Introduction The ESAP series
The aim of the titles in the ESAP series is to prepare students for academic study in a particular discipline. In this respect, the series is somewhat different from many ESP (English for Specific Purposes) series, which are aimed at people already working in the field, or about to enter the field. This focus on study in the discipline rather than work in the field has enabled the authors to focus much more specifically on the skills which a student of medicine needs.
It is assumed that prior to using titles in this series students will already have completed a general EAP (English for Academic Purposes) course such as Skills in English (Garnet Publishing, up to the end of at least Level 3), and will have achieved an IELTS level of at least 5.
English for Medicine
English for Medicine is designed for students who plan to take a course in the field of medicine entirely or partly in English. The principal aim of English for Medicine is to teach students to cope with input texts, i.e., listening and reading, in the discipline. However, students will also be expected to produce output texts in speech and writing throughout the course.
The syllabus concentrates on key vocabulary for the discipline and on words and phrases commonly used in academic and technical English. It covers key facts and concepts from the discipline, thereby giving students a flying start for when they meet the same points again in their faculty work. It also focuses on the skills that will enable students to get the most out of lectures and written texts. Finally, it presents the skills required to take part in seminars and tutorials and to produce essay assignments. For a summary of the course content, see the book map on pages 4–5.
Components of the course
The course comprises: the student Course Book
this Teacher’s Book, which provides detailed guidance on each lesson, full answer keys, audio transcripts and extra photocopiable resources
audio CDs with lecture and seminar excerpts Organization of the course
English for Medicine has 12 units, each of which is based on a different aspect of medicine. Odd-numbered
6
units are based on listening (lecture/seminar extracts). Even-numbered units are based on reading.
Each unit is divided into four lessons:
Lesson 1: vocabulary for the discipline; vocabulary skills such as word-building, use of affixes, use of synonyms for paraphrasing
Lesson 2: reading or listening text and skills development
Lesson 3: reading or listening skills extension. In addition, in later reading units, students are introduced to a writing assignment which is further developed in Lesson 4; in later listening units, students are introduced to a spoken language point (e.g., making an oral presentation at a seminar) which is further developed in Lesson 4
Lesson 4: a parallel listening or reading text to that presented in Lesson 2, which students have to use their new skills (Lesson 3) to decode; in addition, written or spoken work is further practised
The last two pages of each unit, Vocabulary bank and Skills bank, are a useful summary of the unit content.
Each unit provides between four and six hours of classroom activity with the possibility of a further two to four hours on the suggested extra activities. The course will be suitable, therefore, as the core component of a faculty-specific pre-sessional or foundation course of between 50 and 80 hours.
Vocabulary development
English for Medicine attaches great importance to vocabulary. This is why one lesson out of four is devoted to vocabulary and why, in addition, the first exercise at least in many of the other three lessons is a vocabulary exercise. The vocabulary presented can be grouped into two main areas:
key vocabulary for medicine key vocabulary for academic English
In addition to presenting specific 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 prefixes and suffixes and how these affect the meaning of the base word
guessing words in context using an English–English dictionary effectively understanding how certain words/phrases link ideas
understanding how certain words/phrases show the writer/speaker’s point of view
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