Running head: CRITICAL TEXTBOOK REVIEW

Critical Textbook Review – WR ESOL

Cade M. Carson

The New School – School of Public Engagement – Prof. Ben Goldstein

CRITICAL TEXTBOOK REVIEW 2

Critical Textbook Review

English for Science is an English language learner coursebook that uses a thematic

syllabus centered around exercises and activities that require learners to apply the scientific

method and critical thinking to a variety of circumstances. This immersive style or content-based

learning is consistent with metalinguistic exceptions (Thornbury, 2006). The four aspects of skill

acquisition are addressed through vocabulary building, lexical chunks, derivational conversion,

reading for comprehension, argument structure, and syntactic relationships. Basic college level

science course content, metaknowledge of scientific practices, academic argumentation, and

academic writing style are presented through a principled framework and schema for each

chapter.

Student-based Criteria

Zimmerman claims that the lessons and exercises have enough flexibility to facilitate

their adaptation for a remedial English course aimed at native speakers, despite stating the

motivation and design of the book only included the English language acquisition community as

the target audience. Materials in the text were developed from a learner-centered study, of which

student-needs analyses were conducted at the American Language Institute in San Diego and

eventually resulted in the construction of this text (Zimmerman, 1998).

Layout

Brief Content provides a skeletal framework for a quick reference, followed by a more detailed

Table of Contents that names each activity throughout the text. The former is listed below:

1. Classifying - The Composition of Matter p.3

2. Comparing - The Elements p. 19

3. Cause and Effect - Color, Light, and Sound p. 35

CRITICAL TEXTBOOK REVIEW 3

4. Hypothesizing - Motion and Gravity p. 52

5. Defining - Energy p. 67

6. Exemplifying - Heat p. 82

7. Giving Evidence - Smoking, Drugs, and Alcohol p. 96

8. Experimenting - Electricity and Magnetism p. 111

9. Calculating - Liquids and Gases p. 126

10. Reporting - The Origin of Life p. 141

11. Describing - The Universe p. 157

12. Predicting - The Weather p. 173

The titles follow a naming convention where it reflects the language element addressed

within the chapter and the context in which the content is presented throughout the lesson. Each

section’s introduction provides a topic and implies the linguistic or rhetorical device that will be

formally introduced in the section labeled Using English for… and the subsequent exercises

extoll aspects related to the science-related field(s) where the grammar then becomes explicit in

the various vocabulary exercises and writing sections. The science curriculum functions both as a

medium to teach a writing and communication style for the purpose of engaging in the scientific

discourse of a related science field.

Sequencing is a prominent feature throughout and problem-based learning methods are

applied with other inductive learning approaches. In the first chapter, the grammar concept

revolves around active and passive voice. There is evidence of pre-reading with the introduction;

however, is reading before reading considered pre-reading in a pedagogical sense? Or would it

be considered more of the same? The position of the review is that it does provide a different

avenue or dimensional meaning of the subject, although it does not make use of a separate mode,
CRITICAL TEXTBOOK REVIEW 4

such as a discussion task which would ground the information, giving it a physical reference in

corporeal time.

Content

Other skills are divided up among the other 11 chapters and their successive subchapter

sections labeled Reading Skills, Using English…, Listening Skills, Discussion Points, and Writing

Skills. Between the exercise headings there are open-ended interim questions that call upon the

learners to reflect upon their lived experiences, inciting conversation among themselves and

other classmates or taking the form of private or self-talk. Commonly contrasted concepts are

compared, i.e., reading/writing and speaking/listening, and are present in the questions as tasks.

At times they are too simplistic for an adult audience.

Claims.

The author makes the claim, “Most of the material is adaptable for remedial classes for

native speakers as well,” (Zimmerman, p. xix, 1989). Proposing the use of this syllabus for an

adapted application seems nonsensical at best. The fact that the author tacks on a, but it’s really

for everybody, statement at the end of the Preface diminishes the integrity of the text. The strict,

metered approach taken in this context and its use as an accessible English language teaching

text are mutually exclusive: the presence of one negates the other. In no way has this text implied

or signaled to any notion that this coursebook is for everybody.

The author targets community college and university English language learners that have

a late-intermediate to advanced level proficiency in hopes of preparing them for attending

science classes with an increasing level of difficulty. How will potential language learners with a

lower competence in scientific studies or language skills be able to grasp the concepts or develop
CRITICAL TEXTBOOK REVIEW 5

the necessary grammar to succeed? It seems irresponsible and misleading to make claims like

that and a disservice for people in need of acquiring an increased proficiency in either area.

Appropriateness.

Some of the lessons are presented skillfully with an appropriate n + 1 incremental

sequencing structure for learners to follow, as well as employing multimodal learning strategies.1

There is a nice lead into the material that allows learners to draw upon their lived experiences

and configurate mental imagery that support meaning-making and distinguish a referent, relative

to their respective mental grammar. Zimmerman highlights on Goodreads.com, “[English for

Science is] Designed for academically oriented students to provide language skill practice

needed for effective participation in basic science course” (n.d.). On the other hand, within the

context of the mixed curriculum there is also evidence of a two-fronted failure at both a

developmental and compositional level.

As a survey science course, it makes sense that the first chapter should ease into the

curriculum and establish a foundation of knowledge from which the learners will continue to

accrue greater awareness of themselves and the language. Beginning in that familiar structuralist

way of developing slowly, and gradually ramping up. Chapter 1 starts slow, and goes slowly

still, and even slower, until there is the realization that the chapter has lasted 33 pages and the

only science material that has been covered are the three stages of matter and what could be

referred to as an eclectic lexis of nouns and adjectives for the associated reading tasks with short

comprehension checks thereafter.

1
‘Pre-reading’ for Chapter 1
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It seems to be a

continuity issue between

the input and output that

directly relates to the

receptive and expressive

skills that the materials aim

to support. Take for

instance the exercise found

in Chapter 3, Cause and

Effect: Color, light, and

Figure 1. Taken from English for Science, p. 39
sound called

Understanding Paraphrases, which comes after three pages of content and a simpler

identification exercise.

Here we can see all six items in the activity with the first one solved as an

example. Presumably, by the 33rd exercise in the book, one might have the expectation that the

student would have a firm grasp on the nature and organization of the exercises, especially the

overly simplistic identification activities that disregard the three pages of contextual information

that preceded it.

Visuals.

Most visual elements are unassuming and simple. The cover layout is quietly stylized

with top and bottom stripling enclosing the frame, which have equidistant page margins. Three

black abstracted images sit at the midland region evenly distributed in their relation to one

another and as a grouping to the other elements. These block abstractions are monochromatic
CRITICAL TEXTBOOK REVIEW 7

squares with rounded icon corners. Images found on the

three blocks seem to represent natural elements: water,

lightning, fire. The final-position block resembles the

campfire emblem stamped onto highway signs in the

Western United States notifying permission to start a fire

in a designated area. A sense of nature and natural science

is conveyed by the elements as a system.

Collectively, they divide the cover image into

sixths which adheres to the rule of thirds, while

Figure 2. Taken from English for
Science, Cover concurrently giving the impression of a divided frame of

rough or skewed 2 halves (Golden Ratio, 2015). The inverse of the classical frame distribution

model is present, where the larger portion rests above the smaller half in a cardinal position

displaying the title clearly in the left, upper third of the frame. Slightly off-center in a left-

justified position, the title is in the top third of the frame below the stripling near the top. Stark

black and white elements on the cover vacillate between clashing and assuaging with the

saturation of the deep teal background.

From there, every visual within the text is a black line drawing of a cartoonish style or a

chart or graph, some of which are interactive with the exercises and others are there for comedic

relief? It seems unlikely that the author or the artist thought the drawings were funny when they

2
Based on phi (ϕ), or more precisely, the conjugate of the golden ratio. Sometimes represented by
a capital Greek phi, ɸ (0.618033) and shows a numerical representation of slightly more than half. Visible
throughout art, design, music, and nature.
CRITICAL TEXTBOOK REVIEW 8

were arranged with the rest of the material. The visuals are organized to clearly reflect the

section or activity they correspond to.

Statistics for the visual elements.

The 186 pages of the text tally up to grand total of 39 images, excluding the cover

images, graphs, and charts. The quotient of total images inventoried, and the number of pages

create an average of 1 image per 4.7692 pages. Further breakdown of the findings went on to

categorize all 39 images according to their potential functional value for a learner using this

coursebook. If an image serves more than one use in respect to an activity or depicts information

in more than one way it is considered multidimensional. Images that serve a single didactic

purpose are labeled unidimensional and images with no perceived use other than placeholders

are WASTE. Of the 39 images, 24 are considered WASTE due to the absence of a didactic

purpose for the lesson. There are 12 images that are unidimensional and 3 showing

multidimensionality on pages 8, 36, and 116.

With this information available, the probability was calculated for the likelihood that a

given page in the book will result in an image (21%) for each category and from that the

likelihood that an image will be either multidimensional-M, unidimensional-U, or serve no

purpose-W.

Probability of image
21% Multidimensional-M Unidirectional-U Serve No Purpose-W
occurrence

Image type on a given page 8% 31% 61%

Probability from total pages 2% 7% 13%

Table 1. General Probability of a Given Page to Have an Image and Given Type Probability.
CRITICAL TEXTBOOK REVIEW 9

Section 2 pp. 96-110

For the second section of the review the extant features of Chapter 7, Giving Evidence:

Smoking, Drugs, and Alcohol will be evaluated for their appearance, organization, efficacy, and

cohesion. The universal criteria that will guide the discussion address a variety of factors similar

to those laid out in Developing Materials for Language Teaching (Tomlinson, 2013):

 Range of use and exposure to comprehensible input,

 Relativity to the attitudes and lived experiences of users,

 Promotes the cognitive engagement of a user,

 Establish a vote of confidence in the user by their claims and objectives,

 Provides realistic academic benchmarks,

 Allows for customization by individual users,

 Supports the autonomy of its users and their individualized education paths,

 Permit the personal discovery of usage within the materials,

 Facilitate target language interpersonal communication,

 Reveal instances for the development of cultural awareness,

 Provide practical models of integration,

 Inspire learners to apply the target language beyond the classroom,

 Accurately predict the potential needs of learners,

 Afford a high level of flexibility for locality,

 Deliver opportunities of interest for continued skill-building,

 Demonstrate the variety of use for language use,

 Urge learners to communicate effectively,

CRITICAL TEXTBOOK REVIEW 10

 Serve as a dynamic artefact (Tomlinson, 2013) for meaning beyond its context,

 Convey trust in the user by making good on the claims set out within the text.

Being that this coursebook follows a thematic syllabus for a specific purpose, the lesson

review would follow the specific criteria associated with the methodology of systemic functional

linguistics for the overall format guidelines. While elements of systemic functional linguistics

will be used to further investigate the conceptual and communicative elements of the lesson,

integration of other aspects from differing evaluation methodologies provide a robust approach

to reviewing materials and their design. This eclecticism draws from visual criteria, creativity

approaches, multimodal learning, authenticity, relativity, affect, and agency. The last two pages

of the review after the References page are an outline derived from the Table of Contents for

Chapter 7 to provide a format guide to highlight the schema, of which is the principle organizing

concept central to the design and composition of English for Science.

Chapter 7, Giving Evidence: Smoking, Drugs, and Alcohol

Criteria for the instructions consist of metrics that speak to the brevity of the instructions,

effectivity of the language used, independence of the instructions, consistency of the language,

logical order of the sequencing, a consistent lexis throughout the text, and the likelihood that

students will react positively to the instructions.

Learning Principles

A strategy of principled choice for pattern-finding in reading activities provides the

maximum amount of activities that will promote a continued dynamic interaction with the data

(pattern-finding within lexical sets over rote memorization of word lists to develop self-sufficient

users of text in the target language) fits into this concept (Tomlinson, p. 234, 2013). The target

learners of English for Science are adults and some specific criteria for adults poses an added
CRITICAL TEXTBOOK REVIEW 11

challenge to teaching this group of learners. Aspects that pertain to adult learners that specifically

relate to motivation and fostering positive attitudes towards the target language are listed below

(Tomlinson, p 272, 2013),

10 +1 Commandments for Motivating L2 Learners

1. Set a personal example with your own behavior,

2. Create a pleasant, relaxed atmosphere in the classroom,

3. Present the tasks properly,

4. Develop a good relationship with the learners,

5. Increase the learners’ linguistic self-confidence,

6. Make the language classes interesting,

7. Promote learner autonomy,

8. Personalize the learning process (increase learner involvement),

9. Increase the learners’ goal-orientedness,

10. Familiarize learners with target culture,

+1. Create a cohesive learner group.

Chapter 7 begins with the Introduction presenting a short exposition about the history of science

and ancient thinkers, like Ptolemy, Copernicus, and Einstein in relation to the burden of proof

and the importance of providing evidence for claims. The next element presented is a line

drawing showing a man’s head looking at a planet and some star, taking up half the page and

demonstrating no value to the information or learner other than providing a large amount of

negative space. Where There’s Smoke, There’s Fire is the next short reading activity about the
CRITICAL TEXTBOOK REVIEW 12

transformation of the public paradigm surrounding smoking cigarettes and the evidence for the

demonization of it therein.

Exercises and content.

Using English to Give Evidence directly follows the passage where the author explains

the thesis and subsequent arguments as evidence. It also explains the difference between opinion

and proof briefly. Following that section is the first interactive exercise, Identifying Evidence.

This section presents two statements for each activity for the learner to perform generative

procedures by identifying and selecting the conclusion with a single underline and the evidence

with a double underline. This exercise does not engage the affect of the learner. There is an

absence of space for the learner to make a connection between their lived experiences and the

information presented, which is rudimentary and asymmetric to the reading at the beginning of

the chapter. Tasks involved in the activity are presented clearly with the process and outcomes

stated and an example begins the exercise. There is no communicative aspect to this exercise,

and it has a very narrow available set of possible outcomes that dismiss the previous reading that

set up the learner to create mental images of smoking side effects and infamous scientists

throughout the Western tradition.

The follow up to this

activity is another identification

activity labeled Drawing

Figure 3. Taken from English for Science, p. 99.
Conclusions from Evidence. The

learner is expected to choose the correct conclusion that can be extrapolated from the evidence

statement for each activity and circle its corresponding letter. Statements include There is a high

statistical correlation between smoking and emphysema, accompanied by two possible answers,
CRITICAL TEXTBOOK REVIEW 13

a. Emphysema patients like to smoke and b. Smoking is a cause of emphysema. This activity does

employ Metacognitive and Cognitive strategies for organizing the task in relation to the possible

answers and evaluating them to produce b. Smoking is a cause of emphysema, possibly based on

the prior knowledge that the learner has about the copula be and causality, the relationship that

and demonstrates, or due to the lack of lexicosemantic understanding about the verb like or

patients. Additionally, these conclusions could rely on the effect of priming that the collocations

exude on the lexemes emphysema and smoke (Thornbury, 2006).

On the heels of that task comes another identification exercise called Evaluating

Evidence. There is an increased level of difficulty where the learner is expected to read the

proposition and evaluate the four following statements and deduce which statements provide

evidence for the proposition given. For each activity there may be more than one answer, which

draws on an increased level of difficulty in decision-making and uncertainty (Tomlinson, p. 346,

2013). Associated with the degree of uncertainty is anxiety and doubt that negatively affect a

learner’s performance by engaging the sympathetic nervous system with the introduction of

cortisol and other stress hormones. Effects of the stress response are likely to cloud decision-

making, distract the learner’s attention to other external stimuli, significantly decrease executive

functions, and other cognitive processes because their bodies are reacting to a perceived physical

threat on a physiological level. On page 225 of Developing Materials for Language Teaching,

Brian Tomlinson points out that the learners themselves are underutilized resources for teaching,

“1. The capacity of the brain to learn from experience and, in particular the role that

affect can play in this process.

2. The knowledge, awareness, and experience which learners bring to the process of

language learning,” (2013).

CRITICAL TEXTBOOK REVIEW 14

Evaluating Evidence is a good example of what not to do, but does serve as a negative model of

an affect engagement strategy that promotes the opposite of the desired outcomes, where the

learner feels isolated and simultaneously thwarted due to a design flaw.

Deductive and inductive reasoning.

Here Zimmerman makes a substantial step up in the difficulty of the content with the

introduction of formal logic3. There has not been sufficient interactionary support scaffolding

(Thornbury, 2006) established to embark on an incredibly difficult, as far as a field of thought, or

innately confusing concept for relatively new learners of English. Evidence of this type of

asymmetric comprehension disparity is present throughout the text unexpectedly. From the

Introduction of the chapter up to this point, there is a fair attempt at incrementally working

towards this, but the little work done on sentence patterns in Chapter 3 do not begin to support

the syntactical aptitude necessary for deconstructing arguments and propositions in this way. The

connection drawn between the two subjects is rightfully so, but transcribing English into formal

logic requires an initial understanding of English at a level much higher than a level that would

find this text helpful.

Identifying deductive and inductive reasoning.

Paragraphs

preceding the

instructions are
Figure 4. Taken from English for Science, p. 101.
revealed explain the

differences between inductive and deductive reasoning in a simple and direct manner that is

3
https://math.stackexchange.com/questions/2093503/english-to-predicate-logic
CRITICAL TEXTBOOK REVIEW 15

appropriate for this advanced level of English learner. The exercise is simple enough to test the

learner’s understanding, or at least to classify if a statement is inductive or deductive. This also

provides implicit metacognition about their learning process as well. It would have been more

beneficial to start a discussion prior to this point with questions for the learners to preemptively

engage their affect that would get them to think about their opinions about their learning in the

past to conjure up mental representations for pre-reading and bridge the content gap with lived

experiences.

Using reasoning.

This section provides models of false conclusions for both types of reasoning in isolated

forms and integrated into a body paragraph. This is the first communicative task that the

materials initiate by explicit direction. If the learners have not engaged in discussion as of yet,

now the class can start to work towards some

process management skills by asking each

other questions to develop a psycho-social

outcome where they are able to develop a

learner network of support for the continued

use of English both within and outside of the

classroom (Tomlinson, p.178, 2013). This

section also allows the learner to process the new information in a social setting at their

discretion.

Vocabulary building.

This exercise offers the learners an opportunity to associate the meaning of the given

vocabulary with their synonyms within the text to have experience with the words collocations as
CRITICAL TEXTBOOK REVIEW 16

well. The vocabulary list seems to be a mixture of lexical nouns, verbs, adjectives, and adverbs

that could be part of various lexical sets (Thornbury, 2006). Coverage of the lexis looks to be of a

mid-range frequency, words like doses and detrimental setting the bar at a lower percentile of

coverage with alert, beneficial, and calms most likely providing the upper limit of coverage.

Grammar rules look to be delivered implicitly by way of the reading in this exercise and in most

of the other sections in Chapter 7.

Suffixes: -ion, -or

Grammar is explicitly addressed in this exercise through transformation processes of

nominalizing verbs. The generative procedure of this transformational process aims at achieving

the pedagogical outcome of noticing how and which nouns overtly derive from certain verbs

related to technical sciences and when it is appropriate do translate them. The morphological

spelling change processes are described with only one model of the suffixation. First the lexis is

affixed with -ion to nominalize the given verbs to create process nouns. Then the words are

displayed in their verbal form for the learner to nominalize to create verbal nouns. This exercise

is well thought out and allows for multiple processes. It lacks a communicative element, but the

receptive skills are some of the best matching/identification activities that the text has to offer.

Vocabulary in context.

This exercise is simple and direct with clear instructions that draw upon the information

that the learner has gathered about the lexis presented at the beginning of the Vocabulary section.

Learners are given a definition and presented with two vocabulary words, of which they circle

the word that they believe matches the definition. A generative procedure that serves a

pedagogical outcome.
CRITICAL TEXTBOOK REVIEW 17

Skimming and Reading.

Skimming is presented as a new skill for the learner to acquire by enumerating rules

surrounding the skill: Always skim textbooks as pre-reading, skim references for research papers

to find relevant sources, skim difficult reading materials to capture the schema and organization

of it to make it an easier read. While these are helpful tips, the pitfall is that learners will rely on

doing so before they have an adequate grasp on aspects like collocations, homonymous

relationships between words, and synonymous wording that could cause false positives in their

skimming and allow for a high degree of omission by lack of familiarity.

This exercise correlates to the Reading section directly following it titled The Danger of

Drugs and provides the content of which the comprehension questions are related to. There is

another True or False generative processing, comprehension check at the end of the reading to

expose the information to the mental representation for a fourth time which should present a

more developed understanding of the material than any other presented in the chapter.

Listening Skills

Vocabulary in Context provides another approach to demonstrating the language in an

authentic context. The words are presented in sentences where the meaning can be extrapolated

and circling one of two terms below the given sentence. The possible answers are antonyms and

the word in the given sentence is a synonym of the vocabulary word shown below. There is no

options available to the learner due to its mechanized format, but it also employs the use of

collocations and synonymous usage to help the learner understand the multidimensionality of the

word.

Note-taking.
CRITICAL TEXTBOOK REVIEW 18

This section urges the learner to explore the text to draw out relevant facts and other

useful elements from the text. The engagement with the learner is nil, but the idea related to

guided brainstorming is beneficial and allows for the other aspects of affect to bridge the

information gaps that may remain for the learner between their mental representations and the

information provided.

Understanding the Lecture.

Another exercise that checks for comprehension, but this instance it is to be based on the

notes that they have presumably taken from the process writing that tests the reading skills that

have been presented in the chapter thus far by marking each statement True or False.

Discussion Points

This section involves presenting their opinion to the class based on evidence that they

have collected from the readings and tasks of reading for purpose. Learners are given a list of

topics to choose from and prepare their materials for classroom debate. It seems important to

note the language used within this prompt as it states, “Be prepared to give your opinion on one

of these topics, offering evidence for why you think the way you do.” The underlined portion

being an addition made to emphasis the direction of the prompt turning to incite and engage with

the learner’s affect.

Writing Skills

The exercise for the writing section is called Giving Evidence and it consists of six brief

excerpts that each demonstrate a different kind of evidence used. The learner’s objective includes

identifying the evidence form or type and write about it briefly. It refers to the theme of Chapter

6 where those topics were covered. Reviewing the previous information from the earlier chapter

is good to do and the topics of the excerpts are not sugarcoated, of which Dat Bao would agree
CRITICAL TEXTBOOK REVIEW 19

with. He explains that point on page 411 in Developing Materials for Language Teaching,

“Textbooks in today’s context, apart from being communicative, have a tendency to focus on

themes of global significance and harmless topics to suit as many contexts as possible,”

(Tomlinson, 2013).

This activity allows more autonomy than the previous exercises as it allows the free

association of evidence type and a learner’s lived experiences.

Writing with Evidence.

The final exercise is more or less an abstract of the argument exercise in written form, but

the learners are given the option to write about any of the points that were available in the

Discussion Points activity. It looks to be a preparatory task for a coming task that may ask of

them to write a short essay by the sequence of given instructions explain the layout of the

paragraph for this task. This is also an opportunity that could be presented in the directions of the

activity to integrate a storytelling element for greater relativity and engagement from the learner

(Tomlinson, p. 176, 2013).

Synthesis

The primary issue found within this text relates to the schematic organization of the

information that Zimmerman presents. Each lesson starts over from the ground up, nullifying the

opportunity to build upon the information that has been presented in the previous lesson. In

doing so, the work performed by the student is dismissed and assumedly, the information and

learning that may have been developed is left to decay by neglect.

Challenges for Learners

CRITICAL TEXTBOOK REVIEW 20

There are few opportunities for learners to produce spontaneous speech within the chapter and

only 1 activity where speech is addressed directly. How and when is the learner supposed to

develop the necessary muscle memory of the mouth and throat? Entirely out-of-class?

Concepts where this text is the strongest lie in the vocabulary sections that call for

processes where the learner is asked to deal with meaning and produce generative matching and

simple inference tasks. Content and Language Integrated Learning is applied in the modern sense

to mean subject-based learning both in the sense that a shared topic is given, but this coursebook

was developed based on an actual needs-based assessment conducted for understanding the gap

that was present for students at the American Language Institute in San Diego, California.

A cumulative science survey course is positioned against this aspect intrinsically, but that

only makes the need for cohesion amongst the materials and comprehensive review that much

more important in English language learning materials design. It could be assumed that there is

more instruction to this fact in a teacher’s manual; however, disclosure of the learning objectives

and direction should be built into the curriculum already, so learners are able to maintain their

autonomy and continue to refine their sense of self-efficacy (Tomlinson 2013).

CRITICAL TEXTBOOK REVIEW 21

References

Bolitho, R. & Tomlinson, B. (1995). Discover English (new ed.). Oxford, Heinemann.

Golden ratio. (2015). Retrieved from

http://www.encyclopediaofmath.org/index.php?title=Golden_ratio&oldid=36395

Thornbury, S. (2006). An A-Z of ELT. Oxford, United Kingdom: Macmillan Publishing Limited.

Tomlinson, B. (2013). Developing Materials for Language Teaching (2nd ed.). London, United

Kingdom: Bloomsbury Publishing Plc.

Zimmereman, F. (1989). Englilsh for Science. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Zimmerman, F. (n.d.) Goodreads. Website profile. Retrieved from,

https://www.goodreads.com/book/show/3528054-english-for-science
CRITICAL TEXTBOOK REVIEW 22

Principled Task-Based Framework – Chapter Outline

[CHAPTER] 7

[SCIENTIFIC SKILL] GIVING EVIDENCE: [Theme] Smoking, Drugs, and Alcohol

INTRODUCTION

A. SHORT READING [Document Title] Where There’s Smoke, There’s Fire

B. USING ENGLISH TO… [TITLE SKILL] GIVE EVIDENCE

a) Identifying Evidence

b) Drawing Conclusions from Evidence

c) Using Reasoning

1. Deductive and Inductive Reasoning

a) Identifying Deductive and Inductive Reasoning

b) Using Reasoning

C. READING SKILLS

1. Vocabulary Building

a) Suffixes: -ion, -or

b) Vocabulary in Context

2. Skimming

3. Reading: The Danger of Drugs

CRITICAL TEXTBOOK REVIEW 23

a) Understanding the Reading

D. LISTENING SKILLS

a) Vocabulary in Context

1. Note-Taking

a) Understanding the Lecture

E. DISCUSSION POINTS

F. WRITING SKILLS

1. Giving Evidence

2. Writing with Evidence