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This textbook is a logical outcome of a comprehensive research project carried out at College of Medicine and Medical Sciences(CMMS) by the author of this textbook during 2008 that determined the linguistic and non-linguistic needs, the academic level and the preferred learning styles of the students at CMMS. This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. To achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc. Every standard textbook has a main language area that acts as its foundation and other language areas are woven around it. Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular. All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. Failure to do so will adversely affect their abilities to complete their medical studies.
This textbook is a logical outcome of a comprehensive research project carried out at College of Medicine and Medical Sciences(CMMS) by the author of this textbook during 2008 that determined the linguistic and non-linguistic needs, the academic level and the preferred learning styles of the students at CMMS. This textbook is designed to cater for their specific needs by considering their culturally driven preferred learning styles. The purpose of this book is not to teach medicine but its aim is to inculcate the academic ability in the students to go to a textbook, a journal or a reference book, to any oral presentation or a classroom lecture, to an interactive academic session, to online resources, on a medical topic and to prepare them to understand, extract and utilize the required information in an effective and efficient manner. To achieve this goal, this textbook ensures an integrated practice in all language skills along with emphasizing the other important language areas of vocabulary, grammar, pronunciation and medical terminology. Reading passages of moderate length have been carefully selected from Microsoft Encyclopedia Encarta Premium (2006) about different human body organs to be exploited for achieving the above-mentioned goals. This textbook comprises of seven units. Each unit has plenty of exercises to not only give integrated practice in all the four skills but also in grammar and medical terminology. Each unit is designed to be taught in two weeks. It is ascertained that all language areas should follow a logical academic progression to achieve optimum learning. Different medical concepts, vocabulary items, medical terms, etc. are presented repeatedly in various contexts to strengthen students’ language command. A considerable variety of exercises is employed in all the units to familiarize the students with different learning situations and promote students’ interest and motivation. They include: question/answer, identifying the reference, fill in the blanks, solving crossword puzzles, word search, matching words with their meanings, synonyms or antonyms, multiple-choice questions, extracting specific items of information, matching ideas with paragraphs, true/false, correcting false statements, completing diagrams, labeling pictures, ordering sentences, joining ideas/sentences, circling correct information, writing sentences by using clues, completing outlines, splitting medical terms in their word parts, matching words parts, writing phonetic transcription, definitions and examples of medical terms, using appropriate verb forms, making questions and negatives, punctuation, error analysis, pronunciation practice, identifying and pronouncing past and plural endings, listening exercises, a variety of speaking exercises like dialogues, responding to the prompts, oral presentations etc. Every standard textbook has a main language area that acts as its foundation and other language areas are woven around it. Reading skills act as the backbone for this textbook considering its primary importance for medical students in general and the students of CMMS in particular. All the passages are meant to be read silently. The students need to scan, skim and read intensively to solve a wide variety of exercises. They need to read the passages individually, in pairs or in groups. Students of medicine have to go through a lot of reading material, i.e. textbooks, reference books, articles, journals, online resources etc. Specific reading skills are required to effectively deal with different types of materials and this section of the textbook prepares the students to employ appropriate reading strategies to handle various kinds of materials. This enables them to become efficient readers that is a sine qua non to continue their medical studies successfully. Failure to do so will adversely affect their abilities to complete their medical studies.
2007 •
CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www. Cambridge, org Information on this title: www.cambridge.org/ ...
2019 •
Medical language is the language used by medical experts in their professional communication and incorporates more than 2,500 years of a development influenced mostly by Greek and Latin medical traditions. Its specific features and characteristics are studied from various aspects. It is closely connected with the immense development of technology and science that brings new concepts to the language; medical vocabulary is an open and continually changing phenomenon and its units often acquire new meanings. Learning English medical language that has become a lingua franca during the last few decades creates certain obstacles for learners in the form of collocations, irregular forms, existence of synonyms, doublets, abbreviations, false friends, etc. To manage medical language at an appropriate level requires looking for the most convenient teaching and learning strategies. Good proficiency of English medical language opens new horizons to medical professionals and offers various optio...
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