Magyar
EnglishKeresés
Összes találat megjelenítve : 7
Összes találat megjelenítve : 7
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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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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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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I would like to acknowledge the support of my colleagues in the Departments of Economics and Geography at the University of Reading, during the period in which this book took shape. In particular, I extend my thanks to Abi Swinburn for all of her help in the latter stages of compiling the manuscript. Half of the book was also written while I was at the Institute of Policy and Planning Sciences, University of Tsukuba, Japan. I am very grateful to Masayuki Doi and Noboru Sakashita for giving me the time and space to pursue my own writing. The book has benefited from the many discussions I have had with a wide range of people and I am grateful to each of them for their insights. I would like to thank the staff of Oxford University Press for their commitment to this book and their skilled assistance. Finally, I would like to thank my wife Clare without whose continuing encouragement, love, and support this book would not have been written. (...) All economic phenomena take place within geographical space. Economic issues invariably involve either questions concerning the place specificity of particular activities, or alternatively questions relating to the overcoming of space and geographical distance. For example, all commodities are traded at various market locations. However, in order to reach the appropriate market locations, goods have to be transported and delivered across space. Similarly, service activities take place at particular locations, and the information required …
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