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.