Cambridge Academic English C1 Advanced Student's Book An Integrated Skills Course for EAP PDF
Preview Cambridge Academic English C1 Advanced Student's Book An Integrated Skills Course for EAP
CAMBRIDGE Cambridge English An integrated skills course for EAP Student’s Book Martin Hewings and Craig Thaine Course consultant: Michael McCarthy ‘You may find these challenging at fest but you wl learn strategies inthe course to help you to cope vvth them, We Delleve that working wih authentic texts In EAP Is the best way of preparing to reed them during your academic course of study. ‘The lectures you wil watch are delivered by experienced lecturers and researcher. In many colleges and universities around the wore you wil be taught in English by some tutors who are ative English speakers and others who are non-native English speakers. To help you prepare for this, both native and non-native English-speaking lecturers have been Included inthis course, ‘Te vocabulary focused on inthe course has been selected fr being of particular importance in ‘academic witng, reading, lectures and seminars. In choosing what to teach we have made use ‘ofthe Academie Word List compiled by Aver Coxhead (see w.vctria.ec.n/lals/resources/ ‘2cademicwordlst/ for more information). This it includes mary ofthe words that you are kel to ‘encounter in your academic studies. ‘What are the addtional features? ach unit contains the following adctional features: sa el ne nate fay -Fige The Focus on your subject boxes encourage you to thnk about how what you have learnt applies to your own subject area. (© °ovous research boes present use ndngs trom the CAEC (see below). ‘Te Word ist atthe back of the Student's Book covers Key academic words essential for evelopment of academic vocabulary. For each level ofthe course, a fulHength version of one ofthe lectures from the DVD is ‘avaiable online. Ths gves you the opportunity to practise, in an extended context, the listening and note-taking skills that you develop inthe Lecture and seminar skis units. Te video and accompanying worksheets are available fr students at wnw.cambridge.rg/el/ ‘cademicenglsh “To make sure thatthe language we teachin the course Is uptodate and relevant, we have made ‘extensive use of the Cambridge Academic English Corpus in preparing the material O viv came Aetei Engn ou (AEE? The CAEC is 400-milionword resource comprising two parts. One Is a collection of writen ‘academic language taken from textbooks and Journals weten in both Brtish and American English ‘The second is @ collection of spoken language from academic lectures and seminars. In both parts ofthe corpus a wide variety of academic subject areas Is covered. In addtion tothe CAEC, we have Tooke a language from a 1.7-milion word corpus of srits witen by students taking the IELTS test ‘Conducting our research using these corpora has allowed us to learn more about academic language in use, and also about the common erors made by students when using academic English. Using this information, we can be sure that the material inthis course is bul on sound ‘evidence of how English Is used ina wide variety of academic contests, We use the CAEC to provide authentic examples inthe actvties of how language Is used, ad to give you useful facts ‘About how often and in what contests certain words and pases are used in academic wing ‘We hope you enjoy using Cambridge Academic English and that it helps you achieve success in your academic studies. Martin Hewings and Craig Taine Pros ad cone fg war etna cert to ‘sek oun scission Dosing we esos Orang efometin es rir vp reseor: eau econ rig pctce ‘utonctots Pgs 158 Appundees Page 68 Wonet Page 173, angen tepentert eomer ‘Aootng good sty svatoges Fading information about research proects Academic orientation a the Unted Stats. He ‘ow studying for @ PRD Intstory at Bsn nies 10 7s unit introcuces some ofthe sks you will need to develop In order to be successful in hlgner education. ft also looks at what involved in beginning a research projet. 1 Being an independent learner 414. Students at most universities are expected to be Independent learners. Tick the sentences, below which describe characteristics ofthis typeof learner. make choices about what courses to study within @ programme. 2. set their own short and longterm learning goal. leave assignment writing unt the last minute 44 know who to ask fr help in case of aifiuty. '5 know where to fn Information they need. 8 use the library, online information and other resources effectively 7 walt for ther tutor to tell them what to rea. {entity areas where they are weak and need todo further work ‘9 can conduct an investigation ona particular topic wit inited guidance. 10 accept what they read in textbooks and on websites as facts. 12 a Choose two of the characteristics of an independent learner that you thnk you already have ‘and two that you need to develop. How might you develop the weaker characteristics? » In pairs or small groups, compare your answers 1.9 2 Listen to Max taking about itferences in being a student on an undergraduate and then «8 postgraduate programme, 1 nwhich programme was he expected to study more independenty? 2 What parveularefferences between the programmes does he mention? 2 Adopting good study strategies 2.4 Aninterational student, who wil shorty goto university In an Englshspeaking country, has ‘asked you what study strategies to use In order to achieve academic success. 11 Work in pars or small groups and suggest, based on your experience, a least three pieces of advice. 2 ‘Share your ideas withthe class. ‘Academic orientation 22 a You are going to read extracts trom an article about academic success. Study this chart trom the article, where recommendations are made. Is any advice you talked about in 2. ‘mentioned? Dacor earn Seok ot pesos tine oma foreass || na Naw sy Sook ects » ‘uy wth nes — ; |} enon stone Ere0y viel nose seeree Noten he UntedState, prea refers oyu tw unnrey tse Inte Ut professor taoche fe igest nk neural » In these extracts from the article, the writer reports research on which his recommendations ‘are based. Read the extracts (1-5) below and match them with sections ofthe chart (2+). = Research indicates that ater exposure to beeween ten and twenty mines of contour lecturing, learning fl off rapt Lucky. several teaching practices counter tis tendency Fret ook for professors who ask rhetorical questions every ten mites orto (Weaver and Corre, 1986) and who Feinforce mater by asang for nonhreatening forms of participation such ara show of hande or ‘olunteer Speakers wth examples conrming or countering the mater (Hunter, 1983), [2] Gage and eriner (1992) argu that models provide “accurate and useful representations of knowedge ‘that & needed when sling problems in some parscular domain” (p.314) Specialy they found hat ‘students who sty modes and conceptual maps before a lecture may reals much a 7 percent ‘more of the conceptual informacion han students who do not study and discuss such map and modal a Academic oretation [4] [Alesough informal and es-strucured classes are employed to stimulate engagement in American class= ‘rooms, the research mentioned earler Ideas that these practices may impede international student learning In adtion, international student are often unaccustomed to frequent tering and have more ‘operience ing estayoriented examinabons OO io Research indicates that classroom atmosphere and especialy the quality and degre of faculty-sudent Inceracton in American universes Touble ternational studens (Cra, 1981; Edwards and Tonkin, 1990) These finding reflect the face that mort internatsonlseadenes ae aecustomad to lntening and learning raher than speaking ince. International udents shuld therefor consider seking out professors whe lecture well resco nd racarmenaaton, New Dees igh Eaton, 7, 13-20. 2.3. Does the evidence reported in these extracts match your own experience of academic study? In pars, ciscuss whether you agree or cisagree with Abels recommendations for academic sveess, Do you think any are impractical? ‘3 Finding information about research projects Many undergracuate and postgraduate students have to undertake a research project as part ‘oftheir programme and wrte tis up ina dssertaton or thesis (a lng piece of wring, normally Considerably longer than an essay). The terms ‘tssertaton’ and thesis are used diferent in ‘ferent pars ofthe word. n Bris universities, ‘lssertation'often refers to undergraduate work and thesis to postgraduate work as inthe website below). Inthe United States, ‘clssertaton' refers tothe work submited fora doctorate (PhO). 12 Universities are providing an Increasing amount of information online. AS an independent learner you should make sure you know what Is avalabe, Look atthe university website on ‘page 13 and decide where you ean find answers to questions about writing dasertation. Match questions 4-40 below to options a. 12 on this pat of the website ‘probably on another part ofthe same website {© probably not on this website What are the sections of atypical dissertation? \Winat are the advantages and disadvantages of using interviews and questionnaires in my research? ‘Should | py the people who answer my research questionnaire? Does my cissertation have to follow my inital pian exacty? What is the deadline for handing in my dissertation? Where should include ideas for further research? How do | avoid plagiarism? How much help will my supervisor give me? ‘What shal | include inthe introduction? Where can I find ist of possible topics for my dissertation? Companion for Undergraduate Dissertations ‘etnias beats pante ran Paton te tos ng Seamus toto ea fa nbsp ge Som conan en vargas Yon shoe cone tae ak Dissertation structure Teteitaohtmmes omer rere aye nner fee —— eam [sonar mann ota Te saute pena wh ened (ejeghatu caro nner tues panna (iin bpe ede 8 cs oar ce a a pt foe me a Se NTT A (seat omen er oper yen hua ‘Secrest a ee ‘eno neta ote far rae ac ee easy Senta en cw cn a oe Tso baa et a cys mera ew Pee ‘rcnenen tye a ate ys mus gooey oa ae |Sreauan toy Snaae ya ecre carey mele mpte ae enn sts oe dash 4 Writing a research proposal nike a taught Master's degree, an MPil (Master of Philosophy) is usualy awarded forthe ‘successful completion of @ research projet writen up in @ dissertation or thesis. 44 8 You ae gong to lston to Youness talking about his research proposal. He has included the {ollowing parts. Decide the order you expect them to be Inthe proposal Research questions Metnods * Conclusion + Outine of previous research 'b 02 Listen to Youness and check your answers. «© [83 Listen again. What s the main way his research i trent from work done by other researchers? 4 Wy tis important to include a statement in research proposal (and Inthe fina dissertation) saying how your work is diferent from previous researc? Share your ideas withthe clas, {© Think of one piece of research that you are familar with from your own subject. In pars, take ‘uns to explain how its diferent trom previous research Reading italy Preparing to 100d Notwtatng " Nocabulry in context compound 1 Advertising and Some Reading neta critical thinking snap eos Reading “ i? aa 42 Pros snd cons of Pou Work "Getting a opportunity o speak na gov ascussion weting "Weng summary Intent eterencing conventions Reading critically ‘critical reeder questions the information and pont of vew presented by the writer ina text. ‘an uncritical reeder simply accepts what Is sai na text as correct. [Answer these questions and then discuss your ideas in pals. 1 Why is it important to be abe to read crticaly in your academic studles? 2 Inyour previous academic studies, were you expected to read critically? 18 You are going to read critically two extracts onthe tple ofthe consumer society. Before you ad, dacuss what ‘consume society means to you. Read Extract A and then discuss questions 1-6 below The social value of brands Thereof the consumer society i frequenty blames for many il but rarely raised for its pencil soil t g Centrbution:gerrating the weath rat pays for and sustains socal een Soca spending progress Long-term improvements + inealth, education, ving standards | pega comings covtaabe ail ‘nd opportunities depend on wealth ‘reaton. Strong economic growth goes hand-in-hand with strong, ecogisable Toyalty no guarantee of reliable earings; no reliable earings less investment and employment; ess investment and employment, es wealth rate; less wealth created, lower government receipts Spend on soil goods se Figure 4.1). This is the most asc, and arguably the most alable socal contribution that brands make YY Investment and employment ip Welt creation reas ‘Does the tte of the publication tell you anything about the writer's postion? ‘What general position does the wrtr take in the extract? ‘What claims are made that lead the witer to this positon? Does the writer provide any supporting evidence for ciaims? What aterative positions are there and does the witer acknowledge these? Ae you persuaded that the writer's position Is correct?
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