ENGLISH FOR NURSING, Intermediate Level
ENGLISH FOR NURSING, Intermediate Level
English for Science, Elementary Level, Third Edition
Welcome to the third edition to English For Science, Elementary Level! This new edition is the product of constant revision and evalution, not only by myself, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students. English For Science, Elementary Level, is the first book in a twolevel course especially designed for learners of English as a Foreign language who study basic science courses. It facilitates the leap from basic English to academic English, and prepares students to comprehend and use science material at an elementary level.
English For Science, Elementary, is an integrated text organized around specific rhetorical functions: general and specific information; classifying; defining; chronological order; cause and effect; comparing and contrasting; and describing a process.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of academic usage. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition. However, grammar explanations, arising from the content of reading passages, are limited so as to aid consolidation of the above basic skills.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, physics and mathematics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammatical points from the reading passages lead on to writing and speaking exercises. EFL students may be familiar with the science concepts that are covered in here but not know how to express and discuss them in English.
The focus of the book, however, is always on language rather than science, and there is no attempt to cover any scientific topic thoroughly. No previous science knowledge is needed by the teacher or student to be able to use this volume effectively for studying and improving their English.
English for Science, Elementary Level, Third Edition
Welcome to the third edition to English For Science, Elementary Level! This new edition is the product of constant revision and evalution, not only by myself, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students. English For Science, Elementary Level, is the first book in a twolevel course especially designed for learners of English as a Foreign language who study basic science courses. It facilitates the leap from basic English to academic English, and prepares students to comprehend and use science material at an elementary level.
English For Science, Elementary, is an integrated text organized around specific rhetorical functions: general and specific information; classifying; defining; chronological order; cause and effect; comparing and contrasting; and describing a process.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of academic usage. The introduction of grammatical items is graded and sequenced in accordance with the principles of elementary language acquisition. However, grammar explanations, arising from the content of reading passages, are limited so as to aid consolidation of the above basic skills.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, physics and mathematics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units which consist of vocabulary and gap-fill passages, skimming and scanning exercises, and further activities to develop effective reading strategies. Specific grammatical points from the reading passages lead on to writing and speaking exercises. EFL students may be familiar with the science concepts that are covered in here but not know how to express and discuss them in English.
The focus of the book, however, is always on language rather than science, and there is no attempt to cover any scientific topic thoroughly. No previous science knowledge is needed by the teacher or student to be able to use this volume effectively for studying and improving their English.
English for Science, Intermediate Level, First Edition
English For Science, Intermediate Level, is the second volume in the series. It is an integrated text organized around specific rhetorical functions: finding general and specific information, classifying, defining, understanding and using chronological order, determining cause and effect, comparing and contrasting, and predicting. The text is designed for university students who are studying English as a Foreign Language (EFL) at an intermediate level in order to prepare them to participate in basic science courses in English. It facilitates the leap from basic English to academic English, and it prepares students to comprehend and use science material at an intermediate level.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of scientific academic usage. Grammar instruction - based on aspects arising from the reading passages - is restricted so as to aid consolidation of the above basic skills. The introduction of grammatical items is graded and sequenced in accordance with the principles of intermediate language acquisition.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, and physics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding
English for Science, Intermediate Level, First Edition
English For Science, Intermediate Level, is the second volume in the series. It is an integrated text organized around specific rhetorical functions: finding general and specific information, classifying, defining, understanding and using chronological order, determining cause and effect, comparing and contrasting, and predicting. The text is designed for university students who are studying English as a Foreign Language (EFL) at an intermediate level in order to prepare them to participate in basic science courses in English. It facilitates the leap from basic English to academic English, and it prepares students to comprehend and use science material at an intermediate level.
Unit Organization
The book emphasizes and integrates the basic skills of speaking, reading, and writing in the context of scientific academic usage. Grammar instruction - based on aspects arising from the reading passages - is restricted so as to aid consolidation of the above basic skills. The introduction of grammatical items is graded and sequenced in accordance with the principles of intermediate language acquisition.
The units are organized around the rhetorical functions used in scientific study. Each rhetorical function is introduced in a short reading passage and developed further in relevant exercises. As far as possible, reading and writing skills are introduced as they relate to the rhetorical function.
Topics have been carefully selected from the general science curriculum (biology, botany, chemistry, and physics) to serve as vehicles for presenting the rhetorical functions, syntactic constructions, and vocabulary used frequently in scientific discourse. They reflect an appropriate level of language. They are arranged in ten units. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea; understanding the reading structure; understanding
English For Tourism, Elementary Level.
English For Tourism, Elementary Level.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English For Tourism, Intermediate Level
- A modern approach to the teaching of reading in terms of both content and skills.
- A wide variety of reading texts taken from authentic tourism and archeology curricula.
- All language elements (grammar, vocabulary, reading, speaking, and writing skills) developed simultaneously.
- A wide variety of vocabulary development exercises to help students understand unfamiliar words and build their own vocabulary bank.
- Grammatical structures are introduced inductively and deductively, accompanied by contextualised practice material.
- A great variety of rhetorical styles and writing types.
- Students’ participation and involvement maximized through communicative language activities.
- Easy to use and teach with clear and straightforward tasks.
- Guessing Meaning from Context: Students are encouraged to study and learn the vocabulary items explained in the vocabulary preview section and do the vocabulary exercises. They are also encouraged to understand the meaning of unfamiliar words and expressions by looking for context clues. Each unit includes an exercise on guessing meaning from context, which provides practice in context clues skills and highlights the unfamiliar vocabulary used in each unit.
- Word Forms: This type of exercises helps students build their vocabulary by learning the functions of prefixes and suffixes as well as word form usage.
- Synonyms and Antonyms: These are presented in varied formats and aim at developing students’ vocabulary.
English for Veterinary Sciences, Elementary Level
English for Veterinary Sciences, Elementary, is a reading textbook for
students of English as a Foreign Language (EFL) who have a basic knowledge of
English. It is designed primarily for veterinary-science students, veterinarians,
and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is made up of twelve
thematically-based units, each of which contains one reading. skillbuilding
and vocabulary-building activities accompany each reading.
An important goal of English for Veterinary Sciences is to help students
become confident readers by increasing their vocabulary base and improving
their word-comprehension skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond merely passive reading. To
accomplish this, the book addresses the reading process in a direct manner, and
various reading and vocabulary skills are presented as part of that process. The
instruction and practice with reading skills help students increase their reading
fluency, and equip them with skills they need for academic achievement.
Focus on vocabulary-building promotes their language acquisition and
academic advancement. Also, the lexical and syntactic content of the readings
has been controlled. The tasks are varied, accessible, and engaging, and they
provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged
in many parts of the book by exercises which require students to work in pairs
or small groups. In discussions with others, students formulate and articulate
their ideas more precisely, and so they acquire new ways of talking and thinking
about a text. These activities present opportunities for real-world contact and
real-world use of language. Students are asked to write, and then to read each
other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in
one approach, class time is primarily spent with students doing individual
reading and exercise-completion; in the other, class time is devoted to group
discussions of the reading and exercise-completion. Because both approaches
are important, this book integrates them by alternating reading activities with
speaking and writing activities.iv
Within each unit, students will not only practice reading, but they will
also receive instruction in various skills and strategies incorporated into the
reading process.
The basic format of each unit in English for Veterinary Sciences is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading
and get students thinking about that topic. Activating prior knowledge
allows students to tap into what they already know and then build on
that knowledge, and stirs curiosity. The questions are based on relevant
pictures, posters, or diagrams and allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in veterinaryscience
English are explained in simple English and illustrated with
appropriate pictures. These are followed by a fill-in-the-blanks exercise to
make sure that students understand the words and can use them in context.
Understanding is crucial to language acquisition.
Scanning and Skimming
In this section, students are asked to scan the reading for specific
information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building
exercises is introduced: determining the main idea; understanding reading
structure; guessing meaning from context; recognizing contextual reference;
finding topics and topic sentences; understanding signal words; making
an outline; understanding cause and effect; understanding antonyms and
synonyms, etc. These dynamic skill and vocabulary acquisition exercises
ensure that students will develop and acquire the important reading skills and
vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage
students to think about, distil, and exchange views about the information they
have been presented with throughout the unit. Following the discussion, the
students are requested to write down answers to the discussion questions, a
place for students to reflect in writing on the learning in the unit.
English for Veterinary Sciences, Elementary Level
English for Veterinary Sciences, Elementary, is a reading textbook for
students of English as a Foreign Language (EFL) who have a basic knowledge of
English. It is designed primarily for veterinary-science students, veterinarians,
and other professionals with an interest in learning veterinary-science English.
English for Veterinary Sciences, Elementary, is made up of twelve
thematically-based units, each of which contains one reading. skillbuilding
and vocabulary-building activities accompany each reading.
An important goal of English for Veterinary Sciences is to help students
become confident readers by increasing their vocabulary base and improving
their word-comprehension skills. It engages them in the process of reading
thoughtfully and encourages them to move beyond merely passive reading. To
accomplish this, the book addresses the reading process in a direct manner, and
various reading and vocabulary skills are presented as part of that process. The
instruction and practice with reading skills help students increase their reading
fluency, and equip them with skills they need for academic achievement.
Focus on vocabulary-building promotes their language acquisition and
academic advancement. Also, the lexical and syntactic content of the readings
has been controlled. The tasks are varied, accessible, and engaging, and they
provide stimuli for frequent student-teacher and student-student interaction.
Student awareness of reading and thinking processes is further encouraged
in many parts of the book by exercises which require students to work in pairs
or small groups. In discussions with others, students formulate and articulate
their ideas more precisely, and so they acquire new ways of talking and thinking
about a text. These activities present opportunities for real-world contact and
real-world use of language. Students are asked to write, and then to read each
other’s work so they can experience the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in
one approach, class time is primarily spent with students doing individual
reading and exercise-completion; in the other, class time is devoted to group
discussions of the reading and exercise-completion. Because both approaches
are important, this book integrates them by alternating reading activities with
speaking and writing activities.iv
Within each unit, students will not only practice reading, but they will
also receive instruction in various skills and strategies incorporated into the
reading process.
The basic format of each unit in English for Veterinary Sciences is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading
and get students thinking about that topic. Activating prior knowledge
allows students to tap into what they already know and then build on
that knowledge, and stirs curiosity. The questions are based on relevant
pictures, posters, or diagrams and allow students to interact with each other.
Vocabulary Preview
A number of key words and phrases which are common in veterinaryscience
English are explained in simple English and illustrated with
appropriate pictures. These are followed by a fill-in-the-blanks exercise to
make sure that students understand the words and can use them in context.
Understanding is crucial to language acquisition.
Scanning and Skimming
In this section, students are asked to scan the reading for specific
information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building
exercises is introduced: determining the main idea; understanding reading
structure; guessing meaning from context; recognizing contextual reference;
finding topics and topic sentences; understanding signal words; making
an outline; understanding cause and effect; understanding antonyms and
synonyms, etc. These dynamic skill and vocabulary acquisition exercises
ensure that students will develop and acquire the important reading skills and
vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage
students to think about, distil, and exchange views about the information they
have been presented with throughout the unit. Following the discussion, the
students are requested to write down answers to the discussion questions, a
place for students to reflect in writing on the learning in the unit.
English Grammar for Health Professions, Elementary Level. First Edition.
English Grammar for Health Professions, Elementary Level. First Edition.
English Grammar for Health Professions, Intermediate Level. First Edition
English Grammar for Health Professions, Intermediate Level. First Edition
English Placement Test (EPT) Prep., First Edition
English Placement Test (EPT) Prep. is designed to prepare students and other professionals including language teachers to write the EPT. Several universities, colleges, and other academic institutions use this test for purposes such as academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.
The EPT is a test of English language abilities that measures the English proficiency levels of students and others wishing to join academic or professional programs. It is based on the Common European Framework of Reference for Languages, and popular options include IELTS and TOEFL.
English Placement Test (EPT) Prep., First Edition
English Placement Test (EPT) Prep. is designed to prepare students and other professionals including language teachers to write the EPT. Several universities, colleges, and other academic institutions use this test for purposes such as academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.
The EPT is a test of English language abilities that measures the English proficiency levels of students and others wishing to join academic or professional programs. It is based on the Common European Framework of Reference for Languages, and popular options include IELTS and TOEFL.
Essentials of English for Specific Purposes, Lower Intermediate Level
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS, is a theme-based, two-level, ESP series designed to
prepare students for college and university-level specialized content. In order to
facilitate academic success, the series combines communicative activities with skill based exercises in listening, speaking, reading, writing, and grammar. It encompasses
a wide range of college and university specialties: business and office management,
banking, accounting, marketing, tourism, health sciences, and the hotel service
industry. Essentials of English focuses on the real needs of ESP students who
require vocational English in order to help them deal with various majors at college
and university.
To achieve this goal, topics are carefully selected from authentic relevant
materials covering a variety of college and university courses. This exposes students
to the realities of specialized language requirements so they may gauge their own
needs according to their individual stage of language acquisition. The materials are
interwoven and interrelated to create cohesion and homogeneity in terms of themes,
vocabulary, grammar, listening, and speaking activities. Spiral recycling is also
maintained throughout the book.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS is made up of eight thematically-based units. Each unit
consists of listening, speaking, reading, writing, and grammar.
The Before Listening, Listening, and After Listening sections activate
students’ prior knowledge, guide them to listen for main ideas and specific
information, and increase their understanding through comprehension questions and
vocabulary recycling. Various task-based practice exercises reinforce listening
comprehension.
The Vocabulary Preview introduces students to new vocabulary in the
listening and reading sections. The listening sections increase students’ listening
comprehension through task-based practice. Pictures provide valuable context for
each topic.
The Before Reading, Reading, and After Reading sections provide
scaffolding to help students build an understanding of authentic language. It does so
by assisting them in the identification of main ideas while reinforcing understanding
through the use of comprehension questions. In addition, language-learning strategies
such as making good guesses about vocabulary and understanding pronoun reference
provide students with the reading-comprehension tools they require. Students also
have the opportunity to generate language in a semi-controlled format through
discussions and writing exercises. Students are encouraged to contribute their own
opinions on subjects related to the various units.
The Grammar section contains explanations and charts that provide clear,
easy-to-understand, and visually-appealing grammar presentations. The exercises
in this section give students controlled practice of specific grammatical points, as
well as some freer, communicative-based practice.
Writing exercises, in the form of controlled writing practice, develop naturally
from the reading and grammar sections.
Essentials of English for Specific Purposes, Lower Intermediate Level
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS, is a theme-based, two-level, ESP series designed to
prepare students for college and university-level specialized content. In order to
facilitate academic success, the series combines communicative activities with skill based exercises in listening, speaking, reading, writing, and grammar. It encompasses
a wide range of college and university specialties: business and office management,
banking, accounting, marketing, tourism, health sciences, and the hotel service
industry. Essentials of English focuses on the real needs of ESP students who
require vocational English in order to help them deal with various majors at college
and university.
To achieve this goal, topics are carefully selected from authentic relevant
materials covering a variety of college and university courses. This exposes students
to the realities of specialized language requirements so they may gauge their own
needs according to their individual stage of language acquisition. The materials are
interwoven and interrelated to create cohesion and homogeneity in terms of themes,
vocabulary, grammar, listening, and speaking activities. Spiral recycling is also
maintained throughout the book.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,
INTEGRATED SKILLS is made up of eight thematically-based units. Each unit
consists of listening, speaking, reading, writing, and grammar.
The Before Listening, Listening, and After Listening sections activate
students’ prior knowledge, guide them to listen for main ideas and specific
information, and increase their understanding through comprehension questions and
vocabulary recycling. Various task-based practice exercises reinforce listening
comprehension.
The Vocabulary Preview introduces students to new vocabulary in the
listening and reading sections. The listening sections increase students’ listening
comprehension through task-based practice. Pictures provide valuable context for
each topic.
The Before Reading, Reading, and After Reading sections provide
scaffolding to help students build an understanding of authentic language. It does so
by assisting them in the identification of main ideas while reinforcing understanding
through the use of comprehension questions. In addition, language-learning strategies
such as making good guesses about vocabulary and understanding pronoun reference
provide students with the reading-comprehension tools they require. Students also
have the opportunity to generate language in a semi-controlled format through
discussions and writing exercises. Students are encouraged to contribute their own
opinions on subjects related to the various units.
The Grammar section contains explanations and charts that provide clear,
easy-to-understand, and visually-appealing grammar presentations. The exercises
in this section give students controlled practice of specific grammatical points, as
well as some freer, communicative-based practice.
Writing exercises, in the form of controlled writing practice, develop naturally
from the reading and grammar sections.
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,INTEGRATED SKILLS, ELMENTARY LEVEL, First Edition
ESSENTIALS OF ENGLISH FOR SPECIFIC PURPOSES,INTEGRATED SKILLS, ELMENTARY LEVEL, First Edition
Foundation 1 Integrated Skills, Low Intermediate
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading and grammar sections. They are in the form of guided writing practice.
Foundation 1 Integrated Skills, Low Intermediate
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading and grammar sections. They are in the form of guided writing practice.
Foundation 1: Reading Skills, Elementary Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation 1: Reading Skills, Elementary Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation 2: Reading Skills, Intermediate Level, First Edition
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation 2: Reading Skills, Intermediate Level, First Edition
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation 3: Reading Skills, Upper Intermediate Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation 3: Reading Skills, Upper Intermediate Level, First Edition
Foundations: Reading Skills is a four-level-reading textbook for students of English as a Foreign Language (EFL) who have a basic knowledge of English. It is designed primarily to help students prepare for studying in English–medium academic courses.
Foundations: Reading Skills is comprised of ten thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading.
An important goal of Foundations: Reading Skills is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student student
interaction.
Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience
the connection between reading and writing.
Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities.
Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.
The basic format of each unit in Foundations: Reading Skills is as follows:
Before Reading
These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.
Vocabulary Preview
A number of key words which are common in everyday and academic English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.
Scanning and Skimming
In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.
After Reading
In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding parts of speech; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.
Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit.
Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
Foundation Access – Integrated Skills, High Begining
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading, and grammar sections. They are in the form of guided writing practice.w
Foundation Access – Integrated Skills, High Begining
Welcome to the second edition of FOUNDATION, INTEGRATED SKILLS. This new edition is the product of ongoing revision and evaluation, not only by myself, but also by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.
FOUNDATION, INTEGRATED SKILLS, is a theme-based, two-level, EFL series designed to prepare students for university-level academic content. The series combines communicative activities with skill-based exercises in listening, speaking, reading, writing, and grammar in order to facilitate academic success. It focuses on the real needs of Arab students intending to go to university, and prepares them to enter university courses after the completion of this series.
FOUNDATION, INTEGRATED SKILLS, is made up of eight thematically-based units. Each unit consists of listening, speaking, reading, writing, and grammar activities and explanations.
The Before Listening, Listening, and After Listening sections activate students’ prior knowledge, guide them to listen for main ideas and specific information, and increase their understanding through comprehension questions and vocabulary recycling. Various task-based practice exercises reinforce their listening comprehension.
The speaking activities develop naturally from listening, reading, and grammar exercises and take various forms: comprehension questions answered orally in complete sentences; vocabulary reviews that reinforce understanding and improve learner ability to communicate with the new vocabulary and so on; talking about pictures; and authentic speaking opportunities in a variety of formats such as interviews, surveys, scenarios. All these speaking activities aim at enhancing students’ fluency, building confidence by linking understanding to production, and improving overall ability to communicate effectively.
The Vocabulary Preview introduces the students to new vocabulary appearing in the listening and reading sections. The listening sections increase student listening comprehension through task-based practice. Pictures provide valuable context for each topic.
The Before Reading, Reading, and After Reading sections provide scaffolding to help students build to understanding authentic language and identifying main ideas, while reinforcing said understanding through comprehension questions. Language-learning strategies such as making reasonable guesses about vocabulary and understanding pronoun reference provide students with reading comprehension tools. Students also have the opportunity to generate language in a semi-controlled format, with discussion and writing exercises encouraging students to contribute their own opinions on subjects of student interest related to the various unit topics.
The Grammar section contains explanations and charts, which provide clear, easy-to-understand, and visually-appealing grammar presentations. The exercises in this section give students controlled practice of specific grammatical points, as well as some freer practice with more communicative exercises.
Writing exercises develop naturally from the listening, speaking, reading, and grammar sections. They are in the form of guided writing practice.w
Foundation: Beginners
We hope that you will enjoy using this book, and through it become better, more confident learners of English.
Foundation: Beginners
We hope that you will enjoy using this book, and through it become better, more confident learners of English.
Foundations English Grammar 2