Introduction


Each unit provides between four and six hours of classroom activity, with the possibility of a further two to four hours per unit spent on the other course components (some or all of this might be self-study time). T e course will be suitable, therefore, as the core component of a faculty-specifi c pre-sessional or foundation course of between 50 and 80 hours.


Vocabulary development


T e ESAP series recognizes the importance of vocabulary development. It devotes one lesson out of each unit to vocabulary; in addition, the fi rst exercise in each of the other three lessons is often a vocabulary exercise. T e vocabulary presented can be grouped into two main areas:


• key vocabulary for medicine • key vocabulary for academic English


In addition to presenting specifi c items of vocabulary, the course concentrates on the vocabulary skills and strategies that will help students to make sense of lectures and texts.


Examples include:


• understanding prefi xes and suffi xes and how these aff ect the meaning of the base word


• guessing words in context • using an English–English dictionary eff ectively


• understanding how certain words/phrases link ideas together


• understanding how certain words/phrases show the writer/speaker’s point of view


Skills development


T e ESAP series aims to help students develop the skills they need to extract information as eff ectively as possible from a range of academic sources and to produce written work of a high standard. As part of this strategy, students will become familiar with the conventions of academic English, particularly the way academic texts such as reports, essays and lectures are structured. Following the approach of the 1st


Edition, the listening exercises


aim to enable students to develop strategies to extract as much as possible from listening to a lecture only once. Recorded lectures are becoming more common, enabling students to go back and listen again, but understanding as much as possible from a single listen remains a key academic skill.


Examples of specifi c skills developed and practised in the course include the following:


Listening


• predicting lecture content and organization from the introduction


• following signposts to lecture organization • choosing an appropriate form of lecture notes


• recognizing the lecturer’s level of confi dence/ tentativeness


• recognizing digressions


Reading • using research questions to focus on relevant information


• using topic sentences to get an overview of the text • recognizing the writer’s stance • using the internet for research purposes • interpreting charts, graphs and statistical displays


Speaking • making eff ective contributions to a seminar • asking for clarifi cation – formulating questions • speaking from notes • summarizing


• referring to other people’s contributions to a discussion


Writing • writing notes • paraphrasing and summarizing


• reporting fi ndings from other sources – avoiding plagiarism


• recognizing diff erent types of written assignment • writing a research report • compiling a bibliography/reference list


Specifi c activities


Certain types of activity are repeated on several occasions throughout the course. T is is because these activities are particularly valuable in language learning.


Activating students’ existing knowledge


Schemas are mental representations of some linked aspects of the real world. By activating relevant schemas for students, the new knowledge which is presented can be understood and related to their existing knowledge more readily. All lessons with listening or reading texts begin with one or more activities to activate relevant schemas.


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