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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 progressions 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.
Listening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker’s point of view.
Speaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers.
Reading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer’s stance.
Writing: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of the appropriate academic phrases.
Vocabulary: a wide range of activities to develop students’ knowledge and use of key vocabulary, both in the field of medicine and of academic study in general.
Vocabulary and Skills banks: a reference source to provide students with revision of the key words and phrases and skills presented in each unit.
Full transcripts of all listening exercises.
The Garnet English for Specific Academic Purposes series covers a range of academic subjects. All titles present the same skills and vocabulary points. Teachers can therefore deal with a range of ESAP courses at the same time, knowing that each subject title will focus on the same key skills and follow the same structure.
Systematic approach to developing academic skills through relevant content.
Focus on receptive skills (reading and listening) to activate productive skills (writing and speaking) in subject area.
Eight-page units combine language and academic skills teaching.
Vocabulary and academic skills bank in each unit for reference and revision.
Audio CDs for further self-study or homework.
Ideal coursework for EAP teachers.
26 Feb 2010
Number of pages: 136
BIC code: EL, ES
BISAC code: FOR007000
Unit 1: What is medicine?
Unit 2: Achievements in medicine
Unit 3: Basic principles in medicine
Unit 4: Computers in medicine
Unit 5: Causes and effects of disease
Unit 6: Biology, biochemistry and pharmacology
Unit 7: Clinical setting: acute care
Unit 8: Clinical setting: primary care
Unit 9: Non-clinical setting: public health
Unit 10: Evidence-based medicine
Unit 11: Current issues in medicine
Unit 12: The future of medicine
Patrick Fitzgerald is the co-author of ESAP Medicine and ESAP ICT Studies. He has worked in a variety of roles with learners from a range of backgrounds in healthcare and medicine. He holds a BA in Social Science and an MA in Information and Library Management and has a particular interest in the development of learning materials.
Marie McCullagh co-authored Garnet Education’s ESAP Medicine with Ros Wright and Patrick Fitzgerald. She is a senior lecturer at the University of Portsmouth, teaching a range of ESP courses at undergraduate and post graduate level. She holds an MA in International Marketing and an MA in Materials Writing. Her research interests are in English for Professional Communication. She also provides communication skills training to non-native speaking doctors in the NHS.
Ros Wright co-authored Garnet Education’s ESAP Medicine with Marie McCullagh and Patrick Fitzgerald. She specialises in English for medical purposes and has trained doctors qualified in their country of origin to prepare for the oral component of the US Medical Licensing Exam.
Ros holds an MA in Materials Development for Language Learners from Leeds Metropolitan University and her interests include English for Specific Purposes and the use of audio-visuals in the development of effective communication skills.
Ros has just completed serving her second term as President of TESOL France and is a member of the Conference Proposals Committee for IATEFL.
Terry Phillips has worked in ELT for more than 35 years as a teacher, teaching supervisor, manager and language school owner. As a consultant, he has worked in more than 20 countries in all parts of the world, advising state and private language institutions on all aspects of school management.
For the last ten years, he has been a full time freelance writer with his wife Anna, producing more than 160 published books in ELT. Although he and Anna have worked for all the major publishers, all recent works have been for Garnet Education.
Terry is the series editor of the English for Specific Academic Purposes series for Garnet Education, which aims to prepare students to entry into a particular faculty for English-medium tertiary education. The series won the ESU award in 2009.
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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