This five-level reading series is organized by themes from academic disciplines.
Robert F. Cohen, Kim Sanabria, Judy L. Miller, Lorraine C. Smith
Niveau: From Beginner to Advanced
Longman Academic Reading 1
Longman Academic Reading 2
Longman Academic Reading 3
Longman Academic Reading 4
Longman Academic Reading 5
Liste des composantes
Reading Skills for College
Authentic reading from a variety of sources engage students' interest. A step-by-step approach helps students develop academic knowledge, vocabulary, and reading strategies and skills.
The aim of the series is to make students more effective and confident readers by providing high-interest readings on academic subjects and teaching them skills and strategies for effective reading, vocabulary building, note-taking and critical thinking.
Last but not least, the series encourages students to discuss and write about the ideas they discovered in the readings, making them better speakers and writers of English as well.
- engaging themes form a wide range of academic subjects such as art, history, nutrition studies, American literature, and forensics from a variety of sources or genres - books, textbooks, academic journals, newspapers, magazines, online articles
- Reading Strategies boxes that give a general description of a reading strategy such as previewing using visuals and the reasons for using it, and are followed by activities to practise the strategy
- comprehension activities to help students identify and understand the main idea, as well as supporting details, progressing through the chapter from the "literal" to the "inferential"
- vicabulary activities that focus on target vocabulary in the reading, presenting and practicing skills such as guessing meaning from context or from synonyms, using a dictionary, or understanding word usage
- note-taking skills practice, such as highlighting, annotating, paraphrasing, summarizing and outlining
Robert F. Cohen
If Robert F. Cohen were to think of a keyword that could readily generate thoughts about “who he is,” he would say that the word “language” probably best opens the door to such reveries. As a child growing up in New York, he was always fascinated when he heard English being spoken by people whose accents suggested that they came from backgrounds totally different from his own. To be sure, this fascination at an early age with people of different “tongues” explains the general thrust behind his passion for foreign language study (French, German, Hebrew, Latin, Portuguese, Spanish, and Russian), and his pursuit of degrees in French language and literature at Queens College (B.A.), Columbia University (M.A.), and Harvard University (Ph.D.). Learning other languages to understand himself and others better has been the focus of his life’s work. Throughout his professional career as a writer and teacher, Robert has always maintained that his role as an educator has been to go beyond the confines of the subject matter itself in order to arrive at a more “concrete” goal - that of teaching people to have compassion for one another.
Judy L. Miller
After Barnard and Columbia Graduate School in History, Judy L. Miller spent fifteen years in Paris, most of them teaching English at an engineering school of the Paris Chamber of Commerce. She remembers her first day in front of a class. The students all noisily stood up at attention when she entered the room. She was so insecure that she thought it was all an elaborate prank. “Sit down, immediately, all of you. What is the meaning of all this” Total silence. Finally, one lone voice: ” . . . a sign of respect.” By the time she returned to New York with her daughter fifteen years later, she knew all about those silences. Whether in elementary schools, at community colleges, in adult education, at music conservatories, or back at Columbia University, where she is teaching now, the best part about teaching is the students.
Lorraine C. Smith