Garnet Education Catalogue 2009

English Language Teaching Catalogue 2009

English for Academic Purposes • English for Specific Academic Purposes • ELT Resources

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The Skills in English Series Single Skills Editions

The Skills in English Series Combined Skills Editions

English for Academic Study: Reading

English for Academic Study: Vocabulary

NEW

NEW

Take-Off has been designed for non-native speakers of English who are studying Engineering (NVQ Level 2 and above). The aeronautical context is particularly aimed at technicians and engineers who are going on to work in the aeronautics industry.

Reading and listening development is dealt with in the context of understanding instructions and information in technical manuals. Students develop the speaking skills of asking for and giving factual information, and the writing skills necessary to complete workplace documentation, such as accident reports and safety assessments. Take-Off uses a communicative methodology, with graded tasks that are carefully scaffolded to involve and motivate the students, providing them with a clear sense of achievement. The wide variety of texts and task types will appeal to a broad range of ages and nationalities.

There are also comprehensive word lists and a glossary of terms for student reference. A bank of tests are provided online. Lower-intermediate upwards: CEF Levels A2 to B2.

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English for Medicine

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Welcome to Skills in English.

Welcome

English for Management Studies

Technical English for Engineering

GARNET

English for Environmental Science

TAKE-OFF TAKE-OFF

38 S D T

English for Business Studies

NEW

David Morgan and Nicholas Regan

Unit topics s Design and innovation s Manufacturing techniques s Frameworks s Control systems s Engine and fuel systems s Safety and emergency s Air and gas s Electrical systems s Communication s Maintenance

Course Book

TAKE-OFF

Take-Off is an ESP course for intermediate-level students. Unlike many ESP courses, it teaches genuine transferable skills and is ideal for students who need to further their technical training in English. The focus is on skills development, using relevant contexts, with grammar taking a strong supporting role.

Passport to Academic Presentations

EAP Essentials

TAKE-OFF Technical English for Engineering

NEW

NEW

Transferable Academic Skills Kit Transferable Academic Skills Kit Critical Thinking Boxed Set

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FCE

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46

48

50

51

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Course Book

Author Names and whatever names have to be here

Disclaimer | Copyright Garnet Education 2008 ©

iTest Online student placement

IELTS Target 4.5

Get Ahead in FCE

Talking Trinity Elementary

ESOL Practice Grammar Entry Levels 1–2

English Practice Grammar

Fast Track to Reading

Better Writing

Contents catalogue of teaching materials 2009

English for Academic Purposes English for Specific Academic Purposes English for Specific Purposes Testing, Examinations and Resources Reference Information

The Skills in English Series...................................................................................................... 4 The English for Academic Study Series .................................................................................12 Transferable Academic Skills Kit (TASK) ............................................................................... 20 EAP Essentials........................................................................................................................24 Passport to Academic Presentations . .................................................................................. 25 Upgrade................................................................................................................................. 26 Banking, Business Studies, Environmental Science, Language and Linguistics, Law, Management Studies, Medicine, Tourism and Hospitality..................................................... 27 English for Global Industries: Oil and Gas.............................................................................. 36 English for the Energy Industries............................................................................................ 37 Take-Off . .............................................................................................................................. 38 Take-Off Interactive Course Book . ....................................................................................... 39 i-Test ..................................................................................................................................... 40 IELTS Target 4.5 ................................................................................................................... 42 Get Ahead in FCE ................................................................................................................. 44 FCE Practice Tests ............................................................................................................... 45 Talking Trinity ........................................................................................................................ 46 Trinity ExpertISE Level 1 ........................................................................................................47 ESOL Practice Grammar Entry Levels 1–2 & 3 ..................................................................... 48 English Practice Grammar .................................................................................................... 50 Fast Track to Reading . ..........................................................................................................51 Better Writing . ...................................................................................................................... 52 Versatile Vocabulary, Get Going with Grammar .................................................................... 53 Journals and Academic Papers ............................................................................................ 54 Agents, bookshops and suppliers ........................................................................................ 55

Garnet Education has over 38 years’ experience publishing Englishlanguage materials around the world. Consolidating its position as the leading specialist publisher of English for Academic Purposes (EAP) and English for Specific Purposes (ESP) materials, Garnet Education has launched a major new series, English for Specific Academic Purposes, designed for studies in Higher Education. As well as a range of skills-based courses, this year our catalogue also includes new resource and reference materials, and new titles that support testing and international examinations.

arnet E D U C A T I O N

www.garneteducation.com

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Levels Chart

Beginner

Pre-Intermediate

Intermediate

Upper Intermediate

Advanced

Proficient

Common European Framework (CEF )/IELTS

A1/2.0

A2/3.0

B1/4.0+

B2/5.0+

C1/6.5+

C2/7.5+

English for Academic Purposes

Starting Skills Skills in English Level 1 Skills in English Level 2 Skills in English Level 3 EAS Reading EAS Writing EAS Extended Writing & Research Skills EAS Vocabulary EAS Listening EAS Speaking EAS Pronunciation Transferable Academic Skills Kit (TASK) Passport to Academic Presentations Upgrade

English for Specific Academic Purposes

English for Banking English for Business Studies English for Environmental Science English for Language and Linguistics English for Law English for Management Studies English for Medicine English for Tourism and Hospitality

2

www.garneteducation.com

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Levels Chart

Beginner

Pre-Intermediate

Intermediate

Upper Intermediate

Advanced

Proficient

Common European Framework (CEF )/IELTS

A1/2.0

A2/3.0

B1/4.0+

B2/5.0+

C1/6.5+

C2/7.5+

English for Specific Purposes

English for Global Industries: Oil and Gas English for the Energy Industries Take-Off Take-Off Interactive Course Book

Testing & Examinations

i-Test IELTS Target 4.5 Get Ahead in FCE Talking Trinity: Initial Talking Trinity: Elementary Trinity ExpertISE Level 1

Resources

ESOL Practice Grammar Entry Levels 1/2 ESOL Practice Grammar Entry Level 3 English Practice Grammar Fast Track to Reading Better Writing Versatile Vocabulary Get Going with Grammar

The language levels given in this catalogue are intended as a guide only. Your local Garnet Education representative will be pleased to give you specific advice about levels and how they relate to your teaching situation.

www.garneteducation.com

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English for Academic Purposes

The Skills in English Series A four-level series designed to prepare students for English-medium studies in higher education TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO UPPER INTERMEDIATE: CEF LEVELS A1 TO B2/IELTS 2.5-5.5

Dedicated website provides downloadable resources for teachers and students.

Skills in English is a university preparation course at three levels. Combined with its companion course, Starting Skills in English, the course provides academic training from false beginner to upper intermediate.

Test booklets contain theme tests, revision tests and exit tests for each level and skill – adaptable for self-study or language labs.

Skills in English is available either in four separate skills books or in a combined edition containing all four skills.

Audio recordings contain over 25 hours of lecture material and radio broadcasts. These are also available on DVD, with lectures incorporating PowerPoint™ slides to increase authenticity.

Skills in English is a truly flexible course for teachers who wish to provide: • targeted skills for mixedability groups or skills classes • paired skills for specific development, e.g., the productive skills

Level 1 Listening

• integrated skills for all-round performance Skills in English focuses on the real grammar found in academic texts and teaches academic skills using accessible, relevant and motivating texts based on key knowledge areas.

Blended learning support, comprises an interactive reading resource and the well-known VoicebookTM listening tool, and provides self-study material for intensive practice of listening and reading texts.

Course DVD “The common-core knowledge in this series is the next big step for ELT to take in the 21st century”

�arnet E D U C A T I O N

“Extremely well-planned and constructed and very impressive.” Duke of Edinburgh’s ESU English Language Award judges

David Crystal

A flexible course for individual or integrated skills teaching

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www.garneteducation.com

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English for Academic Purposes

AUTHOR NAME • LEVEL INFO

Individual skills editions

Key Features • Skills-based course with integrated vocabulary and themes • Complete coverage of all essential vocabulary and study skills for university preparation • Explores topics of interest to students from many disciplines, ranging from management studies to computer science

Level

CEF Level

Skill

Course Book Components

Flesch–Kincaid Level*

Text Length (maximum)

Starting Skills

A1 to A2 False Beginner to Pre-Intermediate

Listening

3 hours of audio material

—

up to 400 words

Speaking

2 hours of audio material

—

short paragraph

Reading

Separate resource book

—

up to 250 words

—

short paragraph

Writing Level 1

Listening

4 hours of audio material

FK 4–6

400 words

Speaking

1 hour of audio material

—

1 paragraph

• Education

Reading

Separate resource book

FK 4–6

250 words

• Daily Life

Writing

—

1–5 paragraphs

UnitS:

• Work and Business

Level 2

A2 to B1 Pre-Intermediate to Intermediate

Listening

4 hours of audio material

FK 6–8

800 words

• The Physical World

Speaking

1 hour of material

—

5 paragraphs

• Culture and Civilization

Reading

Separate resource book

FK 6–8

500 words

—

5–10 paragraphs

• Science and Nature

B1 Intermediate

• They Made Our World

Writing

• Art and Literature

Level 3

• Sports and Leisure • Nutrition and Health

COMBINED O EDITIONs ALS E BL A IL A AV

B2 Upper Intermediate

Listening

5 hours of audio material

FK 8–9

1,000 words

Speaking

2 hours of audio material

—

5–10 paragraphs

Reading

Separate resource book

FK 8–10

700 words

—

short essay

Writing

“Skills in English has formed the backbone of our 2008 Intensive English Course and I would recommend it to anyone who is looking for a skills-based course with an academic focus.” Gabriel Roberts, University of Wales in Cardiff

“I would thoroughly recommend this series to any centre running academic English courses.” Tessa Moore, University of Nottingham

“We have finally found a textbook which caters for international students at tertiary level.” Sophia Michael, Intercollege, Cyprus

“A very useful addition to the EAP tutor toolkit, which has received positive feedback from students too.” Lezli Ataker, Nottingham Trent University

* Flesch–Kincaid is a government-recognized system, used within programs such as Microsoft Word, which grades the level of difficulty of listening and reading texts.

“At last a course that truly prepares students for IELTS by developing the necessary skills from the pre-intermediate level.” Kevin Higgins, Professor of English, Asian University of Science and Technology, Thailand

www.skillsinenglish.com www.garneteducation.com

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English for Academic Purposes

Starting Skills in English A skills course providing immediate access for beginners to study academic skills Terry Phillips and Anna Phillips • False Beginner to Pre-Intermediate: CEF Levels A1 to A2/IELTS 2.5-3.5

Start Skills LS 26-27.pdf

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Key Features • Reading texts a maximum of 250 words • Listening texts a maximum of 400 words

THEME

6

Lesson 2: Listening

Lesson 1: Listening

• Speaking and writing tasks are short paragraphs • Teacher’s Book containing a full answer key, language and culture notes, methodology notes and transcript of listening material • Allows beginners immediate access to study of academic English skills • Available as three books – Listening and Speaking, Reading and Writing, Vocabulary and Grammar – at two levels • Language and culture notes available for Arabic, Chinese and Japanese learners

birth

1 2

1

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Look at the three pictures. What is the connection between them?

A A

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Look at Picture 1.

CM

a Listen and find. 2 a Listen. Say Yes or No. 3 a Listen. Give information. 4 a Listen. Say Yes, No, or give information.

MY

1

�

Look at Picture 2.

a Listen and find. a Listen. Say Yes or No. 3 a Listen. Give information. 4 a Listen. Say Yes, No, or give information.

1 2

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a Listen. True or false? a Listen. Say Yes, No, or give information. � a Listen to a short lecture about customs in the UK.

26

Skills Check CY

Identifying questions

country

Listen.

• gets married?

• dies?

marriages

Cuba

Listen. Which word?

Philippines

A

Listen and write numbers in the boxes. Student 1: Complete the green boxes. Student 2: Complete the blue boxes.

2 Ask and answer to complete the table.

Bangladesh Egypt

9.2

USA Syria

• There are two main types of questions. 1 Some questions ask for the answer Yes or No. They begin with Do, Did, Is, Are, Was, Were, etc. 2 Some questions ask for information. They begin with When, Where, Who, What, etc. Examples: questions

answers

1 Are you married?

Yes, I am. /

2 When did you get married?

China

The information in the table is not in order. Guess. Which continent has …

UK France Argentina

1 the highest birth rate?

3.9

CMY

K

Look at Picture 3. 2

death

Table 1: Marriage rates around the world (per 000)

Study Table 2.

2 the highest death rate?

In 2003.

Table 2: Birth rates and death rates by continent (per 000)

3 the fastest growth rate?

continent

births

4 the lowest birth rate?

Africa

5 the lowest death rate?

Europe

6 the lowest growth rate?

North America

Look at Table 2. Work in pairs.

South America

1

No, I’m not.

1

Part A Listening and Speaking Course Book.............................................. 978-1-85964-803-2 Teacher’s Book.......................................... 978-1-85964-804-9 CD (2)........................................................ 978-1-85964-806-3 Part A Reading and Writing Course Book...............................................978-1-85964-807-0 Teacher’s Book...........................................978-1-85964-808-7 Part A Vocabulary and Grammar Course Book.............................................. 978-1-85964-809-4 Teacher’s Book...........................................978-1-85964-810-0 Part B Listening and Speaking Course Book............................................... 978-1-85964-811-7 Teacher’s Book...........................................978-1-85964-812-4 CD (2).........................................................978-1-85964-814-8 Part B Reading and Writing Course Book...............................................978-1-85964-815-5 Teacher’s Book...........................................978-1-85964-816-2 Part B Vocabulary and Grammar Course Book............................................... 978-1-85964-817-9 Teacher’s Book...........................................978-1-85964-818-6 Test Packs and audio material For information please visit www.garneteducation.com

M

Y

�

A

Listen and write numbers in the boxes. Student 1: Complete the green boxes. Student 2: Complete the blue boxes.

2 Ask and answer to complete the table.

deaths

difference

Asia Australasia Figure 1: Birth rates and death rates by continent Births

______________

Study the intonation pattern of each type of question. 1 Are you married? 2 When did you get married? • Note: 1 the down / up at the end. 2 the high start and the low finish.

Do you have the same customs in your culture?

Look at Table 2.

______________

1 Which continents have a rising population?

______________

2 Which ones have a falling population?

______________

3

A

Listen and check.

______________

Complete Figure 1 with information from Table 2.

STARTING SKILLS IN ENGLISH, LISTENING AND SPEAKING – THEME 6: Culture and Civilization

Deaths

______________

4 Complete the final column.

skills checks allow students to learn independently

Catalogue 2009MH_V5.indd 6

marriage

Look at Table 1. Work in pairs.

• has a birthday?

www.garneteducation.com

Jim Woods, former Director of Studies and Head of Foundation, Sur University College, Oman

Look.

What is one custom when a person …

6

“Some of the freshest and most relevant materials to come into the Middle East in a very long time.”

Culture and Civilization

0

5

10

15

20

25

30

STARTING SKILLS IN ENGLISH, LISTENING AND SPEAKING – THEME 6: Culture and Civilization

35

40

27

academic topics presented clearly and simply www.skillsinenglish.com

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English for Academic Purposes

Skills in English Level 1

Develops skills underlying FOR IELTS N PREPARATIO

Preparing students for entry into English-speaking colleges and universities Terry Phillips and Anna Phillips • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-4.5

colourful and vibrant texts have been deliberately designed to build students’ confidence Key Features • Reading texts a maximum of 250 words • Listening texts a maximum of 400 words • Speaking tasks of one paragraph, with writing assignments between one and five paragraphs • Test booklets containing theme tests, a revision test after five units, plus an endof-course test • Teacher’s Book containing full answer keys, methodology notes and transcript of listening material

THEME

They Made Our World A Brief History of Travel

Lesson 4: Applying new speaking skills

�

___________

Work in pairs. Say the words below. Make sure your partner can hear the difference. 1 she’s cheese shoes chip chop 2 ship chip 3 shoes choose 4 shop chop dish 5 shore chore 6 wash watch 7 wish which 8 dish ditch

___________

___________

Section 3: Reading accident (n) airport (n) arrive (v)

boat (n)

___________

“The topics are very interesting because they reflect today’s world and what surrounds our students.”

bus (n) ___________

Ask the teacher about the meaning of any new words in Exercise A. Echo any words that you don’t understand (Skills Check 2 on page 13).

bus stop (n)

come (v) ___________

___________

�

Practise saying these sentences in pairs. 1 Which cheese did she choose? 2 You wash the dishes, I’ll watch TV.

Daniela Rizzuti, University of Calabria, Italy

drive (v) driver (n)

3 Is that a chip shop? 4 Was the ship near the shore?

Listening Level 1 Course Book...............................................978-1-85964-770-7 Teacher’s Book...........................................978-1-85964-774-5 DVD............................................................978-1-85964-473-7 Speaking Level 1 Course Book...............................................978-1-85964-771-4 Teacher’s Book...........................................978-1-85964-775-2 Reading Level 1 Course Book and Resource Book.................978-1-85964-772-1 Teacher’s Book...........................................978-1-85964-776-9 Writing Level 1 Course Book...............................................978-1-85964-773-8 Teacher’s Book...........................................978-1-85964-777-6 Test packs For ordering information, contact [email protected]

fly (v) go (v)

�

Work in pairs. You have both done some research into transport and found some interesting information. 1 Read your own information. Cover your partner’s information. 2 Work in groups of people with the same information. Ask for help with any new words. 3 Work in pairs again. Tell your partner your information. Use language from Lesson 3. 4 Listen to your partner’s information. Ask about anything you didn’t understand or didn’t believe. Use language from Lesson 3. Make notes. Invention Date Inventor Nationality Born Facts

• Language and culture notes available for Arabic, Chinese and Japanese learners

Died Invention Date Name Nationality Born Facts

Died 112

The helicopter 1939 Igor Sikorsky Russian, but worked in America for a large part of his life 1889 • began work on helicopters in 1910 • started his own aircraft company in 1923 • from 1925 to 1939, built flying boats = planes that could land on water 1972

“Attractively presented, with interesting topics and a number of language tasks which engage the students’ interest and enhance the four language skills.” Buckinghamshire Chilterns University

bicycle (n)

car (n)

�

• Featured lectures and radio programmes available on DVD

While the course as a whole takes an integrated approach to skills, each skill has been separately targeted, recognizing the ‘jagged’ skills profile of learners who may be weaker at certain language skills.

7

land (v) leave (v) ___________

___________

___________

In this section, you are going to read two texts about the history of space travel.

Lesson 1: Vocabulary for reading You are going to learn some vocabulary you will need to understand the texts.

The motorcar 1885 Karl Benz German 1844 • called his first car a ‘motor carriage’ • produced and sold the cars himself • continued to work in his own company until 1903, when he retired 1929

LEVEL 1 – THEME 7: They Made Our World, A Brief History of Travel – Section 2: Speaking

sentences in texts are basic Subject-Verb-Object structure

passenger (n) pilot (n) plane (n) road (n) sail (v) sailor (n)

�

Read the title of the article on the next page. Which of the red vocabulary words are connected with this topic?

ship (n)

�

Read this text, which includes the green vocabulary words. Label the diagram above.

take off (v)

The Sun is a star at the centre of our Solar System. Nine planets orbit the Sun. Mercury is the planet closest to the Sun. Venus is the second planet. It is the hottest. The Earth is the third planet from the Sun. It is the planet that we live on. It has a natural satellite, the Moon. The Moon orbits the Earth. Mars is the fourth planet. It is sometimes called the red planet. The next four planets are giant balls of gas. Jupiter, the fifth planet from the Sun, is the largest planet in the Solar System. Saturn is the sixth planet from the Sun. It has large rings. Uranus is the seventh planet and Neptune is the eighth planet from the Sun. Pluto is usually the furthest from the Sun. It is the smallest planet. In fact, it is so small that some scientists say it is not a planet at all.

train (n)

�

What is the name of each object in the Solar System in your language?

street (n)

traffic (n)

planet (n) satellite (n) Solar System (n) space (n) star (n) the Earth (n) the Moon (n) the Sun (n)

LEVEL 1 – THEME 7: They Made Our World, A Brief History of Travel – Section 3: Reading

COMBINED EDITION ALSO 113 AVAILABLE

Combined Edition Resource Book features extra grammar consolidation www.garneteducation.com

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English for Academic Purposes

Skills in English Level 2

Develops skills underlying FOR IELTS N PREPARATIO

Preparing students for entry into English-speaking colleges and universities Terry Phillips and Anna Phillips • Intermediate: CEF Level B1/IELTS 4.5-5.0

interesting topics promote student engagement Key Features • Reading texts a maximum of 500 words • Listening texts a maximum of 800 words • Speaking tasks up to five paragraphs, with writing assignments between five and ten well-structured paragraphs • Test booklets containing theme tests, a revision test after five units, plus an end-of-course test • Teacher’s Book containing full answer keys, methodology notes and transcript of listening material

THEME Lesson 4: Applying new skills

�

Match the beginnings and endings of the DIGEST process. 1 Define a a successful solution 2 Imagine b alternative possibilities 3 Generate c people your decision 4 Evaluate d the best one 5 Select e the possibilities 6 Tell f the problem

�

You are going to read another article about making decisions. Can you predict any of the content? Study the items from the article. After looking at each item, discuss predictions with your partner.

Are You an

Aston University, UK

“We are now using this series very successfully.”

It’s all a matter of style

Define management style. Follow the instructions. Follow the instructions. Look at the table you made after reading Para 3. What is your management style? Para 5 What is the best style to use in ‘managing’ family and friends?

�

• Grammar revision practice for each unit in Combined Edition resource books

Stages

Me

D

� � � � � �

I G E

Read each paragraph of the article on page 9 of the Reading Resources book. After reading the paragraph, do the activity below. Para 1 Para 2 Para 3 Para 4

Imagine you have just got your first job. What management style would you like your boss to have? Why?

S T

Judith Sclare, EFL Unit, University of Glasgow Polar

Stages

Me

D

� � � � � �

I G E S T

Them

Cool temperate Warm temperate Mountain Desert Monsoon Tropical

Figure 1: World climate areas In this theme you are going to read entries from an encyclopedia.

� �

Stages

Me

Them

D

� � � � � �

� � � �

I G E S

A

B

C

D

E

source: www.worldclimate.com

Them

Table 3: A democratic management style

T

18

Tundra

Table 2: A participatory management style

autocratic participatory democratic

• Language and culture notes available for Arabic, Chinese and Japanese learners

“Very appropriate for mixed-ability groups having different degrees of confidence in their English abilities.”

Science and Nature Chains, Webs and Pyramids

Autocrat or a Democrat? Table 1: An autocratic management style

�

4

Lesson 1: Vocabulary You are going to learn some of the vocabulary you will need to understand entries about science and nature in an encyclopedia. � Discuss these questions. They use the red words. 1 What does a scientist do in a laboratory? 2 What can you put in a table? 3 What does the graph on this page show?

�

What is your management style? How can you identify your normal management style? Imagine that you have to make a decision that involves other people. The old style of management in business was autocratic. So what are you – autocratic, participatory or democratic?

READING SKILLS LEVEL 2 – THEME 3: Work and Business, How to Make Decisions

Climate in Aswan, Egypt Temperature in °C (°F) 50 (122)

Rainfall in cm (in) 16 (6.0)

40 (104)

14 (5.5)

30 (86)

12 (4.7)

20 (68)

10 (3.75)

10 (50)

8 (3.0)

0 (32)

6 (2.36)

-10 (14)

4 (1.6)

-20 (-4)

2 (0.79)

-30 (-22)

Can you work out answers to these questions? They include the green words. Look at the map, the pictures and the graph. 1 What does climate mean? 2 What is the source of the map? 3 What is the climate in your country? 4 In which climate area do you expect to see penguins? What about cacti? 5 In which climate area are the rainforests of the world? 6 Living things mean animals and what else? 7 What animals do you expect to see in polar areas? 8 What about desert areas? 9 What plants do you expect to see in tropical areas?

�

Draw a climate graph of your area. Guess the information, or do some research.

�

Make a list of animals and plants that you find in your area.

0 J F M AM J J A S O N D

graph (n) laboratory (n)

Listening Level 2 Course Book...............................................978-1-85964-780-6 Teacher’s Book...........................................978-1-85964-784-4 DVD............................................................978-1-85964-474-4 Speaking Level 2 Course Book............................................... 978-1-85964-781-3 Teacher’s Book...........................................978-1-85964-785-1 Reading Level 2 Course Book and Resource Book.................978-1-85964-782-0 Teacher’s Book...........................................978-1-85964-786-8 Writing Level 2 Course Book...............................................978-1-85964-783-7 Teacher’s Book...........................................978-1-85964-787-5 Test packs For ordering information, contact [email protected]

science (n) scientific (adj) table (n) test (v) climate (n) desert (n) living thing (n)

COMBINED EDITION ALSO AVAILABLE

plant (n) polar (adj) tropical (adj) READING SKILLS LEVEL 2 – THEME 4: Science and Nature, Chains, Webs and Pyramids

19

vocabulary lists introduce new words and recycle words already encountered 8

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English for Academic Purposes

Develops skills underlying FOR IELTS N PREPARATIO

Skills in English Level 3 Preparing students for entry into English-speaking colleges and universities Terry Phillips and Anna Phillips • Upper Intermediate: CEF Level B2/IELTS 5.0+

carefully scaffolded writing tasks Key Features • Reading texts a maximum of 700 words • Listening texts a maximum of 1,000 words • Speaking tasks between five and ten paragraphs, with short essay-type writing assignments • Test booklets containing theme tests, a revision test after five units, plus an end-of-course test • Over five hours of audio material • Interactive Skills Practice CD-ROM included with the Combined Edition Course Book. Provides students with further self-study listening and speaking activities for IELTS and TOEFL exam preparation

“The Skills in English Listening books fill a big gap in the market.” Morna Lawson, Academic English Tutor, Glasgow Caledonian University

Lesson 2: Writing

�

Imagine you have to write about gold mining. What topics could you include?

�

Read the topic sentences in the green box from an essay about gold. They form a summary of the essay. 1 Complete the topic sentences with a noun from the yellow box. Make any necessary changes. 2 What information do you expect to find in the rest of each paragraph? 3 Check your answers to 1 and 2 with the text opposite.

�

Look at the second sentence in the first paragraph of the text opposite. 1 What form is believe in? 2 What about produce?

�

Look at Paragraphs 1 to 4. There are some mistakes with the verbs. Cross out was or were in eight places.

�

Look at Paragraph 5. Write is or are in front of each past participle to make the correct passive form.

�

Read Paragraphs 6 to 10. Write a linking word in each space.

1 In ancient times, there were many ________ about the origins of gold. 2 In fact, gold is formed in the ____________________ of the Earth. 3 Gold was probably the first __________ that people discovered. 4 In 1848, a small _________________ of gold was discovered by John Sutter in California. 5 There are three _________________ of extracting gold. 6 Gold has many special __________. 7 We can make a large number of ______________________ from gold. 8 The main _____________________ of gold in the world is South Africa. 9 The main gold-mining _________ of South Africa is the Witwatersrand region. 10 The future for South African ______________ does not look good.

“The single most useful tool you could buy, if you are going to invest in a resource for embedding ESOL into a mainstream Science or other study curriculum, or if you are resourcing a Language Support provision.” 1

2

3

Lesson 3: Learning new skills

area centre gold mining metal producer product property quantity theory way

�

Read each topic sentence in Lesson 2 Exercise B again. What information appeared in each paragraph?

�

Paragraphs 2 and 5 describe processes. 1 Illustrate each process. 2 Cover the text. Write one paragraph about each process.

Joining sentences (2)

How can you continue each sentence in the blue box? 1 Read the Skills Check. 2 Think of a possible ending, then check with the text opposite. 3 Cover the text and complete each sentence with something suitable.

You can sometimes join two sentences with which. You can do this if the object of Sentence 1 is the subject of Sentence 2. Examples:

�

a The ancient Egyptians had gold mines, which ... b The water is passed through a sieve, which ... c Gold is also used to make a wide range of products, which ... d South Africa has reserves of approximately 36 million kilos, which ... e The main gold-mining area of South Africa is the Witwatersrand region, which ... f Most of the gold is extracted from underground mines, which ... 24

WRITING SKILLS LEVEL 3 – THEME 5: The Physical World, Extraction Industries

Skills Check

Sentence 1

Sentence 2

The country produces around , which 350,000 kilos per annum

350,000 kilos per annum is just over a third of world production of gold.

.

Note: Change the full stop at the end of Sentence 1 to a comma and delete the subject of Sentence 2.

4

5

I

n ancient times, there were many theories about the origins of gold. People in some countries believed that gold was produced by volcanoes. Other people thought that it grew from a certain kind of earth. Some were said it was created by lightning, while others were believed that at one time it was rained gold. In fact, gold was formed in the centre of the Earth. It was flowed up like a river and formed ‘veins’ or lines within rock. In some places, the rock was eroded by rain and wind, and the gold was washed into streams. Gold was probably the first metal that people were discovered. People found small pieces of gold in river beds. They were made the gold into jewellery and coins. The earliest gold jewellery dates from about 3000 BCE. It was found by archaeologists in the area between the Tigris and Euphrates rivers in southern Iraq. We know that the ancient Egyptians had gold mines, which were probably at Wadi Hammamat near Naqada. Gold was also mined for thousands of years in India, Turkey and China. In 1848, a small quantity of gold was discovered by John Sutter in California. This discovery was led to a ‘gold rush’. Thousands of people left their jobs and their homes. They were travelled to the area to make their fortunes. There were similar gold rushes after discoveries in Australia in 1851, and in other parts of the United States, including Alaska, in 1899. There are three ways of extracting gold. They _____ called panning, surface mining and underground mining. In panning, rivers with particles of gold _____ diverted through a number of lakes. After each lake, the water ____ passed through a sieve, which catches the particles of gold. In ancient times, the coat of a sheep was used instead of a sieve. In surface mining, the rock and earth above a vein of gold _____ dug away and

the gold vein _____ uncovered. In underground mining, vertical shafts _____ dug down into a vein of gold. Then horizontal shafts __ dug to follow the vein. Gold has many special properties. It is beautiful to look at ________ easy to work with. You can pull it into very long wires. You can ________ beat it into very thin sheets. Gold does not rust or lose its colour, ________ it is very long-lasting. It is ________ a very good conductor of heat and electricity. We can make a large number of products from gold. The main product is still jewellery, ______ gold is flexible and beautiful. Gold is _______ used to make a wide range of products, ______ include teeth and parts of electronic devices. For example, the battery connectors on your mobile phone are probably made of gold. Gold lasts a long time, _______ it is also used to make coins and medals. The main producer of gold in the world is South Africa. The country produces around 350,000 kilos per annum, _______ is just over a third of world production of gold. South Africa has reserves of approximately 36 million kilos, ______ is around 40% of world reserves. The main gold-mining area of South Africa is the Witwatersrand region, _____ was the site of the first discovery of gold in the country in 1884. A gold rush started, ______ Johannesburg was founded in Witwatersrand in 1886 as a gold-mining town. The future for South African gold mining does not look good. Most of the gold is extracted from underground mines, _______ are up to 3.8 kilometres deep, _______ production costs are high. For example, it costs $7.83 to extract one gram of South African gold, _______ it only costs $5.96 for one gram of Canadian gold.

WRITING SKILLS LEVEL 3 – THEME 5: The Physical World, Extraction Industries

semi-authentic reading texts with a maximum of 700 words

Liverpool Community College 6

Listening Level 3 Course Book...............................................978-1-85964-790-5 Teacher’s Book...........................................978-1-85964-794-3 DVD............................................................978-1-85964-475-1 Speaking Level 3 Course Book............................................... 978-1-85964-791-2 Teacher’s Book...........................................978-1-85964-795-0 Reading Level 3 Course Book and Resource Book.................978-1-85964-792-9 Teacher’s Book...........................................978-1-85964-796-7 Writing Level 3 Course Book...............................................978-1-85964-793-6 Teacher’s Book...........................................978-1-85964-797-4 Test packs For ordering information, contact [email protected]

7

8

9

10

COMBINED EDITION ALSO AVAILABLE

25

FREE

IELTS practice CD-ROM available in Combined Edition

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Catalogue 2009MH_V5.indd 9

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English for Academic Purposes

Skills in English Combined edition

Develops skills underlying FOR IELTS N PREPARATIO

A four-skills edition of the best-selling course for academic study TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO Upper intermediate: CEF LEVELS A2 TO B2/IELTS 3.0-5.5+

Key Features • Source book containing reading texts, tapescripts and grammar resources

THEMES Part A Lesson 2: Practising listening

�

• Each level available separately in two sections, A and B • Each section provides 80 hours of teaching • Additional syntactic grammar practice in Resource Book • Updated web resources, including blended learning for listening and reading • Free downloadable unit test packs • Featured lectures and radio programmes available on DVD • Interactive Skills Practice CD-ROM included with Level 3

• a famous earthquake ___ • a famous volcanic eruption ___ • early theories about earthquakes ___ • early theories about volcanoes ___ • the real cause of earthquakes ___ • the real cause of volcanoes ___

You are going to hear a lecture about natural disasters. Listen to the introduction. What exactly are you going to hear about in this lecture? 1 Tick one or more of the points in the green box. 2 Number the points in the order that you will hear about them. 3 Make an outline for notes on the lecture.

a

�

�

Lesson 3: Learning new listening skills

�

believe realise

This is true, but I have no evidence.

Discuss these questions. 1 What were some early theories about earthquakes? 2 What is the real cause of earthquakes?

This might be true. There is some evidence.

Listen to the first part of the lecture. a 1 What were some of the early theories about

�

a

Listen to the second part of the lecture. 1 Take notes. 2 Ask about any important information that you missed.

Juan De Fuca Plate

Pacific Plate

What do you expect to hear in the next part of the lecture? 1 Tick one or more of the following: • information about different earthquakes around the world ___ • ways of measuring earthquakes ___ • information about famous seismologists ___ • the real cause of earthquakes ___ 2 Listen to the third part and check your ideas.

Eurasian Plate

North American Plate

Arabian Plate

Caribbean Plate Cocos Plate

Nazca Plate

African Plate

Indian Plate

South American Plate

Scotia Plate

Pacific Plate Philippine Plate

Antarctic Plate

�

Look at the two world maps. What is the relationship between them? 1 Discuss. 2 Listen to the fourth part and check your ideas.

a

�

72

What is the real cause of earthquakes? Listen to the fifth part and draw a diagram from the information.

a

LEVEL 3A – THEME 5: The Physical World, Geology – Section 1: Listening

�

• Work and Business • Science and Nature • The Physical World Part B • Culture and Civilization

2 Complete each sentence from the lecture in Lesson 2. a Some people thought ________, others believed _______. Some even said ________________________. b Aristotle thought ______________________. c After the Lisbon earthquake, scientists in Europe realised ________________________. d In the early 19th century, scientists suspected _____________________________. e Gilbert decided ________________________. f Reid concluded ________________________. g Wegener proposed _____________________. 3 Listen and check your ideas.

When a lecturer asks a question during a lecture: 1 make a note, e.g., quakes � volcs? 2 wait to see if the lecturer is going to continue; do not put your hand up or start to answer the question.

Signpost

This week we are going to hear about early theories of the cause of earthquakes…

There are a lot of questions in the lecture in Lesson 2. 1 Complete these questions. Do earthquakes __________________________? Do volcanoes ____________________________? What is the relationship between __________? What is a fault line? How _________________? How do the plates ________________________? 2 Why does the lecturer ask the questions? 3 Read Skills Check 1 and check your ideas.

Minisignpost

In fact, the Greek word for shaking is seismos

a

Australian Plate

a

�

Lecturers often ask questions during a lecture. In many cases, they do not want you to answer. They are going to answer the question in the next or later part of the lecture. These questions are called rhetorical. Examples: Do earthquakes cause volcanoes? Do volcanoes cause earthquakes? Or does something else cause both of them? This week we are going to look at earthquakes, next week we will look at volcanoes …

conclude decide propose say suspect think

Read Skills Check 2. 1 Listen to the first signposts from the lecture in Lesson 2. Can you remember how the lecturer continues in each case? 2 Listen and check your ideas. 3 Listen to some more first signposts. What will come next?

a a a

• Education • Daily Life

Rhetorical questions

This is true. I have evidence.

World seismicity: 1975–1995

the cause of earthquakes? 2 What was Aristotle’s theory? 3 What is seismology? How did it get the name?

�

Skills Check 1

There are many verbs about thinking. 1 Write each verb in the box in the correct row of the blue table.

Skills Check 2

• They Made Our World • Art and Literature • Sports and Leisure • Nutrition and Health

Two-sided signposts We know that lecturers use a lot of signposts and mini-signposts to prepare the listener. Examples:

Lecturers also use two-sided signposts. The first part prepares you for the second part. Examples: First signpost

Second signpost

On the one hand,

On the other (hand),

One (does something)

The other (does something different)

“The topics and tasks are appropriate for all learners and the course is preparing them well for future university study.” Helen Armstrong, University of Teesside

Some people Other people (do / think (do / think something) something different) … not … (this thing / idea)

Instead, (a different thing / idea)

At first, (this idea)

but then / gradually (a different idea)

LEVEL 3A – THEME 5: The Physical World, Geology – Section 1: Listening

73

five integrated themes in each part mean knowledge is transferred across the skills course 10

www.garneteducation.com

Catalogue 2009MH_V5.indd 10

6/1/09 11:56:16

English for Academic Purposes

Develops skills underlying FOR IELTS N PREPARATIO

Skills in English Combined edition Three levels preparing students for studies in higher education

TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO upper intermediate: CEF LEVELS A2 TO B2/IELTS 3.0-5.5+

THEME CONTENTS • Vocabulary for listening • Practising listening

THEME

Read the sentences. Circle the correct word in each case.

• Learning new listening skills • Applying new listening skills • Vocabulary for speaking • Practising speaking • Learning new speaking skills • Applying new speaking skills • Vocabulary for reading • Learning new reading skills • Applying new reading skills • Vocabulary for writing • Practising writing • Applying new writing skills

5

�

The oil flowed more quickly after the water

has had

been injected into the extra wells.

2

The organisms

hadn’t hasn’t

always been covered by sand.

3

By the time the Egyptians

sealed had sealed

their pyramids, the Sumerians found petroleum was useful in building.

4

The Arabs

were had been

distilling petroleum for years when they invaded Spain.

A gold rush started in California after Sutter

(find: pps) ______________ gold in the late 1840’s.

5

Iranians

had been had

discovered oil some years before Kuwaitis.

Gold (extract: pps passive) ___________________ by panning before

underground mines were dug in the 1860’s.

6

Wells are drilled

in on

many locations.

When the first Chinese goldminers arrived in 1853

Australians (mine: ppc) _________________ there for 2 years.

South Africa (produce: ppc) __________________ most of the gold until

cheaper Californian gold became available.

7

Oil floats

at on

water.

8

Steam injection is still in development

in at

Canada.

9

The wildcat wells are found

at in

the north.

Diesel oil is seen in the diagram

below at

the kerosene.

People used to think

the gold gold

was from volcanoes.

11 12

There were

a gold rush gold rushes

in Australia and the States.

13

The rock and earth above

a vein vein

of gold was dug away first.

It is

a very very

good conductor of heat and electricity.

15

Battery The battery

conductors for cell phones

are likely to be made of gold.

16

Venezuela

will have been relied on will be rely on

for extra oil by the end of the century.

17

A quarter of the field will have

been being

tapped before this point is reached.

18

The pressure can

maintain be maintained

if water is pumped into them.

19

Electricity will

been generated be generated

every second it is switched on.

Petroleum products

were used been used

as weapons thousands of years ago.

20

RESOURCES BOOK LEVEL 3A – GRAMMAR SKILLS – THEME 5

Table 1: Past perfect (simple and continuous)

The lakes were panned for gold after the panners

�

(divert: pps) ____________________ the river through four lakes.

Read the explanation below. Then choose the correct option to complete Table 2. Prepositions/prepositional phrases tell us where something happens, or where something/someone is. Table 2: Prepositions of place

�

14

36

Look at the rules below. Complete Table 1 with the correct form of the verbs. The past perfect simple (subject + had + past participle) is used to talk about: • actions that took place before another action or state in the past. • situations or states that existed before another action or situation in the past The past perfect continuous (subject + had + been + ~ing form verb) is used to talk about: • actions or situations that started in the past and continued until another point in the past. • the duration of the action, emphasizing it. • past situations or repeated actions which explain another present/past action or situation.

1

10

Combined Edition Level 1 Part A Course Book and Resources Book.............. 978-1-85964-856-8 Teacher’s Book.......................................... 978-1-85964-862-9 Combined Edition Level 1 Part B Course Book and Resources Book...............978-1-85964-857-5 Teacher’s Book.......................................... 978-1-85964-863-6 DVD A/B.....................................................978-1-85964-473-7 Combined Edition Level 2 Part A Course Book and Resource Book................ 978-1-85964-858-2 Teacher’s Book.......................................... 978-1-85964-864-3 Combined Edition Level 2 Part B Course Book and Resources Book.............. 978-1-85964-859-9 Teacher’s Book.......................................... 978-1-85964-865-0 DVD A/B.....................................................978-1-85964-474-4 Combined Edition Level 3 Part A Course Book and Resources Book.............. 978-1-85964-933-6 Teacher’s Book.......................................... 978-1-85964-866-7 Combined Edition Level 3 Part B Course Book and Resources Book.............. 978-1-85964-934-3 Teacher’s Book...........................................978-1-85964-867-4 DVD A/B.....................................................978-1-85964-475-1

Grammar Skills

The Physical World Geology

Durban is located

at / on the coast.

Lesotho is surrounded by / with

South Africa.

The major mines are in / on

the North.

Taking metals found under / below the ground

is called ‘extraction’.

The pyramids are east of the river on / in

the southern border.

Read the rules below. Then look at Table 3. We use the indefinite article a/an: • to talk about something unspecific. • to talk about something for the first time. • to classify things. We use the definite article the: • when there is only one of something, to talk about something previously mentioned, or in superlative expressions. • with buildings, rivers, seas and some countries (where the name has a noun, e.g., the United States). • with an adjective when we are talking about a group of people (e.g., the young, the helpless). We use the zero article: • to talk about abstract nouns, plural countable & uncountable nouns when we are generalizing. • with languages and most place names/countries. • with certain expressions. 1 Complete Table 3 with the, a, an or Ø. 2 Which rule is shown? 3 Now complete the why? column with the reason. RESOURCES BOOK LEVEL 3A – GRAMMAR SKILLS – THEME 5

37 Level 1 Listening

Course DVD

syntactic grammar checks

students can choose grammar practice activities according to their needs

�arnet E D U C A T I O N

www.garneteducation.com

Catalogue 2009MH_V5.indd 11

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English for Academic Purposes

The English for Academic Study Series Now revised and updated for 2009

Revised pdated and u

UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+

The English for Academic Study (EAS) series comprises seven separate EAP course books, covering the essential skills for English-medium study: Listening, Speaking, Reading, Writing, Vocabulary and Pronunciation, as well as Extended Writing & Research Skills. The series has been designed for students on presessional and foundation courses within an IELTS range of 5.0 to 7.5. The EAS series has been fully revised and updated, taking into account more than two years of feedback from the field. A new user-friendly layout helps both students and teachers navigate effectively through the units, enabling learners to make the best use of the resources available.

12

EAS Reading and EAS Writing share a companion Source Book – which can be bought separately – comprising eight authentic texts specially chosen for university study. The EAS Teacher’s Books provide users with a variety of routes though the books so they can be adapted to a range of teaching situations, from short courses to more extended timetables. Contemporary methodology reflects the most recent developments in EAP teaching based on practical experience in the EAP classroom. Multimedia support: free audio material is included where appropriate, featuring authentic tapescripts of realistic length with a variety of accents. The extracts from lectures for EAS Listening are also available on DVD. Series website features a variety of teacher and student resources, including interactive activities for EAS Vocabulary and EAS Extended Writing & Research Skills.

www.garneteducation.com

Catalogue 2009MH_V5.indd 12

6/1/09 11:56:30

English for Academic Purposes

English for Academic Study Reading

Revised pdated and u

A reading course developed in collaboration with the University of Reading John Slaght and Paddy Harben • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

Key Features

7

The new linguistic order

• The Strategies Approach includes the use of skills such as skimming, scanning, search reading, careful reading and browsing.

LANGUAGES IN ZAMBIA Zambia is a developing landlocked country situated in Central Africa. The population, approximately 9.7 million, is made up of 98.7% African people, 1.1% European and 0.2% other (The World Factbook, 1999 – Zambia). The African population consists of four main tribal groups. There are also a number of subsidiary groups. As a result, there is a wide variety of tribal languages and dialects. There is also a significant number of other permanent residents in Zambia whose first-language is not a Zambian tribal language or dialect. For example, there are firstlanguage speakers of English, Swahili, Hindi and Afrikaans. Because of this, it has been necessary for Zambia to have a common language of communication for a range of social, political, educational, technical and economic reasons. Zambia is part of Anglophone Africa, and therefore the common language (lingua franca) is English. Approximately 78% of the population over the age of 15 can read and write English. There are also at least seven major vernacular languages that dominate and approximately 70 other indigenous languages.

• The Task-Based Approach attempts to mirror authentic reading demands and purposes and suggests that effective readers are motivated by the desire to acquire knowledge in order to perform a task.

Zambia is surrounded by neighbouring countries, each having a major European lingua franca as well as official tribal languages. These countries are Tanzania, Malawi, Zimbabwe and Namibia, where the lingua franca is English; Angola and Mozambique (Portuguese) and the Democratic Republic of Congo (formerly Zaire), where the lingua franca is French. In all these countries, like Zambia, therefore, there is multilingualism, e.g. Zambians communicate through the lingua franca as well as through at least one of the official vernacular languages. Several of the local languages transcend borders. For example, Bemba is spoken in Northern Zambia and in the south of the Democratic Republic of Congo; Nyanja in Eastern Zambia and Malawi, etc.

UnitS: • Academic achievement • Early human development • The environment today

Task 2: Understanding subject-specific vocabulary 2.1

Look at Text 7-1. Read paragraphs A–C and find the words or phrases in the box. Then match them with the definitions a–e on page 00. 1) mother tongue

2) globalization

4) regionalization

5) local language

Rob Naish, University of West of England

3) official language

“EAS Reading proved a godsend to our university pre-sessional course. Student course evaluations of materials rose significantly after we used it.”

Study tip

a) A process in which a language is used in neighbouring countries, particularly for business or official reasons, but also for educational, social or recreational purposes.

It is normal in an academic situation for a student to have a working vocabulary of a particular subject or topic that has been learnt either from the lecture or seminar environment or from reading subject materials. Such a working vocabulary of subject-specific words should help the reader understand any relevant text they are asked to read.

b) This is used in business, in government and law courts; it may also be the national language. c) Used in part of a country or region mostly as a first language, usually for personal, social or commercial reasons; sometimes for official or educational reasons. d) The first language to be acquired at home. e) A process involving worldwide interaction in trade, politics, recreation, education, etc. 2.2

Oxford Brookes University, Oxford

“I liked the integrated approach immensely.” Joanna Rawlinson, Bath Spa University

The following terms (1–10) all appear in Text 7-1. In groups, discuss what these terms mean, then match them with the definitions a–j. 1) first language

2) pidgin

6) minority language 9) neologism

3) multilingual

7) working language

4) lingua franca

5) vernacular

English for Academic Study: Reading Course Book.............................................. 978-1-85964-484-3 Teacher’s Book...........................................978-1-85964-501-1 Reading and Writing Source Book ..............978-1-85964-518-5

8) immersion language

10) standardized language

a) An internationally used language of communication, e.g., English or French in Africa. 1.4

• Statistics without tears

Look at the following possible developments and prioritize them in order from 1 to 5 (1 = most likely, 5 = least likely). In groups, discuss the order you have chosen.

“Excellent selection of reading materials with some extremely valuable exercises in vocabulary comprehension and critical (evaluative) thinking.”

b) Referring to a language spoken by a significant number of the population (for example, a tribal language), but not the official or national language. c) The use of three or more languages by an individual or a group of speakers.

• Human activity and climate change

IN THE FUTURE

English will take over entirely as the only language spoken in Zambia. Language conflicts will develop between English speakers and other language communities. English will become increasingly the language of the elite, and non-fluent speakers will be seriously disadvantaged. The situation is likely to remain as it is, i.e., multilingualism with languages coexisting in order to serve different purposes. English will be replaced by some other official language.

• The global village • The new linguistic order Separate Source Book contains all the texts featured in the Course Book

1.5

24

Read Text 7-1. As you read, think about what information would be relevant to the Focus task and make notes.

English for academic study

d) A language used ‘comfortably’ by speakers for specific purposes, e.g., for study, trade or diplomacy. e) A language which is systematically introduced throughout a country or region, usually by the government. f) A language which is convenient when speakers of different languages need to communicate; usually with a limited vocabulary and grammatical structure. g) A variety of the language which has the highest status in a nation, usually based on the speech and writing of educated native speakers of the language. h) This usually refers to the language that a user feels most comfortable with. It is normally acquired at home or through the influence of, for example, school. i) A newly invented word or phrase in a particular language. j) A language spoken by relatively few people, for example, in one country or because the numbers of speakers anywhere is relatively small. Reading

25

tasks focus on full-length texts on authentic and contemporary topics available in separate Source Book www.garneteducation.com

Catalogue 2009MH_V5.indd 13

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English for Academic Purposes

English for Academic Study Writing

Revised pdated and u

An integrated writing course developed in collaboration with the University of Reading Anne Pallant • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.5-7.5+

source material shared with the reading course is designed to develop critical thinking Key Features

7

The new linguistic order

The course adopts a fourfold approach to reflect the complex demands of academic writing:

1.2

Read the following article about global migration. This article uses the following pattern of organization: Situation � Problem � Solution � Implication � Evaluation

1. The process approach G L O B A L M I G R AT I O N

2. The development of critical thinking in writing

The movement of populations across borders has increased to such an extent as to produce a global migration crisis. As a result of this development, a number of ethical issues have arisen, such as the proportion of ethnic groups within a country, the national identity of a country, racism, the effect of a multicultural society and the distribution of wealth. It is mainly the governments of the host countries that seek to solve these problems by establishing language programmes, cultural exchange and awareness-raising programmes and, where possible, employment opportunities. However, if this pattern of migration continues, there needs to be more openness and willingness on behalf of the native population to accept and receive migrants into their society, and to realise the benefits that a multicultural society can bring. The implications of this suggestion are wide, and not without problems: many older people are resistant to change, and the working population are resistant to outside competition for employment opportunities. There also needs to be a much higher level of cooperation between the host country and the country of origin in order to establish a clear identity for the migrants.

3. The micro-skills of writing, e.g., effective introductions and conclusions, and effective paragraphing 4. The importance of genre

UnitS:

It is obvious that any solution to the problems mentioned above will involve much greater cooperation at the levels of citizens, ethnic groups and political bodies; it will also take many years for any adjustment to take place. However, it is hoped that over time and with greater understanding of the global picture and the possibility of a global governing body that is fair to all global citizens, the problems resulting from the issues of global migration will be minimized.

• Academic achievement • Early human development

1.4

Compare your answers with another student.

1.5

Is there a further problem created by the proposed solution in the text?

1.6

What language do you think it is appropriate to use when giving an evaluation?

2.2

1.3

“... a variety of topics to discuss ... plenty of activities to keep students busy ... offers a range of possibilities for use in many writing courses.”

Choose one of the following essays, then brainstorm your ideas.

The process of globalization has given rise to a number of problems. Identify one of these problems, explain the situation which gave rise to the problem and offer some solutions. You should also evaluate your solutions.

�

It could be said that globalization has increased the gap between the ‘haves’ and the ‘have nots’, and that this is a problem. Explain how this situation has arisen and offer some solutions to this problem. You should also evaluate your solutions.

�

There are a number of problems associated with the rise of English as a world language. Outline some of these problems, explain how they arose, offer some solutions and evaluate your proposed solutions.

2.3

�

Problem(s):

�

• The global village • The new linguistic order

Dr Monika Foster, Napier University Business School

Read Text 7-1 in the Reading and Writing Source Book, entitled ‘The new linguistic order’ (pages 56–64). Then re-read the text entitled ‘The global village’ on pages 44–45 of this book. These will help you to respond fully to the following tasks. You should use the information from both texts, and any of your own texts, to support the ideas in your essay.

Singapore Tertiary English Teacher’s Society English for Academic Study: Writing Course Book.............................................. 978-1-85964-485-0 Teacher’s Book ........................................ 978-1-85964-502-4 Reading and Writing Source Book ............. 978-1-85964-518-5

Complete the flow diagram below on the basis of the text you have just read. Situation:

• Human activity and climate change

“… up-to-date, engaging topics lending themselves to a variety of tasks.”

�

• Telemedicine • Statistics without tears

Sarah Dague, Carlos III University, Spain

Task 2: Writing your essay 2.1

“Very useful for university students who are going to travel abroad to study”

Plan your essay, thinking about the order and grouping of your ideas.

• •

Try to arrange your ideas in a logical order.

•

Decide how your groups of points can be arranged effectively in a Situation � Problem � Solution � Implication � Evaluation pattern.

Decide how your points can be grouped together, so that each group has one main or unifying idea.

Solution(s):

2.4

Exchange plans with another student and evaluate her/his plan.

2.5

Write the first draft of your essay.

2.6

Exchange drafts with another student.

�

Implication(s):

�

Separate Source Book contains all the texts featured in the Course Book

Evaluation:

b) Write your second draft, aiming to improve the presentation of your ideas. 24

14

a) Evaluate her/his draft.

English for academic study

Writing

25

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English for Academic Purposes

English for Academic Study Reading and Writing Source Book An academic text for use with English for Academic Study Reading and Writing

Revised pdated and u

JOHN SLAGHT, PADDY HARBEN AND ANNE PALLANT • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+

Key Features

7

The new linguistic order

• Authentic academic text • Modified for appropriate length and language

Text 7–1: The new linguistic order

Text 7–1: The new linguistic order cont.

• Provides students with authentic challenge

THE NEW LINGUISTIC ORDER

Rob Naish, University of West of England

you read this sentence, you are one of approximately 1.6 billion people – OA Asnearly one-third of the world’s population – who will use English in some form

• Styled to promote reader interest

5

• Updated for 2009 edition

THE NEW

UNITS:

LINGUISTIC

• Academic achievement • Early human development

ORDER

• The environment today • Telemedicine • Statistics without tears • Human activity & climate change

10

“Excellent set of texts for preparing international students for the demands of undergraduate/postgraduate study.”

today. Although English is the mother tongue of only 380 million people, it is the language of the lion’s share of the world’s books, academic papers, newspapers, and magazines. American radio, television, and blockbuster films export English-language pop culture worldwide. More than 80 percent of the content posted on the Internet is in English, even though an estimated 44 percent of online users speak another language at home. Not surprisingly, both the global supply of and the demand for English instruction are exploding. Whether we consider English a "killer language" or not, whether we regard its spread as benign globalization or linguistic imperialism, its expansive reach is undeniable and, for the time being, unstoppable. Never before in human history has one language been spoken (let alone semi-spoken) so widely and by so many.

English for Academic Study: Reading and Writing Source Book.................................. 978-1-85964-518-5

unprecedented reach comes a form of unprecedented power. Although OB With language is synonymous with neither ideology nor national interest, English’s 15

20

25

30

role as the medium for everything from high-stakes diplomacy to air traffic control confers certain advantages on those who speak it. Predominantly English-speaking countries account for approximately 40 percent of the world’s gross domestic product. More and more companies worldwide are making English competency a prerequisite for promotions or appointments. The success of politicians around the world also increasingly depends on their facility in English. When newly elected German chancellor Gerhard Schroeder and French president Jacques Chirac met in September to discuss future cooperation, they spoke neither French nor German, but English. And English is the official language of the European Central Bank, despite the fact that the United Kingdom has not joined the European Monetary Union, the bank is located in Frankfurt, and only 10 percent of the bank’s staff are British. The predominance of English has become such a sore point within the European Union that its leadership now provides incentives for staff members to learn any other official languages.

professional linguists hesitate to predict far into the future the further OC Yet globalization of English. Historically, languages have risen and fallen with the

• The global village • The new linguistic order

35

40

military, economic, cultural, or religious powers that supported them. Beyond the ebb and flow of history, there are other reasons to believe that the English language will eventually wane in influence. For one, English actually reaches and is then utilized by only a small and atypically fortunate minority. Furthermore, the kinds of interactions identified with globalization, from trade to communications, have also encouraged regionalization and with it the spread of regional languages. Arabic, Chinese, Hindi, Spanish, and a handful of other regional tongues already command a significant reach – and their major growth is still ahead. Finally, the spread of English and these regional languages collectively – not to mention the sweeping forces driving them – have created a squeeze effect on small communities, producing pockets of anxious localization and local-language revival resistant to global change.

51

56

English for academic study

Reading and Writing Source Book

57

text length suitable for academic study - example text extends over eight pages www.garneteducation.com

Catalogue 2009MH_V5.indd 15

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English for Academic Purposes

English for Academic Study Extended Writing & Research Skills A university preparation course developed in collaboration with the University of Reading

Revised pdated and u

Joan McCormack and John Slaght • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

skills tips highlight key information Key Features

3

Structuring your project and finding information

• Step-by-step process for completing written tasks Task 3: Reading for a specific purpose

• Detailed advice and model answers

Students are required to read extensively on academic courses, as mentioned in Unit 1, Task 1. It is therefore essential to develop your selective reading skills. The most effective way to do this is to think about your purpose for reading at every stage of your research. For example, if you are looking for a definition to use in the introduction to your project, you should identify the parts of the text that contain this specific information and not worry about the rest of the text at this point.

• Authentic source materials used to produce a piece of extended writing • Dedicated website with interactive activities

3.1

Bilham-Boult et al (1999) People, places & themes. Heinemann

Why it was chosen

o It was published fairly r ecently – 1999.

Skills tip

Oxford Brookes University

o It was published by an established publishing company – Heinemann.

Extensive reading requires a selective approach. You should therefore have a clear purpose for reading at all times.

“Ideal for our Master’s preparation course.”

o It contains various case studies dealing with the pr oblems of urbanization and how to solve these pr oblems. o Readers can compar e the situation in differ ent cities in different parts of the world. This gives them the opportunity to discuss the contents, not simply describe them.

Look back at the flow chart on page 25 and decide on the purpose for reading in relation to each section. Underline parts of the flow chart which you think are related to a clear reading purpose. For example, one reason for reading might be to look for some general information about the Korean banking system in order to make notes for your introduction.

UNITS

TEXT

Anglia Ruskin University, Cambridge

“... very impressive, everything I need in a well-trialled and useful format.”

o It contains some useful photographs, maps and tables.

4.2

Make similar notes of your own on the three other texts that have been chosen. Be prepared to compare and discuss your notes.

Morna Lawson, Glasgow Caledonian University

Reading critically

• Introduction to the skills of extended writing and research to support your ideas

It is also very important to think about what you are reading, i.e., to read critically. First of all, you have to decide whether the text you are reading is useful. Secondly, you should decide whether you agree with what is said in the text. A third important critical reading skill is to relate information in the text to what you already know; for example, are there any other texts you have read with similar information that support or undermine the ideas you are reading?

• Using evidence to support your ideas

Skills tip

TEXT

Critical reading involves thinking: • Do you agree with the ideas? • Does your other reading support or undermine the text?

Why it was chosen

This critical approach to reading is an active skill and helps you interact with the text. This in turn aids your understanding of the text. It also helps you to make important decisions about the text you are reading; for example, whether to skip certain sections of the text, or whether to read a particular section very carefully – you may even decide to make no further use of the text. Interacting with the text and making decisions as you read can save you a great deal of time in the long run.

• Structuring your project and finding information

As you read more about your topic and take relevant notes, you will be able to make connections between ideas that will help you plan and structure your writing. The more you think about what you are reading, the better you will be able to write an evaluative report.

• Developing your project

“... good to find a book which is focused particularly on the sort of students and tasks we teach at this level.”

English for Academic Study: Extended Writing & Research Skills Course Book................................. 978-1-85964-486-7 Teacher’s Book............................. 978-1-85964-503-1 TEXT Why it was chosen

• Developing a focus Task 4: Choosing sources

• Introductions, conclusions and definitions

We are now going to look at why the texts in Appendix 4 were chosen for you to refer to when completing your first project. Those students not completing this project will also benefit from the analysis.

• Incorporating data and illustrations

4.1

• Preparing for presentations and editing your work

28

Look at the example notes analysing the text People, places and themes. Check the five reasons using the bibliographic information or the text itself. Evaluate each reason and discuss with a partner.

English for academic study

TEXT Why it was chosen

Extended writing & research skills

29

focus on key skills for students about to study at university 16

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Catalogue 2009MH_V5.indd 16

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English for Academic Purposes

English for Academic Study Listening

Revised pdated and u

A university preparation course developed in collaboration with the University of Reading Colin Campbell and Jonathan Smith • Upper intermediate to Proficiency: CEF Levels B2 to C2/Ielts 5.0-7.5+

designed to improve participation in academic studies Key Features

2.4

2.5

“A rich blend of activities and a wide range of topics complemented by helpful unit summaries and ‘Sound advice’ sections.”

the franchisor and the franchisee. So you will need to keep costs low and prices as high as the market will bear. One advantage of a franchise operation is that supplies can be bought in bulk across the whole franchise, which will help to keep costs down. But you can see that franchising would be unsuitable in a market where the margin between cost and income is very narrow.

) 19 Listen to Part 1 Section 3 again. a) What does the franchisor provide to the franchisee?

In Part 2 Section 3, the lecturer talks about:

b) What does the franchisee give in return?

• Units cover both macroskills and micro-skills (word and sentence stress, recognising word patterns)

• training and support; • the operating manual;

Task 3: Distinguishing key points from examples

Review, Business Spotlight, Germany

• developing skills quickly.

The lecturer begins Part 2 of the lecture by saying: ‘There are a number of issues that you need to consider when deciding whether or not to franchise your business.’

3.6

) 23 Listen to Part 2 Section 3 again. a) How are the above three ideas related to one another?

• Separately available DVD provides a realistic learning environment, showing how visual prompts aid understanding and presentation

3.1 3.2

English for Academic Study: Listening Course Book and audio CDs (x2).... 978-1-85964-482-9 DVD (includes CD audio material)... 978-1-85964-967-1 Teacher’s Book.............................. 978-1-85964-499-7

b) What point does the lecturer make about previous experience?

In pairs, discuss what you think he will talk about in Part 2 of the lecture.

) 20 Listen to Part 2 of the lecture.

Task 4: Signposting key points

a) Make notes on the key points. Note: The lecturer makes three or four main points. Keep your notes brief; you only need to write down five to 15 words for each point.

“Well-organized units, relevant to students’ current and future needs.” Loughborough University

In addition – and this is fairly obvious – you will need a fairly wide margin between cost and income. Remember that the gross margin needs to provide a return on the investment to both

franchisor franchisee trademark trade name package untrained person continual assistance

• Extended authentic listening texts of up to 10 minutes

In Part 3, the lecturer continues to discuss some of the issues that need to be considered when trying to decide whether or not to franchise your business.

b) Compare your notes with a partner. Have you identified the same main points? 4.1 The lecturer uses signposting language to indicate that he is going to make key points. For example, for the first point, he says:

• Ideal for classroom or media centres

) 24 Listen to Part 3 of the lecture. Make notes on the key points. Then compare your notes with a partner. Have you identified the same key points?

“Firstly, there needs to be ...” 4.2 3.3

UnitS:

3.4

Note: Notice that again the lecturer uses signposting language to indicate he is beginning a new point.

3.5

FREE AUDIO CDs

A technique often used by lecturers to highlight ideas is to stress key words or phrases. Trying to identify where the speaker does this can help you recognize key points in a lecture.

One further issue you may need to consider is whether the business is to other geographical areas. If you have developed your business serving one particular part of the country and you want to set up a franchise network covering a , the whole country for example, another thing you will have to consider is whether there is a for your product or service in different regions. It may be, for example, that competition in other parts of the country may be so that it is difficult for franchisees to , or that for localized or reasons the business may not be as profitable.

) 22 Listen to Part 2 Section 2 again and answer the following questions.

• Identifying key ideas in lectures

Study Tip

) 21 Listen to Part 2 Section 1 again and answer the following questions. b) Do they help make his point clearer? If so, how?

• Introductions to lectures

) 25 Listen to Part 3 Section 1 again and complete the excerpt with one to three words in each space.

Look at the transcript for Track 20 on pages 59 and 60 and find other examples of signposting language.

a) To support his key point, the lecturer gives two reasons and two examples. What are they?

• Listening and lectures

a) What point does the lecturer make about buying supplies in bulk? b) How is this point related to the key point in this section?

• Note-taking

c) Now look at the excerpt on the next page. Having made the key point, the speaker repeats the idea twice. Underline the words in the excerpt where he repeats the idea.

• Introducing new terminology

• Digressions

) 18 Listen to Part 1 Section 2 again. In pairs, discuss what the following terms mean in the context of the lecture.

• Varied lecture styles, topics and international accents

• What lecturers do in lectures

3

Identifying key ideas in lectures

• FREE audio CDs for further self-study or homework

4.3

English for academic study:

) 26/27 Listen to Part 3 Sections 3 and 4. Make notes on the different ways in which brands can be protected.

Listening 24

Listening

English for academic study

25

Course DVD

clear, scaffolded activities to ensure student participation www.garneteducation.com

Catalogue 2009MH_V5.indd 17

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English for Academic Purposes

English for Academic Study Vocabulary

Revised pdated and u

An academic vocabulary textbook ideal for self-study or coursework, developed in collaboration with the University of Reading Colin Campbell • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

Key Features

6 A large number of conditions can be treated with this drug.

a) one of the five natural abilities – sight, hearing, feeling, taste and smell

a) noun: a phrase you ask when you want information

b) a feeling based on instinct rather than fact

b) verb: to express doubts about something

c) the meaning of a word, phrase or sentence

Wayne Trotman, Izmir Higher Technology Institute, Turkey

3 The key issue in the next election will almost certainly be the economy.

8 The regulations were introduced in order to safeguard the interests of local people. a) activities or subjects you enjoy in your spare time

a) adjective: most important b) noun: a metal instrument used for opening or locking a door

b) the things which bring benefits

“An ideal springboard for bridging the gap between EAP and ESP.”

4 Many analysts believe the country is entering a period of relative economic instability.

c) amount, usually a percentage, paid for the use of someone’s money

a) noun: a family member b) adjective: having a particular quality in comparison with something else

9 There is a strong case for increasing tax on luxury items.

Nicki Emanuel, University College for the Creative Arts, Canterbury

5 The company intends to form an alliance with a partner company in China.

a) an example of something happening b) a set of reasons why something should happen or be done

a) verb: to bring into existence

c) a legal matter that will be dealt with in court

b) noun: a particular type of something

“Our team loved it – great potential for saving on prep time!”

6 The final decision on the merger will be made by the board.

10 The patient was in a very bad way after the operation.

a) verb: to get on a plane, train, ship, etc.

a) a method of doing something

b) noun: a group of people who manage a company

b) condition c) a route you take to go somewhere

Marie Hanlon, Loughborough College

7 Environmentalists object to the proposed new motorway. a) verb: to express disapproval or opposition to something

Words can sometimes belong in different classes. For example, mean can be a noun, adjective or verb. Some of these words can have a different meaning depending on the word class.

UnitS: • Multi-meaning words • Word classes

Word

Meaning

mean (noun)

• an average

mean (verb)

• to have a particular meaning

mean (adjective)

• unwilling to spend money

2.1

Study Tip

Example:

• Collocations

a) noun: where someone lives

8 It is a matter of some concern that security at some airports is not up to international standards. a) noun: a topic that you discuss, think about or deal with b) verb: to be important

Use a dictionary to clarify the word class(es) that individual words belong to. With most words you will also need to check the context in which it is used.

Choose the correct word class for the words in bold. Then check your answer by looking at the definitions.

• Word families and word parts

English for Academic Study: Vocabulary Study Book.................................................978-1-85964-488-1

b) noun: a physical thing that you can see, hold or touch

Task 2: Different word class, different meaning

• Diagnostic test for self-assessment and improvement

9 The company is well-known for its sound financial management. a) noun: something that you hear b) adjective: well-founded, sensible, trustworthy 10 As a result of the bad weather, many flights were subject to delay. a) noun: an idea or topic of discussion b) adjective: affected by or experiencing something

The article addresses the issue of over-fishing in the North Sea. b) verb: to begin trying to solve a problem

• Word grammar

18

“Well designed, extremely impressive and clearly of excellent use for vocabulary development.”

2 the company director was a powerful leader and people would rarely question his decisions.

7 The word “comedy” is used in its broadest sense here.

• For self-study or class use

Loughborough University

b) verb: continue or endure for a particular length of time

c) a single item in a performance, e.g., a piece of music

• Study tip and language note boxes give essential selfstudy tips for revising

“A comprehensive text that usefully introduces students to the Academic Word List, with relevant activities.”

a) adjective: coming after all the others

b) a quantity of, e.g., things or people

• Systematic practice in the use of dictionaries, encourages learner independence

• Appendices: answer key, achievement test and full list of academic words found in Units 6–10

1 Experts believe the current instability in world stock markets will not last long.

a) a word or sign that represents a quantity or an amount

• Two-part structure, with vocabulary topic analysis followed by focused practice

• Academic word lists (five units practise the five topic areas)

1

Multi-meaning words

• Academic vocabulary from approximately 500 highfrequency word families taken from both the General Service List and the Academic Word List

26

English for academic study

Vocabulary

27

extensive practice provides systematic vocabulary development

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English for Academic Purposes

EAS Speaking

EAS Pronunciation

Revised pdated and u

University preparation courses developed in collaboration with the University of Reading Joan McCormack and Sebastian Watkins • Upper Int. to Prof.: CEF Levels B2 to C2/IELTS 5.0-7.5+

EAS: Speaking Key Features 1.2

• Topic-led units develop presentation and seminar participation skills

Compare your experiences with a partner using your answers to Ex 1.1. Give details of: a) where you had each experience; b) how it was organized, (e.g., how many students were involved and how long the speaking turns were);

• Reading and listening texts help generate ideas

c) what kinds of topics you covered. 1.3

• ‘Useful language’ sections support discussions and presentations

Discuss your attitude to the situations in Ex 1.1. Which ones do you find, or think you will find, the most difficult to do in English? Can you say why?

Annette Margolis and Jonathan Smith • Upper Int. to Prof.: CEF B2 to C2/IELTS 5.0-7.5+

1

Task 2: Your attitude to speaking English 2.1

Academic vocabulary pronunciation practice with FREE audio CDs using words and phrases from the General Service List and Academic Word List

In this unit you will: learn which phonemic symbols represent certain vowel sounds; practise recognizing and producing these vowel sounds; learn about the concepts of syllables and word stress; practise recognizing weak forms of function words when listening.

• • • •

“A welcome and valuable addition to the materials available for helping pre-sessional students deal with their pronunciation issues in and out of the classroom.”

These are the 12 vowel sounds in English. In this unit we will focus on the six sounds shaded in this table.

This course will help you develop the confidence and the skills necessary to participate effectively in the academic situations outlined in Ex 1.1.

• Regular review units and learner diary sections to consolidate work

EAS: Pronunciation

Vowel sounds 1, word stress and weak forms

Look at the following statements. Do you agree or disagree with them? Which statements are important to you?

/�/

/e/

//

/ɒ/

/�/

/ə/

plan

end

big

job

sum

the

/υ/

/ɑ�/

/��/

/i�/

/ɔ�/

/u�/

good

car

her

fee

law

too

Deborah Stevenson, Brunel University

a) I want to speak English with a perfect native-speaker accent. b) I want to speak English without a single grammatical mistake.

• FREE audio CDs for further self-study or homework

e) If I can communicate my meaning effectively, it does not matter if I make mistakes.

• Useful 20-page Appendix

1.1

g) I want to speak English for social reasons as well as for academic reasons.

• Being a successful student • Learning online

a) // fit dip hit

/i�/ feet deep heat

c) /�/ hat match pack

/ɑ�/ heart march park

/e/ mess bend head

d) /e/ ten head went

/��/ turn heard weren’t

2.2

In groups, discuss each statement from Ex 2.1. Appoint one student to note which statements are the most controversial for your group, i.e., which statements caused the most disagreement.

b) /�/ mass band had

2.3

) 1 Listen to the recording of another group of students reporting back on their

Listen again and repeat the words.

• Changing roles in the family

• Pronunciation of individual sounds

) 1 Listen to the difference in the pronunciation of these pairs of words. In each of them the vowel sound is different.

f) I don’t like working in groups during English lessons because I may learn incorrect English from my classmates.

UNITS

Key Features

Task 1: Vowel sounds /�/ /e/ // /ɑ�/ /��/ /i�/

c) I feel as though I am a different person when I speak English. d) My pronunciation is not as important as grammatical accuracy.

• Syllables and word stress • Understanding word stress patterns • Sentence stress and speaker choice • Sounds in connected speech

discussion of the points in Ex 2.1. Which statements do they refer to? 1.2

• A healthy lifestyle

2.4

• The influence of the media

The following words were used in the recording in Ex 2.3. Mark the stress. Example: co’mmunicate

• Consolidation unit

discussion

• The world of work

2.5

controversial

disagreement

provoke

Report back to the class on the most interesting/controversial points from your discussion in Ex 2.2.

Skills Tip When reporting back to the class, try to keep comments clear and to the point. It is very helpful to get used to using standard expressions for agreement and disagreement.

• Protecting the environment

) 2 You will hear some of the words from Ex 1.1. Listen and circle the phonemic

English for Academic Study: Pronunciation Course Book and audio CDs (x2)................................. 978-1-85964-487-4 Teacher's Book................................978-1-85964-504-8

transcription that matches the pronunciation of the word you hear. Example: /hed/ a) /p�k/

/h��d/

/pɑ�k/

f) /dp/

b) /ten/

/t��n/

g) /h�d/

/hed/

c) /m�s/

/mes/

h) /h�t/

/hɑ�t/

d) /ht/

/hi�t/

e) /went/

/w��nt/

i) /b�nd/

/di�p/

/bend/

• Science and the paranormal English for Academic Study: Speaking Course Book and audio CDs (x2)...................... 978-1-85964-483-6 Teacher’s Book..................... 978-1-85964-500-0

8

English for academic study

relevant topics provoke lively discussion

Pronunciation

7

FREE AUDIO CDs

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Catalogue 2009MH_V5.indd 19

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English for Academic Purposes

Transferable Academic Skills Kit (TASK) A modular academic skills course developed in collaboration with the University of Reading ANTHONY MANNING, CLARE NUKUI ET AL • intermediate to ADVANCED: CEF LEVEL B1/IELTS 4.0+

The Transferable Academic Skills Kit (TASK) is an innovative learning resource for academic study skills. The modular nature of the course enables teachers to construct either a full foundation programme or select individual modules according to their students’ needs. The Transferable Academic Skills Kit (TASK) develops key transferable skills that promote students’ success in university and college study.

Transferable: Carefully designed to link learning with outcome. Skills transferable to: • all faculties • the professional world • an international audience Flexible: Takes into account the wide-ranging needs of institutions around the world. • Modular design: available as a boxed set containing all 12 modules or as individual modules • Can be used as a taught course or for self-study Motivating: Designed with student motivation in mind. • Scaffolded activities for maximum student involvement • Attractive and stimulating design • Clear outcomes • Web links for further study

“A very important awareness-raising package for all who use it - including teachers and professors.” “A must for every university and academic institution where overseas students are studying for a degree.” Duke of Edinburgh's ESU English Language Award judges

20

www.garneteducation.com

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English for Academic Purposes

Modules 1 Key Foundation Skills Introducing transferable skills to enhance organization and efficiency in academic encounters.

7 Introduction to IT Skills Using word-processing and database packages for academic assignments and assessments.

2 Academic Culture Coping with the process of acculturation involved in the transition from secondary to higher or further education.

8 Essay Writing Following the process of title analysis, arrangement of key information and the creation of effective introductions and conclusions.

3 Seminars and Tutorials Strategies to prepare and participate in smaller tutorgroup activities.

9 Scientific Writing Activities focus on organization, accepted procedures for presentation (including presentation and description of tables and graphs) and a guide to editing and revision.

4 Team-Working Making the best of the group-work experience for the purpose of achieving collaborative goals.

10 Research and Referencing Identifying appropriate supporting statements and acknowledging expert opinion from a range of sources.

5 Problem-Solving The various stages of problemsolving and the process of identifying appropriate solutions according to context.

11 Presentations The process of researching, structuring and delivering an oral presentation with slideshow software.

6 Critical Thinking Evaluating arguments with the essential tools needed to distinguish fact from conjecture.

12 Examination Technique Preparing for timed assessments and exams in any academic discipline.

each module provides 12 hours of focused support for developing academic skills www.garneteducation.com

Catalogue 2009MH_V5.indd 21

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English for Academic Purposes

TASK Key Foundation Skills Module 1 of the academic skills course developed in collaboration with the University of Reading

SH OR TL IS TE D

ES U Aw ar d

ANTHONY MANNING • INTERMEDIATE TO Advanced • CEF LEVEL B1/IELTS 4.0+

• Identifies key transferable skills for higher education study • Establishes students’ existing skills, strengths and weaknesses

1

Unit

Key Features

• Helps students improve their organization and efficiency

Module 1

What are transferable academic skills?

Task 2 Examining micro-skills

Task 1

Units

1.1

At the end of this unit you will: • be able to identify key transferable skills; • be familiar with the key skills covered in the 12 modules of the TASK series.

b) Academic Culture c) Examination Technique

An education at tertiary level provides more than just an understanding of the subject matter. The skills you will develop throughout your course of study are often referred to as transferable skills.

• What are transferable skills?

research skills

• Skills self-assessment 1.2

• How organized are you?

IT skills

IATEFL Voices Newsletter

d) Research and Referencing e) Introduction to IT Skills

The skills below are examples of transferable skills in the TASK series. Think about their meaning and discuss your ideas with another student. working in teams

“Equips students with skills which are necessary and transferable to work contexts.”

Think about the six module titles below and what each one might include. a) Team-Working

Identifying skills

communication skills

Duke of Edinburgh’s ESU English Language Award judges

It is important to identify what skills are required in a particular situation, but even more important to know what the skills involve. This task will help you understand more about the twelve key skills in the TASK series. 2.1

• Provides support with time management

“Exceptionally clear, motivating and highly relevant to student achievement.”

f) 2.2

critical thinking skills

problem-solving skills

Key Foundation Skills

“It’s fantastic.”

Check your ideas by reading the module descriptions below and matching each one to one of the six module titles a–f above.

Barbara Betinelli, Milan State University, Italy

Look at photographs a–f. Which of the skills in Exercise 1.1 are needed for each occupation/profession? Discuss with another student, giving the reasons for your choice.

• Time management

Team-working

Research and referencing

IT skills

Module 1 a

b

c

Provides a framework of strategies to help improve organisation and efficiency in an academic environment. Application of these strategies will help development of independent learning skills and maximise their effectiveness. Module 2 Shows how to adapt to life in British tertiary education; it provides insights into the expectations of fellow students, lecturers and tutors. Module 4 Demonstrates how to maximise the efficiency of group work to achieve collaborative goals. This module encourages reflection on the different roles played by individuals within a group and provides support strategies for personal contributions.

d

4

22

Task: Key Foundation Skills - Unit 1 - What are transferable academic skills?

e

f

Unit 1 - What are transferable academic skills? - Task: Key Foundation Skills

5

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English for Academic Purposes

TASK Critical thinking Module 6 of the academic skills course developed in collaboration with the University of Reading CLARE NUKUI • INTERMEDIATE TO Advanced • CEF LEVEL B1/IELTS 4.0+

TASK Module 6

• Clear scaffolded activities • Encourages student engagement

09:17

2

Unit

Key Features

14/12/06

• Relates theory to practice • Comprehensive glossary of terms

Page 10

Recognising strong or sound arguments At the end of this unit you will be able to: • identify parts of arguments; • understand the relationship between the parts of an argument.

• Encourages reflection

• What is critical thinking?

2.1

“Very useful in helping to promote learner autonomy, critical reflection and intercultural competence.”

The following are examples of the three types of argument. Look at the three examples and underline the premises and the conclusions you find in them.

a) Some manufactured food products contain nuts. Harry is

Cynthia Sikorski, University of Lausanne, Switzerland

severely allergic to nuts. Therefore, he should avoid certain manufactured foods.

Transferable Academic Skills Kit (TASK) Module Course Books Key Foundation Skills..................................978-1-85964-915-2 Academic Culture........................................978-1-85964-916-9 Seminars and Tutorials................................978-1-85964-917-6 Team-Working............................................978-1-85964-918-3 Problem-Solving.........................................978-1-85964-919-0 Critical Thinking......................................... 978-1-85964-920-6 Introduction to IT Skills................................978-1-85964-921-3 Essay Writing............................................. 978-1-85964-922-0 Scientific Writing.........................................978-1-85964-923-7 Research and Referencing .........................978-1-85964-924-4 Presentations..............................................978-1-85964-925-1 Examination Technique.............................. 978-1-85964-926-8

b) My aunt has sent me a cheque every year since I was five years old. Therefore, I expect to receive a cheque for my birthday this year too.

Underline the premises and the conclusion in the following argument. For example:

happened to her! c) All Chinese people are good cooks. Ting Ting is Chinese so,

Global warming is definitely happening. I don’t care what people say, but it was hotter this year

• Recognizing poor arguments

as a consequence, she must be a good cook.

than it has ever been. 1.2

• Persuading through language or pressure

What are the unspoken premises in the following? a) You can’t travel to Bhutan without a visa, so Ali is going to have problems if he intends to fly out there tomorrow. b) I heard on the radio this morning that Western Region trains will be very disrupted tomorrow,

• Detecting bias

so Natalia will be late for the interview.

• Putting it into practice

1.3

What are the unspoken conclusions in the following? a) The student candidate who best reflects mainstream opinion is very likely to win the next student election. The policies put forward by Sarah Rollings most closely match popular opinion. b) The ban on smoking in public places will hit profits in cafes and bars. My cousin owns a large chain of bars.

“The most up-to-date and studentfriendly collection of skills-based workbooks.” Dr Monika Foster, Napier University

My tutor is always on time for her lessons, but today she is ten minutes late, so something must have

• Recognizing strong or sound argument

Duke of Edinburgh’s ESU English Language Award judges

Page 11

There are various types of arguments: valid, sound and strong.

Task 1 Constructing an argument 1.1

09:17

Task 2 Recognising sound or strong arguments

An argument can be divided into two parts: premises and a conclusion. Premises give evidence to support the conclusion. In some cases, the conclusion may not be directly stated, but it can be understood by the reader.

Units

14/12/06

Module 6

In your university assessments, you will be rewarded for recognising and using strong and sound arguments. It is therefore important to understand what these are and to be able to build your own strong and sound arguments.

• Web links for further study

“The glossaries are particularly helpful as are the many references to websites which develop ideas mentioned in the text.”

TASK Module 6

2.2

Boxed edition (x12).................................978-1-85964-927-5 Teacher’s Book...........................................978-1-85964-928-2

Now read the definitions of the three types of argument. Match an example to each one. When you have finished, check with your partner. A valid argument This is an argument where the conclusion absolutely follows from the premises, but the premises may not be true. A sound argument This is an argument where the conclusion absolutely follows from true premises. A sound argument is deductive (working from general to particular). A strong argument This is an argument where the conclusion does not necessarily follow from the premises, but if the premises are strong enough, the conclusion is likely to be true. A strong argument is inductive (working from particular to general). A good argument should ideally be both sound and strong.

10

Task: Critical Thinking - Unit 2 - Recognising strong or sound arguments

Unit 2 - Recognising strong or sound arguments - Task: Critical thinking

11

page design encourages students to write in textbook and make notes www.garneteducation.com

Catalogue 2009MH_V5.indd 23

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6/1/09 11:58:03

English for Academic Purposes

EAP Essentials A teacher’s guide to principles & practice A new handbook of best practice for teachers of English for Academic Purposes Olwyn Alexander, Susan Argent and Jenifer Spencer

Key Features • The latest research adapted for classroom use

Methodology

• Real case studies document classroom experience of teachers and students • Free CD includes original ideas and welltrialled materials for teaching in a variety of contexts

s Which parts of the lesson below seem to you to be text-based (i.e., input

UnitS:

Case study C: Students in an EAP writing class have been working on data commentary, a sub-genre usually contained within a report or research article. In a previous lesson they have been introduced to the concept of data in tables and graphs and how these are used to represent relationships between real world entities or variables. They have analysed several example texts and are now ready to write a commentary.

Yes, required to pay full tuition fees as I am resitting a year/ not eligible for funding 2%

• Course design • Reading • Writing • Critical thinking

106

• Student autonomy

EAP Essentials C03.indd 106

Karen Nicholls, Sheffield Hallam University

Yes, required to pay full tuition fees as I am an international student 5%

"This book will surely become essential reading for both trainee and practising EAP teachers alike.” Jane Brooks, Sussex University

Lesson phase 2: The teacher divides the students into groups of four and asks them to prepare, with their group members, a general statement that describes the main relationship in the pie chart. A scribe in each group prepares their statement for a visual. The teacher notices that students in some groups are discussing what to write but in two of the groups the scribe is writing and the other group members are not contributing. Each group then presents their statement and the class decides which one best represents the data in the chart. The class chooses the following statement:

EAP Essentials Teacher’s Book & CD..................................978-1-85964-419-5

The chart shows students who pay tuition fees and students who do not pay is the same. Lesson phase 3: The teacher gives feedback by asking the questions below:

Lesson phase 1: The teacher explains that the aim of this lesson is to construct a data commentary which could be used in an information pack for new students who might be interested in reading about changes in higher education in the UK. She shows on a visual display

• Vocabulary

“Combines current research on EAP practice with a very practical approach that clearly comes from experience: an excellent read for new EAP teachers. I wish I’d had this book before I started in EAP!”

She asks the students if they are represented on the chart and they locate the segments which show the proportion of overseas students paying full fees or European students paying home fees.

before output) or task-based (i.e., output before input) or collaborative?

• Text analysis

Nadezhda Yakovchuk, University of Leicester

Yes, required to pay all tuition fees (£1,025 for UK resident) 36%

Yes, required to pay part of tuition fees, after being means tested 10%

s Where in the lesson does the teacher focus on grammatical form?

• The EAP context

24

No, not required to pay fees 47%

Task 12

• Written by practising EAP trainers from Heriot-Watt University

• Assessment

a pie chart showing the proportions of students at university in the UK who have to pay tuition fees.61

The previous section dealt with the what of EAP, i.e., the way in which students’ language needs can be incorporated into a coherent syllabus. This section looks at the how of EAP, i.e., the methodology for achieving the aims and objectives of the syllabus. This aspect has tended to receive less attention from EAP writers and researchers.56 The teacher’s role is to support students in identifying and learning the language they need to achieve their rhetorical purposes and to provide scaffolding and feedback for their performance in communicative tasks. Basturkmen 57 summarizes methodologies in English for Specific Purposes (ESP) in terms of the relationship between input, i.e., the point at which students are exposed to samples of language use, and output, i.e., the point at which they use the language in productive tasks. Either students are first presented with models of language use which they are then required to produce themselves, or they follow a ‘deep-end strategy’58 in which they struggle to communicate and, in so doing, recognize the gaps in their language and strategic knowledge. An example of the former is a text-based approach, 59 whereas the latter follows a task-based approach. 60 Both these approaches emphasize the collaborative and experiential nature of teaching and learning. These approaches are illustrated in the following case study of a writing lesson.

• Practical approach allows teachers immediate engagement with EAP materials

“Up-to-date, comprehensive and practical, this book is a very useful resource for EAP novices and experienced teachers alike.”

s Are the students really the same? s Are the numbers exactly the same?

Chapter 3: Course design

Chapter 3: Course design

EAP Essentials 26/3/08 11:35:29C03.indd 107

107

FREE CD-ROM 26/3/08 11:35:32

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English for Academic Purposes

Passport to Academic Presentations A course for students giving oral academic presentations in English-speaking colleges and universities Douglas Bell • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

1 ar t ni St

• FREE audio CDs for further self-study and listening practice

U etting

• Tips for successful presentations

ted

. . . .

In this first unit, you will be looking at the following: Reasons for giving oral presentations The structure of oral presentations Opening an oral presentation Main themes & sub-themes in oral presentations

• Focus on key language and pronunciation areas • DVD includes extended learning through filmed presentations

1

Reasons for Giving Oral Presentations

1.1

People are often asked to give oral presentations, not only in Higher Education but also in the workplace. Why do you think this is? Discuss your ideas with a partner or in small groups.

1.2

UnitS: • Getting started

2

• Organizing your material • Dealing with questions and answers

2.1

• Creating more impact • Using visual aids • Giving persuasive presentations

3

Opening an Oral Presentation

3.1

g You will now hear the openings of two quite different oral presentations. In each case,

3.2

• Which tenses can speakers use to let the audience know what they are intending to do? • Which verbs can speakers use to show this intention?, e.g., look at, describe ... Make a list of as many such verbs as you can think of.

n La

The General Introduction

e

ag

u Foc

Opening Phrases

In my presentation today, I’m going to look at some of the issues affecting tourism in Thailand.

PtOP_12/2007

s ati s Pasent

In my presentation, I’ll talk about four key effects that acid rain is having on our environment.

3.3

e Pr

Match appropriate prepositions from the box below with the presentation verbs i) – vi). The first one has been done for you, but be careful – not every one of these verbs needs to be followed by a preposition.

FREE AUDIO CDs

ell

3

sB

2

gla

STAGE 5:

ok

, s Bo nt

u Do

carefully graded tasks

STAGE 4:

Page 1

rtns o p o

In my talk this morning I’m going to focus on three of Monet’s paintings.

The Conclusion

STAGE 2: STAGE 3:

14:54

For the next ten minutes or so, I’d like to give you some of the reasons why most modern historians think the First World War started.

STAGE 1:

• Review

17/12/07

In this presentation, I’ll be describing the main forms of cancer that we are currently finding in women over the age of 40.

Five typical stages of an academic oral presentation are listed in the shaded box below, but their order has been mixed up. Decide the order in which these different stages should occur and then write them in the spaces provided. The Overview

Passport to Academic Presentations Course Book & audio CDs.......................... 978-1-85964-400 3 DVD (includes CD audio material)............... 978-1-85964-416 4 Teacher’s Book ......................................... 978-1-85964-415 7

s1

Unlike a spontaneous conversation, which can develop in any number of different directions depending on the speakers, an oral presentation tends to follow a fairly predictable structure with clearly marked stages. This is because in an oral presentation, it is very important that the listeners are able to follow – and later remember – what was said. Structuring an oral presentation in a logical and clear way really helps the listeners to do this.

The Chance For Discussion

sample presentations on audio and DVD

Look carefully at the example openings in the Language Focus box below and discuss the following questions with a partner or in small groups:

gu

The Body

Paul Sofer, University of Sussex

as you listen, make a note of: a) What the speaker intends to talk about. b) Whether or not the audience already knows the speaker. How can you tell?

Can you think of any hidden benefits of learning to give oral presentations? Again, discuss your ideas with a partner or in small groups.

The Structure of Oral Presentations

“This is a hands-on, pragmatic book that should greatly boost students’ confidence when giving presentations.”

Now match the following descriptions of what happens to each different stage. a) The speaker talks about the presentation topic in detail. b) The speaker lets the audience know that he/she is going to finish the presentation. c) The speaker greets the audience and introduces him/herself. d) The speaker gives the audience the opportunity to ask questions. e) The speaker tells the audience what the topic of the presentation will be.

ic eM ad aC to

. . G

• Step-by-step coverage of the oral presentation process

2.2

.

Key Features

dE

Stu

1

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Catalogue 2009MH_V5.indd 25

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English for Academic Purposes

Upgrade A first course in English for higher studies Richard Harrison • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.5-5.0

Key Features

“... teaches English in a lively, relevant way. The material in each unit is well integrated, and the Teacher’s Book is packed full of ideas – a very useful pre-college base for higher studies.”

• 15 topic-based units plus three review units • Teacher’s Book, including tests, transcripts and answers • Extensive skills practice with tasks such as: reading an article and completing a bar chart; writing an e-mail; listening to directions; giving a presentation

English Teaching Professional

Upgrade Course Book..............................978-1-85964-705-9 Teacher’s Book.......................... 978-1-85964-707-3 Activity Book (with answers)......978-1-85964-706-6 Activity Book (without answers).. 978-1-85964-708-0 CD............................................. 978-1-85964-704-2

• Study tips throughout the course to help develop essential study skills and independent learning • Ten-page word list of essential vocabulary covered in each unit • Activity Book containing imaginative extended practice of the language and topics in the Course Book, for use in the class or self-study

UnitS: • • • • • • • • •

Campus • Time • My way At home • Around the world In class • World cities The world of computers Work • Famous names International English Summer vacation How to study • Free time What’s next?

a pre-intermediate course designed for young adults who need to use English-language resources as part of a higher education course 26

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Catalogue 2009MH_V5.indd 26

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The English for Specific Academic Purposes Series A faculty-specific series for students studying in higher education Upper intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0–7.5+

SH OR TL IS TE D

ES U Aw ar d

English for Specific Academic Purposes is a series of skillsbased courses designed specifically for students about to enter Englishmedium tertiary level studies, covering a wide range of academic subjects. All titles feature listening and reading texts which provide the essential background knowledge and vocabulary of the discipline.

Key language provides students with formulaic expressions of their disciplines. Free CDs featuring realistic lectures are included with every title. Teacher’s Books include over 40 pages of photocopiable resources, with activity banks, model texts and vocabulary and grammar reviews.

Accessible to students from an upper intermediate level (CEF B2). Applicable to Englishmedium courses in all countries. Carefully graded practice in the key academic skills needed to deal successfully with lectures, seminars and written assignments.

www.garneteducation.com

Catalogue 2009MH_V5.indd 27

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6/1/09 12:00:00

English for specific Academic Purposes

English for Banking A course from the English for Specific Academic Purposes series for students in higher education Marie Mclisky • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+

ESAP Banking Unit 5

7/11/07

13:00

Page 38

ESAP Banking Unit 5

7/11/07

13:00

Page 39

Key Features • 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

5

5

a

assets deficit distributed expenses income intangible liabilities loss non-operating operating profit retained surplus tangible

Study the words in box a. 1 What part of speech is each word?

b

account

c

17,780 4.4 2.3

2 Find pairs of opposites.

Study Figure 1 on the opposite page. 1 What do the blue bars show? 2 What is the horizontal scale?

assets

profits

Consolidated Financial Statements – Summary The following is a summary of the information which appears in the full annual report and accounts. For further information, please consult the full annual report on our website, or request a free copy from the address on the back cover.

revenue before-tax profit

11,890 –3,015 10.4 –2,815 4,385 3.7 –1,315 4,450 18.8 3.9 –27.6 3,182

tax

income tax

4 What items are on the right?

D

Study Table 1 on the opposite page. 1 What happened to performance in 2007? 2 Complete Table 1 with information from Figure 1. Use numbers from box c. Not all the numbers are used. Some may be used twice.

E

Study the text on the right, which describes Table 1. 1 Complete the first paragraph with a preposition in each space. 2 Complete the second paragraph with one or two words in each space.

F

• Computers in banking

personnel expenses

general expenses

performance

the bank’s financial

total income

the years 2006 and 2007. There

was an increase

4.4%

net profit

net interest

–10,000

While there was a

of

–5,000

0

for doubtful debts

Interest income

of 6.3% from the previous year. Interest income also $18,560m, a/an

to of 4.4%. However,

personnel expenses also

.

Study Table 1 again. Discuss these questions.

Interest expenses Net interest income Other banking income

General expenses

2 Why might interest expenses grow by 5.6% whereas interest income grows by only 4.4%?

Provision for doubtful debts

English for Banking Studies – Copyright © 2008 Garnet Publishing Ltd.

6,520

4,730 –3,210

Total expenses Before-tax profit

% change

FREE AUDIO CDs

4.4 –11,260

6,670 11,400

5.6 6.3

10,970 6.5

–530

–480

–2,815

–2,710

–275

–380

–6,830

–6,585

4,570

3.9 3.7 4.2

Income tax

–1,364

_______

Net profit

3,206

3,070

Table 1 ANW Bank — Statement of financial performance for the year ended 31st March 2007 ANW Bank plc Annual Review and Summar y

38

15,000

2006 $m

–11,890

Personnel expenses Occupancy expenses

• Offshore banking

10,000

18,560

Total income

1 What happened to the doubtful debts provision in 2007?

Discuss the changes shown in Table 1. Use a variety of nouns, verbs, adjectives and adverbs.

5,000

2007 $m

by

27.6%. Other banking income showed a/an

$m

Figure 1 ANW Bank — Financial performance 2006 and 2007

10.4% in occupancy-related expenses, the provision

5 Occupancy-related costs increased by 10.4%. Why?

G

other income

the

year 2006.

4 The annual inflation rate was 3.4%. How therefore would you explain an increase in personnel costs of 6.5%?

• Central banks

2007

doubtful debts

occupancy expenses

Table 1 shows changes

3 What happened to other banking income in 2007? How might you explain this?

• Bank performance

2006

total expenses

3 What items are on the left of the line?

• The origins of banking

• Banking in developing countries

English for Banking Course Book & audio CDs.......................... 978-1-85964-935 0 Teacher’s Book ......................................... 978-1-85964-943 5

net profit

3 Which pairs relate to which words in box b?

• Ideal coursework for EAP teachers

• International banking

Study Figure 1 and Table 1 on the opposite page. 2 Who is it written for?

C

• Banking institutions

word sets • antonyms • describing trends

1 Where would you find this type of information?

• Vocabulary and academic skills bank in each unit for reference and revision

“... extremely well presented, with engaging diagrams and graphs.” EL Gazette, November 2008

ANW Bank plc Annual Review and Summ ary ANW Bank plc Annual Review and Summar y

A

B

Units: • What is banking?

BANK PERFORMANCE

5.1 Vocabulary

• Eight-page units combine language and academic skills teaching

• FREE audio CDs for further self-study or homework

BANK PERFORMANCE

English for Banking Studies – Copyright © 2008 Garnet Publishing Ltd.

iii

page xi

39

• Banking and ethics • Influences on banking standards • Banking governance

28

enables students to study key elements of banking using relevant texts while developing crucial study skills

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English for specific Academic Purposes

English for Business Studies A course from the English for Specific Academic Purposes series for students in higher education Carolyn Walker • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

ESAP Business Unit 8

7/11/07

13:07

Page 64

ESAP Business Unit 8

7/11/07

13:07

Page 65

Key Features • Systematic approach to developing academic skills through relevant content

8

8.2 Reading

A

• Eight-page units combine language and academic skills teaching • Vocabulary and academic skills bank in each unit for reference and revision

B

1 What should the writer do in each type?

descriptive analytical comparison � argument �

2 Match each essay type with one of the questions below the slide (A–D).

� �

3 What topics should be covered in each essay question?

C

‘Every Little Helps’ (or The Secrets of Japanese Management Practices) The basic objective of operations management is to help companies to improve their efficiency and therefore their profitability. However, in business, companies need to compare their efficiency and their costs both internally and externally. If old practices are inefficient, or new initiatives cost too much, then profits will fall. Therefore, a company’s existence may depend on achieving efficiencies. Here is a list of questions which have to be considered by companies. �

Read the title of the text on the opposite page and the first sentence of each paragraph.

A

What are the advantages and disadvantages of lean production for non-Japanese organizations?

� �

1 What will the text be about? 2 Choose one of the essay questions in Exercise B. Write four research questions which will help you to find information for your essay.

D

1 Using your own words, make notes from the text on information for your essay question. 2 Work with another person who has chosen the same essay question as you. Compare your notes.

E

Study the highlighted sentences in the text.

• Getting the work done

2 Which is the main subject and verb for each sentence?

F

Study the table on the right.

• People and markets

1 Match each word or phrase with its meaning.

• Products and strategies

2 Underline the words or phrases in the text which the writer uses to give the definitions.

• Operations: producing the goods

B

‘There is no business or activity for which lean techniques are unsuitable.’ To what extent do you agree with this statement?

C

Explain why Japanese management practices have become such an important approach in business today.

D

What questions do companies need to ask when considering their efficiency? Describe how one or two companies have found answers to such questions.

See Vocabulary bank

Word/phrase

Meaning

1 Total Quality a system for stopping a production Management line when there is something wrong 2 just-in-time

getting rid of anything which reduces efficiency

3 poka-yoke

making efforts all the time to meet the needs of customers better

4 jidoka 5 kaizen 6 lean

64

�

�

Read the text.

1 Underline all the subjects and their verbs.

• Operations: efficiency, costs and quality

There are four main essay types in business studies:

Look at the four essay types on the right.

• The organization of work • The world of technology

a bag of crisps a cruise ship a laptop a motorbike parts for a car a sandwich

3 How can companies ensure the quality of their products?

UnitS: • The business of business

Look at the products in the blue box.

2 What could go wrong in the production process in each case?

• FREE audio CDs for further selfstudy or homework • Ideal coursework for EAP teachers

essay types • complex sentences with passives • definitions

1 What type of production process is most likely to be successful for each product?

• Focus on receptive skills (reading and listening) to activate productive skills (writing and speaking) in subject area

OPERATIONS: EFFICIENCY, COSTS AND QUALITY

a way of involving the whole company in ensuring that the right quality is achieved a system designed to prevent errors a very economical way to manage quantities of stock

English for Business Studies – Copyright © 2008 Garnet Publishing Ltd.

How is it possible to improve the motivation of the workforce? What might be the costs of this improvement? What increases in production techniques are possible and how? How can the competitiveness of a company be maintained and improved, especially when this is in an increasingly global market? What is the relationship of quality of output to these questions?

Some answers to the above questions have been provided by Japanese management practices known as ‘lean production’ techniques (‘lean’ is the elimination of all forms of waste). These techniques include well-known concepts such as kaizen (continuous improvement) and ‘just-in-time’, which is a system of inventory control that ensures that exactly the right quantities are available at any one time. Another concept is ‘Total Quality Management’ (TQM), an approach to quality control which involves the entire business at all levels. Also important is poka-yoke – an errorproofing system using special devices designed to prevent wrong actions from occurring in the production process. Crucially, operations in manufacturing units tend to be managed by the Japanese with relatively little bureaucracy. A combination of specialized plants and team-based production means that high levels of efficiency are provided by a minimum of workers, equipment and materials. The results of Japanese concepts have been spectacular across the world, particularly in car manufacturing. In 1990, in their study of lean production, The Machine that Changed the World, Womack et al. showed that it took US General

English for Business Studies – Copyright © 2008 Garnet Publishing Ltd.

Motors’ workers 40.7 hours to assemble a car against 18 hours for Japanese Toyota workers. Business had known for a long time that costs are reduced by improved efficiency, and, at the same time, quality is improved, but the practice and theory did not always match. For example, production lines were designed by Japanese car manufacturers to stop automatically whenever there was a fault (this is known as jidoka in Japanese) but early managers at the UK’s British Leyland refused to accept this because they hated stopping a production line. It took time for nonJapanese car manufacturers to understand the benefits of the technique.

“The book helped students to become more independent in their approach to studying in English ... The Teacher’s Book is excellent ... The units provided a wide variety of topics and up-to-date material.” Lionello Fabris, University of Udine, Italy

“... it has all the language as well as the academic skills.” Clark Stoppia, Lorrach Berufs Academy, Germany

Partly as a result of Womack et al.’s study, lean production methods have gradually become much more widespread. For example, Walkers Crisps uses a ‘quality chain’ system in which the whole supply chain is checked – the potato seeds, the growing conditions and all aspects of the factory production (slicing, cooking, packing, etc.). According to the company’s website, ‘Walkers prides itself on the quality of its products, and if its crisps do not meet consumer expectations, people will buy an alternative product.’ In 2005, Corus Steel introduced ‘continuous improvement’ to make the company more competitive. Typical changes were the removal of non-profitable activities, improvements in efficiency, and an emphasis on consistency across the whole company. Another good example is the approach which is used by Tesco, the UK-based supermarket chain. Before the 1990s, it operated a chain of cheap, low-cost, city centre supermarkets. By 2004, helped by a kaizen approach, it had become Britain’s biggest supermarket and was expanding abroad (Tesco’s slogan: ‘Every Little Helps’).

English for Business Studies Course Book & audio CDs................. 978-1-85964-936 7 Teacher’s Book ............................... 978-1-85964-944 2

FREE AUDIO CDs

At first it was thought that TQM techniques and lean production were best suited to manufacturing. However, it is clear that similar questions are now also being asked by service providers. Governments, too, are increasingly aware of the advantages of lean production techniques. For example, the National Health Service in the UK now tries to use some of the practices. According to the NHS Institute for Innovation and Improvement, ‘Lean is basically about getting the right things to the right place, at the right time, in the right quantities, while minimizing waste and being flexible and open to change.’

65

• Managing financial accounts • Funding company activities • External influences • Strategy and change

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Catalogue 2009MH_V5.indd 29

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English for specific Academic Purposes

English for Environmental Science

NEW

A new course from the English for Specific Academic Purposes series for students in higher education RICHARD LEE • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+

Key Features • 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 • FREE audio CDs for further self-study or homework • Ideal coursework for EAP teachers

1

1.2 Listening

preparing for a lecture • predicting lecture content • making notes

1.3 Extending skills

A You are a student in the Environmental Science Faculty of Hadford University. The title of the first lecture is What is environmental science? 1 Write a definition of environmental science.

See Skills bank

B

�Listen to Part 1 of the talk. What does the lecturer say about environmental science? Tick one or more of the following.

c Geomorphologists only work in the Earth sciences.

1 map?

3 measure?

5 analyze?

7 trace?

2 identify?

4 manage?

6 draw on?

8 record?

How can you organize information in a lecture? Match the beginnings and endings. 1 question and

contrast

2 problem and

definition disadvantages

4 advantages and

effect

5 comparison and

events

6 cause and

supporting information

7 sequence of In Part 2 of the talk, the lecturer mentions greenhouse and web.

2

�Listen and check your ideas.

solution

9 theories or opinions then

C

In Part 3 of the talk, the lecturer describes different branches of environmental science.

answer

How can you record information during a lecture? Match the illustrations with the words and phrases in the box. tree diagram flowchart headings and notes

1 How many branches can you think of? 2 What are the main areas covered by each branch? 3

process

8 stages of a

1 What is the connection between the general English words and their use in environmental science?

D

lecture organization • choosing the best form of notes

3 classification and

a It is the same as the Earth sciences. b It is different from the Earth sciences.

C

1

2

E

4

5

• What is environmental science? • What do environmental scientists do?

�In the final part of the talk, the lecturer gives a

definition of environmental science, and some examples. Listen and mark each word in the box D if it is part of the definition and E if it is part of an example. human process solution activity identify change flood plain overlap record intervention measure illustrate

• The atmosphere

F

Write a definition of environmental science.

• Computers in environmental science

G

Look back at your notes from Exercise A. Did you predict:

• Energy resources

spidergram

table

timeline two columns 3

�Listen and check your ideas.

4 What will the lecturer talk about next?

UnitS:

English for Environmental Science Course Book & audio CDs......................... 978-1-85964-444-7 Teacher’s Book ........................................ 978-1-85964-445-4

A What can you …

2 What other ideas will be in this lecture? Make some notes.

B

WHAT IS ENVIRONMENTAL SCIENCE?

•

the main ideas?

•

most of the special vocabulary?

•

the order of information?

7

1.

6

1. 1 1. 2

18th 19th 1920

D

Match each organization of information in Exercise B with a method of note-taking from Exercise C. You can use one method for different types of organization.

E

�Listen to five lecture introductions. Choose a possible way to take notes from Exercise C in each case.

Example: You hear:

Today I’m going to talk about the most damaging types of greenhouse gases. There are five main gases … You choose: tree diagram

8

9

• Soil as a resource • Recycling waste • Ecosystems • Preserving biodiversity • Pollution • Agriculture • Sustainability

30

enables students to study key elements of environmental science using relevant texts while developing crucial study skills

www.garneteducation.com

Catalogue 2009MH_V5.indd 30

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English for specific Academic Purposes

English for Language and Linguistics

NEW

A new course from the English for Specific Academic Purposes series for students in higher education Anthony Manning • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 To C2/IELTS 5.0-7.5+

ESAP Lang CB U6

1/8/08

15:10

Page 48

ESAP Lang CB U6

1/8/08

15:10

Page 49

Key Features • 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

6

6.2 Reading

A

identifying subject–verb–object in long sentences • paraphrasing Discourse competence

Discuss these questions. 1 What do you find the most difficult aspect of communicating in another language? 2 What factors affect students’ ability to communicate in a second or foreign language?

Strategic competence

B

Study Figure 1. Match the communicative competencies in the diagram with the descriptions on notes A–D.

C

Look at the illustration, the title, the introduction and the first sentence of each paragraph on the opposite page. What will the text be about?

D

Write some research questions, using your ideas from Exercises A, B and C above.

E

Read the text. Does it answer your questions?

F

Study the highlighted sentences in the text. Find and underline the subject, verb and the object or complement in each sentence. See Skills Bank

G

Two students paraphrased parts of the text. 1 Which parts of the text do they paraphrase? 2 Which paraphrase is better? Why?

• FREE audio CDs for further self-study or homework

Student A

It is important to take into account the needs of tar get students when adapting the teaching appr oach. In this way, a teacher can avoid the pr oblems which arise when eclecticism is used without principles.

UnitS include: • What is linguistics? • Developments in linguistics

Grammatical competence

Sociolinguistic competence

Figure 1: Communicative competence Source: P. McKenzie-Brown www.languageinstinct.blogspot.com

A

The ability to combine a language’s elements in order to speak or write. This is also known as fluency. B The use of verbal and non-verbal strategies to allow for lack of skill in the other three areas. C

The skill of using language appropriately according to particular social situations. D

ELT teachers who believe str ongly in an eclectic appr oach r ecommend that it should only be used in a principled way.

• Ideal coursework for EAP teachers

The extent to which the features and rules of the language have been learnt.

Student B Supporters of eclecticism in ELT advise against unrestrained pluralism.

To sum up, contextualization is fundamental in the choice of appr oach ...

They recommend that teachers should adapt teaching in line with a student needs analysis.

... because it ensur es that pr ocedur es ar e or ganized, not random.

This allows the teacher an altogether more principled choice of approach. The guiding principles of an approach need to match the learning situation.

• Language acquisition and learning

H

• Language and technology

48

ENGLISH LANGUAGE TEACHING

Work in groups. Each group should write a paraphrase of a different part of the text.

As a result, the 'anything goes' mentality can be avoided.

Can you juggle your approach? Any trainee teacher of English as a foreign language has to study at least some of the many different pedagogical approaches which have, at one time or another, been championed as the most effective means of teaching language proficiency. For example, approaches such as Communicative Language Teaching, audiolingualism and task-based learning are frequently referred to by language-teaching professionals. Confronted with constantly changing fashions in preferred teaching methodologies, many language teachers are now opting to practise coherent pluralistic language teaching in order to produce lessons based on something called ‘informed eclecticism’. In other words, some teachers see the benefit in juggling a range of different approaches. But what does the juggling of approaches to ELT really involve? Instead of adopting a single approach, many instructors now realize the advantages of selecting different teaching approaches according to who they are teaching and the particular language skills they are focusing on. Whereas Total Physical Response may be useful for teaching the parts of the body to primary school students, it may be more appropriate to use Communicative Language Teaching in order to prepare a group of exchange students for a homestay holiday in France. Clare Nukui, a tutor at the University of Reading, warns against the use of unconstrained pluralism in the choice of language-teaching approaches. ‘Eclectic use of activities, without reference to ELT theory or contextual considerations, can be very dangerous. Different approaches are, of course, better suited to some contexts than others. Principled eclecticism requires a great deal of knowledge of languageteaching methodology in order to ensure that students’ needs are being adequately addressed.’ Random, unprincipled teaching, as described by Clare Nukui, is widely considered to be misguided and has often been criticized because it may be atheoretical, subjective and unsystematic.

English for Language & Linguistics Course Book & audio CDs...........................978-1-85964-938 1 Teacher’s Book ......................................... 978-1-85964-946 6

Audiolingualism Task–based Learning

Communicative Language Teaching

Total Physical Response

Even ardent advocates of eclecticism in ELT advise against uninformed decision-making. As an alternative, the use of contextual adaptation, in line with a student needs analysis, is recommended. This facilitates an altogether more principled choice of approach. The use of a carefully calculated selection of appropriate teaching methodology, in accordance with the nature of the language being taught and the specific idiosyncrasies of the student body, can overcome many of the disadvantages of unconstrained pluralism. In brief, the guiding principles of a selected approach need to fit with the learning situation. This enables avoidance of an ‘anything goes’ mentality, which in some cases has led to a disorganized combination of procedures. The ELT professional who practises informed eclecticism is very sensitive to the need for organization and effective training in order to achieve satisfactory results. Likewise, any trained juggler is aware that this art requires much more than simply throwing balls in the air in haphazard fashion.

FREE AUDIO CDs

According to Clare Nukui, newly qualified English language teachers are best advised to practise teaching which is rooted in one or two tried and tested theories before they try their hand at eclecticism. ‘Successful language teaching involves much more than simply pulling pre-packaged approaches off a shelf and teaching a series of interesting exercises to your class. Understanding the philosophy of second language acquisition and relating it to teaching practice effectively takes time and experience. I would advise any student teacher to undertake a thorough study of the guiding principles behind language teaching before they experiment with eclecticism. If teachers do not take this advice, they risk making uninformed decisions and becoming the clowns in their own classrooms.’

49

• Language and society • English language teaching • Translating and interpreting • Discourse analysis • Pronunciation and phonology • Grammar

enables students to study key elements of language and linguistics using relevant texts while developing crucial study skills www.garneteducation.com

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English for specific Academic Purposes

English for Law

NEW

A new course from the English for Specific Academic Purposes series for students in higher education Jeremy Walenn • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+

ESAP Law CB U2

22/10/08

16:20

Page 18

ESAP Law CB U2

22/10/08

16:20

Page 19

Key Features • 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 • FREE audio CDs for further self-study or homework • Ideal coursework for EAP teachers

2

2.3 Extending skills

A

using topic sentences • summarizing

Study the words in box a. They are all from the text in Lesson 2.

a

1 Give two meanings of each word. 2 Check with your dictionary.

B

principle conviction grounds binding contract right condition notice

b

2 Does the prefix/suffix change the part of speech?

The facts of the case; how Denning used common sense.

D

Write a summary of the text on page 17. Paraphrase the topic sentences. Add extra information and examples. See Skills bank

2.4 Extending skills

using research questions • writing topic sentences • summarizing

A

Can you remember all the people who have made a contribution to the development of the law from Lesson 2? What were their main achievements?

B

The lecturer has asked you to research judicial precedent. 1 What do you understand by the term? 2 Think of good research questions before you read the text.

C

2 Read each topic sentence. What will you find in the rest of the paragraph? 3 Which paragraph(s) will probably answer each research question? Read those paragraphs and make notes.

• Landmarks in law

4 Have you got all the information you need? If not, read other paragraphs.

D

• Computers in law

Use the Internet to research the judicial achievements of one of the people from the list in Lesson 2. Use the same research questions as in Lesson 2. 1 Make notes. 2 Write a series of topic sentences which summarize your findings.

• Theft 1: the Theft Act • Theft 2: appropriation

Study the text on the opposite page. 1 Highlight the topic sentences.

• Law and order • Crimes and civil wrongs

whereby judges are required to follow the decisions made in previous cases which have sufficient similarity.

3 How does it change the meaning?

3 Look quickly at the text on the opposite page. What is the best way to record information while you are reading?

UnitS:

Judicial precedent can be

equitable obligation defendant entitle simplicity overturn misstatement

Look back at the topic sentences on page 16. Don’t look at the text on page 17. What information comes after each topic sentence? Suggest possible content. Example: Denning adopted his famous common-sense approach in Thornton v Shoe Lane Parking [1971] 1 All ER 686, CA.

3 Report back to the other students. Read out each topic sentence then add extra details.

English for Law Course Book & audio CDs........................... 978-1-85964-417 1 Teacher’s Book ......................................... 978-1-85964-418 8

Jud i c i al preceden t defined as the principle

Study the words in box b. They are all from the text in Lesson 2. 1 What is the base word in each case? What part of speech is the base word?

C

LANDMARKS IN LAW

Cases decided by lower Lord Denning

courts must always

follow the precedent set by higher courts. The aim of stare decisis (Latin for ‘the decision must stand’) is to provide consistency and predictability in the decision-making process of various courts. The judgment may fall into two parts: the ratio decidendi (the reason for the decision) and the obiter dictum (something said by the way). The ratio decidendi always applies to the precise facts of the case and is binding. In other words, it sets a precedent that must be followed. The obiter dictum is where a judge speculates on what might have happened if the facts had been different. This part of the judgment is persuasive rather than binding and so does not have to be followed. In the High Trees case, Lord Denning decided that the plaintiffs were entitled to payment of the full rent only after the war had ended. This was the ratio decidendi. He speculated that the plaintiffs would not be entitled to the full rent from the start of the war as they had promised to cut the rent by half to ease the defendants’ financial difficulties. However, as this was not based on the strict facts of the case, this part of the decision was obiter dictum. The court hierarchy dictates the way in which judicial precedent operates. Under section 3(1) of the European Communities Act, the decisions made on matters of European Community Law are binding on all courts within the English legal system, including the Supreme Court. If matters of European Community Law are not involved, the Supreme Court is the highest court in the land. The Supreme Court is bound by its own decisions unless the court decides in a particular case that this is not right. This was laid down by Lord Gardiner in the Practice Statement in 1966. Supreme Court decisions are binding on all lower courts. The Court of Appeal (Civil Division) must follow the decisions of the Supreme Court even if it is considered wrong to do so. In Young v Bristol Aeroplane

Judicial preceden t

18

Co Ltd [1944] KB 718, CA, the Court of Appeal decided it is also bound by its own decisions except where: • previous decisions in the Court of Appeal conflict. It must then decide which one to follow. • a decision of its own conflicts with a Supreme Court decision, even if that decision has not been expressly overruled by the Supreme Court. • a decision of its own was made per incuriam; in other words, by mistake. The Court of Appeal (Criminal Division) generally has the same rules of stare decisis as the Civil Division. However, because decisions might affect the liberty of the individual, the rules of precedent are not followed as rigidly. This principle was laid down in R v Taylor [1950] 2KB 368, where it was held that if questions involving the liberty of a subject had either been misapplied or misunderstood, the court should reconsider the decision. The High Court is bound by decisions of the Supreme Court and the Court of Appeal. It is not bound by previous High Court decisions. However, these are of strong persuasive authority and are usually followed. Decisions of High Court judges are binding in the county courts. Decisions made on points of law by judges in the Crown Court are not binding. They are only of persuasive authority, so other Crown Court judges need not follow them. The decisions of the county courts and the magistrates’ courts are not binding. Courts can avoid following a binding precedent in a case by using a legal device called ‘distinguishing’. Cases can be distinguished on either the facts or the points of law. In a case involving a joint enterprise, where two people take part in a robbery, and in the course of the robbery one of the people kills the person they are stealing from, the person who does not actually do the killing may still be liable if he could foresee that this action was likely to follow. If someone is armed with a gun, murder is more foreseeable than if someone is armed only with a stick. In R v Powell (Anthony) and English [1999] 1 AC 1, HL, Lord Hutton made this distinction.

FREE AUDIO CDs

Judicial precedent provides stability and consistency within the legal system. However, there are cases where its rigidity has led to injustices. The arguments are whether these injustices should be rectified by Parliament through a change in the law, or whether it is up to judges to use their skills to avoid a precedent where it would, in the circumstances of the case, be unjust to follow it.

p age ix 19

• Contract law 1: consideration • Contract law 2: misrepresentation • Employment law • Homicide • International law • Human rights law

32

enables students to study key elements of legal studies using relevant texts while developing crucial study skills

www.garneteducation.com

Catalogue 2009MH_V5.indd 32

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English for specific Academic Purposes

English for Management Studies

NEW

A new course from the English for Specific Academic Purposes series for students in higher education TONY CORBALIS and Wayne Jennings • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+

Key Features • 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

1

1.2 Listening

A

You are a student in the Management Faculty of Hadford University. The title of the first lecture is What is leadership?

choosing the best form of notes

English for Management Studies Course Book & audio CDs......................... 978-1-85964-440-9 Teacher’s Book ......................................... 978-1-85964-441-6

What can you … 1 keep?

4 fill?

7 draw on?

1 Write a definition of leadership.

2 see?

5 set?

8 evaluate?

2 What other ideas will be in this lecture? Make some notes.

3 come up with?

6 make?

9 implement?

B

�Listen to Part 1 of the talk. What does the lecturer say

B

1

question and

contrast

2

problem and

definition

b It cannot be taught to people.

3

classification and

4

advantages and

effect

5

comparison and

events

c It is about having clear goals and expertise. d It is also about creativity and self-confidence.

C

C In Part 2 of the talk, the lecturer uses two words from general English with a special management English meaning.

6

cause and

1 What are the words?

7

sequence of

2 What do they mean in management English?

8

stages of a

9

theories or opinions then

2

D

How can you organize information in a lecture? Match the beginnings and endings.

a It is not the same as management.

about leadership? Tick one or more of the following.

�Listen and check your ideas.

In Part 3 of the talk, the lecturer describes different styles of leadership.

C

disadvantages

supporting information process solution answer

How can you record information during a lecture? Match the illustrations with the words and phrases in the box.

1 How many styles can you think of? tree diagram

2 What are the main characteristics of each style? 3

headings and notes

spidergram

table

timeline

two columns

1

2

4

5

3

�In the final part of the talk, the lecturer explains what good

leaders do. He gives examples of styles, and a definition of a good project leader. Listen and mark each word in the box S if it is a style and D if it is part of the definition. get tasks done delegating mix selling motivate telling implements actions participation

• What is leadership? • Culture and change

F

Write a definition of a good leader. Use words from Exercise E.

• Organizations and operations

G

Look back at your notes from Exercise A. Did you predict:

• Production management

flowchart

�Listen and check your ideas.

4 What will the lecturer talk about next?

E

Units include:

• Strategy and the business environment

A

lecture organization

See Skills bank

• FREE audio CDs for further self-study or homework • Ideal coursework for EAP teachers

1.3 Extending skills

preparing for a lecture • predicting lecture content • making notes

WHAT IS MANAGEMENT?

�

the main ideas?

�

most of the special vocabulary?

�

the order of information?

1.

6

1. 1 1. 2

7

18

th

FREE AUDIO CDs

19

th

1920

D

Match each organization of information in Exercise B with a method of note-taking from Exercise C. You can use one method for different types of organization.

E

�Listen to some lecture introductions. Choose a possible way to take notes from Exercise C in each case. Example: You hear: Today I am going to talk about the different branches of management. There are four main branches… You choose: tree diagram

8

9

• Finance for strategy • Budgets, decisions and risk • People as a resource • Developing people • Industrial relations • Marketing management • Management information systems

enables students to study key elements of management studies using relevant texts while developing crucial study skills www.garneteducation.com

33

English for specific Academic Purposes

English for Medicine

NEW

A new course from the English for Specific Academic Purposes series for students in higher education ROS WRIGHT, MARIE McCULLAGH AND PATRICK FITZGERALD • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+

Key Features

2

• Systematic approach to developing academic skills through relevant content

Vocabulary bank

• Focus on receptive skills (reading and listening) to activate productive skills (writing and speaking) in subject area

Making the most of lectures

Using related words

Before a lecture …

Example: patient, dress / ing, theatre If you recognize a word but don’t understand it in context, think: What is the basic meaning of the word? Does that help me understand the special meaning?

• Eight-page units combine language and academic skills teaching

Skills bank

Guessing words in context Sometimes a word in general English has a special meaning in medicine..

Example: Water can drip from a tap. A drip means a tiny flow of liquid. If a doctor puts a patient on a drip it means that they receive a tiny flow of some type of liquid, usually in the form of a drug, such as an antibiotic.

�

Find out the topic of the lecture.

�

Research the topic.

�

Check the pronunciation of names and key words in English.

Prepare �

Get to the lecture room early.

�

Sit where you can see and hear clearly.

�

Bring any equipment you may need.

�

Write up the date, topic and name of the lecturer at the top of a sheet of paper.

Removing prefixes

• FREE audio CDs for further self-study or homework

misdiagnose – diagnose incorrectly If you don’t recognize a word, think:

�

Write notes/copy from the board.

• Ideal coursework for EAP teachers

Is there a prefix? Remove it. Do you recognize the word now? What does the prefix mean?

�

Record sources – book/website/names.

Add it to the meaning of the word

�

At the end, ask the lecturer/other students for missing information.

A prefix changes the meaning of a word. Example: imbalance – not balanced

English for Medicine Course Book & audio CDs.......................... 978-1-85964-442-3 Teacher’s Book ........................................ 978-1-85964-443-0

Plan

• Vocabulary and academic skills bank in each unit for reference and revision

A prefix = letters at the start of a word.

THE ORIGINS OF MEDICINE

During a lecture … Predict �

Listen carefully to the introduction. Think: What kind of lecture is this?

�

Write an outline. Leave space for notes.

�

Think of possible answers/solutions/effects, etc., while the lecturer is speaking.

Produce

UnitS include: • Achievements in medicine

Removing suffixes

Making perfect lecture notes

A suffix = letters at the end of a word.

Choose the best way to record information from a lecture.

A suffix sometimes changes the part of speech of the word.

advantages and disadvantages � two-column table

Example: consult [arrow] consultation = verb [arrow] noun

cause and effect � spidergram

biology [arrow] biological = noun [arrow] adjective A suffix sometimes changes the meaning in a predictable way

• Basic principles in medicine

Example: path +ology – the study of disease

• Computers in medicine

path +ologist – specialist in the study of disease

• Causes and effects of disease • Basic medical sciences: cells

classification and definition � tree diagram/spidergram comparison and contrast � table facts and figures � table sequence of events � timeline stages of a process � flowchart question and answer � headings and notes

cardi +ology – the study of the heart

Speaking from notes

cardi +ologist – heart specialist

Sometimes you have to give a short talk in a seminar on research you have done.

If you don’t recognize a word, think: Is there a suffix? Remove it. Do you recognize the word now?

FREE AUDIO CDs

�

Prepare the listeners with an introduction.

�

Match the introduction to the type of information/notes.

What does that suffix mean? Add it to the meaning of the word.

• Clinical setting: acute care • Clinical setting: primary care • Evidence-based medicine • Current issues in medicine • The future of medicine

34

20

21

provides a comprehensive vocabulary and skills bank at the end of each unit, like other titles in the series

www.garneteducation.com

Catalogue 2009MH_V5.indd 34

6/1/09 12:00:32

English for specific Academic Purposes

English for Tourism and Hospitality A course from the English for Specific Academic Purposes series for students in higher education Hans Mol • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+

ESAP Tourism U6

7/11/07

13:46

Page 48

ESAP Tourism U6

7/11/07

13:47

Page 49

Key Features • Systematic approach to developing 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 • FREE audio CDs for further self-study or homework • Ideal coursework for EAP teachers

6

6.2 Reading

A

identifying subject–verb–object in long sentences • paraphrasing

Discuss these questions.

• Hospitality research • Careers in tourism and hospitality • Tourism marketing

value

Study Figure 1.

income

1 What do you think the figure represents? 2 What title would you give this figure?

technology

3 Where does research come into events management?

Figure 1

C

Look at the illustrations, the title, the introduction and the first sentence of each paragraph on the opposite page. What will the text be about?

D

Using your ideas from Exercises A, B and C above, write some research questions.

E

Read the text. Does it answer your questions?

F

Study the highlighted sentences in the text. Find and underline the subject, verb and the object or complement in each sentence. Student B

G

Two students paraphrased parts of the text.

1

Festivals are huge events, with many people involved, complicated logistics, management and considerable investment.

2

The tourism sector has seen a significant increase in these unique mega ventures, creating the need for professional events managers.

3

The rule of thumb seems to be that events can be as complicated as people can afford. Events can be real or virtual.

4

Theories claim that big events provide a forum for such celebrations as people age.

5

Added to ageing and technology, increased income and leisure time also form a recipe for growth in events tourism.

1 Which parts of the text do they paraphrase? 2 Which paraphrase is better? Why?

1 Festivals are major events which are attended by large groups of people; they are highly complex from an organizational point of view, and are expensive to put on. 2 The demand for professional events managers has increased as the number of big events has grown. 3 There is no limit to what tourism events can look like, and they can be virtual as well as real. 4 One theory says that ageing contributes to the growth of events tourism. 5 Apart from age and technology, income and increased leisure time contribute to this growth as well.

H

• The business of events tourism • The business of fun

age

3 What aspects do you think are most important in the organization of such events?

UnitS include: • What’s your kind of tourism?

leisure

2 How would you define ‘tourist’ in this context?

Student A

• What is tourism?

The event of your life?

experiences

1 How do ‘events’ relate to tourism? What type of tourism events can you think of? List and order them according to popularity.

B

48

THE BUSINESS OF EVENTS TOURISM

Work in groups. Each group should write a paraphrase of a different part of the text. See Vocabulary bank

English for Tourism and Hospitality Studies – Copyright © 2008 Garnet Publishing Ltd.

Festivals are the most popular tourist events. They are huge, with hundreds if not thousands of people active and involved, complicated logistics, stressful management and considerable investment. If you are a young adult, the chances are that you belong to the large group of people who have visited a music festival at one point during their teen years. Perhaps you are a lover of festivals and go to many every year. Perhaps you are one of many people who have occasionally participated in or attended a sports festival, ranging from a regional competition to the Olympic Games. In America alone, more than 40,000 festivals are organized every year, including food festivals, music festivals and religious festivals. Some are one-off events; others are ongoing. The organization of events is big business and has a direct relationship with tourism. In fact, although events attract some ‘locals’, most are organized to draw people in from outside the area, either internal tourists or visitors from abroad. In the 20th century, there was a boom in world fairs and major sports events. Millennium celebrations and live music events provided a further boost to events tourism. The tourism sector has seen a significant increase in the size, scope, length and visibility of these unique ventures, known as ‘hallmark’ or ‘mega’ events, creating the growing need for professional events managers. Even though events organization is a professional skill, there do not seem to be hard and fast rules. People participate in events as individuals, but companies, too, provide corporate events tourism by organizing trips, themed weekends and festivals for their personnel and families. The rule of thumb seems to be that events can be as outrageous or complicated as money can buy. And nowadays, events can even be virtual: millions of people participate in highly organized events on the Internet every day.

“Tourism is extremely well covered, with topics including marketing, hospitality and culture. The vocabulary is highly appropriate, with a vast range of academic skills” EL Gazette, January 2009

English for Tourism and Hospitality Course Book & audio CDs........................... 978-1-85964-942 8 Teacher’s Book ......................................... 978-1-85964-950 3 Quite a few theories have been put forward as to why events tourism is so popular. There is one theory (Goldblatt, 2000) which claims that there is significantly more to celebrate as the Earth’s population ages, and big events provide a forum for such celebrations. Another theory is that, with the huge advances in technology of the last few decades, people are seeking experiences that go beyond what they have experienced before, some say to balance the high-tech influences in their lives. So what really attracts people to events? Researchers have found that participants feel they add value to their personal and work lives. In terms of tourism, there is a trend where people reduce the length of holidays and opt for shorter and more frequent breaks, during which they often attend festivals. It seems as if four factors play a role. We have already mentioned ageing and technology. Add to these increased income and more leisure time and you have a recipe for events tourism which increases the demand for events all around the world. This trend is expected to continue.

FREE AUDIO CDs

Researchers have already predicted interplanetary broadcasting events for the 2020s which, in the light of recent developments in space flight, may not seem such a remote idea anymore.

English for Tourism and Hospitality Studies – Copyright © 2008 Garnet Publishing Ltd.

49

• Hospitality marketing • Tourism and culture • Managing people and money • Information strategy and change

enables students to study key elements of tourism and hospitality using relevant texts while developing crucial study skills www.garneteducation.com

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English for specific purposes

English for Global Industries: Oil and Gas

NEW

A study book for industry professionals STEPHEN OLIVER • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+

Key Features • Stimulating material and meaningful activities • A balance of consistency and diversity • Up-to-date technical content • Professional in look and feel

1

• Clear layout, with full-colour photographs and diagrams

English for Global Industries: Oil and Gas Study Book & audio CDs ........................... 978-1-85964-506-2

As the global economy evolves and expands, it presents enormous opportunities for the energy industry. We estimate that the world’s oil and gas needs will grow forty percent by 2030. Rex W Tillerson Chairman and CEO ExxonMobil

B

Unit 11 Unit

Oil & Gas:

A

A Global Giant

Read this introduction to the oil and gas industry from an online encyclopaedia. Notice the pairs of words (like “oil and gas” or “mergers and acquisitions”). How many others can you find?

• User-friendly answer key with suggestions for further practice on the Internet

• The Oil and Gas Industry • Drilling Operations

Strong demand from oil and gas producers has pushed rates for offshore drilling rigs to record highs, prompting many companies to build new rigs to meet the strong demand. www.reuters.com

• Other E & P Services

operate

operation

• Financial Services operator

consumer

contextualization through authentic quotations and documents

sub-contract supply transport

2. Complete this table with words from these families.

742.7

a) b) c) d) e) f) g) h) i) j)

Demand The market Consumption The supply Transportation Reserves Drilling The extraction Exploration Production

of oil presents many security risks. of North Sea Oil can be maintained until around 2024 for oil and gas is a major part of our upstream operations. for oil will continue to increase until 2015 of fossil fuels has declined slightly in recent years. for liquefied natural gas is growing steadily. of oil at the Burgan field began in 1946. for oil and gas has been going on for over 100 years. of gas from deep-water reserves is our main area of expertise. of natural gas are being found almost daily.

Write the word partnerships. For example

FREE AUDIO CDs

the supply of oil and gas

3. Complete this extract from a company website, using one of the words or phrases in the box. Two of the words are not needed.

103.5 40.5

• Geophysical Services

• Pharmaceuticals

1. Complete this table with words from these families.

explore

Thousand million barrels

Without oil and natural gas, quality of life would decline and people in developing nations would not be able to improve their standard of living. www.spe.org

• Working on a Rig

• Construction

Shell E&P is engaged in the upstream activities of acquiring, exploring, developing and producing oil and gas.

acquisition

Proved reserves at end 2006

UnitS:

FORTHCOMING TITLES

produce

Oil and gas production takes place onshore and offshore. O&G companies are engaged in a constant search to discover new reserves and to obtain extraction rights in proved reserves. Construction of drilling wells and rigs is an enormous risk and companies need to calculate supply and demand in order to be certain that an operation will be profitable before it comes on stream. Proved reserves of oil are generally taken to be those quantities that geological and engineering information indicates with reasonable certainty can be recovered in the future from known reservoirs under existing economic and geological conditions. www.bp.com

The world produces and consumes 75 million barrels of oil a day. The USA consumes 25% of the world’s supply of oil. China is the second largest consumer. 68% of the world’s oil reserves are in the Middle East. The price of a barrel of oil quadrupled from $3 to $12 in the 1973 oil crisis. The Thunder Horse platform in the Gulf of Mexico was hit by two hurricanes in 2005. The biggest oil field in the world is in Venezuela. Oil and gas conglomerates employ 70% of their resources on upstream operations. Sakhalin 2 was the first integrated oil and gas project in Russia.

competition

Relationships between companies can be very complex. They can be competitors with each other or they can be suppliers and customers of one another. Large companies make joint ventures with each other for specific projects and there are frequent mergers and acquisitions. Since the integration of oil and gas technology, this happens even more often.

• Links to a unique English for Global Industries website

a) b) c) d) e) f) g) h) i)

extract

The oil and gas industry is one of the largest in the world. It is made up of a small number of conglomerates and a very large number of smaller independent companies. Broadly speaking, the industry is divided into two areas. Upstream operations involve exploration, extraction and production, often known as E & P, while downstream operations involve transportation, refining and sales of products to consumers.

• Advice and practice in appropriate learning skills

Do you think these statements are true or false? Use a search engine such as Google if you would like to have more detailed information.

Asia Pacific

117.2

market leader multi-national

144.4

59.9

North America

S. & Cent. America Africa

Europe & Eurasia

Middle East

subsidiaries joint ventures upstream turnover headquarters contract out

We are a ____________ company, operating in 135 countries around the world. Our work is divided into _____________ and downstream operations, with the majority of our ____________ coming from E&P. We are the ____________ in gas production, with a share of around 31%. We have seen rapid improvements in technology in recent years and we now ___________ a lot of our work to specialists and often make __________ with other companies in the same field.

Put it to Work! Describe your own company or a company you know. Describe oil and gas production in your country or in another country you know.

2

3

‘put it to work’ activities in each unit encouraging learners to use the language

36

www.garneteducation.com

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English for specific purposes

English for the Energy Industries: Oil, Gas and Petrochemicals An English course for employees in the oil, gas and petrochemical industries Peter Levrai • Pre-intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-5.0+

ideal for students who need to use technical and semi-technical vocabulary in the workplace Key Features • Essential expressions and language used in the industry

C

Unit 8: Describing processes and procedures A

• Constant recycling of high-frequency technical terms and vocabulary

you

(have) previous experience in the oil industry?

2 B: Yes. I

(work) onshore and offshore as an operator.

3 A: When

• Real-life listening and reading texts

you

(work) offshore?

4 B: From 1999 to 2002. In 2002, I 5 A: Why

you

(work) onshore.

• A communicative approach to oral accuracy and fluency

7 A: And

1 22 essential crew members have stayed on the rig to maintain the facility.

(change) from offshore to onshore?

6 B: A better position you

(like) working offshore?

2 The facility has now been shut down and made operatively safe.

(like) the people, but not the rotation. I sometimes (find) it difficult to work six weeks.

• Over 140 hours of skills practice activities

you

Journal of the English for Specific Purposes Special Interest Group

English for the Energy Industries Course Book...............................................978-1-85964-911-4 CDs (x2).....................................................978-1-85964-913-8 Teacher’s Book........................................... 978-1-85964-912-1

(become) available onshore.

8 B: I 9 A: And

Put the sentences below into a logical order to make a newspaper report about the incident.

Accident at Britain’s largest offshore gas storage facility

Complete the conversation with the verbs in the past simple or present perfect tense. 1 A:

“A well-designed ESP teaching and learning resource that would be an excellent teaching tool to any EFL/ EAP tutor who has a limited knowledge of this cognate area.”

3 Thick white smoke was seen coming from a gas storage facility off the East Yorkshire coast this morning.

(make) any plans to change your

position again? 10 B: Not at the moment. B

• A glossary of over 160 key terms

4 At lunchtime, a spokesperson commented, “A small fire has been extinguished.”

Look at the pictures and discuss what has happened. 1

2

5 Two workmen were reported to be suffering from minor burns and shock. They were immediately taken to hospital.

6 60 non-essential crew members were airlifted to shore this afternoon.

UNITS: • Giving basic information • Calculating and measuring

D

What else would you like to know about the incident? Write four questions to ask your instructor. They will try to answer them.

• Describing equipment • Giving instructions and warnings

3

4

• Describing systems

EEI DVD double sleeve

9/1/07

09:37

Page 1

English for the

ENERGY INDUSTRIES

• Making comparisons • Describing processes and procedures ENGLISH FOR THE ENERGY INDUSTRIES – Review Unit 8: Describing processes and procedures

ENGLISH FOR THE ENERGY INDUSTRIES – Review Unit 8: Describing processes and procedures

each unit comprises 10 double-page lessons followed by revision tests and self-assessment objectives for students to complete

213

Tracks Tracks Tracks Tracks Tracks

1–8 9 – 16 17 – 26 27 – 35 36 – 44

CD 2 Unit 6: Unit 7: Unit 8: Unit 9:

Tracks Tracks Tracks Tracks

1–9 10 – 19 20 – 29 30 – 38

PETER LEVRAI

• Giving advice

212

CD 1 Unit 1: Unit 2: Unit 3: Unit 4: Unit 5:

ENGLISH FOR THE ENERGY INDUSTRIES

• Talking about safety

English for the

ENERGY INDUSTRIES Oil, Gas and Petrochemicals PETER LEVRAI WITH FIONA MCGARRY

This recording is copyright and unauthorized copying is strictly prohibited. ©2006 Garnet Publishing Ltd.

www.garneteducation.com

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English for specific purposes

Take-Off Technical English for Engineering

Revised pdated and u

A practical course for students studying technical English in the aviation industry David Morgan and Nicholas Regan • Intermediate: CEF Level B1/IELTS 4.0+

SDT CB Unit 5_final

20/12/07

systematic focus on vocabulary development

09:12

Page 94

SDT CB Unit 5_final

20/12/07

09:12

Page 95

Key Features • Practical skills developed for dealing with oral and written instructions and documentation

10

Vocabulary and speaking 1

• Variety of texts and tasks on a wide range of aeronautical topics

2

Complete the words for parts of an engine by filling in the missing letters. a p

p ll r

c exh

b g

rb x

d c

st b s i n

e sh

g t r

t

f ch m

r

h c

ne

15

i in

ke

pr ss r

This is a cutaway diagram of a gas turbine engine. Work with a partner to put the words from Exercise 1 in the right places.

2

by

Complete each of the following phrases with a preposition. a draw something c provide power

something

d exert pressure

something

e expel something

• Free audio CDs for further self-study and homework

Look at the path of the arrows through the engine. Discuss with your partner what it shows. Use these expressions. air goes into

push the turbine blades

the compressor acts on the air

the propeller uses the power

the air is mixed with fuel

the exhaust gases go out

the hot gases drive the turbine

UnitS:

2

1

Look at the diagram below of the Pratt & Whitney PT6 engine. Look carefully at the labels: propeller shaft, reduction gearbox, etc. Discuss the following questions with a partner. a Where is the air intake? b What is the path of the air through the engine?

Read the text and see if your ideas in Exercise 3 above were right.

c Are there any other differences between this engine and the description in theTake-Off text?has been designed for non-native speakers of English who

The turboprop engine

• Frameworks • Control systems

5

• Engine and fuel systems

The next stage in the design of aircraft engines was the development of the turboprop engine. This engine is a type of gas turbine which has a propeller very similar to the ones that are used by piston engines, but which is driven by the combustion of gas in a single combustion chamber instead of several cylinders. Turboprop engines are usually fitted to small or medium-sized aircraft where speed is not the primary requirement.

• Review I

2

Work with your partner to test him on his knowledge of this engine. Ask and answer questions like:

propeller shaft

Where is the … ?

them with a clear sense of achievement. The wide variety of texts and task types will appeal to a broad range of ages and nationalities. Unit topics

s Manufacturing techniques s Frameworks s Control systems s Engine and fuel systems s Safety and emergency s Air and gas s Electrical systems s Communication s Maintenance

95

There are also comprehensive word lists and a glossary of terms for student reference. A bank of tests are provided online.

scaffolded activities support student engagement

Lower-intermediate upwards: CEF Levels A2 to B2. Course componens: Course Book (including free audio CD)

S D T

ISBN 978 1 85964 974 9

Workbook

ISBN 978 1 85964 976 3

Teacher’s Book

ISBN 978 1 85964 975 6

GARNET

38

Take-Off uses a air communicative methodology, with graded tasks that combustion are carefully scaffolded chamber intake to involve and motivate the students, providing

David Morgan and Nicholas Regan

• Review II

Reading and listening development is dealt with in the context of understanding instructions and information in technical manuals. Students develop the speaking skills of asking for and giving factual information, and the writing skills necessary to complete workplace documentation, such as accident reports and safety assessments.

Take-off Units5Design Lesson A new idea and 7: innovation

• Electrical systems • Maintenance

exhaust duct

compressor

Take-Off is an ESP course for intermediate-level students. Unlike many ESP courses, it teaches genuine transferable skills and is ideal for students who need to further their technical training in English. The focus is on skills development, using relevant contexts, with grammar taking a strong supporting role.

Course Book

Take-off Unit 5 Lesson 7: A new idea

reduction gearbox

are studying Engineering (NVQ Level 2 and above). The aeronautical context is particularly aimed at technicians and engineers who are going on to multistage work in the aeronautics industry.

compressor turbine

What happens after … ?

• Air and gas • Communication

power turbines

What does the … do?

�Workbook pages 76/77 94

focused grammar support

Look at the Language Box. How many examples of by can you find in the text? Are they all passive sentences?

TAKE-OFF Technical English for Engineering

1

• Manufacturing techniques

similar to the ones that are used by piston engines

somewhere

Speaking

Reading

• Design and innovation

In passive sentences, the person or thing which does the action is sometimes mentioned. If so, the preposition by is used. For example: the propeller is driven by the remaining power

b add something

3

Take-Off Course Book & audio CDs...........................978-1-85964-974-9 Workbook ................................................. 978-1-85964-976-3 Teacher's Book ........................................ 978-1-85964-975-6

Language Box 1

• Glossary and electrical symbol appendix

Richard Tily, Sprachkom, Germany

Underline an expression in the text which has a similar meaning to each of the expressions in Exercise 3.

Language

• Two review sections to consolidate skills and vocabulary knowledge

• Safety and emergency

The main components of a turboprop engine are the intake, the compressor, the combustion chamber and the turbine. Air is drawn into the intake and compressed by the compressor. Fuel is then added to the compressed air in the combustion chamber and is ignited by a spark. The hot combustion gases expand through the turbine, to provide power to the turbine by exerting pressure on the blades, causing the central shaft to rotate. Some of this rotary power drives the compressor, and the propeller is driven by the remaining power via a reduction gearbox. In some turboprop designs, the exhaust gases are expelled directly from the rear and can provide additional thrust.

TAKE-OFF

• Task-based approach ensures achievable lesson outcomes

“The twelve chapters – sometimes with an aeronautical industry slant – are more than sufficient to form a useful, comprehensive and certainly interesting all-round course, or just to dip into as needed.”

FREE AUDIO CDs

TAKE-OFF TAKE-OFF Technical English for Engineering Course Book David Morgan and Nicholas Regan

S D T

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English for specific purposes

Take-Off Interactive Course Book

NEW

A classroom management tool to support the teaching of Take-Off DAVID MORGAN AND NICHOLAS REGAN • INTERMEDIATE: CEF Level B1/IELTS 4.0+

Key Features

additional interactive activities

• Digital Course Book with embedded audio for display using data show projector • Easy-to-use tools enable teachers to use Course Book pages to suit individual lessons

Take-Off Interactive Course Book.............................978-1-85964-476-8

drag zoom to target specific sections of page

• Additional interactive activities

highlighter and draw tools audio play, including tapescript

sticky notes create moveable text box for writing on page

stopwatch for timed activities notebook for teacher’s personal notes on individual lessons www.garneteducation.com

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Testing, Examinations & Resources

i-Test Online student placement

NEW

An interactive placement test of competence and performance in reading, listening and usage of English TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO UPPER INTERMEDIATE: CEF Levels A2 TO B2/IELTS 3.0-5.0+

Key Features • Randomized item banking enables mass testing in one location

Welcome to Skills in English.

• Easy, fast and reliable • Tests reading and writing skills from CEF A2 • Universally applicable – not bound to specific courses

Reading: • Very short, simple SVC sentences with be • Short simple SVO/C/A sentences with a range of verbs

Welcome Welcome to the Skills in English Online Test. Please select whether you are a student or a supervisor.

I am a Student

I am a Supervisor

Test will open in a new window.

Login >>

Login >>

• Long SVO/C/A sentences with coordination, introductory structures and prepositional phrases • Long, complex sentences with passives, subordination, non-finite clauses, elliptical structures and pseudo-cleft sentences • As above, with embedding: past perfect structures and stance adverbials

Disclaimer | Copyright Garnet Education 2008 ©

40

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Testing, Examinations & Resources

Listening

i-Test CD-ROM . ................................................. 978-1-85964-507-9

• Recognizing words in isolation

Welcome to Skills in English.

• Recognizing vowel sounds • Recognizing words in context • Recognizing questions and appropriate response

Listening > Section C

Listen.

Time: 00:07

Choose the word in the sentence.

• Predicting and recognizing the next word • Following a talk

Usage • Producing numbers in isolation from visual prompts • Producing words in isolation from visual prompts

Welcome to Skills in English.

Usage > Section H

Time: 04:56

Write the sentences in the boxes below.

• Producing sentences from visual prompts • Recognizing the correct form to complete a sentence • Dictation Disclaimer | Copyright Garnet Education 2008 ©

Disclaimer | Copyright Garnet Education 2008 ©

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Testing, Examinations & Resources

IELTS Target 4.5

NEW

A preparation course for the General Training IELTS examination

•

satisfy criteria set by the institution in which they study

•

work towards a score of 4.5 – required for many non-academic training courses

•

lay the foundation for further study of the Academic Module with a view to university entrance

tic Pra c am

spelling collocation / easily confused words / listening to model For questions/1–8, write the letter of the text in the space. speaking tasks / say listening to speaking tasks and filling in key words, etc. In which text does the writer that ... 1. 2. 3. 4. 5. 6. 7. 8.

it was very hot? it was sometimes very cold? he or she worked with somebody he or she didn’t like? he or she started work very early he or she did not get much money for doing the job? he or she left the job suddenly? time went very slowly? some parts of the job were worse than others?

Lesson 2: Listening A You will hear three people talking about working from home. Before you listen, talk to a partner. What are some of the good things and bad things about working from home? Exam tip: In the IELTS listening module, you will not have a picture and you will not be able to talk about the situation before you listen. But you will have time to look at the questions and should predict as much as you can.

B Look through the questions carefully. Then listen and answer the questions. For question 1 and 2, choose the correct answer A, B or C. 1. Simon started working from home because A he wanted to B his company wanted him to C his family wanted him to 2. Why are Simon’s company happy for him to work from home? A They can pay less money B Now they can move to a smaller office C The main office is too small

Grammar is dealt with when it is integral to the exam skill, for example, the use of the passive as part of a writing task. Vocabulary has been carefully selected to focus on items that are core to IELTS and essential for use at the level.

Question type tip: Sometimes you need to choose a number of answers from a larger number of options. For questions 3-8, choose six answers from A–J. Which of these points do the speakers mention when they talk about working from home? A B C D E F G H I J

IELTS Target 4.5 consists of three sections, each containing five core units plus a review unit. Each core unit includes consolidation and mini exam practice activities. Further complete mock exams are included as supplementary material. Each section comprises 60 hours of teaching, a total of 180 hours.

5 ___

42

Lesson 1: Vocabulary / Speaking

A Read the passage and answer the questions.

Listening:

IELTS Target 4.5 acknowledges the very special requirements of such students and focuses on guidance, scaffolding and analysis of typical error. Model answers will be used frequently to provide guidance, and tasks have been devised to focus attention on the content of good and poor model answers.

graded practice exam material at the end of every unit

Each unit comprises five two-hour lessons, as follows: Reading:

Ex

3

IELTS Target 4.5 addresses the needs of students who are entering IELTS study between Band 3 (extremely limited user) and Band 4 (limited user). The General Training Module of IELTS has been chosen as it is most suitable for students at this level. Such students might need to raise their IELTS score to:

e

CHRIS GOUGH • PRE–INTERMEDIATE TO INTERMEDIATE • CEF LEVELS A2 TO B1/IELTS 3.5-4.5

18

People in the office sometimes stop you working. You always do more work when you are at home. At home you sometimes start work later than you planned. It’s easy to waste time watching TV. Your family don’t always let you do your work. Most people wear a suit when they work from home. You don’t need to look smart when you work from home. There are more technical problems with computers. Not seeing other people all day can be difficult. You get a lot of phone calls when you work from home.

6 ___

7 ___

IELTS Target 4.5

8 ___

9 ___ 10 ___

___ ___ ___ ___ ___ ___ ___ ___

Part 1: recycling key vocabulary in context / prediction tasks / listening tasks with guidance / focus on figures, dates, spelling, recognizing real the nouns, For questions 9–12, complete notes with etc. words from the passage. Write no more than two words or a number for each answer.

Part 2: mini-test / analysis of correct answers / guidance on how to Question type tip: In the IELTS reading and listening modules you will sometimes need to complete notes with words from the text. The instructions will tell you how many words you can use. improve score 9 10 11 12

In In In In

text text text text

A, the writer bought a bicycle with the money that he or she ______________. B, the writer spent all day looking forward to going ____________. C, the writer says that the restaurant ____________ as the evening went on. D, the writer says that if he or she ____________, his or her boss complained.

Lesson 3: Reading The Worst Job I Ever Had

Part 1: recycling key vocabulary in context / prediction tasks / reading Text A: tasks / exam topic sentence / toreference, etc. I think thewith worst jobguidance I ever had was when I was aboutfocus 14. I had to–deliver newspapers before I went school. I had to be at the shop by about 6.30 am and then when the round was finished, I went home for

breakfast. I remember icy winter mornings when all I wanted to do was stay in bed. At the beginning of Part 2: mini-test / analysis of correct answers / guidance on how to the round, when the bag was full of newspapers, it was really heavy. I did it for about two years and I saved enough money to buy a bicycle. improve score Text B:

Authentic/complete versions some textsatare provided in the When I was at school taking my A-levels, I worked all day of Saturday on the check-out the local supermarket. It was really boring and really repetitive and when I think about it now, not very well-paid at Appendix foratcomparison version all. I remember looking the clock on the wall andwith thinkingadapted that the hands weren’t moving. The customers were mostly friendly but all I wanted was to finish and go home. Text C: When I was a student, I washed up in the kitchen of a big restaurant. The heat in the kitchen was terrible

Lesson 4:soWriting and it was always noisy. It was definitely the most horrible job I have ever done. At the beginning of the evening, it wasn’t too bad but as the restaurant became busier, the work started to pile up. Washing plates and dishes was quite easy but cleaning the pots and pans that were used to cook in was impossible.

Part 1: features of written language – spelling / punctuation / register / linking / referring forward and back in text / using near synonyms, etc. Text D: I was really unhappy when I worked as a secretary for a company in Liverpool. The job itself wasn’t so Part mini-test – short piece of making writing forforcomparison with bad but2: my boss was really unfriendly and he seemed to enjoy life difficult me. He complained if I was two or three minutes late but always gave me something to do just before it was time to go home. model answer / had analysis model answer / advice One day I decided that I had enough and I of just walked out of the office and never went back. on core writing techniques

Lesson 5: Review

IELTS Target 4.5

19

Part 1: recycling vocabulary and fixed expressions Part 2: one-hour test, simplified to students’ level

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Testing, Examinations & Resources

Key Features

IELTS Target 4.5 Course Book.............................................. 978-1-85964-512-3 Workbook ................................................. 978-1-85964-515-4 Teacher’s Book ......................................... 978-1-85964-516-1 Interactive Course Book ............................ 978-1-85964-517-8

y lar bu

E Check the highlighted words and mark each sentence (P) positive

dV oca an

kin g

3

ea

• Provides foundation for further General Training or Academic study

or (N) negative.

Work

A Look at the four photos and think about the kind of work that the people are doing. Think for one minute about what you want to say about each photo.

I’m engineer � I have a good work � Work is uncountable – job is countable.

__

__

Speaking 2: talking about jobs A Answer these questions with a partner. 1. What jobs do the people in your family do? 2. Do any of your friends or family have a job you would really like? 3. Is there a job you would like to do more than any other? Grammar check We use would and could when a situation is not real.

• Simplified and authentic exam work

What job would you most like? (the person will not really have this job) Do you think you could do his job? (the person will not really try to do the job)

B Work in pairs. Take turns to choose a photo and talk about it. Try to talk for about one minute about each. Use phrases from the box.

Exam tip: In the second part of the speaking module, you have to talk about a topic for about two minutes. The examiner will give you a card with the topic and some points to think about.You have a minute to prepare and write notes.You can ask the examiner about anything that you don’t understand.

This is a good job because ... This job is easy / difficult / interesting / boring because ...

B Here are two typical cards for part 2 of the speaking module. Work with a part-

I would / wouldn’t like to do this job because ...

ner – one of you is A, the other is B. Think about the topic of a minute and make notes.

nin g

what the job is why it is such a good job what type of person does it if you think you could do it

C Circle the correct preposition in each sentence.

Exam tip: The examiner will probably ask you about work. Practise saying in different ways what you do or would like to do. Use a dictionary to find specialist words, but check with somebody that you are using the words properly.

• Feelings 4

IELTS Target 4.5

IELTS Target 4.5

5

ok

Ch

ris

• Nature

t

for

tio n

D Talk about your job or the job you want to do using the structures in Ex C.

Bo

• Money

C Take turns to speak about what’s on your card for about two minutes.

nt’ s

• Time

I work for / as an architect / a lawyer. I work for / as an oil company / a firm of accountants. I work at / in IT / the fashion industry. I work in / on an office / a factory. I work with / by computers / cars.

pa ra

1. 2. 3. 4. 5.

• Movement

Pre

• Place

.5

�Listen again and mark the main stress on each word.

Say:

what the job is why it is difficult why some people do it why you wouldn’t like do it

rai

4. __________ 8. __________

What is the best job in the world?

Say:

lT

3. __________ 7. __________

B

Stu de

B

• Thoughts

2. __________ 6. __________

Describe a job you think is really difficult.

ne ra

accountant 1. __________ 5. __________

• Achievement

A

Ge

�Listen and write the job names. Be careful with your spelling.

gh

A

• Work

IEL TS

Vocabulary: jobs and saying what you do

ta LT 4 rge S

• Learning

Do you think you can be the president of your country one day? �

� u�/. Practise saying the sentences.

These people work in / on / for...

• Life

Do you like to work in another country �

�Listen and notice the pronunciation of would you /w υ � u�/ and could you /k υ

This picture shows people ....ing.

Units include:

Pronunciation check

common errors highlighted for easy reference

Watch out! – typical error

Go u

• Focus on real student needs

• Technology

Watch out! – typical error

Check your spelling.

• Clear, scaffolded activities

• Construction

P __ __ __ __

F Cover Ex E and write the six adjectives in your notebook.

Speaking 1: talking about work

• Three sections provide flexibility of use

• Health

I think my job is very interesting. It’s a very boring job. It’s too easy and I don’t meet anyone. It’s very rewarding. I can go home knowing I’ve really helped somebody. My job is challenging. I have to think quickly sometimes. Not anyone could do it. 5. My job is a bit repetitive. Everyday is the same as the day before. 6. It’s too stressful. My doctor told me to find another job soon. 1. 2. 3. 4.

IE

• General Training IELTS ideal for students on lower band scores

Sp

• Comprehensive 180-hour course

extensive practice of IELTS activity types www.garneteducation.com

Catalogue 2009MH_V5.indd 43

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Testing, Examinations & Resources

Get Ahead in FCE

NEW

Preparation for the Cambridge First Certificate in English ANDREW BETSIS • UPPER INTERMEDIATE: CEF LEVEL B2/IELTS 5.0+

Key Features • Ideal exam preparation for the Cambridge FCE (2008 format) • Learner training component for development of study techniques • Extensive coverage of vocabulary, set phrases, idioms and phrasal verbs • Reading and listening texts in a variety of genres, topics and styles

Exam Practice

Adverbs of manner Most adverbs of manner are formed by adding -ly to the corresponding adjective. But adjectives ending in:

To express manner with these adjectives, use adverb phrases with way or manner. in a lovely way, in a friendly manner

• The Power of the Mind • The Animal Kingdom • Education for Everyone

LEARNING TIPS

She was sitting __________________ in the armchair watching her favourite TV programme.

4

George was playing __________________ in the garden. HAPPY

5

She dances very __________________ for her age. GOOD

Put the words in the right order to make sentences.

Jane / stick / to / walking / a / use / has.

1

__________________________________________ a / potatoes / gadget / bought / I / special / peeling /

2

for / have. __________________________________________

ii. the to - infinitive when they are used after would or when they refer to a particular case. I would prefer to go in my own car. We would love to help you out.

6

A

0

B

C

D

EURO-TRAIN COMPETITION Every year thousands of students explore the great cities of Europe with a Euro-Train D for the best (1) .... by offering unlimited pass. The Euro-Train offers the greatest (0) .... train travel through 26 European countries for a month or 15 days. The pass is available to (2) .... under the age of 26. Euro-Train is offering students a chance to win rail tickets this summer. The first prize is a month's unrestricted travel across 26 countries for two people (3) .... £500 and the second prize is a pair of 15-day one-zone passes worth £350. Please note that the prizes do not provide free rail travel (4) .... the UK. You can enter this competition (5) .... writing to Euro-Train and (6) .... us where you would most like (7) .... in Europe and why. Entries should be written in English and must not exceed 100 words. The (8) .... date is 1 May. 0 1 2 3 4 5 6 7 8

A A A A A A A A A

charge worth any one price on for saying going shutting

B B B B B B B B B

C C C C C C C C C

fee price every one worth at to telling have gone locking

worth value no one value in in explaining goes closing

D D D D D D D D D

value priceless anyone valueless over by announcing to go stopping

PART 2

__________________________________________ most / washing up / is / hate / what / I.

For questions 9 - 17, read the text below and think of the word which fits each space. Use only one word in each space.

__________________________________________

MOBILE MANIA

Match 1-5 with A-E to complete the sentences.

i. the gerund when they express general likes, dislikes or preferences. I hate working on my own. She has never liked exercising.

Example:

TV / your / is / hours / bad.

like, love, hate, prefer The verbs like, love, hate, prefer are followed by:

PART 1

For questions 1 - 9, read the text below and decide which answer A, B, C or D best fits each space.

the / many / in / eyes / for / front / of / so / spending /

3

4

Remember that when the gerund is the subject of the sentence, the verb is singular.

• The Artistic Temperament • Our Fragile Earth

3

The Gerund

Certain verbs and expressions are followed by the gerund

• Getting Away From It All

Peter is studying ________________ for his exam.

COMFORTABLE

Remember the exceptions: good - well, hard - hard, fast - fast.

• Full teaching notes

UnitS:

2

HARD

-ly have no corresponding adverb forms (with the exception of early and kindly which are the same in both forms). Some of these adjectives are lovely, brotherly, fatherly, friendly.

• Mapped to the Common European Framework • Audio CD

You should try to behave __________________. RESPONSIBLE

-able or -ible, change to -ably or -ibly to form adverbs, probable - probably, terrible - terribly

The gerund always ends in -ing and is a noun formed from a verb which expresses an action or state. It can be used in the same way as any other noun. subject Smoking is bad for your health. object I hope you don't mind my smoking. complement The worst thing for your stomach is eating before you go to bed. adjective An eating apple is far sweeter than a cooking apple. after a Why don't you have a rest after preposition exercising?

• Pronunciation development

1

-y, change -y to -i before taking -ly, pretty - prettily

Get Ahead in FCE Course Book & audio CDs......................... 978-1-85964-508-6 Workbook ................................................. 978-1-85964-510-9 Teacher’s Book ......................................... 978-1-85964-511-6

Paper 3 - Use of English

Complete the sentences with the adverb of the word in capitals.

1

I'd really love

2

Would you like

3

John hates

4

I prefer

5

I hate

A

to think that my holidays are over.

B

visiting friends to staying at home.

C

going to parties. He finds them boring.

D

to go for a walk.

E

me to repeat the question?

Example:

into

0

FREE AUDIO CDs

Initially, mobile phones were used almost exclusively by business executives who needed to be contacted for important messages or critical business meetings. Today, with lower subinto scription costs, cellular communication has turned (0) ............................. a mobile mania. You'll see teenagers chatting happily with their friends (9) ............................. school, in clubs or (10) ............................. buses. Parents and their children (11) ............................. them so that the former can keep track of the latter and the elderly use them because it gives them a (12) ............................. of security. Cellular phones have become (13) ............................. popular that a German magazine has actually written an entire article on the proper way to use a mobile phone. Some of these rules include: (14) ........................... your mobile off at the opera because the people who are there have spent money to listen to voices other (15) ............................. yours, not using it on the bus because people are sure to think that you're trying to impress them, and most importantly, not lending your mobile to the wrong person. For instance, a problem (16) ............................ arise if a husband lends his phone to his wife and then his boss tries to reach him. (17) ............................. general, try not to be showy about it, because after all, everyone else has probably got one too. 7

• Ordinary People – Remarkable Lives • Have You Heard the News? • A Place to Call Home

G et A he ad

in

FCE

• Into the Future

Course Book

Author Names and whatever names have to be here

44

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Catalogue 2009MH_V5.indd 44

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Testing, Examinations & Resources

FCE Practice Tests

NEW

10 Complete Practice Tests for the Revised Cambridge FCE Andrew Betsis • Upper intermediate: CEF Level B2/Ielts 5.0+

Key Features

FCE Practice Test 1

• Reflects the actual level of difficulty of the revised format of the FCE

• A wide range of thematically-based units help students build the vocabulary required

A

0

0

Example:

0. A. movement

B

B. trip

C

C. break

PART 2

wanted

D. travel I always (0) wanted to go to Porchester for my holidays. It is a quiet little town, full of old and interesting

D

buildings. Very (13)

Next on our (0).................... around the beauties of Greece we take a (1).................... at Thrace and Samothrace. Thrace (Thraki) is (2).................... on the northeastern corner of Greece. It is a special place with a very rich history and has been (3).................... untouched by the tourist explosion. The lakes and wetlands of Thrace are (4).................... the most important in Europe with perhaps

visitors ever go there, so there are (14)

crowds. I enjoyed

a big city, so a holiday in Porchester (16)

its sleepy atmosphere. I work (15)

a

complete change from my usual routine. Besides, I was studying the history of the place. I wanted to learn about (17)

past life, the story of its people and its buildings.

I kept notes about all these things (18)

more than three hundred (5).................... species of birds. More than 200,000 wild water-birds

of Porchester (19)

(6).................... their winters here.

I am not a wealthy man and I (20)

my holidays and I soon knew more about the history

most of the people who lived there. afford to stay in hotels. When Jack Thompson (21)

that I wanted to spend my holidays in Porchester he invited (22)

(8).................... name. It is built on the site of ancient Xantheia and is proud of the many old houses

with him. (23)

and mansions which are prime examples of (9).................... architecture.

were good friends.

and I were in the Army together during the war (24)

to stay we

(10).................... to the northeast, is scenic Komotini, capital of the district of Rodopi. The parts of the area, which (11).................... from pre-Christian times to the Byzantine era, are of special (12).................... . Finds from all of the archaeological sites in Thrace are displayed in the Komotini

Paper 3 Use of English

Museum.

PART 3

For questions 25-34, read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (0).

• Contains two additional revision progress tests

UNITS • Travel & Holidays • Jobs • Art & Culture • Sport

Paper 3 Use of English

Example

FCE Practice Tests Practice Book & audio CDs........................ 978-1-85964-509-3

Paper 3 Use of English

For questions 13-24, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0)

(7).................... Thrace from Kavala, the visitor finds scenic Xanthi, the capital of the district of the

• Audio recordings are presented in the same format as the Listening exam

• Health

PART 1

For questions 1 - 12, read the text below and decide which word A, B, C or D best fits each space. There is an example at the beginning (0).

Practice Test 1

• The tests have been trialled under real exam conditions with FCE candidates

Paper 3 Use of English

FCE Practice Test 1

Practice Test 1

• Includes all five papers of the FCE Test: Reading, Writing, Use of English, Listening and Speaking

Paper 3 Use of English

1.

A. look

B. study

C. view

D. watch

2.

A. populated

B. placed

C. situated

D. occupied

3.

A. very

B. much

C. little

D. almost

4.

A. among

B. being

C. through

D. some

5.

A. covered

B. protected

C. safe

D. cared

6.

A. use

B. take

C. make

D. spend

7.

A. Arriving

B. Entrance

C. Coming

D. Entering

8.

A. constant

B. same

C. like

D. equal

9.

A. local

B. close

C. nearby

D. neighbourhood

10.

A. Additional

B. Besides

C. Extra

D. Further

11.

A. date

B. age

C. time

D. begin

12.

A. attention

B. knowledge

C. interest

D. concentration

Example:

0

information

This leaflet will provide you with (0)information about

INFORM

the many (25).............................. in London that you can visit.

ATTRACT

There are places of both (26).................................. , for all the

ENTERTAIN

family and also of (27).............................. . The science museum

EDUCATE

has a large (28)............................... of scientific objects and

COLLECT

FREE AUDIO CDs

a (29)............................. of instruments, machinery and equipment COMBINE ranging from medicine, technology, space (30)............................

EXPLORE

and transport. If you are (31)............................ enough you could

ENERGY

walk to the (32)............................ Museum of the Moving Image.

IMPRESS

Groups are offered a reduction in (33)........................................

ADMIT

prices and there are special talks and lectures by prior (34)............................... with the museum.

10

ARRANGE

11

• Entertainment & Leisure • Food • The Environment

G et A he ad

in

FCE

• Education • Homes & Houses

Practice Test

Author Names and whatever names have to be here

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Catalogue 2009MH_V5.indd 45

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RESOURCES

Talking Trinity: Initial and Elementary Stages Test preparation material for the international Trinity ESOL spoken examinations, which are taken in over 60 countries around the world

Complete exam preparation materials

Jeremy Walenn • Beginner to Intermediate: CEF Levels A1 to B1/ielts 2.0-4.0+

The first choice for testpreparation material for Grades 1, 2 and 3 (Initial Stage) and Grades 4, 5 and 6 (Elementary Stage) of the Trinity ESOL Spoken English exams.

Talking Trinity: Initial Stage Student’s Book Grade 1..............................978-1-85964-731-8 Student’s Book Grade 2..............................978-1-85964-732-5 Student’s Book Grade 3..............................978-1-85964-733-2 Student’s Book (Combined Grades 1–3).....978-1-85964-709-7 Teacher’s Book (Combined Grades 1–3).....978-1-85964-710-3 CD (Combined Grades 1–3)........................ 978-1-85964-712-7 Talking Trinity: Elementary Stage Student’s Book Grade 4..............................978-1-85964-734-9 Student’s Book Grade 5..............................978-1-85964-735-6 Student’s Book Grade 6..............................978-1-85964-736-3 Student’s Book (Combined Grades 4–6).....978-1-85964-739-4 Teacher’s Book (Combined Grades 4–6).....978-1-85964-716-5 CD (Combined Grades 4–6)........................978-1-85964-718-9

Key Features • Comprehensive listening and speaking exam practice with full grammar and vocabulary support

Not for sale in Italy or Canton Ticino, Switzerland

• Eight lessons for each grade, available in separate books or a combined edition • Each lesson focuses on one of the conversational subjects in the revised Trinity syllabus • Colourful pictures and illustrations to help young students to talk about subjects that motivate and interest them • Expert examination advice for achieving success

Page from Initial Stage

46

Page from Elementary Stage

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Catalogue 2009MH_V5.indd 46

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RESOURCES

Trinity ExpertISE Level 1 Achieving Mastery in the ISE Test preparation material for the international Trinity ESOL integrated examination

TERRY PHILLIPS AND BARRY CUSACK • Pre-intermediate to intermediate: CEF LEVELS A2 TO B1/IELTS 3.0-4.0+

Key Features

Trinity ExpertISE Level 1 Course Book.............................................. 978-1-85964-713-4 Teacher’s Book ......................................... 978-1-85964-714-1 Audio CD................................................... 978-1-85964-738-7

• Background building on examination topics • Guidance on the vocabulary, grammar and skills needed to complete the tasks effectively • Vocabulary revision and extension • Listening and Speaking practice for the Interview • Reading and Writing practice for the Controlled Written exam • Thinking and Writing practice for the Portfolio tasks • Full teaching notes

Units: • Family and friends • Possessions • Home and everyday life • Health, body and clothes • Free time • Travel and transport • The world about us • Education and work • Shopping • Celebration! • Sport • Entertainment

clear, graded tasks

exam tips provide clear signposting www.garneteducation.com

Catalogue 2009MH_V5.indd 47

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Testing, Examinations & Resources

ESOL Practice Grammar: Entry Levels 1–2

NEW

Essential grammar support for ESOL students DAVID KING • ELEMENTARY TO PRE-INTERMEDIATE: CEF LEVELS A1 TO A2/ielts 2.0-3.0+/ESOL ENTRY LEVELS 1–2

all grammar points embedded within familiar conversational topics Key Features • 30 units matching ESOL curriculum

'+

FhWYj_Y[

Z[cedijhWj_l[i

• Graded practice activities

1:WjWXWi['(

• Focus on language patterns

1

@Wic[[dW

Jasmeena is showing Ling some family photographs. Look at the green words.

• Contextualized language

B_d]0 M^e½ij^_i5 @Wic[[dW0 J^_i_icocej^[hWdZ  j^[i[Wh[cojme  i_ij[hi$ B_d]0 7dZm^WjWXekjj^Wj  ebZf^ejeel[hj^[h[5  M^e½ij^Wj5 @Wic[[dW0 E^"j^ei[jmef[efb[  Wh[co]hWdZfWh[dji"  WdZj^Wjoekd]]_hb_i  cocej^[h

• Communicative interaction and genuine language development • Database of essential topic-based vocabulary • For class study, self-study or home reference

• there is / there are • Present continuous

b Whose are that / those glasses?  

c Do you like this / these jeans?

• Question words

e This / These is my friend Ibrahim. f A: Hello, who’s that / those? B: This / These is Petra here. May I speak to Jan? g I’d like one of that / those cakes, please. h This / These fish isn’t fresh. i I like this / that car over there on the other side of the road.

Can you help me with j^_i coat?

a Are ____________ your glasses?

b Can you get me ____________ stick?

c Would you like some of ____________ soup?

M^[dZem[ki[j^_i%j^Wj%j^[i[%j^ei[5 fW][/.

A

Complete the sentences using this, that, these or those. 1 For things and people near to us, we use j^_i for one thing or person and _______________ for two or more things or people. 2 For things and people not very near to us, we use _______ for one thing or person and __________ for two or more things or people.

• have got • how much / how many

Surinder works with old people in a care home. Write the correct word: this / that / these / those.

±j^[i[Wh[cojmei_ij[hi$

• Modal verbs • some or any

ESOL Practice Grammar Entry Levels 1–2.........................................978-1-85964-472-0

d What’s the name of this / these vegetable?

 

2

• Present simple • Imperatives

Anna Cowper, Freelance Consultant Editor

a Can you move this / these chair for me, please?



Ki[_dYedj[nj

• am / is / are

Circle the correct option. Please give me that / those plate.

• Includes full answer key

UNITS INCLUDE:

“Such is the book’s attractiveness, as well as its pedagogic thoroughness and efficiency, that it has a lot to offer for anyone studying English grammar.”

j^_i%j^Wj%j^[i[%j^ei[

+(

Kd_j'+0j^_i%j^Wj%j^[i[%j^ei[

ESOL L1-2 layout 08 V6.indd 52

Kd_j'+0j^_i%j^Wj%j^[i[%j^ei[ 13/10/08 15:05:33

ESOL L1-2 layout 08 V6.indd 53

+) 13/10/08 15:05:34

• Making plurals • Articles • Adverbs • Pronouns

48

lively illustrations provide contextual support

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Catalogue 2009MH_V5.indd 48

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Testing, Examinations & Resources

ESOL Practice Grammar: Entry Level 3 Essential grammar support for ESOL students David King • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/ielts 3.0-4.0+/esol entry level 3

Key Features • Grammar student handbook for ESOL Entry Level 3 • 26 units on the key grammar structures

7

Present perfect 3:

2 Complete these sentences with a verb from the box, using present perfect or past simple.

present perfect or past simple?

see

1 A:

Rafiq

UnitS INCLUDE:

Gurinder: When did you go?

• at some time in your life (ever)

4 Ismail

present perfect • questions with When

Gurinder: How long did you live in London?

• finished, past times (last summer)

B: I

Gurinder: And how long have you been a taxi driver?

• finished situations (before I moved to

wash up

start

Gloucestershire College of Arts & Technology

B: She 5 A:

Lorraine Collett, Community English School, Oxford

her contact lens. already you

B: No, I 7 A:

“The example contexts apply nicely to my ESOL learners’ experiences.”

doing karate?

the meal but he

n’t

yet.

that programme about Somalia on the TV last night? n’t.

her present cat for five years. you

ESOL Practice Grammar Entry Level 3....................................978-1-85964-897-1

your homework? it before I

to work this morning.

3 Circle the best choice to complete this story about Hamid.

Crawley) • continuing situations (For about six • situations where you can see a present change

• Word order

Hamid has just come / just came back from Pakistan. He has been / went there for a three-week holiday. When he has been / was in Pakistan he has visited / visited all his relatives and he had / has had a really great time. He has been / went home to Pakistan three times since / for he first has come / came to live in England two years since / ago. He has only arrived / only arrived back in England last weekend but he has already phoned / already phoned Rafiq to tell him about his holiday. However, he hasn’t unpacked / didn’t unpack and he hasn’t done / didn’t do all his washing yet / ago.

Practice 1 We often use six of these words and phrases with the past simple and six with the present perfect. Write them in the best column. this week yesterday

last Tuesday ago

yet

already

just ever

What time? last week

• Noun phrases

since

4 Work with a classmate. Ask and answer questions about Hamid. Choose present perfect or past simple. Where / he / be? Where has he been?

Past simple

Present perfect

He’s been to Pakistan.

yet

a How long / he / stay / Pakistan ?

• Articles, definite and indefinite

b What / he / do / Pakistan?

• Tenses

d When / he / come / live / England?

Where’s he been?

c How many times / he / be / Pakistan?

• Zero and first conditionals

e When / he / arrive back?

• Modal verbs

g What / he not / do / yet?

• Adjectives, comparatives and superlatives

miss

having lessons a year ago.

B: Yes, I

• Defining relative clauses

• Determiners

prepare

Shanghai?

you

6 Vera

Rafiq: For about eighteen months before I moved to Crawley.

When?

lose

there last year.

3 A: What’s the matter with Ling?

months now)

• Making questions

begin

you ever

B: Yes, I

Look at the conversations and write “past simple” or “present perfect” next to these points.

�

• Linking words

• Simple reported statements

go

Rafiq: Yes, I have.

Gurinder: Have you ever been to Scotland?

Rafiq: For about six months now.

• Gerunds and infinitives

do

2 A: When

Rafiq: I was there last summer. I went to Edinburgh. That was after I left London.

• Comprehensive key with explanatory notes

have

When do we use past simple or present perfect?

Look at the words in bold in this conversation. Gurinder

visit

Oh dear! I’ve just missed my train!

Use in context 1

• Two-page units covering each grammar point, with explanation and discoverylearning activities for the form and usage, followed by practice exercises

“Incredibly useful – hands-on, quick to pick up and work through.”

f What / he / do / since / he / come back?

19

Unit 7 – Present perfect 3: present perfect or past simple?

Unit 7 – Present perfect 3: present perfect or past simple?

20

• Common phrasal verbs • Prepositions and prepositional phrases • Discourse markers

discovery-learning activities make grammar learning more memorable and worthwhile www.garneteducation.com

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Testing, Examinations & Resources

English Practice Grammar A popular format with teachers for classroom or self-study use Michael Macfarlane • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/ielts 3.0-4.0+

Key Features • Easy-to-use and straightforward layout enables students to find information quickly

15

Future with will

Statements I You He She It We They

One day soon people will live in space.

• Perfect for self-study and classroom use • Available with and without answer key • Appendix includes irregular verbs, pronunciation and spelling tips

illustrated grammar situations explanations and authentic examples

Exercises

Sandie Warren, Concorde International

People will live in space. 1 Write the verbs in positive or negative forms.

FORMS

• Grammatical points illustrated by authentic examples from everyday life

“… learner-friendly, comprehensive and affordable.”

Examples: The film ___________ will start at 8.00. (start) It ______________ won’ t finish until 11.00. (not/ finish)

Yes/No questions

will

start.

Will

will not

I you he she it we they

start?

Wh questions

Full answers

When will they build the space station? Where will the station be?

They will start soon. It will be between the Earth and the Moon.

1 I’ve hidden the presents, so the children __________________ them. (not/ find) 2 The bridge __________________ the river here. (cross) 3 The road __________________ until next year. (not/open) 4 Ask the boys. They ____________ the job for you. (do) 5 Paul _______________ 20 until next year. (not / be)

2 Complete the offers and promises with positive or negative forms of these verbs. be, buy, close, forget, look after, lose, make, wash

Short forms: I/you/he/she/it/we/they will = I’ll, you’ll, he’ll, she’ll, it’ll, we’ll, they’ll will not= won’t Use will to express future facts. Sam will be 20 next month. The new road will be eight lanes wide. Use will to predict something in the future – something that you know or believe will happen. One day soon people will live in space. Don’t worry! I’m sure you’ll pass your exams. Use will to say what you decide to do at the time of speaking. I’ve left the window open. I’ll go back and close it. Use will to offer, promise or threaten to do something. That looks heavy. I’ll help you. I promise I won’t be late. Use will to ask somebody to do something and to agree or refuse to do it. Will you post this card for me? Yes, I’ll post it on my way home. We use will to predict the future, so we often use it with words such as sure, certain, probably, definitely and certainly. Note that the ly words change position in will and won’t sentences. He’ll definitely love Rome. He probably won’t want to come home.

TECHPRO Electronics 17-19 March 1998 NEC Birming

ham, UK

Network in comfort

You will find that we’ve put in place all the facilities you need to make TECHPR O both pleasant and productiv e. Visitor lounges and catering facilities throughout the show will give you the chance to catch your breath and plan the next stage of your visit. The all-new TECHPRO TV will be constantly delivering fast-breaking news from all around the show and its features, as well as providing reports on local traffic and weather conditions via a giant video wall in Hall 2.

ionships New Relat ookes r Br Dr Arthu

Do not use will to express plans and arrangements. I can’t see you tomorrow as I’m visiting /going to visit my parents. (not will visit) will often goes with verbs like expect, think and know. I expect I’ll be late home tonight. I don’t think he’ll agree to the idea. We sometimes use shall/shall not (shan’t) instead of will/will not, but only with I or we. We usually use it for suggestions, offers and asking for instructions or suggestions. You look terrible! Shall we call a doctor? I’ve finished this job. What shall I do next?

ly will definite This book ur life change yo

21st CENTURY

TECHNOLOGY The new century will bring many changes to the way people work. The growing use of information technology will mean that more and more people can work from home. This in turn will change the pattern of transportation. The morning rush hour will soon be a thing of the past.

Example:

Please look after my jewellery. Don’t worry. I _______________ ’ ll look after it. OR Don’t worry. I ____________ won ’t lose it.

1

We haven’t got any milk. All right. I ____________ some at the shop.

2

Be sure to get there on time. Don’t worry. I _______________ late.

3

The car is very dirty. OK. I _______________ it.

4

Look, the windows are open. All right. I _______________ them.

5

Try to get everything right this time. No problem. I __________________ any mistakes.

6

Remember to take this letter and post it. Don’t worry. I _____________________ it.

3 Complete the answers with these verbs. Use the correct pronouns. be, carry, cut, get, give, phone Example:

Please give your parents a call. Yes, ____________ I’ ll phone them now.

1

Is Simon at work now? No, not yet. _______________ to the office at 9.00.

2

I’m thirsty.

3

4

Dad’s very late.

English Practice Grammar International Edition (with answers)..............978-1-85964-131-6 International Edition (without answers).........978-1-85964-703-5 French Edition (with answers)......................978-1-85964-110-1

Don’t worry. ____________ home soon. 5

We need some wood for the fire. OK. ____________ some pieces now.

4 Write questions and short answers. Example: (Joe/win/the competition) (No)

Will Joe win the competition? _________________________________ No, he won’ t. _______________ 1 (Ann/be/ten next week) (Yes) _______________________________________________ _______________________________________________ 2 (the boys/like/their new school) (No)

example answers to help students

_______________________________________________ _______________________________________________ 3 (Mr Hall/arrive/tonight) (Yes) _______________________________________________ _______________________________________________ 4 (next term/start/on 15th April) (No) _______________________________________________ _______________________________________________

5 Write the verbs in the correct forms. Luke and his friends are planning a class river trip. Luke: Here’s my idea. We _________ ’ ll take some boats and go up the river. (take) Andy: OK, but how much ______________ will it cost? (it/cost) Luke: I don’t know. I 1_______________ the boat company and ask. (phone) But I’m sure it 2_______________ too expensive. (not/be) Andy: 3____________________________________ to go? (everybody/want) Luke: Yes, I’m sure they 4_________

Tony: What 5________________________ to take? (we/need) Luke: We 6__________________ take a picnic. (have to) Andy: 7_____________________ raincoats? (we/need) Luke: No, we 8____________ Don’t worry. The TV

Ask Sue. __________________ you a Pepsi.

weatherman says we 9_______________ a lovely day tomorrow, and he promises it 10_________________

This case is very heavy.

(have) (not/rain)

Give it to me. _______________ it for you. 39

38

everyday examples in context enable students to see grammar at work 50

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Testing, Examinations & Resources

Fast Track to Reading: Literacy for ESOL Students

NEW

An accelerated reading programme for adult learners of English unfamiliar with the Roman alphabet PETER VINEY • ELEMENTARY TO PRE-INTERMEDIATE: CEF Levels A1 TO A2/IELTS 2.0-3.0

activities link sound and script Key Features

33

• Designed to facilitate decoding of Roman script • For students who are learning to read in English and for students who cannot cope with reading at speed

O R

g 1

Repeat

o oo oa oor aw

1

2

6

g 2

Repeat

g 3

Repeat

• Can be used in parallel with a simple starter level English course

2

1

16 21

g 5

6 Trace, write

born sport score floor saw

2 7 12 17 22

poor 1 8 15

• Comprehensive teaching notes

or

5

ore

more lawn four

for

4

7

four 2 fork

g 4

Number from 1 to 7

Repeat

3

6

11

• Free audio CD for further self-study or homework

4

O R

or for more door saw your four

1

6

• Contains global reading to enhance relevance and motivation

3

A W

7

5

• Accelerates learning in a programmed manner

O R E

born

fork storm store four draw

13

score

jaw

sport

3 8

18 23

morning torch swore your dawn

16

more

morning

14 19 24

short

moor 3 morning 4 saw born 10 drawn 11 prawn floor 17 torch 18 chore

born

9

chore 1 store

spot

2 9

short core poor law prawn

4

5 12

sort

5 10 15 20 25

sort chore moor jaw lawn

your shot

swore 6 storm 7 law jaw 13 your 14 for

saw

_______

_______

O R E

A W

your

door

born

prawn

saw

born

sport

lawn

four

poor

short

saw

law

more

door

four

prawn

sport

more

your

lawn

short

poor

4

14

15

fourteen

fifteen

16

17

Match the same words

19

sixteen seventeen nineteen

N

F

L

O

O

R

J

H

M

O

R

N

I

N

G

X

B

U

J

Q

M

O

R

E

D

R

A

W

L

R

S

Y

Z

P

W

X

A

T

A

O

B

O

R

N

W

H

W

U

M

O

S

C

O

R

E

R

P

R

A

W

N

P

A

W

A four door Ford car

variety of text type for real-world reading

10 g

Repeat

11 g

Find words from Unit 33

FREE AUDIO CD

7

Topics include:

Label

a car ... a Ford car ... four doors ... a four door car ... a four door Ford car

• Numbers

your car ... your four door car ... a sports car ... a four door sports car

• One-sound, one-letter combinations

born ... born at dawn ... born in the morning ... I was born in May

1

2

3

4

5

12 g

Repeat

� � � �

sweetcorn ... eat sweetcorn ... prawns ... sweetcorn and prawns g 8

• More common regular and irregular representations of sounds and groups of sounds, including vowels and diphthongs • Work on vowels alternating with work on consonants

33 9g

law

four

Fast Track to Reading Course Book & audio CDs......................... 978-1-85964-489-8 Teacher’s Book ......................................... 978-1-85964-513-0

Tick �

32

sport

sort

shore

short

pot

port

short

shot

law

lawn

prawn

poor

fork

four

core

chore

your

jaw

draw

door

stop

sport

saw

store

floor

for

or

er

a storm ... rain and storm ... law ... court ... a law court ... in a law court 1

�

� � �

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to Reading

13 g

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write

2

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33

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Catalogue 2009MH_V5.indd 51

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Testing, Examinations & Resources

Better Writing An introductory workbook for building students’ writing skills at secondary or tertiary level Richard Harrison • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-4.5

Key Features Each unit is divided into two sections. The first section includes:

Some of these sentences need commas and some do not. Add commas where necessary. a. Canberra which is the capital of Australia is not the biggest city in the country.

• looking at different texts

York St John University College

d. The main course was sardines which are popular in Portugal.

g. The programme that I wanted to watch was cancelled at the last minute.

“Better Writing is ideal for those students who need to master the nuts and bolts of writing.”

h. Peter who is a well-known journalist writes for a Cape Town newspaper.

Philip Horspool, University of Leicester

e. Last week I wrote a letter to the college that I want to study in. f. Yu Lin said she wanted to speak to the woman who was in charge of the shop.

The second section covers: • sentence building

i. All appointments have been cancelled by the president who has a slight stomach upset.

• ways of joining short sentences together (conjuctions and punctuation)

– for and against Better paragraphs

1

Connecting words 19

• punctuation, spelling, capitalization

Complete this passage with the words and phrases in the list. although

when who

e. There are many points in its favour. f. Not only does the process of producing power cause very little pollution, but also there is very little damage to the environment through mining and transporting plutonium.

have more material things nowadays, such as cars, televisions, videos and so on.

• vocabulary building

(b)___________ on the other hand, some people think that we were happier in the past, (c)____________ we had fewer possessions and life was (d)_________ complicated.

UNITS:

My grandfather, for example, was a fisherman. He lived in a small village on the coast and had a very simple life. There was no electricity and the family had to bring water

• Describing things

from a nearby well, (e)_________ they shared with the whole village. (f)___________,

• Describing how something works

I have never seen a man as happy as my grandfather. Life is certainly (g)________ comfortable nowadays. People (h)_________ live in cities

• Describing how something is made

have air-conditioning, hot and cold water and heating in the winter, (i)_________ in the

• Reporting what someone said

have all of these comforts at home, many people like to take a tent at the weekends

Better Writing...............................978-1-85964-702-8

Is nuclear power a good alternative to other sources of power such as oil, gas and hydroelectric power? a. On the other hand, oil and gas can cause a great deal of damage to the environment. b. For example, nuclear power is relatively cheap. c. Although the cost of building a power plant is high, the running costs are very low. d. Nuclear power is also very clean.

whereas however on the one hand which but less more

Is life better now, or was life more rewarding in the past? (a)_______________ we

• checking what you have written

• Describing changes

Put these sentences in the correct order to make two paragraphs. Write the paragraphs in your notebook.

c. The man who robbed the bank was arrested yesterday.

• exercises for practising what you have learnt

• Comparing

Organization 20

b. The shop had sold out of Jasmine Mystery which is my favourite perfume.

• picking out language points

• putting sentences together to make paragraphs

“Clearly organized units with logical progression throughout the book and useful supplementary work to focus on sentence/paragraph level.”

P U N C T U A T I O N / B E T T E R P‘A’ ARA HGERAADPI N HG S

U N I T F I V E : C O M PA R I N G

2

However, there are many strong arguments against using a. There is also the problem of nuclear waste. b. Nuclear power has a poor safety record and there have been many accidents around the world.

nuclear power.

c. For these reasons nuclear power is likely to decline in popularity. d. For example, the explosion at a reactor in Chernobyl in the Ukraine caused hundreds, perhaps thousands, of deaths. e. The most powerful argument is safety. f. Nobody knows how we can get rid of it safely.

old days these things were unheard of. One thing surprises me. (j)____________ we

and go camping in the countryside. Perhaps they are looking for a simpler way of life. 70

71

a step-by-step approach to writing accurate, cohesive and appropriate English 52

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Testing, Examinations & Resources

Versatile Vocabulary • Get Going with Grammar Photocopiable resources for teachers Jennifer Meldrum and Barbara Reimer • Pre-Int. to Upper Int.: CEF Levels A2 to B2/ielts 3.0-4.0+

Pre-Intermediate to Upper Intermediate: CEF Levels A2 to B2/ielts 3.0-4.0+

GGWG_G01-03_006-023

Photocopiable RESOURCES

Varied activities including: suffix staircases, preposition pyramids, lexical ladders, verbal baseballs – aim high and motivate your students with grammar and vocabulary games!

12:12 PM

Page 7

Quantifier Quest

Peter was sick so _ he ate very _____ this week.

few

There was ___________ food in the fridge. It was nearly empty.

I eat very ______ meat. I don’t like it very much.

much a little

I don’t have _____________ time to go to the bank before work. I will have to go later.

He is very lonely. He has _______ friends.

many

several too few

class.

She is a very quiet girl. She doesn’t say __________.

It will be a big party. We bought ___________ food.

Do you think there are _______ biscuits in the box? No, it is empty.

I don’t have very _____ time to go to the shop.

We asked _________ questions before the exam.

WINNER

I am very thirsty. I have _________ water but I need to drink more.

and a desk.

__ There wasn’t _____ . room furniture in the a bed There was only

I drink ___ ___ I have at leas ___ tea. cups a day t ten .

They are very poor. They don’t have to _________ money buy food.

a lot (of)

I think he drinks ____________ coffee. It’s not good for him.

It costs ____ ____ money to travel to Europe every year.

Do you have __________ ht? plans for tonig to Yes, I am going the cinema.

Have you got ________ money for the bus today?

START

Photocopiable

Page from Versatile Vocabulary

Games to Go Versatile Vocabulary........................ 978-1-85964-802-5 Get Going with Grammar................. 978-1-85964-748-6

There is ___________ traffic today. I will be late for work.

too many

I’ve got __________ clothes with me, but I need to buy more. How _______ people are coming to the party?

I don’t like him _. very ________ He is not kind to others.

How ______ came to you people r party yes terday?

Here are ________ books. Please give them to the

are Some students lazy, they do ework. _________ hom

John doesn’t use his car ____________ . He doesn’t like driving.

Tom is a good swimmer because he goes to the pool ________ _.

I don’t have __________ apples to give one to each person.

• Teacher’s notes for each game, with suggested variations to the game

Harrow School, UK

He has ________ books because he doesn’t like reading.

The flowers are dying. There has been _______ rain this year.

“Excellent – especially for summer school courses. Both books were extensively used again this year.”

some

enough

Did you eat __ _________ food for ay? lunch tod

• 25 photocopiable games to motivate and inspire students to improve specific grammar points

Ryan Horsnail, International House, Barcelona, Spain

Do you wan t coffee now ? Yes, I think I will have ________.

I want to _________take with me books on holiday.

_________ I have ___ not the sugar, but need to amount I e. make a cak

. Mary likes films the She goes to cinema __. ____________

Key Features Get Going with Grammar

It will only take ______ min utes to finish you r work.

• Templates for teachers and students to create their own versions

ed to do They ne studying _______ nt to if they wa t. tes pass the

• Teacher’s notes for each game, with suggested variations to the game

1.1

Do you have _________ rice for dinner? – Yes, I think we will have some for everyone.

• 21 photocopiable games featuring the words most frequently used by English speakers

“A great book to have in any staff room and a useful resource to liven up grammar lessons.”

Did you take _______________ photographs when you were on holiday?

Key Features Versatile Vocabulary

• Templates for teachers and students to create their own versions

6/21/04

7

Page from Get Going with Grammar

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Reference

Journals and Academic Papers AUTHOR NAME • LEVEL INFO

Garnet Education is becoming increasingly involved with the publication of a variety of academic resources. This is in line with our policy of putting educational development at the forefront of our work; our involvement will enable us to better understand current issues of ELT delivery and inform our development of course material.

English for Academic, Specific and Occupational Purposes in Developing, Emerging and Least Developed Countries Collected papers from presentations at the Harrogate (2006) Conferences of the IATEFL ESP SIG Edited: Mark Krzanowski

ISBN: 978-1-85964-481-2

CONTENTS INCLUDE Current Developments in English for Academic, Specific and Occupational Purposes

• ELT and ESP as a unique challenge in Albanian education

Collected papers from presentations at the Cardiff (2005) and Harrogate (2006) Conferences of the IATEFL ESP SIG

• ESP: From theory to practice in a Brazilian setting

Edited: Mark Krzanowski

ISBN: 978-1-85964-439-3

• The ups and downs of an experiment in teaching technical English in Angola • An overview of ELT, EAP and ESP in Nepal: Whose interest is served? • Instructional challenges of English for Specific Purposes (ESP) in Nigeria

CONTENTS INCLUDE

• Teaching English for general and specific purposes in Palestine

• Ten steps to better academic writing

• English for students caring for the elderly in Japan

• Objectives, realities and outcomes: Communication skills in English in Kenyan Universities

• The status of English for specific purposes in the Republic of Yemen Evaluating the ESP and EAP situation in a Yemeni EFL context

• ‘Sexing up’ ESP through ‘global’ simulations

• Burying the ghost of English in Zambia

• Socio-cultural attitudes towards EFL and EAP in Pakistan • Can Can-Dos do anything to improve tertiary level ESP curricula? • Not a teacher but a Consciousness Raiser?

EAP in a Globalising World: English as an Academic Lingua Franca

• Using vocabulary journals to facilitate academic vocabulary learning

Proceedings of the 2007 BALEAP Conference Edited: Melinda Whong

The Journal of Professional and Academic English ISSN: 1062 - 4032 The journal is published on a quarterly basis and covers a wide range of issues of interest to ESP and EAP practitioners. The journal can be obtained by joining the IATEFL ESP SIG, information on which can be obtained on http://espsig.iatefl.org/

ISBN: 978-1-85964-514-7

CONTENTS INCLUDE • Spoken Lingua Franca English in Tertiary Education at a Swedish Technical University: An Investigation of Communicative and Pedagogical Effectiveness • Reading in English as an Academic Lingua Franca • Harmonious ELF or a Cacophonic Clash of English Varieties? • A Memory like a Camel: Global EAP in a Foundation Certificate • Advantages of Content-Based Instruction (CBI) Over English for Specific Purposes (ESP) in Further Education Settings in China • How Global is EAP? A Case Study of the Impact of Different Approaches to EAP in LSBU and some of its Partner Institutions for Staff and Students

54

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 PO Box 2911-Safat 13030 Kuwait Tel: +965 22440889/22426440 Fax: +965 22411688 [email protected] LEBANON All Prints Publishers and Distributors
 PO Box 8375 Al Wihad Building Jeanne D’Arc Street Beirut Lebanon Tel: +961 1 350 722 Fax: +961 1 752 547 [email protected]

MALAYSIA University Book Store (M) Sdn. Bhd. 43 Jalan 34/154 Taman Delima 56000 Cheras Kuala Lumpur Malaysia Tel: +603 9100 1868 Fax: +603 9102 4730 [email protected] www.ubsm.com.my MEXICO Alpha & Omega Sur 147 #2014 Col. Gabriel Ramos Millan Deleg. Iztacalco Mexico D.F. Mexico Tel: (01-55) 5803 6415 [email protected] MOLDOVA Educational Centre 64 M Eminescu Street Chisinau Moldova Tel: +373 222 78486 [email protected] www.educationalcentre.md MONTENEGRO Educational Centre Njegoseva 45 Shopping Center “Petrovic” Podgorica Tel: +38 28 166 4430 [email protected] www.educational-montenegro. com

NEW ZEALAND One English Bookstore 461B Manukau Rd 
 Epsom 
 Auckland New Zealand 
 Tel: +64 (9)638 5161 
 Fax: +64 (9)638 5162 
 [email protected]
 PANAMA Distexsa S.A. Calle Alberto Navarro, No.6 El Cangrejo Ciudad de Panama Panama Tel: +507 294 1000 Fax: +507 294 1001 [email protected] PERU Nuevas Técnicas Educativas SAC-NUTESA Av República de Panamá 2197 Of 2B Sta Catalina La Victoria Lima, Peru Tel: +51 1 472 1712 Fax: +51 1 472 9247 [email protected] www.nutesa.com.pe POLAND Hurtownia Ksiazek i Ksiegarnia ‘POWER’ Ltd ul. Marszalka Focha 10 85-070 Bydgoszcz Poland Tel: +48 52 321 3171 Fax: +48 52 321 0347 [email protected] www.ksiegarniapower.pl

PORTUGAL Leirilivro – Comércio e Distribuição de Livros, Lda. Estrada Principal das Garruchas 2440-037 Batalha Portugal Tel: +315 244 769 070 Fax: +315 244 765 303 [email protected] www.leirilivro.pt ROMANIA SC Educational Centre SRL 27 Biserica Amzei St. Flat 4-5, Sector 1 Bucharest Romania Tel/Fax: +40 (21) 311 05 56 [email protected] www.oxford.ro RUSSIA CenterCom Ltd Office Centre KHRUSTALNYI 36/4 Bolshaya Novodmitrovskaya Ulitsa Moscow 127015 Russia Tel: +7(495)660-96-16 Fax: +7(495)660-96-17 [email protected] www.centercom.ru SERBIA Educational Centre Kneza Milosa 19/l 11000 Belgrade Serbia Tel: +38111 3236281/3241922 Fax: +38111 3236281 [email protected] www.educational.co.rs SINGAPORE PM Associates Pte Ltd 130 Killiney Road Singapore 239561 Tel: +65 67329522 Fax: +65 67336076 [email protected]

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SLOVENIA Center Oxford Mladinska knjiga – Trgovina, d.d. Slovenska 29 1000 Ljubljana SI – Slovenia Tel: +386 01 588 74 44 Fax: +386 01 588 75 40 [email protected] SOUTH AFRICA Bag of Books 312 Kent Ave Randburg 2194 South Africa Tel: +27 11 326 2977 Fax: +27 86 680 0373 [email protected] SPAIN Stanley Publishing C/Mendelu 15 20280 Hondarribia Guipúzcoa Spain Tel: +34 943 640412 Fax: +34 943 643863 editorial@stanleyformacion. com www.stanleyformacion.com SWITZERLAND OLF S.A. Z.I.3, Corminbeouf P.O. Box 1152 CH-1701 Fribourg Switzerland Tel: +41 26 467 51 11 Fax: +41 26 467 54 66 [email protected] Staeheli’s Bookshops Ltd Bederstrasse 77 8021 Zurich 2 Tel: +41 44 209 91 11 Fax: +41 44 209 91 12 [email protected] www.staehelibooks.ch

TAIWAN B.K. Norton 5F, 60 Roosevelt Road. Sec 4 Taipei 100 Taiwan Tel: +886 2 66320088/23684938 Fax: +886 2 66329772 [email protected] Caves Books Ltd Trade Merchandise Department 207, Ti-Ding Avenue, Section 1, Nei-Hu District, Taipei 114, Taiwan Tel: 886-2-87925001 ext.580 [email protected] www.cavesbooks.com.tw THAILAND D.K. Today Co., Ltd 15/234 Soi Sua Yai Uthit Ratchada Phisek Road Chankasem, Chatuchak Bangkok 10900 Thailand Tel: +66 0 2541 7375/0 2930 6215 Fax: +66 0 2541 7377/0 2930 7733 [email protected] www.dktoday.net TURKEY Dilyay Egitim Yayınları Ticaret A.Ş. Zümrütevler Mah. Hanımeli Cad. Aktunç İşmerkezi No:5/5 P.K.34852 Maltepe İstanbul Turkei Tel: +90 216 457 45 50 Fax: +90 216 457 45 51 [email protected] www.dilyay.com ^

ITALY Please contact our representative: Rosalind Hunter
 Casella Postale 13114
 20130 Milano (MI), Italy
 Tel: +39 328424 1081
 Fax: +39 0270052 1091 [email protected]

www.garneteducation.com

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Contacts UNITED KINGDOM Avantibooks Ltd Unit 9, The io Centre Whittle Way Arlington Business Park Stevenage SG1 2BD Tel: +44 (0)1438 747000 Fax: +44 (0)1438 741131 [email protected] www.avantibooks.com Bertrams 1 Broadland Business Park Norwich Norfolk NR7 0WF Tel: +44 (0)871 803 6600 Fax: +44 (0)871 803 6709 [email protected] http://www.bertrams.com Blackwell's Bookshops 
 Contact any branch nationwide or visit: http://bookshop.blackwell. co.uk BEBC – Bournemouth English Book Centre Albion Close Parkstone Poole Dorset BH12 3LL
 Tel: +44 (0)1202 715555 Fax: +44 (0)1202 712913 [email protected] www.bebc.co.uk Cambridge International Book Centre 
 42 Hills Road 
 Cambridge 
 CB2 1LA 
 Tel: +44 (0)1223 365400 
 Fax: +44 (0)1223 312607 
 [email protected] www.eflbooks.co.uk 



ELT Bookshop 
 St Giles College 
 154 Southampton Row 
 Bloomsbury 
 London 
WC1B 5JX 
 Tel: +44 (0)20 7833 2773 [email protected] 

 The English Language Bookshop 
 31 George Street 
 Brighton 
 East Sussex 
BN2 1RH 
 Tel: +44 (0)1273 604864 
 Fax: +44 (0)1273 687280 
 [email protected] www.elb-brighton.com 

 Foyles 
 113-119 Charing Cross Road 
 London 
WC2H 0EB 
 Tel: +44 (0)20 7437 5660 Fax: +44 (0)20 7434 1574 customerservices@foyles. co.uk
 www.foyles.co.uk

 Gardners Books 
 1 Whittle Drive 
 Eastbourne 
 East Sussex 
BN23 6QH 
 Tel: +44 (0)1323 521777 
 Fax: +44 (0)1323 521666 
 [email protected]
 www.gardners.com 

 Grant and Cutler 
 55-57 Great Marlborough Street 
 London 
W1F 7AY 
 Tel: +44 (0)20 7734 2012 Fax: +44 (0)20 7734 9272 contactus@grantandcutler. com
 www.grantandcutler.com

 KELTIC International 
 Unit B Charbridge Way Bicester Oxfordshire OX26 4ST Tel: +44 (0)1869 363589 Fax: +44 (0)1869 363590



LCL International Booksellers Ltd 
 104-106 Judd Street 
 London 
 WC1H 9PU 
 Tel: +44 (0)20 7837 0486 
 Fax: +44 (0)20 7833 9452 [email protected]
 www.lclib.com 

 Waterstone’s Booksellers 
 Contact any branch nationwide or visit: 
 www.waterstones.co.uk UNITED STATES Delta Publishing Company 1400 Miller Parkway McHenry IL 60050-7030 USA Tel: +815 363 7891 ext 20 Fax: +815 363 2948 [email protected] www.deltapublishing.com English Central 46 St. Clair Avenue East Toronto, Ontario M4T 1M9 Canada Tel: +1 416 850 0833 Fax: +1 416 850 0834 [email protected] www.englishcentral.net URUGUAY Bookshop S.A. José Enrique Rodó 1671 11200 Montevideo Uruguay Tel: +598 2 401 10 10 Fax: +598 2 408 89 50 [email protected] www.bookshop.com.uy

VENEZUELA Ven-Hill Interamericana de Venezuela S.A. 2da. Transv. de Bello Monte entre Av. Abraham Lincoln y Av. Casanova Local G-2 Sabana Grande Caracas Venezuela Z.P 1050 Tel: +58 212 761 6201 Fax: +58 212 762 3720 [email protected] LIBRARY SUPPLIERS Coutts UK Avon House Headlands Business Park 
 Ringwood 
 Hampshire 
 BH24 3PB 
 Tel: + 44 (0)1425 471160 
 Fax: +44 (0)1425 471525 
 [email protected] 
 www.couttsinfo.com 

 Dawson Books 
 Foxhills House 
 Brindley Close 
 Rushden 
 Northamptonshire 
 NN10 6DB 
 Tel: +44 (0)1933 417500 
 Fax: +44 (0)1933 417501 bkcustserv@dawsonbooks. co.uk 
 www.dawsonbooks.co.uk 

 The Holt Jackson Book Company Limited 
 Preston Road 
 Lytham 
 Lancashire 
 FY8 5AX 
 Tel: +44 (0)1253 737464 
 Fax: +44 (0)1253 733361 
 [email protected] www.holtjackson.co.uk

If you are unable to order from any of the bookshops or stockists listed, please contact: Catherine Kennedy Sales & Marketing Garnet Education 8 Southern Court South Street Reading RG1 4QS UK Tel: +44 (0)118 9597847 Fax: +44 (0)118 9590508 [email protected] For further information on product content, please contact: Olly Twist Academic Representative Garnet Education 8 Southern Court South Street Reading RG1 4QS UK Tel: +44 (0)118 9597847 Fax: +44 (0)118 9590508 [email protected] Our distributor is: NBN International 10 Estover Road Plymouth Devon
 PL6 7PY
 UK Tel: +44 (0)1752 202301 Fax: +44 (0)1752 202333 [email protected] If you would like to submit a manuscript, please contact: Rod Webb Education and Research Manager Garnet Education 8 Southern Court South Street Reading RG1 4QS UK Tel: +44 (0)118 9597847 Fax: +44 (0)118 9590508 [email protected]

www.garneteducation.com

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Garnet Education 8 Southern Court South Street Reading RG1 4QS UK Tel: +44 (0)118 959 7847 Fax: +44 (0)118 959 0508 Email: [email protected]

www.garneteducation.com

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