Magyar
EnglishKeresés
Összes találat megjelenítve : 10
Összes találat megjelenítve : 10
Találatok
Most non English speaking doctors find communication with colleagues at international conferences or when working abroad a fairly easy task as the medical language used is easily understandable. However when faced with English speaking patients in the consulting room different vocabulary and language is required. This book has been prepared with this problem of direct communication in mind. It is aimed at those wishing to work in English speaking countries, e. g. doctors who have to communicate in English, medical students, assistants and nurses. The author has had many years of experience teaching medical English to doctors and undergraduates. She understands the vital need for medical professionals to communicate accurately with patients at their own level. She has worked to fulfil this need by collecting authentic materials in consulting rooms in the United Kingdom and in the United States. This is a revised version of "What's the Diagnosis?" by M. Gydrffy and G. Rdbdk Nagy, a book already in use for medical students at the University Medical School of Pdcs., Hungary. The book is accompanied by a tape, and there is a complete tapcscript at the end of the book together with an answer key. The book is divided into 13 units based on the main medical specialities. Each unit has dialogues concerning patients’ complaints, history taking, examination, treatment and advice. Exercises consist of a Pre-Listening activity designed to model existing knowledge and vocabulary, a …
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The United Kingdom (UK) is made up of four countries: England, Scotland, Wales, and Northern Ireland. The four capitals of the United Kingdom’s constituent countries are London (England), Edinburgh (Scotland), Cardiff (Wales), and Belfast (Northern Ireland). London is also the capital of the UK. London is the capital city of England and the UK. It is in the south east of England, and is on the river Thames. It has a population of approximately 8 million people. London has many famous monuments such as the Tower of London, Big Ben, Buckingham Palace, and the London Eye. It also has well-known museums and galleries such as the British Museum, the National Gallery, and Tate Modern. The West End, with locations like Oxford Street, Leicester Square, Covent Garden, and Piccadilly Circus is London's entertainment and shopping district. London's tallest building is One Canada Square in Canary Wharf. It has 52 floors! For a big city, London has many green spaces, for example Hyde, St James’, and Greenwich parks. The Houses of Parliament, in Westminster, is the home of the Government of the UK. Edinburgh is the capital of Scotland and its second largest city after Glasgow. Edinburgh is in south-east Scotland, on the south shore of the Firth of Forth, on the North Sea. It is the seat of the Scottish Parliament. Edinburgh has a total population of around 450,000. In August, during the Edinburgh festival, its population doubles! Its main attractions include Edinburgh Castle which is …
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Recent years have seen an increased awareness of the presence of learners with ctyslexia in our schools, and ongoing research is helping teachers understand the nature, causes, and challenges of dyslexia, as well as the potential and learning preferences of students with this learning difference. English as a Foreign Language (EFL) is a key subject in the school curriculum all over the world, and in most cases learners with dyslexia are not exempt from studying it. Unfortunately, English can be very challenging for these learners, not only because of their learning difference, but also because of a number of additional barriers that may be present in the classroom due to inappropriate teaching methods. While clinical and pedagogical research show that learners with dyslexia require specific attention in the foreign language classroom, school regulations vary, only in some countries are these learners eligible for individualized special needs teaching, while probably the most common scenario involves them being included in mainstream classes without special needs support. What can EFL teachers reasonably do in their classrooms to support learners with dyslexia? What do they need to know? WTiat principles, strategies, and techniques should they use? And when it comes to assessing these learners, what should they do? This book provides answers to these questions based on current trends in foreign language research which, over the past 30 years, have increasingly addressed the …
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Swedish
- Rice, Allan Lake
- 1968
This grammar is admittedly unorthodox. I have felt for many years that the teaching of Swedish has been in need of a shake-up. Being that rara avis, a teacher of Swedish with no drop of Scandinavian blood, and having come upon Swedish first as an undergraduate in an American university, I see it perhaps with different eyes than one who has had it in his blood from childhood. I am inclined to consider this an advantage in some ways. The underlying idea of the book is implied in its title. It is meant to be intensely practical, and so some corners have been intentionally cut. Experience has shown, for instance, that verb plurals are nowadays an unnecessary luxury. The intricacies of Swedish tradition with regard to noun declensions and verb conjugations and definite article endings as presented in some earlier Swedish grammars have had many a poor foreigner in a sadly muddled state. I have stormed those citadels and, I hope, made a dent. I have demoted the infinitive to the background where it belongs. Swedish is an extremely easy language, but some of the earlier grammars have been too scholarly to let the student find that out. There is nothing whatever scholarly about this one. It tries to speak the student’s own language. I will be accused of over-brevity, of non-conformity, of omitting reading selections and of choosing my vocabulary without regard for frequency lists. All this is true and intentional. My reply is that this is not meant to be either a reference grammar …
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Swedish
- McClean, R. J.
- 1975
The English-speaker will not find it difficult to acquire a working knowlodgo of Swedish. The grammar anil vocabulary are easily grasped, English and Swedish having dovolopod along similar lines. This book offers a comprehensive and practical course in modern Swedish for those studying privately, at evening class or at university. Pronunciation, grammar and syntax are fully explained, and a basic vocabulary is introduced. Each chapter contains exorcises, a key to which is given at the back of the book, and the text also includes a two-way vocabulary and an alphabetical list of contents. (...) The present volume has been written primarily for those who wish to acquire a knowledge of Swedish by private study. This has made it necessary to be rather more explicit on minor points than would otherwise have been the case, and to devote special attention to pronunciation. In Part I every endeavour has been made to describe the sounds of Swedish as clearly and simply as possible. It should bo carefully studied before any of Part II is attempted, and constantly revised, so that when the student hears Swedish spoken, he may know what to listen for and how to correct his own pronunciation. Since Swedish is a tone language, students will do well to avail themselves of every opportunity to hear it spoken. Students living in or near the large ports will almost certainly be able to get in touch with Swedish seamen, either through the local Swedish Seamen’s Church or the nearest Swedish …
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As a language teacher you must make decisions all of the time. Some of your decisions are relatively minor ones—should homework be assigned that particular day, for instance. Other decisions have more profound implications. What should be the goal oflanguage instruction? Which language teaching method will be the most effective in reaching it? What is the best means of evaluation to see if it has been reached? There is no single correct answer to questions like these. Each of you has to answer them for yourself. We believe, however, that a teacher informed about some of the possibilities will make better decisions. Making informed choices is, after all, what teaching is all about (Stevick 1982; Larsen-Freeman 1983a, 1983b). One purpose of this book, therefore, is to provide information to teachers and teacher trainees about eight methods of foreign language teaching. By reading this book you will gain an understanding of the principles on which these methods are based and of the techniques associated with each method. These eight were chosen because they are all currently practiced today. It is not our purpose to convince you of the superiority of any one of them; indeed, the inclusion of a method in this book should not be construed as an endorsement of that method. What is being recommended is that, in the interest of becoming informed about existing choices, you investigate each method. A second purpose for this book is to encourage you to examine your own beliefs about …
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Since the publication of The Practice of English Language Teaching in 1983 much has happened in the world of language teaching: new concerns have occupied the minds of methodologists and applied linguists; new textbooks have been written; new techniques have become fashionable. We must be grateful for all this flux and change since without it teaching would be a grey and ultimately depressing experience. But of course it isn’t (except sometimes!). It’s a constantly interesting and exciting occupation and the new discoveries and insights that we come across or which are put before us make it more challenging and keep us on our toes where otherwise we might become stifled by the routine of it all. With all these things going on it became clear that a new edition of The Practice of English Language Teaching was necessary. In the first place the textbook examples in the first edition were quite simply out of date. A new generation of materials is in use and this needs to be reflected in the book. Then there is the issue of methodology. In the last few years we have seen an awakening of interest in task-based learning, self-directed learning, learner training, and discovery techniques to name but a few of the many concerns that have excited us all. There has also been a renaissance of interest in vocabulary and vocabulary teaching. These, then are some of the considerations which have prompted this new edition. Readers who are familiar with the original will find here a …
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