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.