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9781859644485

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..good for its intended purpose: preparing students for studying Economics in English. I was impressed with the incremental matter it used to to bring students up-to-pace with such complex skills as listening to lectures and taking notes. I see no drawback, except that its target audience is rather small. However, perhaps the book has found a niche, as Garnet has chosen to go the Academic English route, focusing on this area of English instruction. Patty Jehle for ETAS Journal, Vol. 31, Issue 2, Spring 2014

The main criterion against which all textbooks are assessed is the balance between EAP and EOP elements. The only coursebook that meets the criterion is English for Economics in Higher Education by Mark Roberts from Garnet Education (Roberts 2012). As all other coursebooks within the Garnet English for Specific Academic Purposes series, this course develops all four skills on the basis of subject area audio and printed texts. A brief overview of the coursebook is provided in the next few paragraphs to justify the choice of the coursebook. First, English for Economics is an English for Academic Purposes course and provides graded practice in essential academic skills such as making lecture notes, summarizing subject specific academic texts, listening to lectures, preparing seminar talks, reporting research findings, paraphrasing, building an argument in a seminar, recognizing the writer's stance, understanding complex sentences and others. There are 12 units in the coursebook with the focus on a particular skill that is trained across four lessons. The first lesson in any unit is an introduction to vocabulary specific topic of a particular unit, i.e. economics in the modern world or economics and technology. The topic specific vocabulary is further developed and recycled in either audio or printed texts (every odd unit is based on an audio text, every even unit is based on a printed text). The second lesson places the focus on a particular academic skill which is further developed and extended in the third and fourth lessons on the basis of subject specific academic tasks. The tasks range from quite simple such as look at the pictures and say how they illustrate aspects of economic risk to more difficult such as listen to the lecture introductions and make your outline on a separate sheet of paper . The tasks are characterized by a high degree of authenticity as they are similar to those academic tasks that students of Economics have to accomplish in an English-medium academic environment. Second, English for Economics is English for Occupational Purposes course and focuses on key vocabulary for the subject area. Students are expected to work with a number of input subject specific texts and produce output texts in speech and writing in the discipline. That is why the first lesson of every unit is a vocabulary lesson which introduces vocabulary for the discipline. Not only does it introduce the vocabulary but also focuses on vocabulary skills such as word-building to develop advanced skills necessary for proficient reading of subject specific texts. Thus, English for Economics has been unanimously voted by the course designers as the ideal coursebook for the pilot ESAP course as it is characterized by a systematic and balanced approach to developing academic skills through vocabulary relevant content. Svetlana N. Kucherencko for The Journal of Teaching English for Specific and Academic Purposes

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Mark Roberts was active in English Language Teaching, ESP, teacher training and ELT project management for over 20 years, working for the British Council in Yemen, Pakistan and Romania. He also had several years' experience in different capacities in Germany, working at the University of Bielefeld as a lecturer for English Language foundation subjects, as a teacher in the English language programme at a major German bank and as a high school teacher. For five years before his retirement in 2009, he was tutor for English for Academic Purposes at the Centre for English Language Education at the University of Nottingham, where he was active in course design, materials development and the application of new technology in language learning and teaching. Terry Phillips has worked in ELT for more than 35 years as a teacher, teaching supervisor, manager and language school owner. As a consultant, he has worked in more than 20 countries in all parts of the world, advising state and private language institutions on all aspects of school management. For the last ten years, he has been a full time freelance writer with his wife Anna, producing more than 160 published books in ELT. Although he and Anna have worked for all the major publishers, all recent works have been for Garnet Education. Terry is the series editor of the English for Specific Academic Purposes series for Garnet Education, which aims to prepare students to entry into a particular faculty for English-medium tertiary education. The series won the ESU award in 2009.

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