English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
$40.00
English For Academic Purposes is an integrated text organized around specific rhetorical functions: general ideas – specific information- classification- chronological order- cause and effect- comparison and contrast- prediction processes and procedures
The book is aimed at Arab students at an intermediate level of competence in English as a Foreign Language (EFL), and strives for cultural appropriateness.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar instruction, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. This should explain, for example, the earlier-than-expected appearance of the past perfect tense (in Units 3, ahead of the present perfect tense) due to the natural occurrence of the tense in the reading, where it typically contrasts with the simple past tense.
The reading passages have been carefully selected to reflect both an appropriate level of language and the Arab environment. They are arranged in eight units which consist of vocabulary and gap-fill exercises, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammar points from the reading passages lead on to writing and speaking exercises.
Contents
UNIT 1 General Ideas
UNIT 2 Specific Information
UNIT 3 Chronological Order
UNIT 4 Describing A Process
UNIT 5 Cause And Effect
Unit 6 Comparing And Contrasting
UNIT 7 Classification
Unit 8 Prediction
English for Academic Purposes, Intermediate Level, an integrated textbook. Third Edition
$40.00
English For Academic Purposes is an integrated text organized around specific rhetorical functions: general ideas – specific information- classification- chronological order- cause and effect- comparison and contrast- prediction processes and procedures
The book is aimed at Arab students at an intermediate level of competence in English as a Foreign Language (EFL), and strives for cultural appropriateness.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar instruction, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. This should explain, for example, the earlier-than-expected appearance of the past perfect tense (in Units 3, ahead of the present perfect tense) due to the natural occurrence of the tense in the reading, where it typically contrasts with the simple past tense.
The reading passages have been carefully selected to reflect both an appropriate level of language and the Arab environment. They are arranged in eight units which consist of vocabulary and gap-fill exercises, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammar points from the reading passages lead on to writing and speaking exercises.
Contents
UNIT 1 General Ideas
UNIT 2 Specific Information
UNIT 3 Chronological Order
UNIT 4 Describing A Process
UNIT 5 Cause And Effect
Unit 6 Comparing And Contrasting
UNIT 7 Classification
Unit 8 Prediction
English for Accounting and Banking, Elementary Level
Published on 2008
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, Elementary Level, is made up of twelve thematically-based units. Vocabulary-building and skill-building exercises, accompany each reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification, addition words, and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have worked with throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students become confident readers by increasing their vocabulary base and improving their reading skills. It engages them in the process of reading thoughtfully and encourages them to move beyond passive reading.
English for Accounting and Banking, Elementary Level
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, Elementary Level, is made up of twelve thematically-based units. Vocabulary-building and skill-building exercises, accompany each reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; finding the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification, addition words, and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have worked with throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students become confident readers by increasing their vocabulary base and improving their reading skills. It engages them in the process of reading thoughtfully and encourages them to move beyond passive reading.
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
Published on 2008
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, INTERMEDIATE Level, is made up of ten thematically-based units. Vocabulary-building and skill-building exercises accompany each reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; recognizing the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification and addition words; and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have read throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to the questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students become confident readers by increasing their vocabulary base and improving their reading skills. It engages them in the process of reading thoughtfully and encourages them to move beyond passive reading.
ENGLISH FOR ACCOUNTING AND BANKING: READING SKILLS, INTERMEDIATE LEVEL
$40.00
ENGLISH FOR ACCOUNTING AND BANKING: Reading Skills, INTERMEDIATE Level, is made up of ten thematically-based units. Vocabulary-building and skill-building exercises accompany each reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; recognizing the topic and topic sentence; understanding general and specific ideas; understanding signal words; making an outline; understanding cause and effect, comparison, classification and addition words; and exemplification.
Each part of the unit concludes with a discussion designed to encourage students to think about, distill, and discuss the information they have read throughout the unit. The discussion is followed by a writing exercise which requests students to write the answers to the questions given in the discussion exercise.
An important goal of ENGLISH FOR ACCOUNTING AND BANKING is to help accounting and banking students become confident readers by increasing their vocabulary base and improving their reading skills. It engages them in the process of reading thoughtfully and encourages them to move beyond passive reading.
English for Agricultural Science
Published on 2019
$40.00
English for Agricultural Sciences is made up of twelve thematically-based units, each of which contains one reading. The readings are authentic texts presenting a variety of agricultural topics in order to familiarize learners with relevant vocabulary as well as with different genres that learners may encounter in the course of their studies and careers. Skill-building and vocabulary-building activities accompany each reading.
The book is accompanied by four progress tests, one test for every three units. The tests are designed to be conducted online where every student can use his/her username and password to do the tests and gets his results at the end of the test. The usernames and passwords appear on every copy of the books and are valid for one user only and not to be shared, i.e. the student who holds the original copy can access the website and do the relevant test.
An important goal of English for Agricultural Sciences is to help students become confident readers by increasing their vocabulary base and improving their word comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write and then read each other’s work so they can experience the connection between reading and writing. Speaking and writing skills are practiced through the ‘Discussion Questions and Discussing the Reading’ sections where questions can be dealt with orally and in writing.
English for Agricultural Science
$40.00
English for Agricultural Sciences is made up of twelve thematically-based units, each of which contains one reading. The readings are authentic texts presenting a variety of agricultural topics in order to familiarize learners with relevant vocabulary as well as with different genres that learners may encounter in the course of their studies and careers. Skill-building and vocabulary-building activities accompany each reading.
The book is accompanied by four progress tests, one test for every three units. The tests are designed to be conducted online where every student can use his/her username and password to do the tests and gets his results at the end of the test. The usernames and passwords appear on every copy of the books and are valid for one user only and not to be shared, i.e. the student who holds the original copy can access the website and do the relevant test.
An important goal of English for Agricultural Sciences is to help students become confident readers by increasing their vocabulary base and improving their word comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write and then read each other’s work so they can experience the connection between reading and writing. Speaking and writing skills are practiced through the ‘Discussion Questions and Discussing the Reading’ sections where questions can be dealt with orally and in writing.
English for Architecture and Interior Design, Elementary Level
Published on 2017
$40.00
Architecture and Interior Design
English for Architecture and Interior Design is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in English for Architecture and Interior Design is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in architectural and interior-design English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
English for Architecture and Interior Design, Elementary Level
$40.00
Architecture and Interior Design
English for Architecture and Interior Design is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in English for Architecture and Interior Design is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in architectural and interior-design English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
English for Architecture and Interior Design, Intermediate Level
Published on 2014
$40.00
Architecture and Interior Design English for Architecture and Interior Design is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in English for Architecture and Interior Design is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in architectural and interior-design English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
English for Architecture and Interior Design, Intermediate Level
$40.00
Architecture and Interior Design English for Architecture and Interior Design is a two-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily for Architecture and interior design students, architects, interior designers, and other professionals with an interest in learning architectural and interior design English.
English for Architecture and Interior Design is made up of twelve thematically-based units, each of which contains one reading. skill-building and vocabulary-building activities accompany each reading.
An important goal of English for Architecture and Interior Design is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in English for Architecture and Interior Design is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in architectural and interior-design English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
English For Business and Management, Elementary Level
Published on 2010
$40.00
PREFACE
English For Business and Management, Elementary Level, is the first book in a two-level course especially designed for business and management students and professionals who are studying English as a Foreign Language (EFL) at an elementary level.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of language is carefully controlled in accordance with the principles of elementary language acquisition. Vocabulary items are systematically treated in each unit, and lexical items are recycled throughout the book as frequently as possible.
The reading passages have been carefully selected so as to remain within the elementary level of language instruction. They are arranged in ten units. Each unit is preceded by a five- to ten-minute oral exercise to motivate the reading lesson. The introductory questions serve to present the topic of the unit, to stimulate interest, and to involve students actively in the lesson. A vocabulary preview explains difficult or unusual vocabulary items from the text and gives practice with a gap-fill exercise. Associated with the reading are exercises that develop and reinforce effective reading strategies: skimming and scanning, getting the main idea, finding specific information, classification, cause and effect, comparison and contrast, outlining, referencing, etc. Techniques for identifying, reading, and understanding the given form of organization are explained. Specific grammar points from the reading passages lead to writing and speaking exercises. Finally, each unit concludes with a listening exercise on related business topics recorded on an audio CD.
English For Business and Management, Elementary Level
$40.00
PREFACE
English For Business and Management, Elementary Level, is the first book in a two-level course especially designed for business and management students and professionals who are studying English as a Foreign Language (EFL) at an elementary level.
Unit Organization
The book attempts to emphasize and integrate the basic skills of speaking, reading, and writing in the context of academic and everyday usage, with particular emphasis on the former. Grammar, arising from the reading passages, is restricted so as to aid consolidation of the above basic skills. The introduction of language is carefully controlled in accordance with the principles of elementary language acquisition. Vocabulary items are systematically treated in each unit, and lexical items are recycled throughout the book as frequently as possible.
The reading passages have been carefully selected so as to remain within the elementary level of language instruction. They are arranged in ten units. Each unit is preceded by a five- to ten-minute oral exercise to motivate the reading lesson. The introductory questions serve to present the topic of the unit, to stimulate interest, and to involve students actively in the lesson. A vocabulary preview explains difficult or unusual vocabulary items from the text and gives practice with a gap-fill exercise. Associated with the reading are exercises that develop and reinforce effective reading strategies: skimming and scanning, getting the main idea, finding specific information, classification, cause and effect, comparison and contrast, outlining, referencing, etc. Techniques for identifying, reading, and understanding the given form of organization are explained. Specific grammar points from the reading passages lead to writing and speaking exercises. Finally, each unit concludes with a listening exercise on related business topics recorded on an audio CD.
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
Published on 2008
$40.00
ENGLISH FOR BUSINESS AND MANAGEMENT, INTERMEDIATE LEVEL
$40.00
English for Computer Science, Reading Skills, Elementary Level, Second Edition
Published on 2008
$40.00
Welcome to the second edition to ENGLISH FOR COMPUTER
SCIENCE: READING SKILLS, ELEMENTARY LEVEL! This new edition
is the product of extensive revision and evaluation, not only by myself and my
students, but by the many instructors who, along with their students, have used
the previous edition and have contributed valuable suggestions and comments.
The success of the previous edition has been due, in large measure, to the honest
and careful appraisal given by language instructors and their students.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for computer science
students. It focuses on the real needs of students at this level for vocabulary
expansion and reading skill-building. It is designed for use in EFL
adult-education programs, universities, colleges, technical schools, and language
institutes.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is made up of ten thematically-based units, each of
which is divided into two parts. Vocabulary-building and skill-building exercises
accompany each reading. Each unit consists of a brief pre-reading exercise and
an exercise on skimming or scanning. Following the reading passage itself, there
are post-reading exercises that focus on important reading skills: getting the main
idea; understanding the reading structure; understanding from context; recognizing
contextual reference; the topic and topic sentence; understanding general and
specific ideas; summarizing; understanding signal words; making an outline;
understanding cause and effect; comparison and contrast; classification;
exemplification; inference; and understanding sequence.
Each part of the unit concludes with a discussion designed to encourage
students to think about, distill, and discuss the information they have read
throughout the unit. Sometimes the discussion deals with a topic from outside the
reading.
An important goal of ENGLISH FOR COMPUTER SCIENCE is to
help computing students to become confident readers by increasing their
vocabulary base and improving their reading skills. It engages them in the
process of reading thoughtfully and encourages them to move beyond passive
reading.
English for Computer Science, Reading Skills, Elementary Level, Second Edition
$40.00
Welcome to the second edition to ENGLISH FOR COMPUTER
SCIENCE: READING SKILLS, ELEMENTARY LEVEL! This new edition
is the product of extensive revision and evaluation, not only by myself and my
students, but by the many instructors who, along with their students, have used
the previous edition and have contributed valuable suggestions and comments.
The success of the previous edition has been due, in large measure, to the honest
and careful appraisal given by language instructors and their students.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is an introductory reading course for computer science
students. It focuses on the real needs of students at this level for vocabulary
expansion and reading skill-building. It is designed for use in EFL
adult-education programs, universities, colleges, technical schools, and language
institutes.
ENGLISH FOR COMPUTER SCIENCE: READING SKILLS,
ELEMENTARY LEVEL, is made up of ten thematically-based units, each of
which is divided into two parts. Vocabulary-building and skill-building exercises
accompany each reading. Each unit consists of a brief pre-reading exercise and
an exercise on skimming or scanning. Following the reading passage itself, there
are post-reading exercises that focus on important reading skills: getting the main
idea; understanding the reading structure; understanding from context; recognizing
contextual reference; the topic and topic sentence; understanding general and
specific ideas; summarizing; understanding signal words; making an outline;
understanding cause and effect; comparison and contrast; classification;
exemplification; inference; and understanding sequence.
Each part of the unit concludes with a discussion designed to encourage
students to think about, distill, and discuss the information they have read
throughout the unit. Sometimes the discussion deals with a topic from outside the
reading.
An important goal of ENGLISH FOR COMPUTER SCIENCE is to
help computing students to become confident readers by increasing their
vocabulary base and improving their reading skills. It engages them in the
process of reading thoughtfully and encourages them to move beyond passive
reading.