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English for Computer Science, Reading Skills, Intermediate Level, Second Edition

Published on 2008
$40.00

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.

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English for Computer Science, Reading Skills, Intermediate Level, Second Edition

$40.00

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.

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ENGLISH FOR COMPUTER SCIENCE: READING SKILLS, ELEMENTARY LEVEL! Third Edition

Published on 2022
$40.00
  English for Computer Sciences is designed for: - students of Computer Science in technical colleges and universities, - people working with computers who want to improve their knowledge of English for study - because people need to use English-language manuals, textbooks, and reference works - because people plan to work in an English-speaking environment 2 Objectives English for Computer Sciences aims at skill improvement:
  • Speaking - to communicate about computing topics
  • Reading - to understand a wide variety of texts including diagrams, tables, and
advertisements - to compare different sources of information, written and spoken - to develop and build reading strategies and skills - to understand the reading structure - to learn and practice scanning and skimming skills - to recognize the main ideas and general purposes of reading passages - to understand signal words - to recognize the contextual reference - to understand cause and effect, comparison and contrast, classification, exemplification, inference, and sequence
  • Writing - to write descriptions and explanations of processes
- to write summaries of longer texts - to make outlines - to write answers to discussion questions in complete sentences 3 Author This book has been written by a prolific ESP writer authoring 115 ESP textbooks. Care has been taken to ensure that the book is methodologically sound and at the same time that the technical content is correct and up-to-date. Recent important developments in computing are included. 4 Textbook design This textbook is designed to meet the requirements of both teachers and students. The author recognizes that very few English teachers have specialist knowledge of computing. He also recognizes that the students who use this book want some exposure to the kind of texts used by their fellows in English-speaking countries. The materials used in this book, therefore, consist of genuine computer materials adapted to be appropriate to the level. 5 Organization This textbook contains 12 units thematically based units, each of which consists of one reading passage. Each unit begins starts with a brief pre-reading exercise followed by a vocabulary preview section where keywords and phrases are explained and illustrated in several sentences. Various types of exercises are used to make sure that students have understood and seen these words and phrases in new contexts. Scanning for specific information and/or skimming for main ideas exercises precede the reading. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: reading comprehension, getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; understanding the topic and topic sentence; understanding general and specific ideas; summarizing; understanding signal words; making an outline; understanding cause and effect; understanding comparison and contrast; practicing classification; and understanding exemplification, inference, and 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. The book contains a glossary of technical terms along with their definitions as a handy reference of the terms used in this book. 6 Sections Getting Ready This section contains starter activities. It is intended to start students thinking about the topic of the unit and to encourage them to share both relevant language and knowledge of the topic. Reading All units contain one computer-related reading passage. The activities which accompany passages are designed to improve both extensive reading skills (more speed, less attention to detail) and intensive reading skills (less speed, more attention to detail). Because the texts are authentic and technical, each unit contains a vocabulary preview that explains keywords used in the reading along with several sentences illustrating their usage as well as their pronunciation and parts of speech. Speaking These activities are for fluency through practice, not accuracy. The real importance of these activities lies in the communicative process. Often students will not understand each other at first. It is important that they develop strategies for coping with not understanding and not being understood. For example, they should be encouraged to ask for clarification when they do not understand and to try rephrasing when they do not understand. VI Writing The various types of writing exercises concentrate on reinforcing language use. Spelling As the texts in English for Computer Sciences are authentic and come from a variety of sources, some inconsistencies in spelling and punctuation will be found. The publisher has not attempted to standardize these, since students will be exposed to such inconsistencies in their professional lives. Certain words deserve special mention. In British texts on computing the American spelling, analog is fast becoming standard, whereas the British texts on electronics analogue are almost always used. The spelling of disk/disc varies widely. The usual forms are: compact disc; hard/floppy disk, disk drive, etc.
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ENGLISH FOR COMPUTER SCIENCE: READING SKILLS, ELEMENTARY LEVEL! Third Edition

$40.00
  English for Computer Sciences is designed for: - students of Computer Science in technical colleges and universities, - people working with computers who want to improve their knowledge of English for study - because people need to use English-language manuals, textbooks, and reference works - because people plan to work in an English-speaking environment 2 Objectives English for Computer Sciences aims at skill improvement:
  • Speaking - to communicate about computing topics
  • Reading - to understand a wide variety of texts including diagrams, tables, and
advertisements - to compare different sources of information, written and spoken - to develop and build reading strategies and skills - to understand the reading structure - to learn and practice scanning and skimming skills - to recognize the main ideas and general purposes of reading passages - to understand signal words - to recognize the contextual reference - to understand cause and effect, comparison and contrast, classification, exemplification, inference, and sequence
  • Writing - to write descriptions and explanations of processes
- to write summaries of longer texts - to make outlines - to write answers to discussion questions in complete sentences 3 Author This book has been written by a prolific ESP writer authoring 115 ESP textbooks. Care has been taken to ensure that the book is methodologically sound and at the same time that the technical content is correct and up-to-date. Recent important developments in computing are included. 4 Textbook design This textbook is designed to meet the requirements of both teachers and students. The author recognizes that very few English teachers have specialist knowledge of computing. He also recognizes that the students who use this book want some exposure to the kind of texts used by their fellows in English-speaking countries. The materials used in this book, therefore, consist of genuine computer materials adapted to be appropriate to the level. 5 Organization This textbook contains 12 units thematically based units, each of which consists of one reading passage. Each unit begins starts with a brief pre-reading exercise followed by a vocabulary preview section where keywords and phrases are explained and illustrated in several sentences. Various types of exercises are used to make sure that students have understood and seen these words and phrases in new contexts. Scanning for specific information and/or skimming for main ideas exercises precede the reading. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: reading comprehension, getting the main idea; understanding the reading structure; understanding from context; recognizing contextual reference; understanding the topic and topic sentence; understanding general and specific ideas; summarizing; understanding signal words; making an outline; understanding cause and effect; understanding comparison and contrast; practicing classification; and understanding exemplification, inference, and 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. The book contains a glossary of technical terms along with their definitions as a handy reference of the terms used in this book. 6 Sections Getting Ready This section contains starter activities. It is intended to start students thinking about the topic of the unit and to encourage them to share both relevant language and knowledge of the topic. Reading All units contain one computer-related reading passage. The activities which accompany passages are designed to improve both extensive reading skills (more speed, less attention to detail) and intensive reading skills (less speed, more attention to detail). Because the texts are authentic and technical, each unit contains a vocabulary preview that explains keywords used in the reading along with several sentences illustrating their usage as well as their pronunciation and parts of speech. Speaking These activities are for fluency through practice, not accuracy. The real importance of these activities lies in the communicative process. Often students will not understand each other at first. It is important that they develop strategies for coping with not understanding and not being understood. For example, they should be encouraged to ask for clarification when they do not understand and to try rephrasing when they do not understand. VI Writing The various types of writing exercises concentrate on reinforcing language use. Spelling As the texts in English for Computer Sciences are authentic and come from a variety of sources, some inconsistencies in spelling and punctuation will be found. The publisher has not attempted to standardize these, since students will be exposed to such inconsistencies in their professional lives. Certain words deserve special mention. In British texts on computing the American spelling, analog is fast becoming standard, whereas the British texts on electronics analogue are almost always used. The spelling of disk/disc varies widely. The usual forms are: compact disc; hard/floppy disk, disk drive, etc.
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ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL

Published on 2008
$40.00
ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL, is the second book in a two-level course especially designed for dentistry students and professionals who are studying English as a Foreign language (EFL). The text integrates the basic skills of reading, speaking, and writing in order to prepare dentistry students to understand and be able to discuss dentistry subjects at an intermediate level. The project evolved from a study of the needs of dentistry students in the Arab world. Although the book focuses on dentistry, most of the skills taught are appropriate for any academic course of study.  
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ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL

$40.00
ENGLISH FOR DENTISTRY, INTERMEDIATE LEVEL, is the second book in a two-level course especially designed for dentistry students and professionals who are studying English as a Foreign language (EFL). The text integrates the basic skills of reading, speaking, and writing in order to prepare dentistry students to understand and be able to discuss dentistry subjects at an intermediate level. The project evolved from a study of the needs of dentistry students in the Arab world. Although the book focuses on dentistry, most of the skills taught are appropriate for any academic course of study.  
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English FOR ENGINEERING , Intermediate

Published on 2008
$40.00

            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.

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English FOR ENGINEERING , Intermediate

$40.00

            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.

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English for Engineering ,Elementary Level

Published on 2006
$40.00
ENGLISH FOR ENGINEERING, READING SKILLS, ELEMENTARY LEVEL, is an introductory reading course for engineerinmg 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, engineering colleges and technical schools.             ENGLISH FOR ENGINEERING is made up of fifteen 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 meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outling, 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. Simetimes the discussion deals with a topic from outside the reading. 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, material engineering, electronics engineering,  etc. The book is intended to provide students with a solid foundation in engineering in general 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.
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English for Engineering ,Elementary Level

$40.00
ENGLISH FOR ENGINEERING, READING SKILLS, ELEMENTARY LEVEL, is an introductory reading course for engineerinmg 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, engineering colleges and technical schools.             ENGLISH FOR ENGINEERING is made up of fifteen 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 meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outling, 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. Simetimes the discussion deals with a topic from outside the reading. 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, material engineering, electronics engineering,  etc. The book is intended to provide students with a solid foundation in engineering in general 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.
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English for Engineering, Reading Skills, Elementary Level

Published on 2018
$40.00

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.

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Add to Wishlist

English for Engineering, Reading Skills, Elementary Level

$40.00

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.

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English for Engineering, Reading Skills, Intermediate Level

Published on 2018
$40.00

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

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English for Engineering, Reading Skills, Intermediate Level

$40.00

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

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English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition

Published on 2008
$40.00
PREFACE Welcome to the fourth edition to English For Health Sciences: Reading Skills, Elementary Level! This new edition 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. This book 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. Unit Organization Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Each of the ten units consists 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 text Understanding meaning in context Understanding reading structure Identifying specific information Identifying general ideas Recognizing contextual reference Understanding signal words Making an outline Summarizing Making notes Classifying Comparing and contrasting Identifying cause and effect Describing Identifying examples Understanding stems and affixes Using a dictionary Increasing reading speed Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation. 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 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 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 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, 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 covered often limits the 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 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 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. Contents Unit 1 Arab Hospitals Unit 2 Structure and Function of the Heart Unit 3 Diet Unit 4 Medicines and Drugs Unit 5 Americans’ Use of Medication Unit 6 Infections Unit 7 The Common Cold Unit 8 Stress Unit 9 Revision Unit 10 Caffeine and Coffee Reading: Caffeine and Coffee Unit 11 Why Have They Not Found a Cure Unit 12 First Aid Unit 13 Accidents Unit 14 Headaches Unit 15 Why Do People Smoke? Unit 16 High Blood Pressure Unit 17 Why Do Children Get Chickenpox? Unit 18 Revision
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English for Health Sciences, Reading Skills, Elementary Level, Fourth Edition

$40.00
PREFACE Welcome to the fourth edition to English For Health Sciences: Reading Skills, Elementary Level! This new edition 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. This book 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. The topics have been selected from a wide range of authentic writings including health science curricula, as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way. Unit Organization Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Each of the ten units consists 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 text Understanding meaning in context Understanding reading structure Identifying specific information Identifying general ideas Recognizing contextual reference Understanding signal words Making an outline Summarizing Making notes Classifying Comparing and contrasting Identifying cause and effect Describing Identifying examples Understanding stems and affixes Using a dictionary Increasing reading speed Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation. 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 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 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 the text (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, without explanation. The readings are followed by a variety of exercises in the After You Read 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 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, 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 covered often limits the 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 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 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. Contents Unit 1 Arab Hospitals Unit 2 Structure and Function of the Heart Unit 3 Diet Unit 4 Medicines and Drugs Unit 5 Americans’ Use of Medication Unit 6 Infections Unit 7 The Common Cold Unit 8 Stress Unit 9 Revision Unit 10 Caffeine and Coffee Reading: Caffeine and Coffee Unit 11 Why Have They Not Found a Cure Unit 12 First Aid Unit 13 Accidents Unit 14 Headaches Unit 15 Why Do People Smoke? Unit 16 High Blood Pressure Unit 17 Why Do Children Get Chickenpox? Unit 18 Revision
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