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains elementary
students in listening skills relevant to the rhetorical functions.
Materials are controlled for concept-recycling. Each passage contains a
limited number of ideas that the listener hopefully 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
the ability to process spoken language for increasingly longer spans of time - a
highly desirable target.
In order to ensure a high degree of comprehension of the passage, a
large percentage of content words need to be readily understood. The topics
chosen for the talks have, therefore, been made as tangible as possible, with the
vocabulary kept within an elementary-level word-frequency range.
Finally, an important skill for students is note-taking, by which they
spot the main points of a talk and write them down in note form. These notes
help the listener to remember the main points of the talk. Note-taking is an individual
activity, so one person may have difficulty understanding another person's notes.
The activities in this book should help a student learn to take down clearer, more
concise notes. In further activities, the learner is often asked to complete the
partial notes given.
Listening Skills for Engineering and Technical English, Intermediate Level, First Edition
Listening Skills for Engineering and Technical English, Intermediate Level, is the second in a series of English language texts designed for use in engineering and technology colleges, institutes, and adult English-language training programmes. This volume consists of eight units, and each unit is divided into two main parts. The units are organized around selected rhetorical functions: general ideas, specific information, classification, defining, chronological order, cause and effect, comparison and contrast, and processes and procedures. The book is aimed at Arab students who are at an intermediate level of English as a Foreign Language (EFL). Each unit proceeds from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in engineering and technical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one audio DVD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
Some questions to discuss orally in order to give learners an idea of the subject matter
and prepare them for listening. This is stimulated by pictures relevant to the topic
of the unit.
- Vocabulary Preview
A list of key vocabulary items that are undefined in the listening. They are briefly
defined in the preview and are accompanied by sentences with missing words to be
filled in.
- Listening
The listening passages are read by a variety of native speakers of English. The vocabulary,
structure, content variation, redundancy, and rhetorical style of each passage
have been carefully chosen and designed.
- Listening Exercises
A variety of listening exercises that focus on listening skills as related to the rhetorical
function being focused on. These include, among other skills and strategies, making
an outline already partially completed in order to lay out the rhetorical structure of
the talk.
- After Listening
Written exercises focusing on the specific rhetorical function being examined in order
to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains intermediate
students 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 hopefully 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
the ability to process spoken language for increasingly longer spans of time - a
highly desirable target.
In order to ensure a high degree of comprehension of the passage, a
large percentage of content words need to be readily understood. The topics chosen
for the talks have, therefore, been made as tangible as possible, with the vocabulary
kept within an intermediate-level word-frequency range.
Finally, an important skill for students is note-taking, by which they
spot the main points of a talk and write them down in note form. These notes help
the listener to remember the main points of the talk. Note-taking is an individual activity,
so one person may have difficulty understanding another person’s notes. The
activities in this book should help a student learn to take down clearer, more concise
notes. In further activities, the learner is often asked to complete the partial notes
given.
Listening Skills for Engineering and Technical English, Intermediate Level, First Edition
Listening Skills for Engineering and Technical English, Intermediate Level, is the second in a series of English language texts designed for use in engineering and technology colleges, institutes, and adult English-language training programmes. This volume consists of eight units, and each unit is divided into two main parts. The units are organized around selected rhetorical functions: general ideas, specific information, classification, defining, chronological order, cause and effect, comparison and contrast, and processes and procedures. The book is aimed at Arab students who are at an intermediate level of English as a Foreign Language (EFL). Each unit proceeds from listening at sentence level to listening to a short passage, and aims at developing students’ skills in listening in engineering and technical English. Prelistening and postlistening activities are included in each unit. The book is accompanied by one audio DVD.
Organization of Units
Each of the eight units consists of the following sections:
- Before Listening
Some questions to discuss orally in order to give learners an idea of the subject matter
and prepare them for listening. This is stimulated by pictures relevant to the topic
of the unit.
- Vocabulary Preview
A list of key vocabulary items that are undefined in the listening. They are briefly
defined in the preview and are accompanied by sentences with missing words to be
filled in.
- Listening
The listening passages are read by a variety of native speakers of English. The vocabulary,
structure, content variation, redundancy, and rhetorical style of each passage
have been carefully chosen and designed.
- Listening Exercises
A variety of listening exercises that focus on listening skills as related to the rhetorical
function being focused on. These include, among other skills and strategies, making
an outline already partially completed in order to lay out the rhetorical structure of
the talk.
- After Listening
Written exercises focusing on the specific rhetorical function being examined in order
to help the listener reconstruct important information from the talk.
Rationale for the Course Design
Listening to sentence-level material and short passages trains intermediate
students 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 hopefully 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
the ability to process spoken language for increasingly longer spans of time - a
highly desirable target.
In order to ensure a high degree of comprehension of the passage, a
large percentage of content words need to be readily understood. The topics chosen
for the talks have, therefore, been made as tangible as possible, with the vocabulary
kept within an intermediate-level word-frequency range.
Finally, an important skill for students is note-taking, by which they
spot the main points of a talk and write them down in note form. These notes help
the listener to remember the main points of the talk. Note-taking is an individual activity,
so one person may have difficulty understanding another person’s notes. The
activities in this book should help a student learn to take down clearer, more concise
notes. In further activities, the learner is often asked to complete the partial notes
given.
Liten and Speak, Book 1, Elementary Level
Format of the Book
LISTEN AND SPEAK is made up of ten thematically- and conversationally-based units. Each unit consists of these sections:
- Before Listening
A set of questions to discuss orally that are related to the topic of the unit. The central aim is to activate students’ prior knowledge about the subject to prepare them to listen to the unit subject matter.
- Vocabulary Preview
First students listen to a series of key words and phrases important to understanding the listening. Then they listen to the complete conversation containing the new vocabulary. These vocabulary items are
1) briefly explained in the preview and accompanied by sentences with missing words to be filled in.
2) Students are asked to guess the meaning of certain underlined words and phrases, and match each with its correct meaning on the left.
- Listening Exercises
A variety of listening exercises that focus on developing listening skills are provided:
- recognizing the main idea
- understanding specific information
- identifying stressed words and contractions
- identifying long forms and reductions
- pronouncing exclamations
- pronouncing -ed endings
- identifying answers and questions
- taking notes while listening
- pronouncing vowels and consonants
After Listening / Speaking
This section focuses on speaking activities through 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. Each unit concludes with a discussion exercise related to the unit topic. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
Liten and Speak, Book 1, Elementary Level
Format of the Book
LISTEN AND SPEAK is made up of ten thematically- and conversationally-based units. Each unit consists of these sections:
- Before Listening
A set of questions to discuss orally that are related to the topic of the unit. The central aim is to activate students’ prior knowledge about the subject to prepare them to listen to the unit subject matter.
- Vocabulary Preview
First students listen to a series of key words and phrases important to understanding the listening. Then they listen to the complete conversation containing the new vocabulary. These vocabulary items are
1) briefly explained in the preview and accompanied by sentences with missing words to be filled in.
2) Students are asked to guess the meaning of certain underlined words and phrases, and match each with its correct meaning on the left.
- Listening Exercises
A variety of listening exercises that focus on developing listening skills are provided:
- recognizing the main idea
- understanding specific information
- identifying stressed words and contractions
- identifying long forms and reductions
- pronouncing exclamations
- pronouncing -ed endings
- identifying answers and questions
- taking notes while listening
- pronouncing vowels and consonants
After Listening / Speaking
This section focuses on speaking activities through 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. Each unit concludes with a discussion exercise related to the unit topic. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
Liten and Speak, Book 2, Intermediate Level
Format of the Book
LISTEN AND SPEAK is made up of ten thematically- and conversationally-based units. Each unit consists of these sections:
- Before Listening
A set of questions to discuss orally that are related to the topic of the unit. The central aim is to activate students’ prior knowledge about the subject to prepare them to listen to the unit subject matter.
- Vocabulary Preview
First students listen to a series of key words and phrases important to understanding the listening. Then they listen to the complete conversation containing the new vocabulary. These vocabulary items are
1) briefly explained in the preview and accompanied by sentences with missing words to be filled in.
2) Students are asked to guess the meaning of certain underlined words and phrases, and match each with its correct meaning on the left.
- Listening Exercises
A variety of listening exercises that focus on developing listening skills are provided:
- recognizing the main idea
- understanding specific information
- identifying stressed words and contractions
- identifying long forms and reductions
- pronouncing exclamations
- pronouncing -ed endings
- identifying answers and questions
- taking notes while listening
- pronouncing vowels and consonants
After Listening / Speaking
This section focuses on speaking activities through 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. Each unit concludes with a discussion exercise related to the unit topic. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
Liten and Speak, Book 2, Intermediate Level
Format of the Book
LISTEN AND SPEAK is made up of ten thematically- and conversationally-based units. Each unit consists of these sections:
- Before Listening
A set of questions to discuss orally that are related to the topic of the unit. The central aim is to activate students’ prior knowledge about the subject to prepare them to listen to the unit subject matter.
- Vocabulary Preview
First students listen to a series of key words and phrases important to understanding the listening. Then they listen to the complete conversation containing the new vocabulary. These vocabulary items are
1) briefly explained in the preview and accompanied by sentences with missing words to be filled in.
2) Students are asked to guess the meaning of certain underlined words and phrases, and match each with its correct meaning on the left.
- Listening Exercises
A variety of listening exercises that focus on developing listening skills are provided:
- recognizing the main idea
- understanding specific information
- identifying stressed words and contractions
- identifying long forms and reductions
- pronouncing exclamations
- pronouncing -ed endings
- identifying answers and questions
- taking notes while listening
- pronouncing vowels and consonants
After Listening / Speaking
This section focuses on speaking activities through 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. Each unit concludes with a discussion exercise related to the unit topic. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
Pharmacy Terms in Common Use, Students Book, Second Edition
Welcome to the second edition of Pharmacy Terms In Common Use: Studying and Practising Academic Vocabulary 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.
Pharmacy Terms In Common Use: Studying and Practising Academic Vocabulary is designed for pharmacy students and professionals who are studying English as a Foreign Language (EFL) at the upper elementary/intermediate level. It provides a solid foundation in pharmacy language to enable learners to understand and communicate in pharmaceutical/medical situations. It is meant to supply the need for teaching pharmacy vocabulary to non-native speakers of English.
The vocabulary items in this book are both frequent and commonly used in the pharmaceutical/medical field. They are arranged into eleven units according to their relevance to the subject matter, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings, and are systematically introduced so that vocabulary development can lead to better learning. Word formation boxes are also provided to emphasize that having a sound knowledge of the meanings and significance of prefixes and suffixes is invaluable in helping students to guess the meanings of the many unknown words they will inevitably encounter in their pharmacy textbooks. Explanations and illustrations are provided to aid, motivate, and test student learning. Short reading passages illustrating the use of some vocabulary items from each section are also provided along with appropriate reading and vocabulary exercises.
Pharmacy Terms in Common Use, Students Book, Second Edition
Welcome to the second edition of Pharmacy Terms In Common Use: Studying and Practising Academic Vocabulary 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.
Pharmacy Terms In Common Use: Studying and Practising Academic Vocabulary is designed for pharmacy students and professionals who are studying English as a Foreign Language (EFL) at the upper elementary/intermediate level. It provides a solid foundation in pharmacy language to enable learners to understand and communicate in pharmaceutical/medical situations. It is meant to supply the need for teaching pharmacy vocabulary to non-native speakers of English.
The vocabulary items in this book are both frequent and commonly used in the pharmaceutical/medical field. They are arranged into eleven units according to their relevance to the subject matter, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings, and are systematically introduced so that vocabulary development can lead to better learning. Word formation boxes are also provided to emphasize that having a sound knowledge of the meanings and significance of prefixes and suffixes is invaluable in helping students to guess the meanings of the many unknown words they will inevitably encounter in their pharmacy textbooks. Explanations and illustrations are provided to aid, motivate, and test student learning. Short reading passages illustrating the use of some vocabulary items from each section are also provided along with appropriate reading and vocabulary exercises.
Pharmacy Terms In Use: Studying and Practising Academic Vocabulary
Pharmacy Terms In Use: Studying and Practising Academic Vocabulary
Professional Licencing of English Teachers Best Practices Preparation, First Edition
Professional Licensing of English Language Teachers: Best Practices Preparation is a detailed and comprehensive guide designed to support English language teachers as they prepare to write the professional licensing test which adheres to the standards and guidelines of the Saudi Centre for Higher Education, Education and Training Evaluation Commission, based on the Common European Framework of Reference for Languages.
Consisting of 18 chapters, the text encompasses the principles and practices of language pedagogy including instructional design, theoretical knowledge, application as well as linguistic knowledge.
Professional Licencing of English Teachers Best Practices Preparation, First Edition
Professional Licensing of English Language Teachers: Best Practices Preparation is a detailed and comprehensive guide designed to support English language teachers as they prepare to write the professional licensing test which adheres to the standards and guidelines of the Saudi Centre for Higher Education, Education and Training Evaluation Commission, based on the Common European Framework of Reference for Languages.
Consisting of 18 chapters, the text encompasses the principles and practices of language pedagogy including instructional design, theoretical knowledge, application as well as linguistic knowledge.
Standardized Test of English Proficiency Prep (STEP Prep), First Edition
The Standardized Test of English Proficiency Prep. (STEP Prep) is designed to
prepare students to write various English-language placement tests. The test targets
high school graduates applying for Saudi and Gulf universities and other educational
institutions as well as other individuals, such as language teachers, wishing to obtain
evidence of their English-language proficiency level.
STEP is similar to other international tests such as TOEFL and IELTS. It is designed
in accordance with the guidelines of the Saudi Assessment Centre for Higher Education
which are based on the Common European Framework of Reference for LanguagesStandardized Test of English Proficiency Prep (STEP Prep), First Edition
The Standardized Test of English Proficiency Prep. (STEP Prep) is designed to
prepare students to write various English-language placement tests. The test targets
high school graduates applying for Saudi and Gulf universities and other educational
institutions as well as other individuals, such as language teachers, wishing to obtain
evidence of their English-language proficiency level.
STEP is similar to other international tests such as TOEFL and IELTS. It is designed
in accordance with the guidelines of the Saudi Assessment Centre for Higher Education
which are based on the Common European Framework of Reference for LanguagesTechnical Report Writing Skills
Technical Report-Writing Skills, first edition, has been developed to assist college and university students as well as professionals studying English as a foreign language at an upper-elementary or lower-intermediate level. While the book is specifically intended for learners who already have basic competence at sentence-level writing, it is, however, flexible enough to be used by almost anyone wanting to improve their writing skills. It provides enough material for about ninety-eight class-hours of classroom instruction; it is, in other words, a fifteen-week writing course.
Description
This book deals with principles of effective writing. After a review of sentence-level writing, students are assisted to acquire the skills necessary to produce various types of compositions. Students develop effective writing skills by focusing on format, mechanical accuracy, and clarity of expression.
In addition, students learn to collaborate with others on producing written assignments.
Fourteen practical and academic-writing topics are covered in fourteen units. These are:
the mechanics of writing
sentence structure
transition signals
writing an effective paragraph
contrast and comparison
report-writing
argumentative writing: making generalizations and drawing conclusions
note-taking
business letters
covering letters
formal and informal emails
email job applications
memos
resume-writing
Learning Objectives
Upon completion of this course, students will be able to:
- write using grammatically-and mechanically-correct language appropriate to the type of report specified.
- differentiate between effective and ineffective written communication by understanding and identifying the criteria that describe effective report-writing.
- identify the context, purposes, audience, and process of formal written communication.
- employ developed pre-writing skills by brainstorming, choosing, consulting other people and sources or information, and scanning material appropriate to the type of report required, as well as taking relevant notes.
- further develop their writing skills by making use of notes, writing first drafts, and consulting dictionaries and other reference books.
- proofread their own and classmates’ written work.
- produce formal written communications targeted towards varied and specific audiences.
- develop and use effective strategies for participating in collaborative work aimed at the preparation and completion of written business communications.
Technical Report Writing Skills
Technical Report-Writing Skills, first edition, has been developed to assist college and university students as well as professionals studying English as a foreign language at an upper-elementary or lower-intermediate level. While the book is specifically intended for learners who already have basic competence at sentence-level writing, it is, however, flexible enough to be used by almost anyone wanting to improve their writing skills. It provides enough material for about ninety-eight class-hours of classroom instruction; it is, in other words, a fifteen-week writing course.
Description
This book deals with principles of effective writing. After a review of sentence-level writing, students are assisted to acquire the skills necessary to produce various types of compositions. Students develop effective writing skills by focusing on format, mechanical accuracy, and clarity of expression.
In addition, students learn to collaborate with others on producing written assignments.
Fourteen practical and academic-writing topics are covered in fourteen units. These are:
the mechanics of writing
sentence structure
transition signals
writing an effective paragraph
contrast and comparison
report-writing
argumentative writing: making generalizations and drawing conclusions
note-taking
business letters
covering letters
formal and informal emails
email job applications
memos
resume-writing
Learning Objectives
Upon completion of this course, students will be able to:
- write using grammatically-and mechanically-correct language appropriate to the type of report specified.
- differentiate between effective and ineffective written communication by understanding and identifying the criteria that describe effective report-writing.
- identify the context, purposes, audience, and process of formal written communication.
- employ developed pre-writing skills by brainstorming, choosing, consulting other people and sources or information, and scanning material appropriate to the type of report required, as well as taking relevant notes.
- further develop their writing skills by making use of notes, writing first drafts, and consulting dictionaries and other reference books.
- proofread their own and classmates’ written work.
- produce formal written communications targeted towards varied and specific audiences.
- develop and use effective strategies for participating in collaborative work aimed at the preparation and completion of written business communications.
The Modern Dictionary of Phrasal Verbs, First Edition
The Modern Dictionary of Phrasal Verbs, First Edition
The Modern Medical Dictionary, English – Arabic, First Edition
Welcome to The Modern Medical Dictionary. I hope you find using it to be both a beneficial, and enjoyable experience. In writing it, I have kept in mind the needs of all students training for careers in the health care industry including doctors, dentists, pharmacists, nurses, medical technicians and secretaries.
All core terms and concepts used in medicine and health professions today have been thoroughly treated. Some of the subjects included, for example, are general medical practice, hospital administration, nursing, pharmacy, dentistry, psychology, psychiatry, radiology, anatomy, physiology, surgery, medical laboratories, and various medical specializations such as endocrinology, paediatrics, urology, cardiology, nephrology, gynaecology and obstetrics, hepatology, haematology, neurology, and ophthalmology and public health medicine. Each head word is provided with an Arabic equivalent, or translation where no single term exists, based on current usage. Usage is demonstrated by real-world examples taken from a wide variety of sources.
A series of appendices have also been provided. These include abbreviations and acronyms commonly used in general medicine, imaging technologies such as MRI, oncology, pharmacy and health care. Medical organisations and personal titles are also covered. At the end of the book you will find a short Arabic to English glossary.
The Modern Medical Dictionary, English – Arabic, First Edition
Welcome to The Modern Medical Dictionary. I hope you find using it to be both a beneficial, and enjoyable experience. In writing it, I have kept in mind the needs of all students training for careers in the health care industry including doctors, dentists, pharmacists, nurses, medical technicians and secretaries.
All core terms and concepts used in medicine and health professions today have been thoroughly treated. Some of the subjects included, for example, are general medical practice, hospital administration, nursing, pharmacy, dentistry, psychology, psychiatry, radiology, anatomy, physiology, surgery, medical laboratories, and various medical specializations such as endocrinology, paediatrics, urology, cardiology, nephrology, gynaecology and obstetrics, hepatology, haematology, neurology, and ophthalmology and public health medicine. Each head word is provided with an Arabic equivalent, or translation where no single term exists, based on current usage. Usage is demonstrated by real-world examples taken from a wide variety of sources.
A series of appendices have also been provided. These include abbreviations and acronyms commonly used in general medicine, imaging technologies such as MRI, oncology, pharmacy and health care. Medical organisations and personal titles are also covered. At the end of the book you will find a short Arabic to English glossary.
The Modern Medical Dictionary, Englsih-Arabic
Welcome to The Modern Medical Dictionary. I hope you find using it to be both a beneficial, and enjoyable experience. In writing it, I have kept in mind the needs of all students training for careers in the health care industry including doctors, dentists, pharmacists, nurses, medical technicians and secretaries.
All core terms and concepts used in medicine and health professions today have been thoroughly treated. Some of the subjects included, for example, are general medical practice, hospital administration, nursing, pharmacy, dentistry, psychology, psychiatry, radiology, anatomy, physiology, surgery, medical laboratories, and various medical specializations such as endocrinology, paediatrics, urology, cardiology, nephrology, gynaecology and obstetrics, hepatology, haematology, neurology, and ophthalmology and public health medicine. Each head word is provided with an Arabic equivalent, or translation where no single term exists, based on current usage. Usage is demonstrated by real-world examples taken from a wide variety of sources.
A series of appendices have also been provided. These include abbreviations and acronyms commonly used in general medicine, imaging technologies such as MRI, oncology, pharmacy and health care. Medical organisations and personal titles are also covered. At the end of the book you will find a short Arabic to English glossary.
The Modern Medical Dictionary, Englsih-Arabic
Welcome to The Modern Medical Dictionary. I hope you find using it to be both a beneficial, and enjoyable experience. In writing it, I have kept in mind the needs of all students training for careers in the health care industry including doctors, dentists, pharmacists, nurses, medical technicians and secretaries.
All core terms and concepts used in medicine and health professions today have been thoroughly treated. Some of the subjects included, for example, are general medical practice, hospital administration, nursing, pharmacy, dentistry, psychology, psychiatry, radiology, anatomy, physiology, surgery, medical laboratories, and various medical specializations such as endocrinology, paediatrics, urology, cardiology, nephrology, gynaecology and obstetrics, hepatology, haematology, neurology, and ophthalmology and public health medicine. Each head word is provided with an Arabic equivalent, or translation where no single term exists, based on current usage. Usage is demonstrated by real-world examples taken from a wide variety of sources.
A series of appendices have also been provided. These include abbreviations and acronyms commonly used in general medicine, imaging technologies such as MRI, oncology, pharmacy and health care. Medical organisations and personal titles are also covered. At the end of the book you will find a short Arabic to English glossary.
The Universal Dictionary of Diplomacy and Inernational Relations, English-Arabic, First Edition
The Universal Dictionary of Diplomacy and International Relations is the
most up-to-date and practical English-Arabic dictionary available. It is unique in
being the first of its kind to provide an authoritative and comprehensive reference
of English-Arabic terms of diplomacy and international relations.
To enhance the authoritativeness and comprehensiveness of the Dictionary,
the Arabic correspondences are based on the meanings of diplomacy terms
in authoritative English dictionaries to provide precise and accurate Arabic
correspondents.
The English entries are systematically presented and alphabetically laid out along
with their Arabic meanings and pronunciations. They have been fully updated to
reflect the very latest terms commonly used in various areas of diplomacy and
international relations as well as in politics and related disciplines. They are also
cross-referenced to well-known dictionaries, e.g. A Concise Oxford Dictionary
of Politics and International Relations, G. R. Berridge and Alan James. 2003.
A Dictionary of Diplomacy Second Edition. Palgrave Macmillan, etc. (See
References.) Comprehensive lists of acronyms and abbreviations are included
and alphabetically arranged.
The Universal Dictionary of Diplomacy and Inernational Relations, English-Arabic, First Edition
The Universal Dictionary of Diplomacy and International Relations is the
most up-to-date and practical English-Arabic dictionary available. It is unique in
being the first of its kind to provide an authoritative and comprehensive reference
of English-Arabic terms of diplomacy and international relations.
To enhance the authoritativeness and comprehensiveness of the Dictionary,
the Arabic correspondences are based on the meanings of diplomacy terms
in authoritative English dictionaries to provide precise and accurate Arabic
correspondents.
The English entries are systematically presented and alphabetically laid out along
with their Arabic meanings and pronunciations. They have been fully updated to
reflect the very latest terms commonly used in various areas of diplomacy and
international relations as well as in politics and related disciplines. They are also
cross-referenced to well-known dictionaries, e.g. A Concise Oxford Dictionary
of Politics and International Relations, G. R. Berridge and Alan James. 2003.
A Dictionary of Diplomacy Second Edition. Palgrave Macmillan, etc. (See
References.) Comprehensive lists of acronyms and abbreviations are included
and alphabetically arranged.
The Universal Dictionary of Islamic Terms
The Universal Dictionary of Islamic Terms is the most up-to-date and practical
English-Arabic dictionary available. It is unique in being the first of its kind to
provide an authoritative and comprehensive reference of English-Arabic Islamic
terms focusing primarily on the Holy Qur’an and noble Sunnah (Sayings and
Teachings of the Prophet Mohammad, may peace and blessings be upon him.
To enhance the authoritativeness and comprehensiveness of the Dictionary, the
Arabic words and terms are taken from the Holy Qur’an and the Hadiths of the
Prophet’s Mohammad, may peace and blessings be upon him. The correspending
English meanings are consulted by several authorative English translations of the
Holy Qur’an and Sunnah to provide precise and accurate English correspondents
of the Arabic words/terms as used in the Holy Qur’an and Hadith of the Prophet
Mohammad, may peace and blessings be upon him.
The Universal Dictionary of Islamic Terms
The Universal Dictionary of Islamic Terms is the most up-to-date and practical
English-Arabic dictionary available. It is unique in being the first of its kind to
provide an authoritative and comprehensive reference of English-Arabic Islamic
terms focusing primarily on the Holy Qur’an and noble Sunnah (Sayings and
Teachings of the Prophet Mohammad, may peace and blessings be upon him.
To enhance the authoritativeness and comprehensiveness of the Dictionary, the
Arabic words and terms are taken from the Holy Qur’an and the Hadiths of the
Prophet’s Mohammad, may peace and blessings be upon him. The correspending
English meanings are consulted by several authorative English translations of the
Holy Qur’an and Sunnah to provide precise and accurate English correspondents
of the Arabic words/terms as used in the Holy Qur’an and Hadith of the Prophet
Mohammad, may peace and blessings be upon him.
The Universal Legal Dictionary, First Edition
The Universal Legal Dictionary (ULD) is the most up-to-date and practical
English-Arabic dictionary available. It is unique in being the first of its kind to
provide an authoritative and comprehensive reference of English-Arabic legal
terms.
To enhance the authoritativeness and comprehensiveness of the Dictionary, the
Arabic correspondences are based on the meanings of legal terms in authoritative
English legal dictionaries to provide precise and accurate Arabic correspondents.
The English entries are systematically presented and alphabetically laid out along
with their Arabic meanings and pronunciations. They have been fully updated to
reflect the very latest legal terms commonly used in various laws and legal fields.
They are also cross-referenced to well-known legal dictionaries, e.g. Merriam-
Webster’s Law Dictionary, the Oxford Legal Dictionary, etc. (See References.)
Comprehensive lists of legal abbreviations are included and alphabetically arranged.
The Universal Legal Dictionary, First Edition
The Universal Legal Dictionary (ULD) is the most up-to-date and practical
English-Arabic dictionary available. It is unique in being the first of its kind to
provide an authoritative and comprehensive reference of English-Arabic legal
terms.
To enhance the authoritativeness and comprehensiveness of the Dictionary, the
Arabic correspondences are based on the meanings of legal terms in authoritative
English legal dictionaries to provide precise and accurate Arabic correspondents.
The English entries are systematically presented and alphabetically laid out along
with their Arabic meanings and pronunciations. They have been fully updated to
reflect the very latest legal terms commonly used in various laws and legal fields.
They are also cross-referenced to well-known legal dictionaries, e.g. Merriam-
Webster’s Law Dictionary, the Oxford Legal Dictionary, etc. (See References.)
Comprehensive lists of legal abbreviations are included and alphabetically arranged.
The Universal Picture Dictionary, First Edition
The Universal Picture Dictionary, First Edition
Understanding and Using Medical Terms, Elementary Level, 3rd Edition
Welcome to the third edition to Understanding and Using Medical Terms, 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.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an elementary level. It provides a solid foundation in medical-scientific English to enable them to understand and communicate in medical/scientific situations. It is meant to meet the need for teaching medical vocabulary to non-native speakers of English.
The vocabulary items in this book are all commonly used in the medical-paramedical field. The material is arranged into sixteen units, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition. Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. They are invaluable in helping students to guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises
Understanding and Using Medical Terms, Elementary Level, 3rd Edition
Welcome to the third edition to Understanding and Using Medical Terms, 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.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an elementary level. It provides a solid foundation in medical-scientific English to enable them to understand and communicate in medical/scientific situations. It is meant to meet the need for teaching medical vocabulary to non-native speakers of English.
The vocabulary items in this book are all commonly used in the medical-paramedical field. The material is arranged into sixteen units, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition. Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. They are invaluable in helping students to guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises
Understanding and Using Medical Terms, Elementary Level. 4th Edition.
Welcome to the fourth edition of Understanding and Using Medical Terms, Elementary Level. This new edition has undergone major improvements in many aspects of the book including a great variety of exercises, organization, introduction and presentation of terms, contextualization, and an extensive use of illustrative pictures for almost all terms.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an elementary level. It provides a solid foundation in medical-scientific English to enable them to understand and communicate in medical/scientific situations. It is meant
to meet the need for non-native speakers of English to acquire medical vocabulary. The vocabulary items in this book are all commonly used in the medical-paramedical field.
The material is arranged in nineteen chapters, and each chapters is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition.
The book is accompanied by six online progress tests, one test for every three chapters. To do the tests, the student has to login onto 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.
Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. These are invaluable in helping students guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises.
Understanding and Using Medical Terms, Elementary Level. 4th Edition.
Welcome to the fourth edition of Understanding and Using Medical Terms, Elementary Level. This new edition has undergone major improvements in many aspects of the book including a great variety of exercises, organization, introduction and presentation of terms, contextualization, and an extensive use of illustrative pictures for almost all terms.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an elementary level. It provides a solid foundation in medical-scientific English to enable them to understand and communicate in medical/scientific situations. It is meant
to meet the need for non-native speakers of English to acquire medical vocabulary. The vocabulary items in this book are all commonly used in the medical-paramedical field.
The material is arranged in nineteen chapters, and each chapters is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition.
The book is accompanied by six online progress tests, one test for every three chapters. To do the tests, the student has to login onto 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.
Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. These are invaluable in helping students guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises.
Understanding and Using Medical Terms, Intermediate Level. 3rd Edition.
Welcome to the third edition of Understanding and Using Medical Terms, Intermediate Level. This new edition has undergone major improvements in many aspects of the book including a great variety of exercises, organization, introduction and presentation of terms, contextualization, and an extensive use of illustrative pictures for almost all terms.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an intermediate level. It provides a solid foundation in medical scientific English to enable them to understand and communicate in medical/scientific situations.
It is meant to meet the need for non-native speakers of English to acquire medical vocabulary. The vocabulary items in this book are all commonly used in the medical-paramedical field. The material is arranged in nineteen chapters, and each chapters is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition.
Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. These are invaluable in helping students guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises.
To the Student
‘Read, study, and learn’ is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then read and study them again until you have learnt what the word means and can use it in context. At the end of each section, exercises are provided so you can practice, and you can check how well you remember the vocabulary you have been studying.
Remember to study the information in the word-formation boxes. Learning the meanings of prefixes like post-, anti-, and hyper-, and suffixes like -itis, -ectomy, and -graphy will make it possible for you to guess successfully the meanings of many unknown words. Recognizing word endings like -ation, -al, and -ize will help you to decide if a word is a noun, an adjective, or a verb.
To the Teacher
The vocabulary items in this book are presented systematically, following the principles of learning that lead to successful language acquisition. The items are divided into nineteen chapters that cover the most commonly-used words in the medical-paramedical field. The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn
- Every attempt has been made to write definitions and examples in language that students
will understand, and various exercises are provided for each chapter. Also, at the end of each
chapter, there is a review section focusing on the vocabulary in the chapter. Vocabulary items,
once introduced, are recycled as frequently as possible in later exercises. Weekly quizzes should
be given to test the items covered. Such achievement tests not only inform the teacher about the
progress of his students, they also aid the learning process by motivating learners to study and by
giving another meaningful repetition (recycling) of the vocabulary items.
Understanding and Using Medical Terms, Intermediate Level. 3rd Edition.
Welcome to the third edition of Understanding and Using Medical Terms, Intermediate Level. This new edition has undergone major improvements in many aspects of the book including a great variety of exercises, organization, introduction and presentation of terms, contextualization, and an extensive use of illustrative pictures for almost all terms.
This book is designed for university students and professionals who are studying English as a Foreign language (EFL) at an intermediate level. It provides a solid foundation in medical scientific English to enable them to understand and communicate in medical/scientific situations.
It is meant to meet the need for non-native speakers of English to acquire medical vocabulary. The vocabulary items in this book are all commonly used in the medical-paramedical field. The material is arranged in nineteen chapters, and each chapters is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings and are systematically introduced so that vocabulary development can lead to enhanced language acquisition.
Word-formation boxes are provided to emphasize the importance of having a sound knowledge of the meanings and significance of prefixes and suffixes. These are invaluable in helping students guess the meanings of many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of vocabulary items from each section are also provided along with appropriate exercises.
To the Student
‘Read, study, and learn’ is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then read and study them again until you have learnt what the word means and can use it in context. At the end of each section, exercises are provided so you can practice, and you can check how well you remember the vocabulary you have been studying.
Remember to study the information in the word-formation boxes. Learning the meanings of prefixes like post-, anti-, and hyper-, and suffixes like -itis, -ectomy, and -graphy will make it possible for you to guess successfully the meanings of many unknown words. Recognizing word endings like -ation, -al, and -ize will help you to decide if a word is a noun, an adjective, or a verb.
To the Teacher
The vocabulary items in this book are presented systematically, following the principles of learning that lead to successful language acquisition. The items are divided into nineteen chapters that cover the most commonly-used words in the medical-paramedical field. The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn
- Every attempt has been made to write definitions and examples in language that students
will understand, and various exercises are provided for each chapter. Also, at the end of each
chapter, there is a review section focusing on the vocabulary in the chapter. Vocabulary items,
once introduced, are recycled as frequently as possible in later exercises. Weekly quizzes should
be given to test the items covered. Such achievement tests not only inform the teacher about the
progress of his students, they also aid the learning process by motivating learners to study and by
giving another meaningful repetition (recycling) of the vocabulary items.
Understanding and Using Medical Terms: Studying and practicing Academic Vocabulary, Intermediate Level, 2nd Edition
Welcome to the second edition to Understanding and Using Medical Terms, 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.
This book is designed for university students and medical professionals who are studying English as a Foreign language (EFL) at an intermediate level. It provides a solid foundation in medical and scientific English that enables them to understand and communicate in medical and scientific situations. It is meant to meet the need for teaching medical vocabulary to non-native speakers of English.
The vocabulary items in this book are commonly used in the medical and paramedical field. The material is arranged into nineteen units, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings, and are systematically introduced so that vocabulary development can lead to enhanced language acquisition. Word-formation boxes are provided to emphasize the importance of having sound knowledge of the meanings and significance of affixes - prefixes, suffixes, and infixes, an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of some of the vocabulary items from each section are also provided along with appropriate exercises.
Understanding and Using Medical Terms: Studying and practicing Academic Vocabulary, Intermediate Level, 2nd Edition
Welcome to the second edition to Understanding and Using Medical Terms, 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.
This book is designed for university students and medical professionals who are studying English as a Foreign language (EFL) at an intermediate level. It provides a solid foundation in medical and scientific English that enables them to understand and communicate in medical and scientific situations. It is meant to meet the need for teaching medical vocabulary to non-native speakers of English.
The vocabulary items in this book are commonly used in the medical and paramedical field. The material is arranged into nineteen units, and each unit is divided into manageable sections. These are presented to the student in a regular, controlled fashion. Target words and their derivations are contextualized to illustrate their meanings, and are systematically introduced so that vocabulary development can lead to enhanced language acquisition. Word-formation boxes are provided to emphasize the importance of having sound knowledge of the meanings and significance of affixes - prefixes, suffixes, and infixes, an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and at work. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. Short reading passages illustrating the use of some of the vocabulary items from each section are also provided along with appropriate exercises.
Vocabulary Practice, Elementary
Vocabulary Practice, Elementary, is for students in a beginner’s English course who wish to check and expand their still-basic vocabulary. The book presents essential terms from a variety of common, everyday topic areas, and provides practice in general English that enables learners to understand and communicate in English in general situations.
How is the book organized?
This book is arranged into thirty units. Vocabulary is presented in a regular, controlled fashion. Target words are explained using a variety of techniques:
- short definition; 2. short explanation; 3. related words (derivations) 4. synonyms and/or
antonyms; 5. example sentences; 6. pictures (where appropriate); and 7. parts-of-speech.
In addition, word-formation boxes are provided to emphasize the importance of having sound knowledge of the meaning and significance of various affixes - prefixes, suffixes, and infixes. Such knowledge is an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and on the job. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. All this will help students develop strategies for learning new vocabulary on their own when they have finished using the book.
The Answer Key at the back of the book gives correct answers to the exercises. The key sometimes has more than one answer. This is because often there is not just one correct way of expressing something.
To the Student
Read, practise, and learn is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then practise them by yourself aloud (or at least silently) and/or with others until you have learnt what the word means and how to use it in context. At the end of each section, exercises are provided so you can get extra practice, and you can check how well you remember the vocabulary you have been studying. When you have finished an exercise, you can look up the correct answers at the back of the book.
If you are studying without a teacher, do not simply go through the book “filling in the blanks.” When you learn new words, practise them and note the spellings before you do other exercises. It is not enough to understand new words; you must use the words for them to become part of your active vocabulary.
Remember to study carefully the information in the word-formation boxes. Learning the meanings of prefixes such as dis-, anti-, hyper-, and over-, and suffixes such as -er, -or, -less, and -able will make it possible for you to successfully guess the meaning of many unknown words. For example, recognizing word endings such as -ion, -sion, -ation, -al, -y, -ize, and -ify will help you decide if a word is a noun, an adjective, or a verb.
Try to have a dictionary with you when you use this book. This is because sometimes you may want to check the meaning of a word, or find a word in your native language to help you remember the English word.
To the Teacher
The vocabulary items in this book are presented systematically, following principles of learning that lead to successful language acquisition. The items are divided into thirty units that cover the most commonly used words in general locations and situations.
The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn it. Every attempt has been made to include definitions and examples in language simple enough that students will understand, and exercises are provided for each unit. Vocabulary items, once introduced, are recycled as frequently
as possible in later exercises. It is suggested that weekly quizzes be given to test the items covered. Such achievement tests not only inform the teacher about the progress of his/her students, they also assist the language-acquisition process by motivating learners to study and by giving yet another meaningful repetition (recycling) of the vocabulary items.
When students have worked through a group of units, it is a good idea to repeat some of the work (for example, the exercises) and to expand on the meaning and use of key words and phrases through extra discussion in class, and find other examples of the key words in other texts and situations. This repeated exposure helps students to truly acquire the vocabulary.
When your students have finished all the units in this book, they are ready to move on to higher-level books in this series: Vocabulary Practice: Lower Intermediate Vocabulary Practice: Intermediate; Vocabulary Practice:Upper Intermediate; and Vocabulary Practice: Advanced.
Vocabulary Practice, Elementary
Vocabulary Practice, Elementary, is for students in a beginner’s English course who wish to check and expand their still-basic vocabulary. The book presents essential terms from a variety of common, everyday topic areas, and provides practice in general English that enables learners to understand and communicate in English in general situations.
How is the book organized?
This book is arranged into thirty units. Vocabulary is presented in a regular, controlled fashion. Target words are explained using a variety of techniques:
- short definition; 2. short explanation; 3. related words (derivations) 4. synonyms and/or
antonyms; 5. example sentences; 6. pictures (where appropriate); and 7. parts-of-speech.
In addition, word-formation boxes are provided to emphasize the importance of having sound knowledge of the meaning and significance of various affixes - prefixes, suffixes, and infixes. Such knowledge is an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and on the job. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. All this will help students develop strategies for learning new vocabulary on their own when they have finished using the book.
The Answer Key at the back of the book gives correct answers to the exercises. The key sometimes has more than one answer. This is because often there is not just one correct way of expressing something.
To the Student
Read, practise, and learn is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then practise them by yourself aloud (or at least silently) and/or with others until you have learnt what the word means and how to use it in context. At the end of each section, exercises are provided so you can get extra practice, and you can check how well you remember the vocabulary you have been studying. When you have finished an exercise, you can look up the correct answers at the back of the book.
If you are studying without a teacher, do not simply go through the book “filling in the blanks.” When you learn new words, practise them and note the spellings before you do other exercises. It is not enough to understand new words; you must use the words for them to become part of your active vocabulary.
Remember to study carefully the information in the word-formation boxes. Learning the meanings of prefixes such as dis-, anti-, hyper-, and over-, and suffixes such as -er, -or, -less, and -able will make it possible for you to successfully guess the meaning of many unknown words. For example, recognizing word endings such as -ion, -sion, -ation, -al, -y, -ize, and -ify will help you decide if a word is a noun, an adjective, or a verb.
Try to have a dictionary with you when you use this book. This is because sometimes you may want to check the meaning of a word, or find a word in your native language to help you remember the English word.
To the Teacher
The vocabulary items in this book are presented systematically, following principles of learning that lead to successful language acquisition. The items are divided into thirty units that cover the most commonly used words in general locations and situations.
The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn it. Every attempt has been made to include definitions and examples in language simple enough that students will understand, and exercises are provided for each unit. Vocabulary items, once introduced, are recycled as frequently
as possible in later exercises. It is suggested that weekly quizzes be given to test the items covered. Such achievement tests not only inform the teacher about the progress of his/her students, they also assist the language-acquisition process by motivating learners to study and by giving yet another meaningful repetition (recycling) of the vocabulary items.
When students have worked through a group of units, it is a good idea to repeat some of the work (for example, the exercises) and to expand on the meaning and use of key words and phrases through extra discussion in class, and find other examples of the key words in other texts and situations. This repeated exposure helps students to truly acquire the vocabulary.
When your students have finished all the units in this book, they are ready to move on to higher-level books in this series: Vocabulary Practice: Lower Intermediate Vocabulary Practice: Intermediate; Vocabulary Practice:Upper Intermediate; and Vocabulary Practice: Advanced.
Vocabulary Practice, Lower Intermediate
Vocabulary Practice, Lower Intermediate/Intermediate, has been written to help students at this level to improve their English. It has been designed to be used both in the classroom and at home.
How is the book organized?
The vocabulary items in this book cover a wide range of topics and language areas and are arranged into twenty-seven units. These are presented in a regular, controlled fashion. Target words are explained using a variety of techniques:
- short definition; 2. short explanation; 3. related words (derivations) 4. synonyms and/or antonyms; 5. example sentences; 6. pictures (where appropriate); and 7. parts-of-speech.
In addition, word-formation boxes are provided to emphasize the importance of having sound knowledge of the meaning and significance of various affixes - prefixes, suffixes, and infixes. Such knowledge is an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and on the job. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. All this will help students develop strategies for learning new vocabulary on their own when they have finished using the book.
The Answer Key at the back of the book gives correct answers to the exercises. The key sometimes has more than one answer. This is because often there is not just one correct way of expressing something.
To the Student
Read, practise, and learn is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then practise them by yourself aloud (or at least silently) and/or with others until you have learnt what the word means and how to use it in context. At the end of each section, exercises are provided so you can get extra practice, and you can check how well you remember the vocabulary you have been studying. When you have finished an exercise, you can look up the correct answers at the back of the book.
If you are studying without a teacher, do not simply go through the book “filling in the blanks.” When you learn new words, practise them and note the spellings before you do other exercises. It is not enough to understand new words; you must use the words to become part of your active vocabulary.
Remember to study carefully the information in the word-formation boxes. Learning the meanings of prefixes such as dis-, anti-, hyper-, and over-, and suffixes such as -er, -or, -less, and -able will make it possible for you to successfully guess the meaning of many unknown words. For example, recognizing word endings such as -ion, -sion, -ation, -al, -y, -ize, and -ify will help you decide if a word is a noun, an adjective, or a verb.
Try to have a dictionary with you when you use the book. This is because sometimes you may want to check the meaning of a word, or find a word in your native language to help you remember the English word.
To the Teacher
The vocabulary items in this book are presented systematically, following principles of learning that lead to successful language acquisition. The items are divided into twenty-seven units that cover the most commonly-used words in general locations and situations.
The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn it. Every attempt has been made to include definitions and examples in language simple enough that students will understand, and exercises are provided for each unit. Vocabulary items, once introduced, are recycled as frequently as possible in later exercises.
It is suggested that weekly quizzes be given to test the items covered. Such achievement tests not only inform the teacher about the progress of his/her students, they also assist the language-acquisition process by motivating learners to study and by giving yet another meaningful repetition (recycling) of the vocabulary items.
When students have worked through a group of units, it is a good idea to repeat some of the work (for example, the exercises) and to expand on the meaning and use of key words and phrases by extra discussion in class, and find other examples of the key words in other texts and situations. This repeated exposure helps students to truly acquire the vocabulary.
When your students have finished all the units in this book, they are ready to move on to higher-level books in this series: Vocabulary Practice: Upper Intermediate; and Vocabulary Practice: Advanced.
Vocabulary Practice, Lower Intermediate
Vocabulary Practice, Lower Intermediate/Intermediate, has been written to help students at this level to improve their English. It has been designed to be used both in the classroom and at home.
How is the book organized?
The vocabulary items in this book cover a wide range of topics and language areas and are arranged into twenty-seven units. These are presented in a regular, controlled fashion. Target words are explained using a variety of techniques:
- short definition; 2. short explanation; 3. related words (derivations) 4. synonyms and/or antonyms; 5. example sentences; 6. pictures (where appropriate); and 7. parts-of-speech.
In addition, word-formation boxes are provided to emphasize the importance of having sound knowledge of the meaning and significance of various affixes - prefixes, suffixes, and infixes. Such knowledge is an invaluable tool in helping students guess the meanings of the many unknown words they will inevitably encounter in their textbooks and on the job. Explanations, varied exercises, and illustrations are provided to aid, motivate, and test students’ learning. All this will help students develop strategies for learning new vocabulary on their own when they have finished using the book.
The Answer Key at the back of the book gives correct answers to the exercises. The key sometimes has more than one answer. This is because often there is not just one correct way of expressing something.
To the Student
Read, practise, and learn is the key to getting the most benefit from this book. Read through each entry very carefully, studying the definitions, explanations, and examples which illustrate the meaning of the word. Then practise them by yourself aloud (or at least silently) and/or with others until you have learnt what the word means and how to use it in context. At the end of each section, exercises are provided so you can get extra practice, and you can check how well you remember the vocabulary you have been studying. When you have finished an exercise, you can look up the correct answers at the back of the book.
If you are studying without a teacher, do not simply go through the book “filling in the blanks.” When you learn new words, practise them and note the spellings before you do other exercises. It is not enough to understand new words; you must use the words to become part of your active vocabulary.
Remember to study carefully the information in the word-formation boxes. Learning the meanings of prefixes such as dis-, anti-, hyper-, and over-, and suffixes such as -er, -or, -less, and -able will make it possible for you to successfully guess the meaning of many unknown words. For example, recognizing word endings such as -ion, -sion, -ation, -al, -y, -ize, and -ify will help you decide if a word is a noun, an adjective, or a verb.
Try to have a dictionary with you when you use the book. This is because sometimes you may want to check the meaning of a word, or find a word in your native language to help you remember the English word.
To the Teacher
The vocabulary items in this book are presented systematically, following principles of learning that lead to successful language acquisition. The items are divided into twenty-seven units that cover the most commonly-used words in general locations and situations.
The principal aim of this book is to ensure that students build up a solid lexical base. This will solve many of the difficulties learners have with both receptive and productive language. For learning to occur, the learner must pay attention to the new material and make an effort to learn it. Every attempt has been made to include definitions and examples in language simple enough that students will understand, and exercises are provided for each unit. Vocabulary items, once introduced, are recycled as frequently as possible in later exercises.
It is suggested that weekly quizzes be given to test the items covered. Such achievement tests not only inform the teacher about the progress of his/her students, they also assist the language-acquisition process by motivating learners to study and by giving yet another meaningful repetition (recycling) of the vocabulary items.
When students have worked through a group of units, it is a good idea to repeat some of the work (for example, the exercises) and to expand on the meaning and use of key words and phrases by extra discussion in class, and find other examples of the key words in other texts and situations. This repeated exposure helps students to truly acquire the vocabulary.
When your students have finished all the units in this book, they are ready to move on to higher-level books in this series: Vocabulary Practice: Upper Intermediate; and Vocabulary Practice: Advanced.
Writing Skills for Science and Technology, Elementary Level, First Edition
Writing Skills for Science and Technology, Elementary Level, is designed for learners of English as a Foreign Language (EFL) who study scientificand technical English, as well as for those who work or are interested in thesefields.
The underlying philosophy of the book is the author’s conviction that
basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or nonnative speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in their careers when students are expected to produce samples of extended writing that communicate coherently.
Remember: since Chomsky in the 1950s, grammar is not language; grammar is merely a description of the way most native speakers use the language.
To this end, early on the text adopts an approach to meaningful writing
using step-by-step explanations and exercises that guide the student towards the desired goals. This is done by teaching the mechanics of writing; sentence
structure; kinds of sentences; describing dimensions and properties; and
writing a paragraph. Then students are taught to write in seven practical and
academic writing formats: Definitions, Classification, Processes and
Procedures, Describing Experiments, Comparing, Contrasting, and Cause
and Effect.
Examples illustrating the use of the language pattern being examined are
presented in boxes along with relevant explanations. These are followed by a
wide variety of stimulating topics and exercises that develop the writing skills of students. In the first four units, focus is placed primarily on writing correct
sentences. Then the book focuses on expanding those writing skills by writing
about various practical and academic endeavours that ultimately lead to writing connected scientific and/or technical paragraphs. In addition, great care has been taken to maintain an appropriate level of vocabulary and simplicity of grammar so that the explanations, directions, and readings are all easily accessible for elementary and lower-intermediate students.
Writing Skills for Science and Technology, Elementary Level, First Edition
Writing Skills for Science and Technology, Elementary Level, is designed for learners of English as a Foreign Language (EFL) who study scientificand technical English, as well as for those who work or are interested in thesefields.
The underlying philosophy of the book is the author’s conviction that
basic organizational skills and modes of communication need to be taught at a very early stage to all students, regardless of whether they are native or nonnative speakers of a language. Putting off this crucial concept until grammatical mastery has been achieved results, in my view, in the acquiring of a narrow focus on language which becomes difficult to rectify later in their careers when students are expected to produce samples of extended writing that communicate coherently.
Remember: since Chomsky in the 1950s, grammar is not language; grammar is merely a description of the way most native speakers use the language.
To this end, early on the text adopts an approach to meaningful writing
using step-by-step explanations and exercises that guide the student towards the desired goals. This is done by teaching the mechanics of writing; sentence
structure; kinds of sentences; describing dimensions and properties; and
writing a paragraph. Then students are taught to write in seven practical and
academic writing formats: Definitions, Classification, Processes and
Procedures, Describing Experiments, Comparing, Contrasting, and Cause
and Effect.
Examples illustrating the use of the language pattern being examined are
presented in boxes along with relevant explanations. These are followed by a
wide variety of stimulating topics and exercises that develop the writing skills of students. In the first four units, focus is placed primarily on writing correct
sentences. Then the book focuses on expanding those writing skills by writing
about various practical and academic endeavours that ultimately lead to writing connected scientific and/or technical paragraphs. In addition, great care has been taken to maintain an appropriate level of vocabulary and simplicity of grammar so that the explanations, directions, and readings are all easily accessible for elementary and lower-intermediate students.