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English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition

Published on 2019
$40.00

English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments.

The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.

English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

Unit Organization

English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.

Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.

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Add to Wishlist

English for Health Sciences, Reading Skills, Elementary Level. Fifth Edition

$40.00

English for Health Sciences: Reading Skills, Elementary Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments.

The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.

English for Health Sciences: Reading Skills, Elementary Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the elementary level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

Unit Organization

English for Health Sciences: Reading Skills, Elementary Level is made up twelve units and three progress tests. To do the tests, the student has to login on to professorsuleimanmazyad.com using his/her username and password which he/she can create using the code that appears on the back cover of the book.

Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.

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English for Health Sciences, Reading Skills, Intermediate Level. Second Edition

Published on 2004
$40.00
Welcome to the second edition of English For Health Sciences, Reading Skills, Intermediate Level! This new edition is the product of constant revision and evaluation, 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 Health Sciences, Reading Skills is the second in a series of English language texts 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 medical science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, 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. The rationale for selecting authentic materials is to ease the students’ passage from the “safety” of ‘EFL English” to confronting the English of the “real world” in a manner that makes students aware of the control they can exercise, even with texts which are, at first sight, beyond their level of language competence. Thus, despite the daunting appearance of the readings, the tasks based on them are designed to be within the students’ abilities to carry out. This approach should encourage students to move through the book with a growing sense of confidence and accomplishment as they discover that they can find the main ideas and important details, understanding much of the new vocabulary without a dictionary and successfully applying critical thinking to their reading. Unit Organisation Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Individual teachers are left to make the choice of which sections best suit the specific needs of their students. Each of the sixteen 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: l Getting the main idea of a text l Guessing meaning from context l Understanding reading structure l Understanding details l Finding the topic sentence l Understanding cause and effect l Recognizing contextual reference l Understanding expressions and idioms l Summarizing l Interpreting the author’s point of view l Making notes l Understanding stems and affixes l Using a dictionary l Increasing reading speed l Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation l Understanding comparison and contrast l Understanding chronological order l Understanding general and specific information Understanding classification 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 selection 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 section, students practise finding the topic sentence of a paragraph or, for paragraphs with no topic sentence, practise “adding up” details to work out the implied main idea. In sections on rhetorical functions, i.e., general and specific information, cause and effect, classification and comparison and contrast, etc, students are given adequate practice to understand these functions which are recycled where appropriate. 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.
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English for Health Sciences, Reading Skills, Intermediate Level. Second Edition

$40.00
Welcome to the second edition of English For Health Sciences, Reading Skills, Intermediate Level! This new edition is the product of constant revision and evaluation, 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 Health Sciences, Reading Skills is the second in a series of English language texts 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 medical science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, 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. The rationale for selecting authentic materials is to ease the students’ passage from the “safety” of ‘EFL English” to confronting the English of the “real world” in a manner that makes students aware of the control they can exercise, even with texts which are, at first sight, beyond their level of language competence. Thus, despite the daunting appearance of the readings, the tasks based on them are designed to be within the students’ abilities to carry out. This approach should encourage students to move through the book with a growing sense of confidence and accomplishment as they discover that they can find the main ideas and important details, understanding much of the new vocabulary without a dictionary and successfully applying critical thinking to their reading. Unit Organisation Because the book’s primary purpose is to develop the reading process, it offers a large variety of exercises and activities directed at reading. Individual teachers are left to make the choice of which sections best suit the specific needs of their students. Each of the sixteen 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: l Getting the main idea of a text l Guessing meaning from context l Understanding reading structure l Understanding details l Finding the topic sentence l Understanding cause and effect l Recognizing contextual reference l Understanding expressions and idioms l Summarizing l Interpreting the author’s point of view l Making notes l Understanding stems and affixes l Using a dictionary l Increasing reading speed l Discussing questions that relate the reading selection to the students’ own lives, allowing for some conversation l Understanding comparison and contrast l Understanding chronological order l Understanding general and specific information Understanding classification 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 selection 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 section, students practise finding the topic sentence of a paragraph or, for paragraphs with no topic sentence, practise “adding up” details to work out the implied main idea. In sections on rhetorical functions, i.e., general and specific information, cause and effect, classification and comparison and contrast, etc, students are given adequate practice to understand these functions which are recycled where appropriate. 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.
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English for Health Sciences, Reading Skills, Lower Intermediate Level. Second Edition

Published on 2009
$40.00

English For Health Sciences -Reading Skills, Lower Intermediate Level! This new edition is the product of constant revision and evaluation, not only by me, but also by the many instructors who, along with their students, have used the previous edition and have sent in valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.

English For Health Sciences - Reading Skills, Lower Intermediate

Level, is the second in a series of English language texts constructed for use in health colleges, institutes and adult English language-training programmes. The aim of the series is to prepare students to participate in medical science courses.

This text is structured at the lower intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, it focuses on reading skills with the aims of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

The topics have been selected from a wide range of authentic writings

including health-science curricula, medical journals, and textbooks to serve

as vehicles for developing reading with its associated skills in an interesting

and informative way. The rationale for selecting authentic materials is to ease

the students’ passage from the ‘safety’ of EFL English to confronting the

English of the ‘real world’ in a manner that makes students aware of the

control they can exercise, even with texts which are, at first sight, beyond

their level of language competence. Thus, despite the sometimes daunting

appearance of the readings, the tasks based on them are designed to be

within the students’ abilities to carry out. This encourages students to move

through the book with a growing sense of confidence and accomplishment

as they discover that they can find the main ideas and important details,

understand much of the new vocabulary without a dictionary, and successfully

apply critical thinking to their reading.

 

Unit Organization

Because the book’s primary purpose is to develop the reading

process, it offers a wide variety of exercises and activities directed at reading.

Each of the ten units consists of two parts, and each part is composed of

a brief pre-reading exercise and an exercise on skimming or scanning.

Following the reading itself, there are post-reading exercises that focus on

important reading skills that include:

   Getting the main idea of a passage

    Guessing meaning from context

􀁺 Understanding reading structure

􀁺 Understanding details

􀁺 Finding topic sentences

􀁺 Understanding cause and effect

􀁺 Recognizing contextual reference

􀁺 Understanding expressions and idioms

􀁺 Understanding adjectival and noun phrases

􀁺 Making an outline

􀁺 Understanding stems and affixes

􀁺 Using a dictionary

􀁺 Discussing questions that relate the reading selection to the students’ own

lives, allowing for some conversation

􀁺 Understanding comparison and contrast

􀁺 Understanding general and specific information

􀁺 Understanding classification

To the Teacher

Having some idea of the subject matter is clearly an important aspect

of successful reading. To this end, students need to be encouraged to look

at and discuss the pictures in the Before You Read and Getting Started

sections, and to attempt to answer the accompanying questions.

When tackling the reading selections themselves, students should read

silently. This increases reading speed and also closely parallels the established

approach to the reading of academic texts. Encouraging the students to

‘unhinge’ their minds from their lips, i.e. not to pronounce or silently mouth

words as they read, is an additional means of increasing one’s reading speed.

Not allowing dictionary use for the initial reading forces readers to try to

extract the meanings of words from their context in the passage. Stress the

importance of homing in on the main ideas of a reading passage.

As an alternate to this approach, you may occasionally wish to read

a passage aloud (or play a recording of it) while the students follow silently

in their books. Whichever approach is used, the passage should be read

through in full, without explanation.

The readings are followed by a variety of exercises in the After

Reading sections. These are intended to help students to consolidate, in

English, the very same skills they are assumed to possess in their native

language. Again, the emphasis is on grasping the main idea and guessing

meaning from context, a sometimes bewildering but ultimately rewarding

experience for many students who have developed a slavish reliance on their

dictionaries. They need to learn that trying to find out the exact meaning

of a word is not always necessary, and can even be counter-productive if

the word has subtly acquired a different shade of meaning in a new context.

Although students are instructed to re-read the selection after doing

the Guessing Meaning from Context exercises, after having completed

several units, you might have them mark up the passage as main ideas,

subordinate ideas, and supporting details after reading it just once. This is

an approach commonly followed in courses in tertiary education, where the

sheer volume of reading to be covered often limits the student to no more

than a single reading of a chapter. Should you decide on more than one

reading, try to restrict dictionary usage to a minimum, stressing it as a last

resort.

In the Getting the Main Idea section, students practise finding the

topic sentence of a paragraph or, for paragraphs with no topic sentence,

practise “adding up” details to work out the implied main idea.

In sections on rhetorical functions, i.e. general and specific

information, cause and effect, classification, comparison and contrast,

etc., students are given adequate practice to understand these functions, and

also they are recycled where appropriate.

The Building Vocabulary exercises can be assigned as homework.

Students should be given free rein in practising newly-acquired

vocabulary when they express their opinions in the Discussing the Reading

sections. This may be handled in a number of ways. For example:

  1. the teacher asks questions of the entire class. The advantage

of this approach is teacher control of the discussion, to direct

and add to it. (However, a common problem can arise here with

an unresponsive group of students who may be too embarrassed

to speak out.

  1. the students discuss answers in small groups. A representative

of each group then reports the group’s findings to the entire class.

For very shy students, pairs of student reporters may be

preferable.

  1. one selected question is chosen for a debate. The class is then

divided into two sides, the sides choose two teams, and then

all prepare points for their team.

Quick View
Add to Wishlist

English for Health Sciences, Reading Skills, Lower Intermediate Level. Second Edition

$40.00

English For Health Sciences -Reading Skills, Lower Intermediate Level! This new edition is the product of constant revision and evaluation, not only by me, but also by the many instructors who, along with their students, have used the previous edition and have sent in valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by instructors and their students.

English For Health Sciences - Reading Skills, Lower Intermediate

Level, is the second in a series of English language texts constructed for use in health colleges, institutes and adult English language-training programmes. The aim of the series is to prepare students to participate in medical science courses.

This text is structured at the lower intermediate level of students of English as a Foreign Language (EFL). As with the first (elementary) text, it focuses on reading skills with the aims of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

The topics have been selected from a wide range of authentic writings

including health-science curricula, medical journals, and textbooks to serve

as vehicles for developing reading with its associated skills in an interesting

and informative way. The rationale for selecting authentic materials is to ease

the students’ passage from the ‘safety’ of EFL English to confronting the

English of the ‘real world’ in a manner that makes students aware of the

control they can exercise, even with texts which are, at first sight, beyond

their level of language competence. Thus, despite the sometimes daunting

appearance of the readings, the tasks based on them are designed to be

within the students’ abilities to carry out. This encourages students to move

through the book with a growing sense of confidence and accomplishment

as they discover that they can find the main ideas and important details,

understand much of the new vocabulary without a dictionary, and successfully

apply critical thinking to their reading.

 

Unit Organization

Because the book’s primary purpose is to develop the reading

process, it offers a wide variety of exercises and activities directed at reading.

Each of the ten units consists of two parts, and each part is composed of

a brief pre-reading exercise and an exercise on skimming or scanning.

Following the reading itself, there are post-reading exercises that focus on

important reading skills that include:

   Getting the main idea of a passage

    Guessing meaning from context

􀁺 Understanding reading structure

􀁺 Understanding details

􀁺 Finding topic sentences

􀁺 Understanding cause and effect

􀁺 Recognizing contextual reference

􀁺 Understanding expressions and idioms

􀁺 Understanding adjectival and noun phrases

􀁺 Making an outline

􀁺 Understanding stems and affixes

􀁺 Using a dictionary

􀁺 Discussing questions that relate the reading selection to the students’ own

lives, allowing for some conversation

􀁺 Understanding comparison and contrast

􀁺 Understanding general and specific information

􀁺 Understanding classification

To the Teacher

Having some idea of the subject matter is clearly an important aspect

of successful reading. To this end, students need to be encouraged to look

at and discuss the pictures in the Before You Read and Getting Started

sections, and to attempt to answer the accompanying questions.

When tackling the reading selections themselves, students should read

silently. This increases reading speed and also closely parallels the established

approach to the reading of academic texts. Encouraging the students to

‘unhinge’ their minds from their lips, i.e. not to pronounce or silently mouth

words as they read, is an additional means of increasing one’s reading speed.

Not allowing dictionary use for the initial reading forces readers to try to

extract the meanings of words from their context in the passage. Stress the

importance of homing in on the main ideas of a reading passage.

As an alternate to this approach, you may occasionally wish to read

a passage aloud (or play a recording of it) while the students follow silently

in their books. Whichever approach is used, the passage should be read

through in full, without explanation.

The readings are followed by a variety of exercises in the After

Reading sections. These are intended to help students to consolidate, in

English, the very same skills they are assumed to possess in their native

language. Again, the emphasis is on grasping the main idea and guessing

meaning from context, a sometimes bewildering but ultimately rewarding

experience for many students who have developed a slavish reliance on their

dictionaries. They need to learn that trying to find out the exact meaning

of a word is not always necessary, and can even be counter-productive if

the word has subtly acquired a different shade of meaning in a new context.

Although students are instructed to re-read the selection after doing

the Guessing Meaning from Context exercises, after having completed

several units, you might have them mark up the passage as main ideas,

subordinate ideas, and supporting details after reading it just once. This is

an approach commonly followed in courses in tertiary education, where the

sheer volume of reading to be covered often limits the student to no more

than a single reading of a chapter. Should you decide on more than one

reading, try to restrict dictionary usage to a minimum, stressing it as a last

resort.

In the Getting the Main Idea section, students practise finding the

topic sentence of a paragraph or, for paragraphs with no topic sentence,

practise “adding up” details to work out the implied main idea.

In sections on rhetorical functions, i.e. general and specific

information, cause and effect, classification, comparison and contrast,

etc., students are given adequate practice to understand these functions, and

also they are recycled where appropriate.

The Building Vocabulary exercises can be assigned as homework.

Students should be given free rein in practising newly-acquired

vocabulary when they express their opinions in the Discussing the Reading

sections. This may be handled in a number of ways. For example:

  1. the teacher asks questions of the entire class. The advantage

of this approach is teacher control of the discussion, to direct

and add to it. (However, a common problem can arise here with

an unresponsive group of students who may be too embarrassed

to speak out.

  1. the students discuss answers in small groups. A representative

of each group then reports the group’s findings to the entire class.

For very shy students, pairs of student reporters may be

preferable.

  1. one selected question is chosen for a debate. The class is then

divided into two sides, the sides choose two teams, and then

all prepare points for their team.

Add to cartView cart
Quick View
Add to Wishlist
CompareCompare
Add to cartView cart

English for Health Sciences, Reading Skills. Intermediate Level. Third Edition

Published on 2020
$40.00

English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.

English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

Unit Organization

English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password

which he/she can create using the code that appears on the back cover of the

book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.

Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.

The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.

An important goal of English for Health Sciences is to help health-science

students to become confident readers by increasing their vocabulary base

and improving their reading skills. It engages them in the process of reading

thoughtfully and encourages them to move beyond passive reading.

To the Teacher

Having some idea of the subject matter is clearly an important aspect of active

reading. To this end, students need to be encouraged to look at and discuss

the pictures in the Before Reading and Discussion Questions sections, and

to attempt to answer the accompanying questions. Answering in complete

sentences is best.

When tackling the reading selections themselves, students should read silently.

This speeds up their reading and also closely parallels the established approach

to the reading of academic texts. Encouraging the students to “unhinge” their

minds from their lips – i.e., not to pronounce words as they read – is an additional

means of increasing their reading speed. Not allowing them a dictionary for

the initial reading will force them to extract the meanings of words from their

context in the passage itself. Stress the importance of homing in on the central

idea of the text.

As an alternative to this approach, you may occasionally wish to read out a

passage (or play a recording of it) while the students follow it in their books.

Whichever approach is used, the passage should be read through in full and

without explanations.

The readings are followed by a variety of exercises in the After Reading section.

These are intended to help students to consolidate, in English, the very same

skills they are assumed to possess in their own language. Again, the emphasis

is on grasping the main idea and guessing meaning from context – a sometimes

bewildering but ultimately rewarding experience for those students who have

developed a slavish reliance on their dictionaries. They need to learn that trying

to find out the exact meaning of a word is not always necessary and can even be

counter-productive if the word has subtly acquired a different shade of meaning

in a new context.

Although students are instructed to re-read the selection after doing the Guessing

Meaning from Context exercises, towards the end of the book you might wish

to consider having them mark the passage after reading it just once – an approach

commonly followed in courses in tertiary education, where the sheer volume of

reading to be done often limits a student to no more than a single reading of a

chapter. Should you decide on more than one reading, restrict dictionary usage

to an absolute minimum, often as a last resort.

In the Getting the Main Idea sections, students practise finding the topic

sentence of a paragraph.

The Building Vocabulary exercises can be assigned as homework, but the

Study Skills activities should be completed in class, particularly those dealing

with increasing reading speed.

Students are given free rein in practising newly-acquired vocabulary when

they express their opinion in the Discussing the Reading section. This may be

handled in a number of ways. For example:

  1. The teacher asks questions of the entire class. The advantage of this

approach is teacher-control of the discussion – to direct and add to it. A

common problem arises with an unresponsive group of students who

may be too self-conscious to speak out.

  1. 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.

  1. One selected question is chosen for a debate. The class is then divided

into two teams who prepare points for their team.

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English for Health Sciences, Reading Skills. Intermediate Level. Third Edition

$40.00

English for Health Sciences: Reading Skills, Intermediate Level! This new edition has undergone major improvements and is the product of constant revision and evaluation, not only by myself and my students, but by the many instructors who, along with their students, have used the previous edition and have contributed valuable suggestions and comments. The success of the previous edition has been due, in large measure, to the honest and careful appraisal given by language instructors and their students.

English for Health Sciences: Reading Skills, Intermediate Level is an English language text constructed for use in health colleges and institutes and adult English Language training programmes. The aim of the series is to prepare students to participate in health science courses. This text is structured at the intermediate level of students of English as a Foreign Language (EFL). It focuses on reading skills with the aim of facilitating the leap from basic English to academic English and preparing students to handle health science materials with confidence.

Unit Organization

English for Health Sciences: Reading Skills, Intermediate Level is made up of twelve units and four progress tests. To do the tests, the student has to login on to www.professorsuleimanmazyad.com using his/her username and password

which he/she can create using the code that appears on the back cover of the

book. Because the book’s primary purpose is to develop one’s reading ability, it offers a large variety of exercises and activities directed at reading. Each unit consists of a brief pre-reading exercise, vocabulary preview, and an exercise on skimming or scanning. Following the reading passage itself, there are post-reading exercises that focus on important reading skills: comprehension skills, getting the main idea, understanding the reading structure, understanding meaning from context, recognizing contextual reference, finding the topic and topic sentence, understanding general and specific ideas, summarizing, understanding signal words, making an outline, understanding cause and effect, comparison and contrast, classification, inference, exemplification, understanding stems and affixes, using a dictionary, increasing one’s reading speed, etc.

Each unit concludes with a discussion question designed to encourage students to think about, distill, and discuss the information they have read about throughout the unit. Sometimes the discussion deals with a topic from outside the reading.

The topics have been selected from a wide range of authentic writings including health science curriculum items as well as medical journals and textbooks to serve as vehicles for developing reading with its associated skills in an interesting and informative way.

An important goal of English for Health Sciences is to help health-science

students to become confident readers by increasing their vocabulary base

and improving their reading skills. It engages them in the process of reading

thoughtfully and encourages them to move beyond passive reading.

To the Teacher

Having some idea of the subject matter is clearly an important aspect of active

reading. To this end, students need to be encouraged to look at and discuss

the pictures in the Before Reading and Discussion Questions sections, and

to attempt to answer the accompanying questions. Answering in complete

sentences is best.

When tackling the reading selections themselves, students should read silently.

This speeds up their reading and also closely parallels the established approach

to the reading of academic texts. Encouraging the students to “unhinge” their

minds from their lips – i.e., not to pronounce words as they read – is an additional

means of increasing their reading speed. Not allowing them a dictionary for

the initial reading will force them to extract the meanings of words from their

context in the passage itself. Stress the importance of homing in on the central

idea of the text.

As an alternative to this approach, you may occasionally wish to read out a

passage (or play a recording of it) while the students follow it in their books.

Whichever approach is used, the passage should be read through in full and

without explanations.

The readings are followed by a variety of exercises in the After Reading section.

These are intended to help students to consolidate, in English, the very same

skills they are assumed to possess in their own language. Again, the emphasis

is on grasping the main idea and guessing meaning from context – a sometimes

bewildering but ultimately rewarding experience for those students who have

developed a slavish reliance on their dictionaries. They need to learn that trying

to find out the exact meaning of a word is not always necessary and can even be

counter-productive if the word has subtly acquired a different shade of meaning

in a new context.

Although students are instructed to re-read the selection after doing the Guessing

Meaning from Context exercises, towards the end of the book you might wish

to consider having them mark the passage after reading it just once – an approach

commonly followed in courses in tertiary education, where the sheer volume of

reading to be done often limits a student to no more than a single reading of a

chapter. Should you decide on more than one reading, restrict dictionary usage

to an absolute minimum, often as a last resort.

In the Getting the Main Idea sections, students practise finding the topic

sentence of a paragraph.

The Building Vocabulary exercises can be assigned as homework, but the

Study Skills activities should be completed in class, particularly those dealing

with increasing reading speed.

Students are given free rein in practising newly-acquired vocabulary when

they express their opinion in the Discussing the Reading section. This may be

handled in a number of ways. For example:

  1. The teacher asks questions of the entire class. The advantage of this

approach is teacher-control of the discussion – to direct and add to it. A

common problem arises with an unresponsive group of students who

may be too self-conscious to speak out.

  1. 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.

  1. One selected question is chosen for a debate. The class is then divided

into two teams who prepare points for their team.

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English for journalism, Elementary Level

Published on 2015
$40.00
English for Journalism is made up of twelve thematically-based units, each of which contains one reading. Skill –building and vocabulary –building activities accompany each reading. An important goal of  English for Journalism 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 a part of that process. The instruction and practice in reading skills helps 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 process is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussion 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 base on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise –completion. Because both approaches are important , this book integrates them by alternating reading activities with speaking and /or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Journalism is as follows: Before Reading These pre-reading questions serve to introduce the topic of reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.   Vocabulary Preview A number of key words and phrases which are common in legal 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 and outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with through out the unit. Following 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.
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English for journalism, Elementary Level

$40.00
English for Journalism is made up of twelve thematically-based units, each of which contains one reading. Skill –building and vocabulary –building activities accompany each reading. An important goal of  English for Journalism 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 a part of that process. The instruction and practice in reading skills helps 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 process is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussion 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 base on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise –completion. Because both approaches are important , this book integrates them by alternating reading activities with speaking and /or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Journalism is as follows: Before Reading These pre-reading questions serve to introduce the topic of reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.   Vocabulary Preview A number of key words and phrases which are common in legal 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 and outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with through out the unit. Following 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.
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English for Journalism, Intermediate Level

$40.00
English for Journalism is made up of twelve thematically-based units, each of which contains one reading. Skill –building and vocabulary –building activities accompany each reading. An important goal of  English for Journalism 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 a part of that process. The instruction and practice in reading skills helps 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 process is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussion 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 base on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise –completion. Because both approaches are important , this book integrates them by alternating reading activities with speaking and /or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Journalism is as follows: Before Reading These pre-reading questions serve to introduce the topic of reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.   Vocabulary Preview A number of key words and phrases which are common in legal 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 and outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with through out the unit. Following 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.  
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English for Journalism, Intermediate Level

$40.00
English for Journalism is made up of twelve thematically-based units, each of which contains one reading. Skill –building and vocabulary –building activities accompany each reading. An important goal of  English for Journalism 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 a part of that process. The instruction and practice in reading skills helps 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 process is further encouraged in many parts of the book by exercises that require students to work in pairs or small groups. In discussion 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 base on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise –completion. Because both approaches are important , this book integrates them by alternating reading activities with speaking and /or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Journalism is as follows: Before Reading These pre-reading questions serve to introduce the topic of reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.   Vocabulary Preview A number of key words and phrases which are common in legal 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 and outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with through out the unit. Following 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.  
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English for Legal Studies ,Elementary Level

Published on 2013
$40.00
English for Legal Studies is made up of eight thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading. An important goal of English for Legal Studies is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction. Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing. Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Legal Studies is as follows: Before Reading These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other. Vocabulary Preview A number of key words and phrases which are common in legal English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition. Scanning and Skimming In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.   After Reading In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
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English for Legal Studies ,Elementary Level

$40.00
English for Legal Studies is made up of eight thematically-based units, each of which contains two readings. Skill-building and vocabulary-building activities accompany each reading. An important goal of English for Legal Studies is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction. Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing. Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process. The basic format of each unit in English for Legal Studies is as follows: Before Reading These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other. Vocabulary Preview A number of key words and phrases which are common in legal English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition. Scanning and Skimming In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.   After Reading In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification; understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers. Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
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English for Legal Studies, Intermediate Level

Published on 2014
$50.00
English for Legal Studies is made up of ten thematically-based units, each of which contains one/two readings.  Skill-building and vocabulary-building activities accompany each reading.   An important goal of English for Legal Studies is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.   Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.   Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.   The basic format of each unit in English for Legal Studies is as follows:        Before Reading These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.        Vocabulary Preview A number of key words and phrases which are common in legal English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.        Scanning and Skimming In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.        After Reading In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification;  understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.   Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
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English for Legal Studies, Intermediate Level

$50.00
English for Legal Studies is made up of ten thematically-based units, each of which contains one/two readings.  Skill-building and vocabulary-building activities accompany each reading.   An important goal of English for Legal Studies is to help students become confident readers by increasing their vocabulary base and improving their word-comprehension skills. It engages them in the process of reading thoughtfully and encourages them to move beyond merely passive reading. To accomplish this, the book addresses the reading process in a direct manner, and various reading and vocabulary skills are presented as part of that process. The instruction and practice with reading skills help students increase their reading fluency, and equip them with skills they need for academic achievement. Focus on vocabulary-building promotes their language acquisition and academic advancement. Also, the lexical and syntactic content of the readings has been controlled. The tasks are varied, accessible, and engaging, and they provide stimuli for frequent student-teacher and student-student interaction.   Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises which require students to work in pairs or small groups. In discussions with others, students formulate and articulate their ideas more precisely, and so they acquire new ways of talking and thinking about a text. These activities present opportunities for real-world contact and real-world use of language. Students are asked to write, and then to read each other’s work so they can experience the connection between reading and writing.   Traditionally reading classes are based on one of two approaches: in one approach, class time is primarily spent with students doing individual reading and exercise-completion; in the other, class time is devoted to group discussions of the reading and exercise-completion. Because both approaches are important, this book integrates them by alternating reading activities with speaking and/or writing activities. Within each unit, students will not only practice reading, but they will also receive instruction in various skills and strategies incorporated into the reading process.   The basic format of each unit in English for Legal Studies is as follows:        Before Reading These pre-reading questions serve to introduce the topic of the reading and get students thinking about that topic. Activating prior knowledge allows students to tap into what they already know and then build on that knowledge, and stirs curiosity. The questions allow students to interact with each other.        Vocabulary Preview A number of key words and phrases which are common in legal English are explained in simple English. These are followed by a fill-in-the-blanks exercise to make sure that students understand the words and can use them in context. Understanding is crucial to language acquisition.        Scanning and Skimming In this section students are asked to scan the reading for specific information, or to skim it for main ideas and other general information.        After Reading In this section a variety of skill-building and vocabulary-building exercises is introduced: determining the main idea; understanding reading structure; guessing meaning from context; recognizing contextual reference; finding topics and topic sentences; understanding signal terms; making an outline; understanding cause and effect; comparison and contrast; exemplification; classification;  understanding antonyms and synonyms, etc. These dynamic skill and vocabulary acquisition exercises ensure that students will develop and acquire the important reading skills and vocabulary needed to make them good readers.   Each unit concludes with discussion questions designed to encourage students to think about, distill, and exchange views about the information they have been presented with throughout the unit. Following the discussion, the students are sometimes requested to write down answers to the discussion questions, a place for students to reflect in writing on the learning in the unit.
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English For Nursing, Elementary Level

Published on 2016
$40.00
Preface             ENGLISH FOR NURSING is an English language text designed for student nurses  at an elementary level of English as a Foreign Language (EFL). The text integrates the basic skills of reading speaking and writing in order to prepare nurse students to understand and communicate in nursing subjects at an elementary level. The project evolved from a study of the needs of student nurses in the Arab world. Although the book focuses on nursing, most of the skills taught are appropriate for any academic course of study.   Unit Organisation The book attempts to emphasize and integrate the basic skills of reading, speaking and writing. The primary focus is placed on reading skills and vocabulary development in the context of academic nursing use. Grammar, arising from the reading passages, is restricted so as to aid consolidation of the above skills. The introduction of grammatical items is graded and sequenced, where appropriate, in accordance with the principles of elementary language acquisition. The reading passages have been carefully selected to reflect an appropriate level of language and to cover a wide range of nursing topics from nursing curriculum and nursing journals. They are arranged in ten units; and 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, guessing meaning from context, understanding the reading structure, finding the topic sentence, recognizing contextual reference, understanding signal words, making notes, outlining, comparing and contrasting, cause and effect, classification, exemplification, making inferences, rephrasing understanding stems and affixes, and discussing questions that relate the reading passage to the student’s own life. A wide range of speaking and writing activities are closely related to the reading passages and give students adequate practice in the production of language in the field of nursing.             Suleiman Saleem Mazyad, Ph.D.                                             June, 2005                                              Riyadh.  
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English For Nursing, Elementary Level

$40.00
Preface             ENGLISH FOR NURSING is an English language text designed for student nurses  at an elementary level of English as a Foreign Language (EFL). The text integrates the basic skills of reading speaking and writing in order to prepare nurse students to understand and communicate in nursing subjects at an elementary level. The project evolved from a study of the needs of student nurses in the Arab world. Although the book focuses on nursing, most of the skills taught are appropriate for any academic course of study.   Unit Organisation The book attempts to emphasize and integrate the basic skills of reading, speaking and writing. The primary focus is placed on reading skills and vocabulary development in the context of academic nursing use. Grammar, arising from the reading passages, is restricted so as to aid consolidation of the above skills. The introduction of grammatical items is graded and sequenced, where appropriate, in accordance with the principles of elementary language acquisition. The reading passages have been carefully selected to reflect an appropriate level of language and to cover a wide range of nursing topics from nursing curriculum and nursing journals. They are arranged in ten units; and 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, guessing meaning from context, understanding the reading structure, finding the topic sentence, recognizing contextual reference, understanding signal words, making notes, outlining, comparing and contrasting, cause and effect, classification, exemplification, making inferences, rephrasing understanding stems and affixes, and discussing questions that relate the reading passage to the student’s own life. A wide range of speaking and writing activities are closely related to the reading passages and give students adequate practice in the production of language in the field of nursing.             Suleiman Saleem Mazyad, Ph.D.                                             June, 2005                                              Riyadh.  
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