English for Medicine Teacher Book (Paperback)
Librería en AbeBooks desde: 14 de enero de 2010Cantidad disponible: 1
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Librería en AbeBooks desde: 14 de enero de 2010Cantidad disponible: 1
Título: English for Medicine Teacher Book (Paperback...
Editorial: Garnet Publishing Ltd, United Kingdom
Año de publicación: 2009
Condición del libro:New
Edición: Teacher s ed.
English for Medicine is a skills-based course designed specifically for students of medicine who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progression in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist medical language they need to participate successfully within a medical faculty. Extensive listening exercises come from medical lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key medical vocabulary that students will need. The Teacher's Book includes: Comprehensive teaching notes on all exercises to help teachers prepare effective lessons Complete answer keys to all exercises Full transcripts of listening exercises Facsimiles of Course Book pages at the appropriate point in each unit Photocopiable resource pages and ideas for additional activities.Críticas:
English for Medicine in Higher Education Studies is a new publication from Garnet Education. It is part of the English for Specific Academic Purposes (ESAP) series, edited by Terry Phillips. Other recent books in the series include English for Psychology and English for Mechanical Engineering. English for Medicine is designed for students who plan to take a higher education course in Medicine through the medium of English. The main aim is to teach students to deal with input texts in Medicine as well as to produce texts orally and in writing. For that reason, the text focuses on key vocabulary, facts and concepts from the discipline, and essential communication skills that students will need to get the most out of their academic programme. It is a medium length course that can be completed in 50-80 hours and is aimed at intermediate students (mid B1-mid B2 in the Common European Framework for languages). The book consists of twelve units and deals with a wide range of topics related to Medicine, for example, anatomy, physiology, biochemistry, pathology, pharmacology, general practice, public health, genetic engineering and ethics. Each unit comprises four lessons which deal with vocabulary, reading academic texts, listening to lectures, spoken language as used in presentations and seminars, and production of written texts. Each unit includes a vocabulary bank and a skills bank. The vocabulary bank deals with lexical issuesuch as guessing words in context, word formation, dictionary use, word stress, vocabulary sets, fixed phrases, understanding assignment titles and linking words. The skills bank is concerned with skills such as making the most of lectures, doing research, reporting information by summarizing and paraphrasing, paragraph development, seminar language, organizing writing, note-taking and working with bibliographies and reference lists. Additional materials in the course book include symbols and abbreviations, role cards for group work, model notes, a word list and tapescripts. The course book comes with two audio CDs of dialogues and lectures. There is also a teacher's book with answer keys, audio transcripts, teaching guidance and extra photocopiable resources. This is another good example from this excellent series. According to the back cover, the series was devised as a result of observing good practice in university language centres around the world and it clearly shows in the content and organization of this book. The subject matter is relevant, the input texts, both spoken and written, are valuable and the output tasks are realistic. It can be strongly recommended for medical students preparing to enter English-medium higher education. Andy Gillett for the ESP SIG Journal, Issue 36, October 2010 These English for Medicine books are designed for students planning to do tertiary studies in medicine through the medium of English. There main textual focus is on skill development in listening and reading, but integrated activities extensively develop vocabulary (both in medicine and for academic skills) along with speaking and writing skills. The listening texts and tasks, in particular, have been carefully designed to scaffold students' predictive listening skills and selective focus in listening, in order to prepare students for listening to academic lectures. Each listening task is designed to be played only once, but transcipts are provided for the students for further exploitation of the texts involved. The books are useful internationally and the CDs use voices of men and women with a range of accents, including Australian. The course book is beautifully presented with engaging full-colour graphics, including photographs, graphs and detailed anatomical drawings. Colour is used systematically to differentiate text types, so the different kinds of reading texts stand out from the accompanying exercises, and the vocabulary banks and specific skills banks at the end of each chapter are readily identified and handy for quick reference. These academic skills banks summarise the work of each lesson and cover listening skills for lectures (including note-taking and predicting content and organisation): speaking skills (in lecture and seminar settings); reading skills (approaching a text along the lines of SQ3R: survey, question, read, recall, review and development of skills in textual analysis, and development of Internet research skills); and writing skills (developing paragraphs, genres, referencing systems and writing from notes - a much neglected skill these days). All these skills are carefully built up to the point where the students who complete the expected 50 hours of coursework, or the extended possible 80 hours, would be well-prepared to participate in the first year of a medicine course, or indeed, other health professional courses. The academic skills are progressively developed along with the field, and by the end students should have a sound and sophisticated vocabulary, covering topics such as key areas of medicine (anatomy/physiology, pathophysiology, biochemistry abnd pharmacology); important developments, e.g., in cardiac surgery and vaccinations; the use of computer technology; medicine in a range of settings; evidence-based medicine; ethics; and current political and high-tech developments impacting on medicine,e.g., global health inequalities and organ transplant and DNA replacement. These books have many strengths, particularly in the cumulative development of content over different lessons and between units. One unit consists of 4 lessons: vocabulary, listening or reading development; followed by extension and then a parallel set of texts in which to apply the newly-acquired skills. The final chapter includes writing sections of a research report on ethnic minorities and clinical trials, which follows on from vocabulary exercises building the field in areas of genomics and nanotechnology, as well as exercises building critical reading and writing skills, such as work on the position of the writer. Reading exercises use extracts from authentic journal articles to deconstruct the genre of reports, and involve discussions on textual cohesion, as well as the use of quotations and paraphrasing in academic writing. Other writing tasks include a summary on the principles of medical ethics implicit in the journal extracts. The course is elegantly constructed to build each skills area, including vocabulary, in a spiral of developing complexity. The teacher's book is extremely detailed and very useful (and fittingly, less colourful, being in black and white), with clear rationales for the lessons and for many of the exercises, along with methodology for the tasks, including class dynamics and, very importantly, resources which can be photocopied and cut up for group work. This is very welcome for teachers new to the field as well as to those who have been involved for longer. The teacher's book also provides model answers for the exercises and rapidly accessible transcripts for the listening exercises, to enable smooth running of lessons. Extra activities are provided for further vocabulary practice. The two English for Medicine books together form a strong basis for the further language and knowledge development that the students will need to undergo when they embark on their discipline, because they develop key meta-learning skills over the course of their use. They are clearly best used in a classroom setting, but individual students could benefit from their content by working through the exercises, using both books in tandem. Students need to have a minimum IELTS level of 5 to begin this course, and since the books are part of a series on English for Specific Academic Purposes (the ESAP series from Garnet Education), students ought to have done a prior general English for Academic Purposes course as the focus her is not on acquisition of grammar, but on the development of academic skills for medicine. These books fill a gap in the market for texts on English for medicine. If you work with students who are heading for the health sciences, rush out (or onto the Internet) and buy your copies of these beautifully detailed, teacher-friendly books now. Helen Fraser for the Medical Learning and Teaching Unit, University of Adelaide
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